The NEU supports you in your role as a middle leader in addition to workplace representation, legal support and employment rights advice.
Middle leaders
Heads of department, curriculum leaders, SENCOs and ECT mentors flourish in their roles when they are provided with adequate time, development opportunities and collaborative support.
NPQs
The NPQs are a suite of qualifications designed to support the development of leaders working across primary and secondary schools.
The role of ECT Mentors
ECT mentors now have the recognition and support that the role merits. The ECF recognises how integral the role of the mentor is for the development of ECTs and emphasises the need for support and training for them.
Advice and support for subject leaders
This guidance aims to inform subject, middle and senior leaders of the responsibilities associated with leading a subject.
TLR payments and other allowances
Advice on teaching and learning responsibility (TLR) payments and other allowances.
Threshold progression and the upper pay range
The Upper Pay Range is a pay range offering significantly higher pay than the main pay range. This advice helps explain progression to the Upper Pay Range.
Creating a better work-life balance with your team
Middle leaders are aware that when a better work-life balance is achieved for all, their teams are able to make a greater impact on the achievement of students in the workplace. Creating a manageable workload can support staff wellbeing and building trust within teams can lead to greater motivation.
Becoming an effective mentor
An effective mentor will have a huge influence on whether an ECT successfully copes with the many challenges they will face as they start out in teaching.
Work/life balance for teachers model policy
The aim of this model policy on work/life balance for teachers is to provide a framework that schools can adopt to end excessive and unsustainable teacher working hours.
Mental Health Charter
This charter, including a model policy, is intended as a focal point around which staff and school/college leaders may collectively develop tools and strategies specific to their needs and aimed at reducing stress.
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