Leading teacher collaboration in subject-specific pedagogy

Caroline Entwistle, Ark Boulton Academy, UK This article shares an approach to leading the development of subject-specific pedagogy through establishing a professional learning community. Our school mission is that 'it takes a whole community to bring up a child'. From a leadership perspective, creating the time and space for our teaching community to learn together, for the benefit of students, is one way in which we can fulfil this mission. Working collaboratively to deepen our understanding of our subjects also matches our wider multi-academy trust (MAT) values, which identify strongly with developing a culture of excellent teaching through investing in teacher education. Teacher collaboration Creating the conditions for teachers to purposefully collaborate is challenging. Danielson (2006, p. 23) identifies that leaders, particularly in secondary schools, find it 'virtually impossible' to know all subjects and associated pedagogies to help develop their teachers. Yet our most