Centre for Teaching Excellence

Teacher Secondment Opportunities

The Centre for Teaching Excellence (CfTE) has been established to support teachers, including those in Gaelic Medium Education, in actively leading and engaging with research and evidence to inform and develop their practice. Further information about the Centre, including its purpose and operation, is available on the Centre’s website. We are seeking to appoint experienced teachers to part-time secondment posts to take forward the Centre’s research priorities.

Secondment opportunities of up to 0.4 FTE are available for teachers across Scotland to coordinate and lead Centre activities through a series of online and in-person sessions in regionally based hubs, where teachers can come together to engage in, generate, and disseminate research and enquiry with a focus on pedagogy and classroom practice [1].

These teacher-researcher groups will enable teachers to collaborate with university- and school-based colleagues who share similar interests, supporting both research design and the sharing of research outcomes through, for example, research-practice partnerships and communities of enquiry.

Successful candidates will be seconded from their current teaching roles to join our team, with positions supported by government funding and facilitated by local authority/employer endorsement. This is an opportunity not only to enhance professional development but also to play a pivotal role in supporting peers' advancement, thereby contributing significantly to the broader educational community.

Teachers seconded to the Centre for Teaching Excellence on a temporary basis will remain employed by their original substantive employer. Successful applicants will work for the Centre for either one or two days per week (by agreement), returning to their substantive post on their previous FTE at the end of the agreed term of the secondment. Please note that the secondments are not additional or separate roles. The secondment FTE is deducted from an individual’s substantive FTE post.

The secondments will be effective from August 2026 – 31 March 2027.

The Centre has six research Hubs:

• Rural Education and Learning for Sustainability
• Gaelic Education
• Teaching-focused Research
• Pedagogy to Support Attainment in Diverse Classrooms
• Innovation in Pedagogy to Enhance Classroom Practice
• Digital Education and Artificial Intelligence (AI) in Advancing Pedagogy

We welcome applicants from across Scotland with a diverse range of interests and experiences.

Hub Appointment

Secondees will be aligned to the hub most appropriate to their experience and expertise and, while attached to a hub, will be able to work from the hub closest to their own place of work and / or online. In-person attendance at key meetings and events will be communicated in advance.

Application Process

Application is through submission of a covering letter and CV. The covering letter should:

• address the essential criteria and suitability for the role;

• confirm endorsement by the applicant’s Headteacher.

Please note that you must provide evidence of written approval from your local authority / employer should you be successful; therefore, we recommend that candidates liaise with the appropriate officers during the application process. Applicants are also encouraged to indicate any professional learning interests aligned with the thematic research hubs referenced above.

Shortlisted applicants will be invited to an interview with a panel that includes members of the CfTE team and, if available, representatives of the Centre for Teaching Excellence Advisory Group.

Please submit your CV and cover letter to: cfte@glasgow.ac.uk

Essential Criteria

• Minimum of three years of full-time teaching experience, post probation (or equivalent), and/or sustained experience of leading/supporting others with enquiry.

• Demonstrable track record of engaging in own professional learning related to research/inquiry.

• Portfolio of career-long professional learning.

• Experience of leading / mentoring other teachers through extended professional learning activities.

• Excellent interpersonal and communication skills and the ability to present to a range of stakeholders.

Role Specification

• Bridging Research and Practice.

• Act as a liaison between schools and the Centre, ensuring that professional learning initiatives are relevant and practical for teachers in real classrooms.

• Help translate research findings into actionable strategies that can be implemented in diverse school settings.

• Supporting professional learning initiatives.

• Contribute to the development and delivery of regional hubs and online professional learning opportunities, as outlined in the CfTE model.

• Facilitate communities of practice by leading teacher engagement in practitioner enquiry, action research and professional development sessions.

• Help design online and in-person activities that align with teachers’ needs and system priorities.

• Contribute to the development of professional learning materials and resources.

• Gathering and disseminating evidence

• Participate in and contribute to research on teaching, learning and assessment, ensuring that they reflect the realities of classroom practice.

• Support the development of synthesis reports, ensuring they are accessible and applicable across different school contexts nationally.

• Assist in creating evidence briefs, digital content, and social media engagement to share insights with teachers nationwide.

Strengthening Partnerships

• Work with local authorities, schools and universities to ensure the work of CfTE is embedded in Scotland’s education system.

• Facilitate collaborations between teachers and researchers, supporting co-constructed professional learning experiences.

• Build networks across and between education sectors in Scotland to embed a culture of research-informed and enquiry-based teaching.

Promoting Equity and Inclusion

• Ensure that professional learning is responsive to the needs of different communities, particularly in rural and Gaelic settings.

• Ensure that all teachers are made welcome, and their voices heard in the development of the hubs, particularly those teachers from currently under-represented groups.

• Help shape inclusive practices by drawing on their own experience in diverse educational contexts.

 

[1] Where 0.4FTE secondment is not feasible, an appointment based on an agreed maximum number of days will be considered. This should be indicated on the covering letter.