Professional learning

The SLLP professional learning programme is aligned to aspects of the GTCS Professional Standards for Career-long Professional Learning and for Middle Leadership. The programme carries an endorsement from Education Scotland’s Professional Learning and Leadership Directorate and Professional Recognition: leadership in languages education from the GTCS. Our most recent GTCS reaccreditation panel recognised that it was a ‘well-conceived’, ‘well-designed’ and ‘very responsive’ professional programme with a ‘real uniqueness’. It was commended further for having ‘the teacher very much positioned at the heart of this professional learning as the learner, connected in their exploration through feedback loops to the impact of their learning on children and young people.’ 

All participants are supported by critical friends throughout who are previous SLLP participants. In this voluntary role, critical friends draw on their extensive experience of leading and teaching languages, as well as supporting the professional learning of colleagues. 

The SLLP professional development programme comprises four elements: 

• Pre-Core in May. One online twilight, guidance on your first Master's level journal submission. 

• Core in June. Two days of online professional learning. 

• Choice between August and March. Ongoing critical reflection on practice, policy, curriculum and research, with a further three submissions receiving formative feedback from critical friends against Master's level (SCQF level 11) criteria. Also, the chance to choose from curated menus of synchronous and asynchronous opportunities that focus on a specific aspect of leadership of languages education. 

• Recall in May. The cohort reconvenes online and each participant shares their SLLP experience so far with a small group of peers. 

The strand of the SLLP is open to practitioners working in Scotland who have a minimum of three years teaching experience. They should have, or aspire to have, a strategic role in leading languages education in their primary, secondary, special or teacher education setting. Educators working in the state sector are offered places on the programme free of charge. A fee is charged for places taken up by educators working in the independent sector. 

Achievement of GTCS award from the SLLP allows alums to use the certificate of Professional Recognition: leadership in languages education from the GTCS as proof of accredited prior learning.  An agreement with colleagues at  Strathclyde Institute of Education means the certificate will be accepted as evidence of accredited prior learning and open the door for access onto MEd pathways either in Educational Leadership or Education Studies at the University of Strathclyde.  It may also be accepted as evidence of accredited prior learning at other institutions too, subject to the decision of the institution’s admissions office. 

The network was launched in 2024 and welcomes anybody who took part in the SLLP professional development programme (aka 1+2 LLP or TTT) at any time since 2014. 

Members of the SLLP Alums Network have the chance to: 

• Connect and reconnect with the ever-expanding SLLP family  

• Join occasional online twilights in conversation with inspiring speakers  

• Receive monthly newsletters, disseminate information and opportunities 

• Attend in person SLLP Alum get-togethers around the country  

• Explore your own language leadership stories by participating in a collaborative enquiry 

• Support future participants on the SLLP professional development programme as critical friend 

If you took part in the SLLP (aka 1+2 LLP or TTT) at any time since 2014, and you wish to join or rejoin the SLLP Alums Network, please email your Glow to scilt@strath.ac.uk and we will join you to the network’s MS Team. 

Read this Taking the Lead with Languages article about Karen Faulds’ SLLP experiences. Karen completed the programme as a class teacher and went on to become a critical friend in a subsequent role as a Professional Development Officer at SCILT. 

Testimonials from previous participants. 

• "Great to have time to get together before the Core Days to discuss expectations for the course and assignment 1. Super range of speakers across the two core days, balanced well with break out rooms. Very friendly atmosphere set, which made me feel confident to share my thoughts and questions. I think everyone was made to feel welcomed to the course and reassured that they will be well supported."
• "Current format was very efficient. Guest speakers were all very informative."
• “I feel more empowered and passionate about teaching languages and I have gained much more confidence in this area. I also feel much better informed by having engaged with professional readings. I felt like belonging to a like-minded group of people and not so isolated.” 
• “I feel that I have benefitted greatly from meeting and learning from like-minded practitioners with a range of experience. Although we do similar jobs … I found that much of my most significant learning was in noticing and reflecting on the differences that make our settings and learners unique. The LLP highlighted the importance of relationships, trust and collaboration at all levels and I felt there was mutual respect and understanding across primary and secondary, when these sectors are sometimes pitted against one another. Through developing my knowledge and skills I have grown in confidence to work with others to lead improvements in this area.” 

Testimonials from alums who have gone on to volunteer as critical friends on the SLLP professional development programme.

• "It is so rewarding to be a critical friend. It allows you to engage with colleagues across Scotland, supporting others to develop languages, and it helps you keep your own focus on leading languages as well."
• "I have enjoyed working as a critical friend, I have learned about me and the role I can play in helping teachers achieve their goals. It challenged me to think constructively and also to feel confident in asking for support when unsure of my opinion."
• "This year has been incredibly positive for my personal growth. The participant I worked with faced some challenges, which made providing constructive feedback, engaging in meaningful discussions, and finding ways to encourage her both rewarding and thought-provoking for me."
• "Liked being matched with people of a similar teaching background to myself. They could relate to me and I could relate to their challenges and I felt I was in a position to advise."