Lead Practitioner - English
Listed on 2026-10-18
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Education / Teaching
English Teacher / ESL TEFL, Professional Development
We are seeking an exceptional Lead Practitioner of English to play a key role in driving excellence in teaching, learning and literacy across The Birley Academy
. This is an exciting opportunity for an outstanding classroom practitioner who is passionate about English education and committed to improving outcomes for all students. Working alongside academy leaders and the English department, you will model exemplary practice, champion evidence-informed teaching and support colleagues through coaching, mentoring and professional development. Your influence will extend beyond your own classroom, helping to shape a culture of high expectations, continuous improvement and a love of reading, writing and communication across the academy.
We are looking for an inspirational and highly effective English specialist with a proven track record of delivering excellent outcomes. The successful candidate will be an outstanding classroom practitioner with exceptional subject knowledge, a passion for raising standards and experience of supporting the development of others. You will be committed to inclusion, literacy and evidence-informed practice, with the ability to inspire both students and colleagues through your expertise, leadership and ambition for excellence.
Why Join UsAt The Birley Academy
, you'll join an ambitious and supportive school where your leadership and expertise can make a genuine impact on students' life chances. As part of the L.E.A.D. Academy Trust, you'll benefit from high-quality professional development, leadership opportunities, collaboration across a wider network of schools and a culture that values innovation, staff wellbeing and continuous improvement. Situated in Sheffield, one of the UK's greenest and most vibrant cities, The Birley Academy offers the opportunity to develop your career while helping to transform the lives of young people through outstanding English education.
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