Following my previous blog about local groups for RE, I was asked about ‘my story’ of how I came to have this role- how I began, the challenges, practical considerations and the journey. This is part of my story of that journey.
The journey that I have experienced through engaging with and leading local groups for RE has led me down a career path that I had never thought possible- one that wouldn’t have been possible without the opportunities and support that the Learn Teach Lead RE project has provided me .
When the project first began, I was working as an RE Coordinator in a small Devon primary school. As I said in my previous post, this was a role that I felt extremely passionate about but one that could, at the same time, feel quite isolating on a day to day basis. I wanted to empower other teachers, I wanted to share with other teachers the excitement about teaching RE that I felt, I wanted to learn from others and to draw upon expertise; I had no clue about how to do this! When I discovered that the LTLRE project was in its initial stages, and looking to recruit hub leaders, I was excited however, never did I think that I would be in a position to lead a group myself.
I was not an RE specialist in the ‘conventional’ sense- I didn’t have a theology degree or an RE PGCE and I didn’t really believe that I had anything to offer apart from enthusiasm and a willingness to collaborate- what did I know that other people didn’t?! It was at this time that I received encouragement from one of the leaders of the project, Tatiana Wilson, who gave me the confidence to apply for the position of Primary Hub Leader. I thought ‘Why not? I wont get the position but it is all good experience!’ and so I applied for the role and received an interview.
The interview was not at all what I had expected. The project leaders, Tatiana and Linda Rudge, put the candidates at complete ease and it became clear from the beginning that this was a project that was rooted in deep collaboration, support and mutual respect. It was a very inspiring experience as primary and secondary candidates came together as a community with the vision to promote the importance of excellent RE for all pupils across all phases within education and who wanted to drive this vision forwards.
Long story short, I was successful in gaining the role of Primary Lead for the Torbay Hub supported by a secondary colleague. This element of primary and secondary collaboration within the project has been a crucial element of the success of the hubs. It has been invaluable to have this range of expertise within the groups and to be able discuss and develop ways to move forwards ensuring progression and development between the primary and secondary phase. Training has always been tailored to needs within the groups and so meetings incorporate both the opportunity for primary and secondary colleagues to collaborate whilst also being able to work on separate issues when necessary- flexibility has been key!
A consideration when I first began this role was very much linked to this- coverage. It took the first few hub meetings to get to a point where a balance was reached- I was a primary teacher who coordinated RE but I didn’t for one second consider myself an expert in all things RE! It wasn’t initially a ‘perfect’ process to reach a point where the groups ran smoothly and everything didn’t always run seamlessly but this was all part of the process as the members of the group began to support each other and pave the way for collaboration. As hub leaders we were (are!) provided with termly training that allows us to access high quality CPD that can then be disseminated through the hub meetings. We have a very supportive steering group and are also supported by NATRE who provide resources as part of the local group networks.
When beginning, logistics for meetings were of large consideration:
- Where could the meetings be held?
- Logistics- parking, access etc
- Refreshments (were these easy to provide?-maybe not if being held in a school library!)
- How far would people be willing to travel
- What did people expect to ‘take away’- freebies etc
- Would people be willing to contribute themselves in these initial stages?
- Would there be a cost for the venue?
- Length of the meeting- childcare, teachers tired from long days…etc, etc,
- How to reach teachers in schools by email- this an be extremely difficult without personal email addresses!
Some of these sound ‘silly’ to consider but all essential elements if we wanted members to become regular attendees- I for one like to be able to park quickly and easily!
Certain elements, that have developed over the years, have really helped with these issues:
- Having a regular meeting place that members are familiar with, can access easily and is within reasonable travel distance for everyone
- Venues that are willing to either provide refreshments or that allow you to access their facilities
- Providing and sharing resources from trainers and also members of the hub who are more than willing to share their practice
- Being clear regarding time boundaries for the meeting- not too long but also being available for teachers who may need support after the meeting has closed
- Gradually building up a bank of personal email addresses of teachers who can be reached directly rather than through the admin of the school!
It took time to develop the hubs but, as they have progressed, they have become a collaborative, enthusiastic community of sharing and encouragement. The yearly conference has also been an essential element to the success of the hubs. Members will often speak with great enthusiasm about the opportunities provided by coming together as an RE community and hub communities in order to meet with existing colleagues and new members of the project. It boosts enthusiasm, maintains momentum for everyone involved in the project and provides a yearly injection of inspiration and passion.
In terms of moving forwards we are now, within the Torbay hub, moving towards developing a system of continuous collaboration between hub members. Members are willing to offer elements of their own practice within the group and they are happy to be contacted by other members who feel that they would like to draw upon their expertise. We work together in terms of deciding a focus for meetings which is very much based upon needs within the group and building upon what we have already covered. We are also becoming more ‘adventurous’ in terms of visiting places of worship as a group and not just being based in one place. The members of the hub are very much involved in steering the direction of travel and it is empowering to see the roles that they are now taking on.
In terms of this story and my journey, the hubs and the project have provided me with more CPD and career opportunities than I ever thought possible! I have now moved into a role where I lead RE and Christian Distinctiveness across a Multi-Academy Trust (and I feel confident in doing so) and I work as an SLE for RE. I would never have had the confidence, knowledge or experience to be able to do any of this had it not been for the LTLRE project and for that I will be eternally grateful. I have met many colleagues through the project who have become dear friends and I have been supported and encouraged along the way by many professionals with a high level of knowledge and expertise who have been more than willing to share their practice and wisdom.
We have a great deal of opportunities within the RE profession- it really is a culture of support and collaboration, one which continues to inspire me on a daily basis. I never thought that I would be in a position to be in a role like this but, with a leap of faith and a supportive network, I have found that anything is possible if you really want it to be.
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