Menu

Specialist Leaders of Education

In a highly charged and changing landscape for system leadership, for the academic year 2017 – 2018, our SLEs will continue to be led by our Director of Teaching School, Rachel Brindley. Their deployment will be both determined by SSIF priorities and any bespoke support which is sought, as has previously been the case, from individual schools.

We are inclusive and collegiate in approach, seeking to work with colleagues to improve outcomes for all students irrespective of background or circumstance. To this purpose, we are delighted that we are able to work with both the Astra Learning Alliance and Cygnus to offer accredited SLE training, and that a number of our SLEs have been requested to lead subject specific training sessions for the Astra Learning Alliance SCITT.

Our SLEs, who come from a range of backgrounds across the Alliance, are listed below. Click on their names for a flavour of the work they do and the impact they have had. If you are interested in becoming a SLE and, with your Headteacher’s agreement, would like to shadow a colleague in their work in preparation for an application, please contact Rachel Brindley at enquiries@hertsandbuckstsa.co.uk for an informal discussion.

 

Rosi Jordon: Behaviour & Discipline

I have been in education for over 30 years, firstly in a busy comprehensive school in Harrow where I was quickly promoted to Head of English. In 1994 I joined Chessbrook, an outstanding Education Support Centre in Watford, running the English department. Although I am still very much involved in the management of the English department, over many years I have developed and honed my skills within behaviour management and inclusion. I know that behaviour management is a skill and therefore, like any other skill, it can be learnt. All it takes is practice, feedback and self-belief.

As Deputy Headteacher at Chessbrook since 2010, I am responsible for the Centre’s Extended Roll provision, which is an umbrella term for a range of interventions that are offered to secondary schools. The interventions provided include outreach, Thinking Matters ™, Reflect and Relaunch (R&R), Chessbrook Targeted Support (CTS), Shared Programmes and Chessbrook Provision (CESC). The delivery of these valuable provisions and the impact they have on students, enables them to make academic, emotional and behavioural progress. Through my work and the expertise I have developed, I believe I am able to make a highly positive difference to students, to teachers and to futures.

I have extensive professional links with local and national agencies (e.g governmental, health and charity) and act as a bridge between those agencies and the education sector. My areas of expertise include:

  • Teacher training (NQT, teachers, middle and senior leaders) 
  • Strategic planning and problem solving 
  • Co-ordinating and sharing effective practice 
  • People management 
  • Resilience 
  • Attachment theory

My most recent SLE deployments include working in two mainstream secondary schools and one UTC to support Behaviour for Learning through staff and student discussions and observations.

  • In one of the mainstream schools work was done to develop a whole school Behaviour for Learning policy 
  • In the UTC staff were given support to develop their own programme of CPD to improve their practice  
  • One secondary school has successfully implemented a Behaviour for Learning policy and their school data indicates that incidents of poor behaviour have reduced. There has also been a significant reduction in the number of their fixed term exclusions (50%) 
  • This secondary school’s most recent Ofsted report in 2015 noted this improvement and graded their behaviour as ‘Good’

Gemma Absalom: English

I am currently in my thirteenth year of teaching, having studied and trained in the Midlands. I moved back to Hertfordshire in 2006 to take up a post at Parmiter’s School. I hold a 2:1 degree in English and Performing Arts and a PGCE. I also have a Masters degree in Education, specifically focused upon Leading Teaching and Learning, which I completed in 2010 through the University of Cambridge.

 

As Head of English, I guide a large team of experienced, highly-qualified teachers. We share the goal of wanting our pupils to achieve the highest grades of which they are capable and I see it as my job to facilitate this. Whether it be through my rigorous data-tracking system or my continued evaluation of course structure, I am always looking for ways to improve practice. Our outstanding results reflect this focus and I am excited by the prospect of sharing my experience. I believe it is a professional duty to be as well-informed as possible about forthcoming curriculum changes and have experience teaching a variety of examination boards at KS4 and KS5.

 

I strongly believe that all students should leave school able to communicate confidently, both on paper and in person. Through completion of my MEd, I have proven my ability to engage and motivate pupils in and beyond my own subject specialism. Coaching girls to become more active participants in their learning has caused me to reflect upon and improve my own teaching practice and I have shared these experiences with my colleagues. I am experienced at giving presentations to colleagues and parents: examples include INSET, annual Curriculum Evenings and HertsCam network events where I shared my research with teachers from other schools. Along with being responsible for the performance management of colleagues, I have mentored several trainee teachers through the various pathways to QTS. This requires a sensitive approach, particularly when the teacher is facing challenges such as coping with the marking load or establishing behaviour policies. I am there to support their training by giving structured feedback and acting as a role model.

 

Teaching and leading a core subject that is being constantly reviewed at a national level means that I have to be adaptable. I have a methodical, analytical approach to any task I undertake yet I can think creatively to work through new situations and challenges. These are skills that I would like to share with other English departments.

 

Outside of education, I love spending time with my young family, especially if it involves being out in the countryside. I enjoy horse-riding, walking and, of course, reading.

Amanda Quinton: Science

I have been a Science teacher for over 22 years and still wake up each morning looking forward to going to school! I have a Physics degree from Bristol University and a PGCE from Oxford University. During my career, I have had the great privilege to hold a variety of roles including Key Stage 4 Science co-ordinator, subject co-ordinator, cross-curriculum co-ordinator, pastoral mentor, ITT mentor, and I was nationally accredited as an Excellent Teacher prior to my accreditation as a Specialist Leader of Education. 
As well as being an experienced Science teacher, I am also involved in whole school Teaching and Learning initiatives, ITT, CPD, STEM club, and many projects such as my ‘Girls into Physics’ initiative which provides  a sequence of activities aimed at addressing the national shortage of girls from mixed comprehensive schools who take A level Physics. 

My particular areas of expertise and interest are: 

  • Coaching  
  • Engaging students in Science through hands on, active learning experiences 
  • High quality mentoring of NQTs and ITT students 
  • Excellent behaviour management for improved learning 
  • Creative response to problem solving 
  • Commitment to the job in hand and the resolve to see it through to a successful outcome

I am motivated to use every tool available to support and inspire the least able student to the most able leader. I would welcome any opportunity to work with middle management leaders in other schools to promote learning, improve systems, share good practice, support change, and strive for excellence together through collaboration and partnership.

Rachel Brindley: ITT / CPD 

I have been an English teacher for 25 years and in that time have taught the full ability range at Key Stage 3, GCSE, Key Stage 5, and supported students with their EPQs. As an AST, I worked closely with the University of Hertfordshire on their English Studies Programme, considered ‘Outstanding’ at the time and, at the same time, held the position of Head of English within a Faculty also considered Ofsted ‘Outstanding’. More recently, I have worked in consultancy and held the position of Vice Principal at an all-through academy which had experienced very challenging circumstances and is now in receipt of a ‘Good’ Ofsted judgement for all categories.

Beyond my first degree in English Literature, my qualifications include a Masters in Educational Leadership and Management and the NPQH.  I am also trained as a Challenge Partner Reviewer. 

My particular areas of expertise and interest are: 

Leadership and management 

Partnership work, and the co-ordination and sharing of good practice 

High quality teaching and learning 

Planning, implementing and monitoring support and mentoring programmes for staff new to the profession or aspirant members of staff 

Forensic data analysis leading to sharp and purposeful intervention which has a direct impact on student outcomes 

Effective behaviour management for learning 

Since January 2017, I have led five significant school to school support programmes across Buckinghamshire, all in receipt of DfE or BDT funding on the back of grant bids submitted in December 2016. Predictions for Summer 2017 suggest an improvement in outcomes for all support schools.  

Andrew Perkins: Maths 

My qualifications include a BSc(Hons) and PGCE from Leicester University and an MSc from Surrey University. I have experience in the roles of a HOD and as an accredited Excellent Teacher, and I spent many years working in Teacher Education.  

As a Specialist Leader of Education for Mathematics, I continue to both teach Mathematics and develop creative and engaging teaching and learning strategies within my own school while also supporting the teaching of high quality Mathematics in other schools. I am trained as a facilitator of the OTP and ITP programmes and, in collaboration with a SLE colleague, have led the Herts and Bucks Teaching School Alliance delivery of these programmes over the course of the past academic year. 

My particular areas of expertise and interest are: 

  • High quality mentoring of NQTs and ITT students 
  • The provision and delivery of high quality CPD for staff, both experienced and relatively new to the profession 
  • The ability to work closely and sensitively with colleagues in order to ensure anticipated and excellent outcomes for all 
  • Partnership work and the co-ordination and sharing of good practice 
  • High quality, creative teaching and learning 

I had the opportunity to gain a broader perspective on education through teaching abroad for a number of years and more recently have engaged with a number of schools across Hertfordshire and wider afield through the provision of a support package aimed at improving the quality of teaching and learning in Mathematics across secondary key stages. A recent highlight of my career as a SLE was the opportunity to visit China to explore the teaching methodologies used within their education system. 

Ann Ralph: Special Educational Needs (SEND) 

I have been a teacher for 20 years and, in that time, have taught the full ability range at Key Stage 3, GCSE, AS and A level.  I have taught Mathematics, ICT, Computing, Business Studies and Business and Communication Systems.  In addition to my teaching responsibilities, I am Director of Learning Support at Royal Masonic School, managing provision across Years 7 to 13, with a team of 18 learning support teachers. Over 130 students are receiving additional support, whether individually or in small groups and 90 are eligible for access arrangements in examinations.  I have worked with students who have a range of specific learning difficulties including dyslexia, dyspraxia, dycalculia, ADD/ADHD, APD, ASD, working memory, processing issues, anxiety, mental health issues and sight and hearing impairment. 

I have carried out a range of duties in my career including responsibility for KS3 ICT in a boys’ grammar school, Assessment Coordinator, Head of Information Support Systems (MIS) as well as Director of Learning Support, a position I have held for 15 years.  I maintain my professional development in SEND in order to fully understand and support the students with learning differences and I am currently researching APD and ASD.  This enables me to support and inform the staff as well as the parents and students. 

My particular areas of expertise and interest are: 

  • Planning learning support provision across the school 
  • Managing a team of professionals, including creating their timetables 
  • The importance of record keeping and evidence 
  • Provision of access arrangements and assessments 
  • Managing communications relating to learning support around the school, with parents and external agencies 
  • Providing training for staff as a whole, by department or individually 
  • Screening students and analysing data to identify needs as early as possible, for an individual student and whole school data analysis 
  • Promotion of the Learning Support department so it has become an integral part of the school 
  • Promotion of quality first teaching by helping staff understand the different needs in the classroom and providing a toolkit of strategies 
  • Identifying difficulties and under-performance in a student and planning strategies to support 
  • Encouraging the sharing of good practice, either with staff relating to a learning difficulty or supporting a specific student or with pupils sharing successful techniques

I have worked with a number of schools, providing training for newly appointed SENCOs and have set up meetings to provide the opportunity to discuss best practise. 

Priya Kara: Geography 

My name is Priya Kara and I have been teaching Geography for over 8 years at all key stages and ability levels. During this time, I have held the position of Curriculum Leader for Geography for over 5 years.  Working in this leadership role has allowed me to develop and collaborate with other middle leaders, to make a valuable contribution to teaching and learning and to develop new curriculum changes. In recognition of the quality of leadership of the Geography Department, I was appointed to the role of Head of Humanities in 2013 for two years with the specific brief of addressing under-performance. Here I have had the opportunity to develop leadership capacity in others. I have been able to mentor and support my former deputy in Geography and the newly appointed Head of History. Key actions include the effective monitoring of student progress and implementing targeted intervention sessions, as well as maintaining high quality teaching and learning within the department. This has been in line with action plans that are aligned to the long-term school improvement plans.  

Success in these areas has enticed me to work on whole school projects. I have led a series of CPD programmes to develop new teaching and learning skills to raise the quality of teaching throughout all key stages. Middle leaders have adopted many of these skills, including new strategies for marking and giving effective feedback for students’ work to ensure that they can make progress. As part of this, I have also assisted other middle leaders in refining policy on whole school assessment and marking criteria, and worked directly with the Assistant Headteacher responsible for literacy to develop a new school policy and approach that has now been adopted throughout the school.  

As well as previously mentoring PGCE students and NQTs, as part of my new role this year, I am also leading and supporting new teachers and recently introduced a coaching programme for student teachers. I will also be leading CPD sessions at HE level for new teachers to the profession.

Some recent SLE deployments include leading ‘Teachmeets’ for curriculum leaders related to the new Geography curriculum; supporting staff in their professional development, and advising upon the marking of controlled assessments. Beyond school hours I also facilitate work relating to volunteering and teaching abroad. I have actively taught and trained teachers in an underprivileged school and I am continue to assist others in South East Asia.

Chris Powell: ITT / CPD 

I have been a Geography teacher for 10 years and I have been involved in leading ITT provision at Parmiter’s School for 4 years. During my 10 years in teaching I have also been a Head of Year for seven years and an acting Head of Department. 

My main role involves the organisation of training for School Direct trainees and NQTs for schools within the Herts & Bucks TSA. This includes: 

  • Developing twilight INSET sessions for trainees and NQTs 
  • Running 4 full day INSET at Hunton Park for trainees and NQTs 
  • Observing and feeding back to trainee teachers across the TSA 
  • Developing training and support for school direct and NQT mentors 
  • Leading a collaborative working group with Professional Mentors across the TSA 
  • Working closely with the University of Hertfordshire 

By aiming to provide good quality training and support for trainees within the TSA I hope to continually improve our recruitment and retention of good and outstanding teachers. 

Catherine Netscher: Maths 

I have been a teacher of Mathematics for 7 years and in that time have taught the full ability range at GCSE, AS and A2. I have worked in a number of schools including a large comprehensive secondary school and a Church of England secondary school, both in North London. I am currently teaching at Watford Grammar School for Boys with specific responsibility for the academic progress of Year 12 students in Mathematics and the delivery of the new A Level for Mathematics which is to be first taught in September 2017. Given that we consistently have some 300 boys studying Mathematics in Years 12 and 13, this is quite an undertaking. I am also Professional Mentor for School Direct trainees at the school and am responsible for the quality and consistency of their initial teacher training, working closely with the University of Hertfordshire. We currently have 5 School Direct trainees for whom I am responsible, across a range of subjects.

Prior to becoming a teacher, I was a Change Management Consultant, working on large, global change projects across various industries, mainly in the areas of finance and systems. I am also a qualified accountant.  

My particular areas of educational expertise and interest are:

  • Planning, implementing and reviewing the curriculum, particularly for GCSE and A level Maths 
  • Stretch and challenge for all students 
  • Coordinating and sharing good practice

A SLE for just a year, my most recent extended deployment involved supporting a newly appointed Headteacher of a primary school to improve the Mathematics teaching and learning of their most able Year 6 students. This was achieved through collaboration with the Mathematics specialist teacher at the school to ensure the students were stretched in line with the new mastery requirements for Mathematics.  The most recent Ofsted report for the school – a movement from RI to Good – specifically comments on the improvements seen in the level of challenge provided to the school’s most able students; the initiative was also viewed very favourably by parents and children alike.  
 
Prior to this, I worked on school to school support with a local large comprehensive school to develop their A level Mathematics teaching for first teaching in 2014-15. I supported the Head of Department and the A level Mathematics teacher to develop a Scheme of Work, to develop resources and to moderate A level work. I also observed and coached the A level Mathematics teacher, supporting his delivery of the curriculum. The success of this venture continued from AS to A2 teaching, and the school continue to be able to deliver a thriving and popular A level Mathematics course, with improving results.

Adam Baker: Computer Science 

After gaining a BSc (Hons) in Computer Science, I became a Computer Science teacher over 12 years ago. In that time have taught the full ability range at GCSE, AS and A2, and supported students with their EPQs. I am currently Leader of ICT and Computer Science at Parmiter’s School with further responsibility for diversity and equality.  

Since 2012, I have been in charge of the strategic development of whole-school ICT creating a long-term development plan for the improvement of the ICT infrastructure.  I also have leadership responsibilities for the member of staff in charge of our school e-learning platform and help to develop strategies and deliver training to all staff on this.  

I enjoy finding innovative, student-centred ways to teach Computer Science.  I completed my MA in ICT in Education at King’s College London in 2012 and have used the skills and knowledge I learned through this to manage ICT and digital innovations and initiatives, such as a ‘bring your own devices’ policy.  

I have been fortunate enough to be able to share good practice with colleagues at Parmiter’s and further afield, through various INSET opportunities and exhibitions. I was delighted to present twice at the Innovation Education Technologies Exhibition in Manchester, where I shared our success with the ‘bring your own devices’ initiative and my thoughts on the upcoming changes to the Computer Science curriculum.

I have worked in a range of schools including secondary schools in Nottingham - both inner city and county schools with over nearly 2000 students.  I have become a School Based Subject Tutor for the University of Hertfordshire, helping to train our next generation for Computer Science Teachers. I have also worked as a moderator for GCSE ICT in the past. 

My particular areas of expertise and interest are: 

  • Leadership and management of students and teaching and non-teaching staff  
  • Curriculum management and planning including tracking of departmental and whole school assessment and data analysis  
  • Policy making e.g. whole school ICT and behaviour policies  
  • Coaching and mentoring trainee and new teachers as well as line management of other curriculum areas  
  • Whole school communication  
  • Coordinating and sharing good practice  
  • Project management and staff appraisals  
  • Multiple budget management and forecasting  
  • Motivation and empowerment of staff by leading by example 
  • Identifying under performance and planning interventions

In my SLE deployment I have been offering support to newly appointed subject leaders to help to raise standards across the subject of Computer Science. I have also supported an experienced Head of Department in improving standards of Controlled Assessment and improving students’ motivation during these tasks. Recent work focused upon helping Heads of Department implement the new Computer Science curriculum across all the Key Stages while ensuring rigorous assessment of progress and intervention. The above examples of support have had a direct impact upon students’ motivation and results within the respective departments.

I am an ambitious and driven Computer Science teacher and SLE with a passion for innovation, teaching and learning, professional development and equality in education I am on a mission to make a real difference to people’s lives.

Robert May: Science 

I have been a qualified teacher for twenty years. During this time, I have held a wide range of positions from day-to-day and long term supply in Inner London to becoming a permanent Teacher of Science, an Assistant Head of Year, Head of Department and, finally, Head of Faculty. I spent 13 years at an outstanding inner London comprehensive school in Brent and am currently six years into my current post, Head of the Science, in a high achieving girls’ grammar school. My experience has provided me with considerable insight in terms of teaching Science to a diverse range of students and managing the requirements for leading on a range of qualifications. 

My particular areas of interest and expertise are: 

  • High quality delivery of the Science curriculum especially Chemistry 
  • Leadership and Management 
  • Coaching

My most recent SLE work involved working with a Head of Faculty with the aim of improving staff retention. This involved me working directly with an individual member of staff. Through close reflection and analysis, I sought to build their confidence by identifying existing good practice while also setting agreed targets for improvement. 

Jenny Edwards: CPD Planning & Delivery 

I have been a Physical Education teacher for 14 years and in that time have taught the full ability range at GCSE, AS and A2, and BTEC. I have contributed to a wide range of successful extra-curricular clubs, teams and groups in a variety of physical activities ranging from football to dance.

I have worked in three very different comprehensive schools and have undertaken a number of roles in my subject area including Assistant Head of Faculty and School Sports Co-ordinator. I have been an A level examiner and a BTEC moderator within PE and have also held whole school positions as Head of House and Gifted and Talented Co-ordinator. I have provided mentoring for NQTs and students embarking on ITT – all of whom have been adjudged ‘Outstanding’ at the end of their training / induction years - and, more recently, I have been recognised as an approved Teacher Mentor by the University of Hertfordshire.

I am the Coaching Lead at St Clement Danes School and have developed a coaching culture at the school by leading whole school INSET and training in coaching skills. I have worked with the Senior Leadership Team and with a colleague from the ‘Outstanding’ Roundwood School in Harpenden, and liaised with external coaching experts to provide opportunities for interested staff to receive coaching. I facilitate the Outstanding and Improving Teacher Programmes within the TSA and have contributed to a number of internal INSET sessions.

My particular areas of expertise and interest are:

  • Coaching  
  • High quality mentoring of NQTs and ITT students 
  • Excellent behaviour management for improved learning 
  • Theoretical teaching of GCSE PE 
  • Effective transition between KS2 and KS3 Physical Education 

Projected work for 2016 to 2017 includes support for the implementation of a coaching programme at a ‘Good’ school in North London.

Amriss Assaye: Science 

I have been working as Head of Physics for the past 10 years. As subject leader I have provided leadership and direction for Physics and ensured that it is managed and led to meet the aims and objectives of the faculty within which I work. For many years I have played a pivotal role in the development of departmental policy and practice in order to secure exceptional standards of teaching and learning. While leading the Physics department, the number of A- level learners has more than doubled and students produce some of the school’s best results, securing places at prestigious universities. 

Managing staff and dealing with their difficulties effectively, and ensuring that teachers are aware of the requirements of current and imminent Physics exams and updates have been a key part of my responsibility. New teachers or trainees have been appropriately supported and effectively inducted in the requirements of the Physics core programs. I have also supported a number of trainee teachers / teachers in planning Physics lessons in order to develop further their expertise in planning, preparation and assessment over the years. The rationale for each of the teaching methods they intend to use is discussed. The impact of this work has been highlighted within students’ achievements, namely through AFL, regular assessments, monitoring of progress and external examination results. 

As subject leader of Physics, I have prepared and produced a significant number of Schemes of Learning - accompanied by lesson plans - ranging from KS3 to KS5. I have always been willing to share ideas and resources with colleagues in my current school and they have been encouraged to spend time reflecting on new practices. 

I have always believed in the efficacy of active learning techniques and ensure that these are embedded in my lessons and I have led a full day training course to secondary teachers and presented the same in the Secondary Science Conference. I am particularly interested in ‘Stretch and Challenge’ and have produced two ‘Stretch and Challenge’ booklets designed to support gifted A Level Physics students. 

I have prepared the Physics Subject Specialist Training course (TSST) which I am leading throughout the academic year. This subject enhancement course has been launched and approved by the Institute of Physics as a booster course for non-specialist Physics Science teachers within the Herts and Bucks Teaching School Alliance. 

Finally as a National science SLE I had the opportunity to be deployed in other schools to raise achievements in the science department.  

Andrew Jones: RE

I am currently an Assistant Headteacher for CPD but also have experience of being a Head of Department and Lead Practitioner for whole school teaching and learning. As a Lead Practitioner for Teaching and Learning, I had responsibility for:

  • ensuring 60% of observed lessons within the school were ‘graded 1’
  • devising personalised improvement programmes for teaching staff
  • coaching and mentoring middle leaders and newly qualified teachers
  • overseeing the school centred initial teacher training programme
  • writing, editing and updating learning and teaching blogs for staff and parents
  • training staff internally and presenting ideas at teaching conferences externally

As Head of Department for RS and Sociology, my department’s successes included:

  • the Year 11 GCSE RS results rising from 47% A*-C to 74% and then 100% over my first two years
  • in 2014, our large, mixed-ability GCSE cohort attained 95% A*-C, which comprised 90% A*-B and 57% A*-A. In 2015, we entered over 200 mixed ability students and attained 85% A*-C
  • being regularly ‘significant +’ on both the A*- C and A*- A measures on the DfE’s Raise Online performance assessment
  • the RS department offering no A level to being the third biggest choice at KS5

    And…

  • in 2015 and 2016 our Sociology A Level students all attained or exceeded their target grades

I can advise on curriculum design and engagement in RS and Sociology as well as effective engagement measures in both subjects. I am also the author of Teaching Sociology Successfully (Routledge: 2017) and have written for the Guardian newspaper.

Louisa Leonard: ITT / CPD

An innovative, energetic and passionate History teacher, I am experienced in promoting outstanding teaching and learning for students, advancing Continued Professional Development, and helping to develop school strategy. My ambition is to bring these existing skills to bear in all school settings that I work in and, despite working in four London schools in the last 16 years, I continue to strive to develop as a professional and look for ways to share best practice with colleagues in a range of settings.

I obtained an MA in History from Edinburgh University and my P.G.C.E. from The Institute of Education (UCL). I have taught the full ability range (KS3, KS4 AS and A2) and have worked in schools during periods of significant educational change. I am currently working as a History teacher and have recently taken on the as role as ITT Professional Mentor at St Clement Danes School. I have been involved in a number of projects which have sought to promote and develop excellence in teaching and learning throughout the school. For example, I have driven advancements in literacy, led a project to implement a new thresh-holding strategy and devised strategies for the successful delivery of the skills essential for the new linear A level. I am interested in developing approaches which seek to increase student engagement and grow their capacity as independent learners. I have also worked as an expert examiner and moderator for A Level History for over twelve years.

My particular areas of expertise are:

  • Promoting the development of strategies to ensure students’ individual needs are met
  • Designing stimulating and creative lessons to engage all learners
  • Creating threshold standards and assessments for History at KS3
  • Developing and implementing  schemes of work and assessment material in line with new linear G.C.S.E and A-Level
  • Maintaining high standards of behaviour management to ensure elevated standards of learning in every lesson
  • Identifying underperformance and planning intervention
  • Data analysis
  • Working as an EPQ tutor

My most recent SLE deployment involved supporting a Head of Humanities to address underperformance of higher ability students at KS3 and KS4. I was asked to identify the barriers to learning which included addressing disaffection, limited subject knowledge and lack of progress. As a result, I was able to suggest improvements in strategies such as diagnostic marking, AFL, improved data collection and monitoring. I was also able to offer advice on effective teaching and learning strategies and the implementation of competent assessment criteria across all key stages in order to disseminate essential skills and embed best practice. In addition, I have carried out similar work within a different teaching alliance which put in place a programme of study to improve the teaching of History at KS5 which ensured that students (at risk of failure) were able to pass A2 History.

I look for ways to ensure that students can fulfil their potential as empowered individuals and as members of groups and communities. This is what I believe teaching is all about. As a result, I have ensured that my work experiences and subsequent practice have reflected my ambition and drive in teaching to this effect.

  • 14/12/17 Read our latest blog about the importance of effective CPD Read more
  • 8/12/17 IOP Teacher Training Scholarships - £28,000 tax-free funding will be awarded to 140 talented individuals entering Physics teacher training in England in the 2018/19 academic year. Deadline 3 January Read more
  • 7/12/17 How's the weather up in York? Read more
  • 7/12/17 Off to a flying start with the first day of the NPQML Programme. A big welcome to everyone, looking forward to working with you all over the year. Read more