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The 2020/21 school year will be my eleventh year as a class teacher, the majority of which have been spent teaching upper Key Stage Two. It will also be my seventh year as my school’s English leader and fourth as Assistant Headteacher, where my principal responsibilities have been curriculum design and leading staff CPD through training, coaching and mentoring.
During this time, I have seen the transformative impact of engaging with research, particularly on outcomes for disadvantaged children, who have the most to gain from improvements in teaching practice. This is a particularly important motivator for me as I would have been classed as a disadvantaged child during my own school years.
I am excited to collaborate with other schools to explore ‘what works’, to translate this through the lens of professional experience and to use evidence to assist with decision making.
I have a very strong moral purpose for giving all children the best possible start in life; my thirst for continuous school improvement and insistence upon nothing less than excellent practice, means that my approach is contagious and my influence substantial.
I have a long track-history of working with Leaders and practitioners to improve practice, both intensively within single schools as an SLE and collectively, leading high-quality CPD to leaders and practitioners across the Black Country.
I am lead facilitator in our Teaching School at Ryders Hayes, with a long history of leading professional development. Having designed numerous EYFS programmes myself and worked collaboratively with research colleagues at University of Oxford and EEF, I fully understand the importance of evidence-informed practice and the real difference it can make.
I am passionate about the value and use of evidence-led practice particularly with regards to critical thinking skills, logic, problem solving, coaching and mentoring and the development of literacy across the curriculum. I am driven to ensure that students from all backgrounds have equality of opportunity and can achieve their full potential and am particularly determined in my belief that the development of literacy skills is the foundation for potential success. I believe our role is to ensure all children have the same opportunities to learn, develop and succeed.
Equality of opportunity in education is a belief that motivates me and I currently enjoy working in a school with a high proportion of students from disadvantaged backgrounds where I have worked for the past 8 years. My current focus is on creating a reading culture and critical thinking
I am inspired by working with different groups of staff at various stages of their careers to enact change and provide learning opportunities for all. I have always sought to pursue an evaluative approach to teaching and learning as well as curriculum provision and believe that working together as a staff body is the best way to create solutions to problems and to develop whole staff practice and sustain whole school improvement.
I have worked in a variety of roles, both departmental (English) and whole school teaching and learning and curriculum roles, and in a variety of very different educational settings. I have also worked collaboratively with a higher education institution helping to develop their English PGCE and School Direct courses.
I have taught and held leadership roles in small and rural primary schools throughout my career and have had to find innovative ways in which to address the particular challenges which small and geographically remote schools face. I have experienced at first hand the power of collaborative working with others outside of my own setting to support, develop and benefit school leaders, teachers, support staff and pupils in broadening horizons and increasing opportunities for all. More recently, the rapid development of online communication networks for schools has meant that geography is no longer a barrier to developing wider collaboration networks and the limitless opportunities for working and learning together, with settings down the road or on the other side of the world, is an exciting opportunity for all. I believe passionately that all children deserve to be offered the very best opportunities possible and that as teachers and school leaders we have the responsibility for ensuring that these are provided to them. Through collaborative school improvement, we can all learn from the best practice and experience of others in a positive and supportive environment enabling everyone to give their best to the children entrusted to our care.
I have a passion for developing learning experiences for all students, and value opportunities to collaborate with other teachers and leaders to enhance teaching, pedagogy and pupil outcomes.
I believe in the effective use of evidence-based research to inform school improvement. I have enjoyed the experience of initiating several successful evidence-based programmes as a senior leader over the last 11 years to improve teaching, learning, and the related CPD, of all staff members. I strive to develop a collaborative and reflective school culture where staff members at various stages of their
careers, both within and beyond my setting, are able to share effective practice.
My areas of interest are in the development of teaching, pedagogy, CPD, and evidence-based implementation.
I believe we must support each other to provide teachers with time to embed practice and pedagogy in order to provide for all learners, particularly the most disadvantaged, the knowledge, skills and experiences they need to succeed in life.
I am a passionate and enthusiastic Senior Leader dedicated to helping schools improve. I support colleagues with evidence-informed pedagogy and systems that help to drive staff development and, in turn, improve the performance of the students they teach.
I work collaboratively with staff to, firstly, identify areas to develop, and then support colleagues to implement sustained strategies and programmes. I believe listening and asking astute questions are key to understanding the context of different schools, so a tailored approach to school improvement can be designed. This includes helping schools develop evidence-informed strategies and also supporting schools to design a CPD programme that ensures successful implementation – one that is sustained overtime by changing colleagues’ habits.
I have experience in many areas of school improvement related to Teaching and Learning, including designing CPD and Quality Assurance programmes that help schools implement new ideas and strategies. I have worked with senior and middle leaders to design curricula that included clearly defined sequences that result in students developing their skills, knowledge, and understanding of the subjects they study.
Making a difference to students’ lives is the key driver for me in my role. I firmly believe that all pupils, in all schools, deserve the opportunity to thrive, regardless of their background. As a lifelong and reflective learner, being part of a wider, cross-school, professional community, which never stops learning, and undertakes research to move professional learning forward to benefit both students and staff is exciting. I see working alongside colleagues across the schools and phases as a very appealing concept and as a tool to build capacity for pupil improvement through a collaborative approach.
I enjoy my school-based roles of Pastoral Leader and Subject Leader of PSHE, where I am able to develop my personal practice within the classroom. I am also a Pathway facilitator for CPLD with a focus on research-informed modelling and explanation. In addition, I work across schools as a Subject Network Lead – a role that fosters a supportive network where collaboration aids the personal development of pupils.
Whilst I have a range of professional interests, current focus and research-informed practice has included: Assessment for Learning; Modelling and Explanation; Classroom Climate and Pupil Leadership. I thoroughly enjoyed presenting findings of AFL at ConnectEd, a multi Academy Trust event. A recent achievement is working with Anna Freud, being a case study school for a pupils’ leadership mentoring programme.
As a Birmingham lad, born and bred, I care hugely about improving the chances of, and outcomes for, the children of our great city. This has inspired me to seek out roles in some of Birmingham’s most deprived areas.
Throughout my career, I’ve witnessed the gap for disadvantaged and SEND pupils widen and, like many colleagues, felt a sense of helplessness to change the longer term prospects for those in our care. My refusal to just accept this has driven me to develop an understanding of what really works. I believe that an evidence-informed approach to school development is key in changing outcomes for these children. As it is, it is those with the highest need who have the most to gain from effective improvements in teaching and learning.
As a Primary and Behaviour Specialist, I have had the privilege of working with a number of schools on their journey of school improvement. I relish the opportunity to work collaboratively with staff to build knowledge, skill and confidence. For me, one of the most important factors in effective, evidence-informed school development is getting the implementation approach right. I am really enthusiastic about working in the ELE role to support schools with this. I am unapologetically excited about the prospect of replicating successes that I have been part of, in order to improve the outcomes for as many children in our city as possible.
I am a NASENCo qualified Specialist Leader in Education and primary phase leader (NPQSL, NPQH), who works with organisations and individuals to improve outcomes for pupils, through the creation of a culture of Inclusion. With over twenty years of successfully integrating pupils with a range of educational needs in mainstream schools, I am passionate about everyone achieving their potential.
My drive to share my expertise and knowledge across the school system is rooted in tangible, positive experiences of successful SEN provision and Inclusion within a mainstream setting. As Director of Inclusion for Bengeworth Trust, my coaching and development work ranges from individual behaviour and intervention courses, to developing programmes for whole school strategic planning and implementing organisational change.
My values-based leadership style is characterised in developing the capacity of others, creating sustainable professional relationships and building trust. I seek out new collaborative opportunities, and continually refine and develop established networks and partnerships that promote educational improvements and success for all, working with schools and other agencies to implement an inclusive culture across the system. An essential ingredient is ensuring that individual staff members have an identified professional learning pathway, and that they are deployed, organised, led and motivated to deliver in an impactful way.
My current role involves providing guidance, training and support for other schools regionally and nationally, including local SEND policy development and consultancy within the Education Improvement Team at Worcestershire Children First. I also work across national networks including Inclusion Quality Mark and Challenge Partners.
I have a track record of leadership in a range of settings, especially those in challenging contexts with high levels of disadvantage or requiring rapid and sustainable improvement. I have successfully worked as headteacher, executive headteacher and director in a school improvement team. I am committed to improving social, academic and personal achievements and outcomes for learners. In all roles, I have established relationships built on trust, integrity and respect. Treating all of the community with respect and care, whilst not losing sight of the core aim of providing the best possible education for our pupils, has secured improved outcomes that are sustainable.
I am particularly interested in developing and implementing evidence based pedagogical strategies and using these to inform professional development frameworks. These align teachers’ knowledge with research to create a consistent language and understanding of effective teaching, with this recognised as the key factor in reducing educational inequality. I have developed key partnerships across settings to ensure that knowledge is built and shared across the sector. I also provide school improvement support, coaching and mentoring headteachers and senior leaders across Birmingham, Dudley and Worcestershire.
I am a primary school teacher with 11 years of experience teaching and leading across all phases of primary. My responsibilities encompass the development of curriculum, structures for teaching and pedagogy.
I am very interested in two key areas. Firstly, evidence-informed practice fuels my drive to closing the disadvantaged attainment gap. I have been invested in research and continuous professional development for the past six years and have seen the positive impact on my pupils’ achievements as well as striking a very positive work-life balance – becoming both effective and efficient within my own practice, and supporting colleagues with theirs. Secondly, I believe in making complex research accessible to all teachers, bridging the gap between research and day-to-day classroom practice. By illustrating what research looks like in the classroom, teachers become empowered to implement evidence-based strategies effectively. I am passionate about working with school leaders and teachers to improve the quality of curriculum as well as supporting teachers to improve their pedagogical delivery as I believe this is the most important aspect of school improvement. Getting this right ultimately leads to improved outcomes for our most disadvantaged children.
My interest in the science of learning, curriculum design and pedagogy alongside a passion for collaboration underscore a commitment to creating optimal educational experiences for all children.
Schools matter because people matter. Schools are the epicenters of community and every community should hold at its heart a school that wants the very best for all of its learners. I have spent my career working across the Black Country, Sandwell, and Worcestershire, in schools with a commitment to improving the lives of young people.
I believe in championing disadvantaged learners, to improve their lives. I seek value in collaboration, by learning from and with others. I understand utilising educational research effectively positively impacts and improves schools.
In my current role as Director of our Learning Institute, I am investing in a commitment to school improvement through investing in school staff. In turn, I feel we invest in the communities we serve.
I have held a range of roles within schools and this has allowed me to embed and review implementation to be at its most effective. From working as a Head of Department, Innovation Lead Assistant Principal, SLE, or Google Coach, my breadth of experience has been fueled by a passion for solving problems creatively and effectively.
Effective implementation stems from an understanding of a school environment, an awareness of the culture and climate in a school, and also the bespoke nature that this creates. It is essential for implementation to be most effective it is based on firm foundations- of detailed exploration and planning, effective delivery, and monitoring. Without any element, it limits its ability to sustain itself in ever-evolving school environments.
Having taught and led in a number of schools across Birmingham and Coventry serving communities with high levels of disadvantage, I have a deep understanding of the role education can play in improving the life chances of children from a range of backgrounds.
I am a firm believer in the power of collaboration and the importance of strong networks within the education sector. In addition to my substantive role, I work closely with Coventry and Central Warwickshire Teaching School Hub as an ECF facilitator and Origin Maths Hub as a Research and Innovation Workgroup Lead and intensive support partner. In this particular role I provide targeted support to schools looking to rapidly improve their teaching of maths. This has allowed me to see how strong partnerships can improve system level leadership.
My areas of expertise include improving systems and processes across all forms of assessment, developing teaching & learning through evidenced based approaches, curriculum redesign and primary maths. I also hold a Masters from the University of Oxford in Learning and Teaching as well as an NPQLT and NPQSL. I am a trained Challenge Partner reviewer and have played a significant role in a number of successful Ofsted inspections.
Whether as a Head of Department or Assistant Headteacher responsible for devising CPD cycles and QA systems, I have spent over 15 years cultivating purposeful relationships with staff of all career stages outside of the classroom to improve the quality of teaching and learning within it. I am also a member of a cross phase T&L team designing CPD for teachers from EYFS to A Level.
Since catching the evidence ‘bug’ more than a decade ago, I am passionate about creating the time and platforms for teams to engage with meaningful research; empowering them to make their own evidence-informed decisions for the good of all pupils. I’m motivated by a belief that no teacher/leader is the ‘finished article’; by making continuous, marginal improvements we can all ‘be and do better.’ Opportunities to share good practice are always factored into our TLCs – to foster a change in habits and a spirit of collaboration.
Metacognition, formative assessment and curriculum sequencing are my areas of interest. My work with subject and middle leaders has centred around coaching cycles. Cycles that have helped them design coherent, well sequenced curriculums that help students develop skills of self-efficacy and regulation alongside knowledge acquisition.
With many years of experience in teaching and educational leadership, I am currently serving as Deputy Headteacher at a school in Birmingham. My passion for supporting school improvement began during my Master’s degree in Education, where I witnessed first-hand the profound impact that research-informed approaches can have on improving outcomes for children, particularly those from disadvantaged backgrounds.
I firmly believe that collaboration is essential in our efforts to enhance educational outcomes for all students. My particular interest lies in mathematics, where I strive to support both teachers and pupils in becoming confident mathematicians. I am also keenly interested in teaching pedagogies, working alongside teachers to ensure that all children receive the highest quality education during their time at school.
I have extensive experience in coaching and mentoring staff, actively fostering professional development through the delivery of high-quality Continuous Professional Development sessions. My commitment to educational excellence guides my work and drives me to make a positive difference within our school communities. Through these initiatives, I aim to create an environment where both staff and students flourish, ultimately benefiting the children.
I am passionately committed to the development of literacy skills from the early years to young adulthood as one of the greatest social justice issues of our time; it was this sense of deep moral purpose which first motivated me to train to teach and nearly twenty years in education have only strengthened this resolve. Excellent state schooling for all remains the greatest lever of social equity available to us.
My professional background, and my first love, is the teaching of secondary English. I have now developed a breadth of expertise and knowledge of English and literacy curriculum and practice from early phonics to A Level across both mainstream and alternative provision.
I was privileged to begin my career in London at the height of the London Challenge and witnessing the powerful impact of collaborative networks between schools has left a lasting impression on me. I have generally chosen throughout my career to work in schools serving areas of disadvantage and I now work at Trust level to support teachers and leaders to form connections via professional networks. In addition to my specialism in English and literacy, I have particular interests in curriculum design and the judicious use of technology in the classroom.
From the first day I walked into a classroom as a trainee teacher, my inquisitive nature made me question why certain practices were happening. The reply I often received was ‘because that is how we have always done them.’ This was the start of my journey into ensuring my practice was supported by evidence.
As I developed as a teacher, my desire to provide equity to the children I taught led me to explore the best approaches to supporting disadvantaged groups. I feel passionately that this should be explored holistically and will always prioritise engaging with children to understand their experiences first.
I have taken these values forward into the leadership roles which I have held. My first headship was at a two-class primary school that had recently been rated as Requires Improvement by Ofsted. By utilising support from Heads of other small schools, we were able to put rapid improvements in place even with a very small team.
I am now working in my third leadership role, with a real focus on developing teaching and learning through curriculum design and delivery alongside my English lead role. By utilising research, I can support teachers to understand both how to improve as well as the reason why.
My motivation for school improvement is driven by the vision that all children leave primary school as confident, fluent, life-long readers, who have a love of reading. Reading is essential for those who wish to rise above the ordinary. It is a fundamental building block to success: both academically and economically, particularly for disadvantaged children. The doors it opens in both the real world and the imaginary world are limitless; it is imperative therefore, that all children, regardless of background can read. This is why I believe it is so crucial that the teaching of reading is research led in all schools.
An evidence-based approach is what I have strived to champion through training, coaching and mentoring as a teacher and a leader across the primary phase in Durham, Manchester, Gloucestershire and Worcestershire. Leading professional development and collaborating with all stakeholders including teachers, parents and support staff has been paramount to driving change. The resulting impact on children’s reading has been incredibly fulfilling and continues to inspire me.
The influence of research upon my daily practice as a teacher and as a leader has been significant. I now hope to empower other leaders and teachers to engage with evidence-based practice, to advance pedagogy and improve reading outcomes for all.