Since August 2020
Instructor since August 2020
GCSE English Language and English Literature tutoring
From 60 £ /h
Experienced English teacher with 16 years experience teaching in the English secondary system. Head of English with additional experience of Religious Education teaching.
Have been Head of English with extremely strong and consistent results. Fantastic knowledge of AQA English Language and Literature GCSE syllabus. KS3/KS4.
Have been Head of English with extremely strong and consistent results. Fantastic knowledge of AQA English Language and Literature GCSE syllabus. KS3/KS4.
Location
Online from United Kingdom
About Me
I have been teaching in the secondary sector for sixteen years – both as an English teacher and an RS teacher. During my time in English I have progressed rapidly; firstly, becoming Assistant head of Department, in charge of KS3, and then advancing to Head of Department. I think that this clearly demonstrates my desire to lead and develop both as an individual and as part of a wider school environment. The department’s results in my first year were some of the best on record with 87% of the cohort achieving GCSE Grades 9-4. For this success to happen in my first year as Head of English shows a personal desire to push boundaries, get the best out of the pupils and ensure that I am leading a driven team of dedicated staff. The results of summer 2018 have certainly been a highlight of my sixteen-year teaching career.
As a new Head of Department, I was working closely with the Assistant Head and together we looked at target groups who needed that extra challenge, intervention or coping strategy. Thorough identification using SISRA and the PIXL model of ‘diagnosis, therapy and testing’ ensured that these groups achieved their target grades or better in their final GCSE English exams; clear evidence that this focused approach was a success. The idea of preparing learners for the future is something that I strive for in my everyday teaching as well as through my leadership skills. I thrive on challenge and new opportunities so preparing pupils for the nuances and challenges of their exams whilst creating a positive and safe learning environment is something I pride myself on.
As Head of Department I felt that I made a significant whole school contribution in developing others through coaching and mentoring. I regularly demonstrated high competence and sustained impact on teaching and learning across the school which in turn drove pupil progress and provided significant improvement overall. This included incorporating new technology into our lessons through the introduction of Google Classroom and interactive teaching through this. In addition, I have led whole school staff INSET training on cross-curricular literacy programmes including launching and embedding the ‘Frayer Model’ of vocabulary initiated by Alex Quigley in his work on ‘Closing the Vocabulary Gap’. This had a huge impact on how pupils accessed the curriculum across the school and highlighted the ever-growing concern of reading and approaching vocabulary. The positive relationships I developed with other Heads of Department through this programme enabled me to get the best out of this initiative. I was also at the forefront of securing a bid to set up a new library/learning zone within the school which I feel extremely proud of.
I have also driven whole school initiatives in my previous role as Able and Talented Coordinator. During this time, I overhauled the identification system and introduced a new SIMS based tracking system for these pupils which is now thoroughly embedded within the school. Whilst in post as A&T Coordinator I also jointly set up the Priestlands Baccalaureate which enabled these students to research and present on a choice of topic. This became a regular date on the Priestlands calendar and the presentation evenings were regularly attended by staff, parents and governors alike. As part of this role I created links with the Education Committee at the Houses of Parliament which incorporated trips to speak to MPs alongside Westminster Conferences run by Russell Group Universities. I have also organised many other experiences including residential trips such as Poland/Auschwitz, Nepal and India.
As a Head of Department, I have experience in the recruitment and appraisal process for teaching positions within the English team. This has given me an insight into the importance of staffing and ensuring the best outcomes for pupils through the quality of the teaching they receive. My Masters degree in Human Resource Management on which I completed in depth research in two different industries on appraisal practice has been an invaluable resource. Both of my experiences were instrumental in terms of seeing how departments and businesses are run and how to get the best out of employees. These transferable skills have, and I believe will continue to be, an asset to my career in teaching particularly in terms of leading people and understanding the dynamics of situations with pupils, staff and indeed parents. I believe I have the knowledge and expertise to bring this to the forefront of such a role.
It is imperative to lead by example and to foster a strong working relationship between myself, the team and ultimately the leadership of the school. Collaborative working relationships are essential to positive progression and I feel that this personal ethos will accompany me throughout my career. High standards are crucial to me; whether that is as a teacher, leader or parent and I base my classroom routines and relationships on these values. I have often been praised for my rapport with both pupils and parents and feel that I have been the significant adult in many pupils lives and experiences.
In addition to my curriculum experience I have also been a committed tutor who has seen two tutor groups through from Years 7-11, creating a strong pastoral side to my teaching abilities. I went on to be a successful Assistant Head of Year as well as an NQT induction tutor and mentor. I have also privately tutored pupils in preparation for their English GCSE exams and this is something I’ve come to thoroughly enjoy.
With 16 years of teaching experience behind me I know that I could succeed in a totally different school environment and have the relevant people skills and knowledge to do so effectively and with pride. I believe I have the ability to develop a strong but fair relationship with pupils and staff whereby a mutual respect is evident and I look forward to future opportunities available within the world of education.
As a new Head of Department, I was working closely with the Assistant Head and together we looked at target groups who needed that extra challenge, intervention or coping strategy. Thorough identification using SISRA and the PIXL model of ‘diagnosis, therapy and testing’ ensured that these groups achieved their target grades or better in their final GCSE English exams; clear evidence that this focused approach was a success. The idea of preparing learners for the future is something that I strive for in my everyday teaching as well as through my leadership skills. I thrive on challenge and new opportunities so preparing pupils for the nuances and challenges of their exams whilst creating a positive and safe learning environment is something I pride myself on.
As Head of Department I felt that I made a significant whole school contribution in developing others through coaching and mentoring. I regularly demonstrated high competence and sustained impact on teaching and learning across the school which in turn drove pupil progress and provided significant improvement overall. This included incorporating new technology into our lessons through the introduction of Google Classroom and interactive teaching through this. In addition, I have led whole school staff INSET training on cross-curricular literacy programmes including launching and embedding the ‘Frayer Model’ of vocabulary initiated by Alex Quigley in his work on ‘Closing the Vocabulary Gap’. This had a huge impact on how pupils accessed the curriculum across the school and highlighted the ever-growing concern of reading and approaching vocabulary. The positive relationships I developed with other Heads of Department through this programme enabled me to get the best out of this initiative. I was also at the forefront of securing a bid to set up a new library/learning zone within the school which I feel extremely proud of.
I have also driven whole school initiatives in my previous role as Able and Talented Coordinator. During this time, I overhauled the identification system and introduced a new SIMS based tracking system for these pupils which is now thoroughly embedded within the school. Whilst in post as A&T Coordinator I also jointly set up the Priestlands Baccalaureate which enabled these students to research and present on a choice of topic. This became a regular date on the Priestlands calendar and the presentation evenings were regularly attended by staff, parents and governors alike. As part of this role I created links with the Education Committee at the Houses of Parliament which incorporated trips to speak to MPs alongside Westminster Conferences run by Russell Group Universities. I have also organised many other experiences including residential trips such as Poland/Auschwitz, Nepal and India.
As a Head of Department, I have experience in the recruitment and appraisal process for teaching positions within the English team. This has given me an insight into the importance of staffing and ensuring the best outcomes for pupils through the quality of the teaching they receive. My Masters degree in Human Resource Management on which I completed in depth research in two different industries on appraisal practice has been an invaluable resource. Both of my experiences were instrumental in terms of seeing how departments and businesses are run and how to get the best out of employees. These transferable skills have, and I believe will continue to be, an asset to my career in teaching particularly in terms of leading people and understanding the dynamics of situations with pupils, staff and indeed parents. I believe I have the knowledge and expertise to bring this to the forefront of such a role.
It is imperative to lead by example and to foster a strong working relationship between myself, the team and ultimately the leadership of the school. Collaborative working relationships are essential to positive progression and I feel that this personal ethos will accompany me throughout my career. High standards are crucial to me; whether that is as a teacher, leader or parent and I base my classroom routines and relationships on these values. I have often been praised for my rapport with both pupils and parents and feel that I have been the significant adult in many pupils lives and experiences.
In addition to my curriculum experience I have also been a committed tutor who has seen two tutor groups through from Years 7-11, creating a strong pastoral side to my teaching abilities. I went on to be a successful Assistant Head of Year as well as an NQT induction tutor and mentor. I have also privately tutored pupils in preparation for their English GCSE exams and this is something I’ve come to thoroughly enjoy.
With 16 years of teaching experience behind me I know that I could succeed in a totally different school environment and have the relevant people skills and knowledge to do so effectively and with pride. I believe I have the ability to develop a strong but fair relationship with pupils and staff whereby a mutual respect is evident and I look forward to future opportunities available within the world of education.
Education
University of Southampton - PGCE
Bournemouth University - Masters
Oxford Brookes University - BSc Hons
Brockenhurst College - A levels
Highcliffe School - GCSEs
Bournemouth University - Masters
Oxford Brookes University - BSc Hons
Brockenhurst College - A levels
Highcliffe School - GCSEs
Experience / Qualifications
16 Years Teaching experience
PGCE/QTS/MA/BSc
Have taught in the state secondary sector for 16 years and have been a HOD.
PGCE/QTS/MA/BSc
Have taught in the state secondary sector for 16 years and have been a HOD.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
45 minutes
60 minutes
The class is taught in
English
Skills
Availability of a typical week
(GMT -04:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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