Ben Okoh Email & Phone Number

London, England, Gb

London, England, United Kingdom

Responsible to ensure all Maths Mastery and IB requirements for curriculum planning and delivery for a subject are met, and wherever possible, exceeded.Ensure that the practices outlined in the Assessment Policy are embedded in unit planning and classroom practice within the subject.Responsible to ensure that the practices outlined in the Learning Policy are embedded in classroom practice within the subject across the department.Collaborate closely with the Year Leaders and Deputy Heads Pastoral to support students wellbeing, progress and engagement within the subject.Ensure that high quality experiential and extra-curricular learning is embedded within the subject.

London, England, United Kingdom

I worked as a Lead Practitioner of Mathematics responsible for raising the quality of teaching and learning in Mathematics throughout the Academy. The school is working to improve from Ofsted grading of inadequate to good. Pioneered a new programme allocating teachers during duty time to the behaviour zone where students cautioned for poor behaviour in lessons were kept. Teachers were required to support and provide one-to-one teaching in a fun and engaging way. This intervention improved engagement with learning significantly provided an opportunity to mentor children who are frequently in the behaviour zone. I adopted social pedagogy approaches, mastery teaching and regular class visits and targetted assessment for the concerned students to improve their learning. There was a marked improvement in attainment, in behaviour and a reduction in school exclusion for students concerned following my intervention system. This intervention is currently in use at the Academy and Trust.

Capital City Academy

Mentor and coach as a Teach First subject mentor and NQT mentor. Have been recognised by the Teach First Mentor Recognition Framework for my work.

Willesden, London

Involved in development of the maths department KS3 curriculum from scratch, assessment design/evaluation and performance management of teachers.Lead the development of a pioneering and hugely successful peer teaching module (Little Einsteins), with lunchtime support of students in KS3 by other students under the supervision of a teacher.Pioneered practitioner research and the first whole action research collaboration with a primary school to solve the problems of transition. The result of the research is being published and was presented at the British Educational Research Association and other schools around the UK are now adopting the partnerships we successfully modelled.Involved in leading collaboration between the Mathematics and Science departments and making first attempts at working more closely on teaching and curriculum development as well as resource sharing.As KS3 Coordinator, the highest attainment in the global UK Maths Challenge and TimesTables Rockstars was achieved at the school.Pioneered and led the introduction of STEM to Capital City Academy through extended partnerships with the National Grid, Accenture, Ernst & Young and STEMettes, clubs, enrichment and engagement with senior leadership, which has led to the current introduction of computing to KS3 (see here: www.capitalcitystem.weebly.com ). Completing a Lead Accreditation on this work with the SSAT.While completing my NPQSL qualifications, these were the comments of the head of school and head of teaching & learning of my practice and work on a 360 review:'A desire to go beyond expectations to improve teaching and learning in his subject, the ability to inspire others in his department to do the same and the organisational skills needed to put together a project involving many colleagues from a number of different schools'.'Interest in pedagogy - particularly with reference to mathematics. Developing aspirations in youngsters. Self-starter'.

London, United Kingdom

PRESENTATION DATE: 17th June 2017Have initiated and organised a year long active research partnership between Capital City Academy (Secondary) and Harlesden Primary School. Teachers from both schools have observed, planner, joint and independently experienced teaching across the different phases and have reflected on the importance of deep conceptual understanding and enjoyment of mathematics as children progress through Primary to the KS3 Phases. We hope to develop a framework other schools and maths hubs can adopt to help with meeting the problems they face in leading mathematics through the transition phases.

Southall, United Kingdom

Taught at Key Stage 3, 4 and Further Maths (Year 11s).Gifted and Talented student coordinator organising UK Maths Challenge tests at the Junior, Intermediate and Higher levels.Part of the pioneering founders of the 'Focus Group' project aimed at ensuring students achieving a Level 5 at Primary school achieve a grade A - A* in Mathematics in Year 11. Strategies used include meetings with all parents of the target group, organising trips to inspire achievement, designing low stake termly assessments to provide opportunities for students to identify areas for improvement as they progress through the term. Lead Coach for Mathematics, supporting and organising learning assistants and teaching staff to engage in challenging each other to reflect and move forward in their practice. Also involved in training on best practices with coaching conversations, improving skills in clarifying, identifying obstacles, developing long term perspectives, anticipating and planning strategies for future improvement and implementing action plans.

London, United Kingdom

Excellence in Education is a highly successful educational organisation focused on promoting social mobility by providing supplementary academic learning to children from Inner City communities. A significant number of students go on to winning scholarships at leading independent schools and many have studied at Ivy league universities including Oxford and Cambridge. Roles included:Tutoring children preparing for the 11+, GCSE and Additional Maths Examinations. Subjects taught: English, Maths and Science.Representing the organisation at key media interviews and events with organisations such as the BBC, ITV and Sky News. Planning media communication and news statements.All managing responsibilities of establishing a centre, designing a suitable curriculum, training teachers and ensuring continued high attainment in national examinations.

Deptford

Taught Mathematics at Key Stage 3 and 4 with outstanding exam results in Year 11.Led in organising schools participation for the first ever 'STEM in a Day' event run by the Accenture Schools Technology Programme for Girls started by Emma McGuigan (Accenture Women's Network Lead for the UK & Ireland) and STEMettes. I organised the selection and trip for 20 girls from Deptford Green School and Addey Stanhope School on the trip, which had excellent long term impact on the learning aspirations of the girls who attended. From both schools, the best GCSE results in 2016 were girls on that trip and at least 50% of top 10 GCSE results from both schools were among the 20 girls on the trip. Today, close to 15,000 girls have made a similar trip to industry, motivated and mentored into STEM careers.

Wembley, London

Taught Mathematics to Key Stage 3 and 4 classes.Completed the SSAT NQT Leadership training, collaborating with the Careers department to create a Mathematics career group inspiring KS3 children to STEM careers. Piloted this programme with Year 7 G & T groups. Founding member of the E-learning group at Preston Manor School, responsible for advising and implementing learning technologies across the school including the introduction of the Firefly Visual learning environment currently in use.Organised the UK Maths Challenge for Year 7s, achieving the best results the school had achieved at the time. Half of all students achieved medals on the challenge competitions. Projects run as part of the SSAT NQT Leadership training, contributing to this result.

London And Kent

Worked at various challenging schools while working as a Learning Support Assistant and participating in school training to becoming a Mathematics Teacher. Roles included supporting pupils with special needs, planning and teaching mathematics lessons, assessing and evaluating learning as well as supporting and leading PSHE learning.Addey & Stanhope Rainham School for Girls Crown Woods School, ElthamSt Matthews Academy, LewishamSt Michaels and All Angels Academy, Camberwell

London, United Kingdom

Involved in all organisational stages of the ASCOT (Anglo-Scandinavian Cardiac Outcomes Trial) and EUROPA drug trials for beta-blockers and Statins, including blood pressure measurement, analysis of drug trial monitoring result, communication with patient GPs and presentation of results and identification of concerns on patient safety with the supervising Cardiologist. Also attended international conferences as part of a team, representing the research study and findings at the Cardiovascular Risk Institute. I also supported the Social Services department in planning efficient elderly care placement and with the Occupational Therapy departments in reducing the waiting times for mobility improvements.

Masters Degree, Curriculum, Pedagogy And Assessment

Lead Practitioner Accreditation

A rigorous process of self-reflection and evaluation, Lead Practitioner Accreditation improves the individual’s professional skills.

National Professional Qualification For Senior Leadership (Npqsl)