As the owner of Systemic Equity™, I bring a unique, non-idealogical perspective to DEIJ consulting for implementation by schools, educational institutions, communities, and leadership teams.Focusing on the actions, procedures, and systems in place, I am responsible for supporting institutions and communities in realising their mission and equity goals.Each institution and community's specific needs are met in their context through a combination of system-building, consultation, review, coaching, identification of KPIs, and delivery of custom CPD.Visit my website to learn more.

Daryl Sinclair is a school leader geography specialist who believes in a systems approach to school success. He believes that with appropriate leadership strategies, ‘systemic equity’ can be achieved. Daryl Sinclair is a strong advocate for anti-racist pedagogical approaches and the creation of learning environments in which DEIJ (Diversity, Equity, Inclusion, and Justice) can be realised. Through his writing and consultancy work with exam boards, schools, and publishers, he champions the idea that the success of leadership and DEIJ initiatives is in what we DO, not simply what we believe. Daryl’s work focuses on using intentional procedures and clear rubrics to support learning environment inclusively and sustainably.Take your next step with DEIJ at www.Dsinclairwriting.com/consultancyConnect on LinkedIn: https://www.linkedin.com/in/darylsinclairgeography/

Reviewing and supporting the development of articles submitted for publication in the Teaching Geography Journal.Promoting engagement with and submissions from marginalised identities.

Supporting the development of the Afternoon Program curriculum to create vertical and horizontal alignment to consolidate the impact of the learning that takes place.Generating quarterly and semester whole-school reports, including data analysis to support timely interventions, diverse educational needs, and medium-to-long-term strategic planning.Providing support for IBDP Geo through coaching and moderation activities.

Overseeing the creation of infrastructures for the development of the whole school culture for students and teachers. This includes writing policy, establishing norms, supporting staff and student development opportunities and the overall environment for growth and excellence. Responsible for academics and pedagogy in secondary. Reinforcing an inclusive community and culture of growth through definitive action and dialogic engagement with students and staff. Student and staff well-being comes first with prioritisation of relationship-building and the establishment of inclusive learning environments for all with the understanding that inclusive classrooms provide the greatest opportunities for learning success.Working with the students, parents, faculty, and SLT to ensure that WABE international school develops positively for the betterment of its community as people, both socially and academically - Fortifying a learning environment which people value, are proud of, and are equitably welcomed.Key initiatives include, but are not limited to development of regular dialogues with staff both individually and collectively, the establishment of norms reinforced through policy and accountability regarding equitable recruitment, the inclusion of student and staff voice, proactive engagement with parents as experts and participants in the learning environment at school.

Key Responsibilities:- Predominantly teaching secondary including mentoring for MSA and teaching IBDP Geography.- I created a full program of project plans and curriculum for Social Studies (Geography and History) and Economics/Politics (Wirtschaftpolitik) following the German National Curriculum.- Incorporated a program of experiential learning projects including field trips, interview prep and student-driven projects into the Social Studies program.- Created and established year group initiatives to dramatically improve the academic ethos of classes and their ability to perform well in examination and undertake future learning such as the IBDP.Key Achievements:- Raised the profile of Social Studies and Economics/Politics within the school leading to a greater understanding of its importance.- Created a learning program titled 'Systems of Oppression' for Grade 10 to support their ability to understand systems around them and how they may support and hinder the progress of people based on their characteristics and background while identifying methods to identify and destabilise these systems.- Revamped the Student Council to make it more effective.Extra-Curricular:Worked as a liaison for the Student Council to support and refine their work and enable them to be a more effective support structure for the students in a system of innovative co-management with the school leadership team.Worked as a mentor for several students finding the COVID year very challenging in co-operation with their parents and psychologists.

Key ResponsibilitiesPredominantly teaching upper secondary including IGCSE History, IGCSE Geography, A-Level Geography and IB Geography.Established a program of fieldtrips and out of classroom learning experiences both within the Humanities department and as joint ventures with other subjectsTook over responsibility for the annual, week-long yr6-9 MUN Week. This involved leading a team of over 20 teachers.Established and leads whole school initiatives ranging from Student of the Month, through to sustainability initiatives working with the canteen staff which aided the school in achieving IB certification.Key AchievementsRaised the profile of Geography and the Humanities within the school leading to an increased uptake of Geography and greater understanding of its importance.Used data collected through sustainability initiatives to improve the provision in the canteen. Raising the awareness of key global issues at the school.Extra –CurricularSuccessfully coached the girls’ basketball teams leading to several tournament outings.Choreographed for and supported students through various school productions.Actively involved in an exceptional collection of PO events and school activities.

Key Responsibilities• Teaching the full range of classes throughout secondary including Edexcel A at GCSE and WJEC at A-Level.• In charge of the creation and maintenance of online resources across the curriculum including promotion of independent learning.• Designed and organised a fieldtrip for 240 students to the Natural History Museum including workbook materialsKey Achievements• Geography GCSE candidates achieved 84% A*-C pass rate.• Won the 2014 Jack Petchey Award for Outstanding Leader due to Outstanding Service To Young People.• Currently leading a multi-school project on KS2-KS3 transition which is being written up by the Institute of Education to guide similar projects for schools nationwide.• Led an Aspire group at A-Level contributing to the departments attainment of the first A* at A-Level.Extra-Curricular • Taken an active part in helping students organise the Eid festival, taking time to lead Jummah Prayers when necessary, choreographing and helping students to choreograph for the school musical, helping students prepare for the debate club and many other activities.• An active form tutor commended by parents and HOY for close relationship with them and consistent effort. The form is currently leading the year group in all sports competitions and for the number of positive commendations the students have received from their teachers.• Currently mentoring this years Geography student teacher.• Running a Corporate skills course for students interested in working with young people or a career in education.

Primarily accountable for promoting the continued delivery of service excellence, alongside energy, drive and enthusiasm while forging, maintaining and nurturing key internal / external relationships, conducive to business growth. This was completed for RatedPeople, managing large accounts for Large trade companies and their workers. Also securing new business through cold-calling and acquisition.

• Taught two groups of 12 children breakdancing with ages ranging from 7-12.• Built a rapport with the children and parents through structured classes, consistency and good communication.• Set clear goals for the students, taking the most exceptional to a competition where they had the confidence and skills to take part, this year gone they returned with one of the children making the finals.