Emma Frampton Email and Phone Number

Attached to an academic department, my role is to provide administrative and pastoral support to undergraduate and postgraduate taught students from their first days at the university to graduation.My strengths lie in fostering a supportive environment so students feel able to ask for help, starting with a talk in 'freshers week'.I work preventively by sending clear and informative weekly emails. These messages explain rules/mitigating circumstances applications, but also info on events, and how to contact relevant staff. I keep my tone warm and friendly, using plain English and colours.Poor attendance is often an indicator of something more serious. My approach is to reach out with a friendly email, offering a meeting. This usually results in three types of response: info is wrong/issue was minor; there is a problem and yes to a meeting; no response. If the latter, I ring students.I have a good record at finding alternatives to students withdrawing, as I can draw on my many years of working as a teacher and trainer to provide practical support (time management of assessment writing, for example).In addition to the pastoral support, my role requires a good knowledge of programmes.I do checks on modules for the sign-up process; do module changes manually as required by students.I work with registry on resubmission info.I do all the preparation for the programmes within the Department for the Examboard, including finding missing grades, working with programme conveners and liaising with external examiners; and all clerical checks.

Many years’ experience being involved in education as a teacher, teacher trainer, course leader and most recently as the volunteering coordinator for the careers service at SOAS, University of London. Fundamentally, it is the supporting of students that links these roles. Skills include ensuring students feel comfortable to ask any question before calmly suggesting possible solutions. Excellent communication skills have been invaluable when conversing with students whose first language is not English, or during stressful situations such as around deadlines. Liaising with academic, professional and support staff has required abilities in being both an independent decision taker and accommodating team member.

Interviewing and teacher training.

• Supervising colleagues, trainee teachers, volunteer E.F.L students and administrative staff.• Advising trainers and trainees of procedures required by Cambridge ESOL; liaising with the external assessor.• Course design; devising timetables; keeping records; writing academic reports; interviewing prospective trainees.• Critically assessing trainee teachers. This requires concurrently observing, note-taking, writing accurate reports and encouraging trainees followed by running a sensitive oral feedback session.• Providing academic and emotional support to help instil confidence during the intensive training, remaining discrete.• Providing advice on time-management to trainees considering dropping out.Contract work from July 2013 on full-time and part-time courses including cover.

Teacher Training CELTA and Overseas Teachers courses.Initial work from July to December 2009; then contract work from 2013-2015 while I was studying.Full-time and part-time courses.Main and Assistant course tutor.

Training people to be English-as-a-Foreign language teachers. From interview stage through to providing references for jobs.Interviews: analysed application forms and selected suitable candidates; interviewed and advised on course content.Training: Pre-course: course design; timetabling management (course and teaching practice); proof-reading materials; database of trainees' details; course administration (stationery, photocopies, materials)Course: student support: imparting information on how to teach; observation and advice on teaching practice; emotional and educational support for weak and failing students and for those considering withdrawing; emotional and educational support for above standard trainees; liaising with external assessor.Post-course: report writing; liaising with external assessor and Cambridge ESOL; references.ADOS: student and staff support.Student: initial level testing; class change advice; 'graduation (end of course) presentations'Staff: class change advice; observation and support; classroom changes.Administrative: updating databases, ordering materials, updating student records.Teaching: English teaching to adults: general English, academic English, exam classes. Running tutorials-giving educational and emotional support to English-as-a-Foreign language students.

Teaching English to adult students (and limited experience of under 16s).General English; business English, English for academic purposes; Cambridge exam classes.Single nationality and mixed nationality groups; 1-1, small and large classes.Experience includes teaching to asylum seekers in Britain, to the Communist Party of Vietnam, to a Tibetan Buddhist monk in India (voluntary role), business people, pre-university students.Role: placement and level testing; class and monthly plans; student tutorials, advice and support; teamwork-team teaching, team preparation.

CELTA Teacher Training