Hayley Mears Email & Phone Number

Norfolk, England, United Kingdom

Norfolk, England, United Kingdom

During my time as Executive Curriculum Leader for Science, I have developed the science curriculum and introduced rigorous departmental procedures which reflect and promote the vision of the school. The curriculum redesign has ensured a more coherent, vertically integrated, and appropriate order of teaching which has mapped ‘specified’ knowledge. I have developed departmental policies which provide clear guidance to improve the implementation of the curriculum intent including guidance on effective retrieval practice and guided instruction to ensure that teachers are clear on what effective learning looks like. This has been delivered concurrently with the deliverance of high-quality CPD supported by resources including Teacher Walkthrus and Teach Like a Champion by Doug Lemov, with foci that have included adaptive teaching, cold-calling, and hinge-questioning to activate deep thinking. I have implemented a programme of shared planning amongst the department to provide a quality framework for curriculum implementation as we continue to drive standards. I have changed assessment policy within the department to ensure summative assessments accurately assess how much of the curriculum has been successfully learnt by students, and therefore are able to act as quality indicators of progress and impact. This has allowed the department to generate powerful data to drive further curriculum development and inform interventions. These changes have had to be undertaken by fostering a more positive culture within the department, building trust through effective and skilful communication to build more cohesive relationships. The increase in rapport amongst colleagues is building the path for more challenging feedback deliverance during the monitoring of quality teaching and learning.

South Ockendon, Essex, United Kingdom

As an accredited Lead Practitioner and experienced middle leader, my role involved working across the school, building strong relationships with senior colleagues to ensure the continued improvement of teaching and learning. I had responsibility of overseeing the observation process across the school and evaluating the impact of CPD as well as identifying trends to inform future training. As a senior observer, my role involved providing teachers with frequent non-judgmental observations to analyse student learning in the classroom and provide skilful evaluation and feedback to staff giving them the opportunity to improve their practice, resulting in more positive student outcomes.Through my role as a highly skilled science teacher, I consistently demonstrated the highest standards of classroom practice and endeavoured to share my skills and experience with other teachers.I regularly facilitated high quality CPD sessions in response to the developing needs of staff. The focus of these sessions varied from science pedagogy to direct instruction, effective assessment to making learning ‘stick’, evaluation of classroom practice to effective coaching. To be highly effective in my role, I ensured that I was up to date with educational research to identify how classroom practice could be modified to be even more effective and achieve the best student outcomes.

My responsibilities included line managing a large team of colleagues, including middle leaders.I raised standards in teaching and learning across my department as evidenced by annual subject audits and SEFs as well as the regular lesson observations, scrutiny of student outputs in exercise books and most importantly, student outcomes. Upward feedback kindly depicted me as an inspirational leader with excellent communication skills, utilising rigid line management procedures. This ensured that I was able to develop and deliver a strategic vision of the department and allowed me to effectively lead performance management.I undertook the adaption of the KS4 Science curriculum in response to the national changes. This required the creation of robust schemes of learning, ensuring student developed cumulatively sufficient knowledge and skills across a seven-year curriculum.I worked to generate accurate assessment, and following rigorous moderation, analysed and evaluated summative data, using this as a diagnostic tool to identify staff and student underperformance, producing data reports and regularly communicating them to senior leaders and governors outlining appropriate interventions. I am familiar with Progresso and 4Matrix as programmes to support data analysis.I was also responsible for managing an annual budget. In addition, I monitored health and safety in line with CLEAPSS guidelines.I worked with The Crick Institute to develop teaching resources for their outreach laboratory.Working in an Inner London school I was required to be an expert in behaviour management and in addition to being a highly skilled classroom practitioner, support the school in upholding behaviour policies, including supporting the whole school on-call systems, departmental, whole school and weekend detentions and restorative justice conversations.

Responsibilities included curriculum development at KS3 and literacy in Science. I embarked on a middle leadership development programme in association with Canterbury Christ Church University. This supported me in developing managerial skills and reflecting on principles in leadership and included a residential period to conduct observations of Norwegian schools, culminating in a whole school research project.

Teacher of KS3 science; KS4 Biology, Chemistry and Physics (Separate and Combined Science qualifications); KS5 Biology

Norwich, England, United Kingdom

Pgce, Secondary Education And Teaching: Science, Biology

Biomedicine Bsc, Biological And Biomedical Sciences

A Levels: Biology, Chemistry, Psychology And Religious Studies