- Director and learning experience designer.- End to end project management for a 60 hour blended learning course for an external client in Hong Kong.- Needs analysis and creation using ADDIE development process.- Persona building and design thinking for development of materials, including concept pitch and storyboarding.- Developed digital learning on cloud authoring software similar to Articulate Rise.- Managed 4 Subject Matter Experts on a global scale to create content - including development of ideas, scripting and guidance and authoring of materials. - Learning design in keeping with scaffolded approach to application of learning, employing principles from Bloom's, cognitivist, constructivist and social learning theories.- Employed a variety of evaluation methods for measuring learning impact following the Kirkpatrick model: quizzes, reflections, surveys and interviews.

- Created teacher training lead magnet aimed to help incorporate design -thinking into the classroom. Blended approach, presented in workbook with applied tasks and video content- Lead researcher for ‘kickstarting employee experience (EX) design’ course, wrote copy/content for sections relating to change management- Mini-mindfulness course - created learning materials (with applied practice) on journaling and gratitude- Educational carousels: top 5 ‘workshopping principles’; ‘purpose x culture + strategy’; performance review strategy

- Delivered over 100 hours of adult training and professional development - in-person, online and hybrid. Topics covered include safeguarding, restorative practice, counselling, parent workshops, assessment strategies, inclusive pedagogies and shared problem-solving through sprints- Conducted needs analysis for training using school development plan, staff appraisals and staff feedback. Curated professional development schedule based upon this- Introduced action research projects as a means of staff professional development, including extensive training on how to develop Successfully managed a workload that produced an average of 18 hours of lesson content for students each week in addition to 2 hours of teacher CPD and leadership of secondary school- Implementation of Project and Inquiry-Based Learning throughout the Secondary school, including the design of student-centred 'SMART Projects' aligned with the United Nations Sustainable Development Goals- Developed the school’s Personal Social Health and Emotional learning programme using the PSHE Association (UK) and DoE frameworks- Developed the school’s English and Theory of Knowledge curricula for students aged 11-18

• Audited/reviewed current SEN systems before creating and implementing full Singapore procedures • Implemented 3 months ahead of agreed schedule • Created a whole-island reporting structure for SEN issues, encompassing 10 staff• Researched and created an Individual Education Plan system for all SEN learners- 2% of students in 2017 to 4% in 2018• Created and implemented ‘Student Voice’ interview for SEN students in-line with UNRCPD guidelines and current educational research • Now completed by 75% of SEN students• Increased parent engagement through Parent Teacher Meeting program at two points during the year• Delivered 25 hours of face-to-face training to teaching, customer service, and sales staff• TYLEC teacher training and course delivery• Delivered ‘Critical Thinking’ seminars at two international EFL conferences- Jordan and Myanmar• After consultation with teachers, devised a semi-supported approach to online training materials• 500% increase in optional uptake of online training• Delivered on key measurable in bringing on board 4 external training providers to provide professional development for teachers• Supported ‘Arts’ department in securing additional funding for two key projects- additional 30% • Exceeded KBI targets for SEN re-registration by 10% at mid-year point and 25% at the end of the academic year• Ongoing operations management and teacher support• Direct line-management of 4 teaching staff

• Teaching a range of English classes, predominantly secondary focussed. This involves teaching to both the O-level and A-level specifications, as well as to the IGCSE. Planning and delivery is actively differentiated• Teaching is underpinned by a clear focus on EAL and ESL techniques• Delivery of INSETT training sessions on ‘Pre’ and ‘Post-Reading Techniques’• Creation and delivery of INSETT sessions on ‘Critical Thinking and Questioning Techniques’ and ‘Making use of I-pads to Engage Your Learners’• Course writing - attended a 6 session training course on effective course writing, and have pitched and wrote an island-wide, twenty hour ‘Debate and Public Speaking’ course for upper secondary students • Parent/customer liaison - regular reports and parent-teacher meetings, in addition to the ‘duty manager’ role, dealing with parental complaints and queries• Centre ICT coordinator, responsible for overseeing the use of ICT equipment and training sessions Key Achievements:• In the creation of the ‘Debate and Public Speaking’ course I had to pitch and work with a range of stakeholders, liaising closely with the Head of Schools in order to do so. In feedback from students, the course was unanimously well received and is now a profit-making and well-attended British Council product• Paper accepted to deliver at an EFL conference in Myanmar: ‘Critical Thinking (and its Application in the English classroom)’• Project management of an island-wide comprehension based competition, using current affairs articles to scaffold and pose difficult comprehension questions, designed to raise analytical skills as well as real-world knowledge. From two entries upon taking over, there are now more than sixty• Selected, by the Head of Secondary School, to trial and edit new materials for the 2017 academic year• Participated in several education fairs, engaging with potential customers and promoting the British Council

• Teacher of English to years 7-11, following at various times, both the GCSE and IGCSE syllabi• Promoted to achievement coordinator (additional Teaching Leadership and Responsibility points)• Lesson planning, delivery and intervention process• Use of data streams such as SISRA to monitor student process and identify areas of concern• Project management and delivery: working with external and internal organisations/departments to run projects to raise attainment in pupil premium cohort• Responsibility for key cohort of underachieving students• Taught both the top set, G&T class, as well as an EAL intervention class in their GCSE year• Provision of training within EAL, Literacy, and Numeracy strategies to all staff, NQT and PGCE co-workers• Delivered extra-curricular activities throughout the week, including Film Club, Debate Club and Literary Theory Club- in addition to planning and delivering all sessions, this also involved planning a series of school trips using the correct HSE and safeguarding procedures• Form tutor (Years 10, 11 and 7)Key Achievements:• Delivered training sessions to parents on literacy and numeracy strategies• Planned and delivered an ‘inspiring males’ careers fair• Co-created an EAL/SEN strategies booklet for whole-school use• Helped lead the annual ski trip to Saalbach• Planned and delivered a residential visit with the aim of focussing on GCSE revision• Planned and hosted the regional Cambridge School’s Debate Competition