I am personally motivated by high quality research in a variety of fields, and use them to influence my practice. Having a science background means data analysis is central to my decision making, however I believe that in the social world there are multiple realities; what works in some schools may not in others. Therefore the impact of changes need to the assessed in order to scrutinise how resources are best allocated. Previously I have worked on driving improvement of outcomes by fostering a positive learning environment through specific praise, in addition to researching and implementing ‘teach to the top’ strategies with a focus group, before upscaling to the whole department.NPQML. My project started focussing on the use of build back better funding to close the gap made by lockdown 1. However over the year it evolved into the development of sessions focussing on quality of written communication. For this I drew strongly on research into meta cognition and literacy skills. In 21-22 my department extended this project further as part of our visible learning focus. In 17-18 I moved to a large local school as Second in Science. In my first couple of years I explored techniques to help students learn and recall the information taught in class. I am looking into interleaving, dual coding, spaced retrieval practice. Previous Roles: Co-Leader of Science at a small rural 11-18 school while in this role I set up departmental systems of communication to drive forward the department and lead changes at KS4 for the new courses.
Listed skills include Educational Leadership, Curriculum Development, Teaching, Science, and 8 others.
