Richard Busby Email & Phone Number

Singapore

- Leading the strategic direction of the department, targeting English-language improvement for non-native speakers that aligns with an academically rigorous curriculum.- Completed the 6 month Teaching English in Multilingual Classrooms course to implement best practice for non-native speakers in mine and the department’s teaching.- Overseeing the day-to-day operation of the department, as well as the line management and appraisal of 5 teachers.- Responsible for Academic Monitoring to ensure that Teaching and Learning in the department is of the highest standard. For example, conducting observations, learning walks, book scrutinies and collating student voice, and subsequently acting upon findings where appropriate.- Developed policies and procedures for academic and enrichment improvements, particularly curriculum mapping and raising standards of feedback.

- Lead for the Grade 11 and 12 International Baccalaureate (IB) Diploma Programme Global Politics course, having built the curriculum from scratch.- Producer of the ‘Global Studies’ curriculum; a course that is based on the IB’s ‘Global Citizenship’ course, but Global Studies has a focus on engaging all Grade 9 and 10 students with relevant and contemporary global and local issues. - Deliverer of enrichment for Politics; including being the Director of the school’s Model United Nations (MUN) programme, as well as coordinating enrichment weeks and events, such as Human Rights Week, World History & Politics Week and Holocaust Memorial Day. In addition, enabling students to hear from speakers like Jolovan Wham, an internationally-known Singaporean human rights activist. - Manager of 3 teachers who teach Global Politics and/or Global Studies.

Singapore

- Judged to be an ‘outstanding’ teacher by all internal academic monitoring processes and by external inspections, as well as on the formal professional Appraisal process.- Led Senior School staff training on questioning and feedback strategies after being observed as a model of good practice by the Assistant Principal (Academic).- Responsible for the creation, evaluation and refinement of the Grade 7 and 10 Schemes of Work in accordance with the concept-based IB Middle Years Programme.- Spearheaded a programme in line with the 2022-23 School Development Plan to ‘ensure that a culture of scholarship is prevalent though the Middle School’. For example, the creation, leading and coordination of Grade 6, 7 and 8 ‘Projects’ to provide more opportunities for independent academic study. Not only was this creating a school-wide curriculum to balance the tension between ‘project’-style learning and the school’s rigorous academic ethos, it also involved coordinating 60 teachers and more than 160 students to successfully ensure that there were academic enrichment opportunities within the curriculum.- Setting up of a ‘Young Scholars Club’, which coordinated teachers and older students to deliver academic seminars to Grade 6-8 students. - Developed excellent relationships with all students and colleagues (local and expatriate).Accustomed to the fee-paying model of the school and mindful of the need to also develop excellent relationships with parents who rightly expect the best for their children. - Proficient in the use of video-conferencing technologies, Google Classroom, and the creation of instructional videos to deliver high-quality Home-Based Learning at short notice due to the COVID pandemic - I continue to use the gains from these technologies to develop student learning.

Siem Reap, Cambodia

- Planning and delivery of consistently high-quality lessons in line with the rigorous academic culture of the school; a not-for-profit school that was unique because it provided a free, world-class education to disadvantaged but academically talented students in rural Cambodia.- Adapted successfully to the United States college preparatory curriculum, and accountable for student achievement measured by standardised tests (American College Testing and SAT Reasoning Tests – and their ‘pre’ tests for younger students).- Engaged with a range of research-based, proven strategies to support students’ English, all of whom were non-native speakers.- Transitioned at extremely short notice to teaching online at the outset of the COVID-19 pandemic, and developed a rigorous online curriculum for all students, whose socio-economic status meant that they would otherwise be left far behind in the era of COVID-19 pandemic.

Ormiston Maritime Academy, Grimsby

- Appraised as an ‘outstanding’ teacher of History at the end of the NQT year in an extremely challenging school where the proportion of disadvantaged pupils was well above the national average. - Ensured that every year-group had a rigorous and engaging curriculum, after initially finding that there was not a single Scheme of Work for History in place. By November 2017, there were Schemes of Work in place for every year group to cover the entire curriculum. - Planning of lessons and curricula for KS3 and KS4 in line with the criteria of the English National Curriculum, OFSTED and GCSE exam boards (Edexcel and AQA).- Assisted in the organisation of a talk given by Holocaust survivor, Arek Hersh.- Oversaw the successful transition of a Year 7 tutor group into the Academy, including a number of students with extremely challenging behaviour issues.- Experienced in teaching Key Stage 3 Geography and Religious Studies, as well as P.S.H.E.

Post Graduate Certificate Of Education, Education, 'Outstanding'

I completed my PGCE alongside my first year on the Teach First Leadership Development Programme.

Ba (Hons), History

A-Levels In History (A*), Business Studies (A*) And Government And Politics (A)