Rob Samuels Email & Phone Number

National, Uk

Durham, England, United Kingdom

Durham, United Kingdom

Working within the female estate with learners aged 18+ I am currently delivering a wide range of subjects on a carousel format which include retail skills, Information, Advice or Guidance, Business Administration and Digital Skills to a diverse group of learners. These courses, encourage and enable the learners to build functional skills and self-worth and belief for them to gain employment. As a Virtual Campus Lead within HMP Low Newton, I am responsible for training colleagues and promoting use of this valuable resource to enrich their curriculum delivery and embed digital skills, in line with the Digital Skills Framework. As a Digital Champion I am responsible for the planning and delivery of training sessions as well as supporting colleagues in embedding digital resources and techniques within their sessions such as brand awareness and digital footprints and helping to support tutors within Low Newton, regionally and nationally to help embed the SAMR framework ensuring that digital skills is embedded in every area of the curriculum and is given the same importance as Literacy and numeracy skills. This is in order so that our learners are prepared for the world of tomorrow once they get realised from prison, because learners who are not digital aware have fewer chances for social mobility.On a national level I am as a Digital champion I am responsible for supporting colleagues for the company increase their digital skills and help support them while accessing digital resources as well as Working as part of the Digital Champion Team has led to me leading, running, and managing a project team on both a reginal and national level in conjunction with both This is in key internal and external stakeholders. This project has involved looking to create self-help video tutorial content for learners in order so that they learn how to use a Moodle LMS for learners to become more independent once they get out of prison.

Working with HMPYOI Deerbolt I am responsible for the delivery of Digital Skills to a diverse group of male learners aged between 18-24, encouraging and enabling them to build functional skills for employment. This involves the creating and developing of Individual Learning Plans that are centred around 5 core principles: Communication, Self-Management, Presentation, Problem Solving and Team Work to ultimately reduce reoffending. This involves the delivery of various ICT qualifications ranging from Entry Three to Level 2, This involved the development of Lesson plans, Schemes of Work, Individual Learning Plans (ILPs), Learning Support Plans (LSP’s), Marking of Assessments, Marking of Exams and setting project work, and working alongside learners on projects for the prison and Novus colleagues to allow learners to expand independently on their knowledge. To do this, I need to develop positive relationships learners within my classroom environment, as well as this I am always looking for innovative ways that I can embed Digital Skills such as Social Media Awareness and Managing your Digital Footprint into my sessions, in order to allow learners prepare for the jobs market of tomorrow. As enrichment lead for Deerbolt I am responsible for the developing of the yearly enrichment calendar where I work with external stakeholders to develop , plan and coordinate a series of enrichment events and observances within the prison, such as; the Holocaust Memorial Event, Black History Month and LGBT Awareness Month. These events are managed alongside Enigma project to allow learners to create and produce displays which embed ICT, Functional Skills and Social Enterprise skills within their learning.

As the Virtual Campus lead within HMYOI Deerbolt and Low Newton, I am responsible for training colleagues and promoting use of this valuable resource to enrich their curriculum delivery and embed digital skills, in line with the Digital Skills Framework. As the Digital Skills lead at Deerbolt, I continuously develop resources and activities to support my colleagues embed digital skills within their curriculum areas, as well as run CPD session based around developing colleagues ILPs and Planning for Learning knowledge, this involves supporting colleagues to embed SAMR techniques into their sessions. I am currently involved in several core-college projects which include updating the NOVUS ICT curriculum, in-line with the Digital Skills Framework, to be delivered nationwide across all NOVUS sites.

Hmp Deerbolt

I was responsible for representing the views of work colleagues and supporting them with various meetings with management in relation to Health and Safety concern that arose. This involved representing staffs concerns at a local and regional levels and promoting a good working relationship between management and staff.

North East

I worked at various educational establishements within the North East of England covering various sessions when needed. This involoved ensuring that classroom mangement was carried out and the learners were engaged in their learning and worked was accuratly marked and constuctive feedback given.

As a Session Tutor I was responsible for covering various sessions within HMPYOI Deerbolt delivery sessions to various learners aged between 18-24 within the male estate. Although I could cover any session from construction to Literacy, I was predominantly used to deliver Business, ICT and Numeracy Courses. This involved delivering qualifications ranging from Entry 1 – Level 2. During this time I was responsible for the creation of ILP’s, Session Plans and Learning Plans for learners who were on the various courses as well as Marking of Assessments, Setting and Marking of Exams. I also integrated into my sessions with various opportunities for personal development for these learners based around topical debates such as Politics, LGBT Issues and Global Warming to prepare them for what is going on outside of prison. I was also responsible to developing various ways of ensuring that ENIGMA (embedding numeracy and literacy skills) into every session that I delivered in an engaging and interactive way.

Sunderland, United Kingdom

During my time as a learning support assistant working for Academy 360 I worked closely alongside the classroom teacher and Pastoral staff, to ensure that students have the support and guidance that they need to learn and make progress to achieve their potential. This includes running Literacy and numeracy intervention sessions, and planning medium and short term target setting to ensure that students get the correct support both within and outside of the classroom enviorment.

Sunderland, United Kingdom

As part of my role as a trainee teacher, I plan, create resources and deliver Key Stage 3 and 4 lessons within the ICT department with 100% pass rate of C or above. Delivering and supporting lessons in both the SEN Unit and the Achievement Center ensuring that each student unique needs are taken into account and that they are given support and guidance to allow them to access the learning resources and ensure progress and attainment. I liaise with both the ICT Head of Department, SENCO’s (Special Educational Needs Coordinator) and Heads of Year reporting on student progress, ensuring that the right differentiation, support and guidance are given to ensure that students make progress and are safe and secure within lessons, through this I constantly monitor student progress and attainment and liaise with parents and careers to create and implement intervention sessions if students are not on target to reach their predicted grades and levels. I set and monitor homework, coursework and grade student’s workbooks in accordance to the National Curriculum guidelines. I implement the appropriate sanction in relation to Academy policy such as, detention and safeguarding issues. I prepare reports on student’s progress and set end of year targets for the students to achieve. I also conduct regular progress reports during parent’s evenings. I mentor year 10 and 11 students to ensure that they achieve the grades they are predicted. This includes 1-2-1 support and group sessions. As a pastoral tutor I work closely with the attendance team to raise the attendance of students who are within my tutor group and ensure that regular contact with parents are kept regarding students progress and attainment. I organise after school clubs, this includes running the school year 7 football team, where I also am the academy’s representative on the Sunderland Schools Football Association board. I also participate in the organisation of the Academies excursions both abroad and regional.

Sunderland, United Kingdom

The role of the Para Teacher was a trainee teacher program set up by the Academy 360 to ensure that after two years you had the experience and qualities to take part in a trainee teacher programme. The role involved, The planning, creating of resources and delivery of Key Stage 3 and 4 lessons. I was responsible for the planning, creating of resources and delivery of 4 lessons that I teach. I worked closely with the head of year 7 and year 11 to ensure that a smooth transition between primary, secondary school and college takes place, this was through visiting both collages with our current year 11 students to get them use to college and through running ICT taster sessions with future year 7 students. I worked closely with the attendance team to improve the attendance of students within the Academy this involved taking part in parents meetings and acting in a pastoral capacity for year 11 students. I Implemented the appropriate sanction in relation to Academy behavioural and attendance policy. I prepared reports on student’s progress and set end of year targets for the students to achieve. If they were not reaching these targets contact parents and arrange and deliver intervention sessions. I also have regular contact with parents either through contacting home to update them on their students progress or through parent’s evenings. I was a mentor to a number of Year 11 students to ensure that they achieve the grades they are predicted. I have management responsibilities within the Academy. I was responsible for the internal exclusion room where I have researched how new technologies can help student progress and achievement. I worked closely with other departments and follow all of the Academy’s policies and procedures in my everyday work. I organise after school clubs, this includes running the school year 10 football team, where I also am the academy’s representative on the Sunderland Schools Football Association board.

Sunderland, United Kingdom

I was responsible for behavioural issues within the Academy. I worked closely with the Heads of Year and teaching staff to identify students who may need support within lessons. Provided support to students when it was needed on a variety of issues, I built good working relationships with the students. Resolved issues that had arisen within lessons. Accompanied students to the remove room where they would continue their work. Mediated disputes between staff and students. I supervised the remove room and seclusion room and ensured all work was completed. I had regular communication with parents through phone calls and face-to-face meetings to discuss issues that had arisen. I created intervention sessions to work with students on issues such as self-esteem, bullying and attendance. I prepared reports on the students for the Head of Year and conducted Head of Year detentions. I covered lessons when required. I also worked closely with other departments such as Data and Attendance and followed all of the Academy’s policies and procedures in my everyday work.

North Sheild, Tyne And Wear, United Kingdom

My duties to work within three schools throughout the north shields area of north tyneside to providesupport for key stage 4 learners who are in danger of disengaging in education that are participating in vocational, work based learning or alternative education programme to enable the learner to:- remain in learning and training, to help the learner raise their attainment, to help the learner to progress at 16 into an appropriate learning opportunity and to make the learner become aware of the opportunities and progression routes available to them across the bough. I help develop educational courses that meet the needs of that individual learner, monitor the learners progress, liaise between the schools and work based learning providers reporting to them on the behavior, attendance, attitude, progress and other issues relating to the learner, this involves arranging monthly meeting with all of the partners involved and the distributions of weekly reports updating the partners on the learners progress. I also have to work with the learners to help them break down the barriers to learning that they are facing and to reengage them into education so when they leave their vocational subjects they decide to stay in Education and Training instead of becoming a NEET group, this means working with the learners either in small groups or on a one to one basis mentoring the learners dealing with issues such as bullying, Behaviour, self-esteem or attendance and work with these learners to draw up a action plan for them with manageable and achievable targets. I also have to maintain and manage the learners individual files which are used to help monitor and support the learners containing information on suitable progression routes for theses learners, as well as offer information, advice and guidance for learners who are leaving school at 16 about possible future progression routes.

Sunderland, United Kingdom

While working for the Students Union I had a number of duties and responsibilities, as part of its Executive Committee I helped out with the day to day running of the Students Union making decisions involving policies, recruitment, dealing with external companies and stakeholders and creating new ideas for ways in which we could improve the union and making sure that as a team we worked professionally and maintained a good quality of service to our students. As Education and Welfare Officer my duties have included, updating the welfare section of our website, researching and evaluating thoroughly the issues that are relevant to students and making sure that students are aware of them for example tuition fees and the national student survey. This involved writing a reports and documents and running a number of presentations advising students on these issues. Advising student on educational and welfare issues including landlords, house security, course problems and financial matters and making sure that they see the correct professional adviser. Creating promotional marital for the union, managing and running education and welfare campaigns including STI’s, house security, mental health and zero tolerance. Maintaining and running the education and welfare officers budget, training staff who operated the nightline phone service, running the nightline phone service, representing the views of the student body in meetings with university officials who decided policies and procedures for the university making sure that the student voice is heard.

Sunderland, United Kingdom

Supervised the bar, cashed up tills, maintained customer service, dealt with complaints and handled deliveries.

Oxford, United Kingdom

While working at Oxford University Press I was responsible for the Usability Testing of the New Media Development interactive resources which were designed to assist students who were learning English as a second language (mainly Spanish). This meant that I needed to have a good eye for detail to be able to notice functionality and spelling mistakes and report these back to the Project Managers and Developers. I led user testing training sessions to ensure that all usability testers new how to complete testing sessions. I produced and gave Presentations and reports on the project that were produced, I build and developed Web sites and interactive games design using Action Scripting and HTML programming language to help develop the online resources that the company produced. Assessing and evaluating competitor products. I conducted user testing sessions and produced reports on the feedback on these test sessions. Part of my role included general administrative duties such as filling and answering the telephones. Research into new Multimedia based learning marital.

Sunderland

Supervised the bar, cashed up tills, maintained customer service, dealt with complaints and handled deliveries.

Watford, United Kingdom

Stock HandlingMoney HandlingCustomer Service

Level 4 Award Internal Quality Assurance Process And Practice

Level 2, Information, Advice Or Guidance, Pass

Preparing To Teach In The Lifelong Learning Sector (Ptlls)

Preparing to Teach in the Lifelong Learning Sector (PTLLS). - PASS

Post Graduate Cetficiate In Education, Secondary Education And Teaching, Pass

Gcse English, C

Adult Learner Support, Education

City and Guilds (Level 2) Adult Learner Support - Pass City and Guilds (Level 2) Numeracy - Pass City and Guilds (Level 2) Literacy - Pass

Post Graduate Diploma, Infromation Technology Management, Pass

Activities and Societies: Surf Club Member

Bachelor Of Science (B.Sc.) (Hons), Broadcast And Multimedia Technology, 2:1

Activities and Societies: Snow Sports Member, Boxing Society

Gnvq (Advanced), Communication And Media Studies, Merit

A-Level Psychology - E

Education record

GCSE Double Awarded Science B B GCSE Mathematics C GCSE Information Technology C GCSE History C GCSE Business Studies C GCSE Drama D GCSE.