As a PDL, I trained new teachers in partnership with university colleagues. As part of their ITT training, I provided 1:1 and group training on all aspects of the teachers' standards with an initial focus on behaviour management. The curriculum of training was evidence led, drawing from cognitive and behavioural sciences. I designed and delivered training to mentors across west London to support their new teachers in school. I worked with school leaders to develop school-wide plans to amend policies, systems and processes to best support consistency across their schools.

I taught as an English teacher and form tutor building strong relationships with the girls in lessons and extracurricular activities.To address poor progress of key students, I took on board student voice feedback and started lunchtime revision sessions for years 9 and 10. All my students made good or outstanding progress and my observations were graded ‘Good’ or ‘Outstanding’. Using the GROW model, I coached (and when necessary, mentored) a very able PGCE student to overcome challenges she faced teaching my year 9 class.I created four schemes of work for the new curriculum independently and collaboratively, which contained dynamic teaching and learning activities based on my research during my postgraduate certificate. I delivered whole school training on active approaches to teaching and spread the initiative by supporting the History, Science and P.E. (theory) departments to modify their schemes of work. I completed a course in classroom observation allowing me to observe teachers effectively and deliver constructive feedback under the Ofsted framework.

I taught English and underwent leadership training as part of the Teach First leadership development programme. The programme supported me to provide outstanding teaching and learning by the end of my first year.I taught English year groups 7-12 responding to feedback from observations to continually improve my teaching, which was always graded 'Good' or 'Outstanding'. I applied and was accepted on a postgraduate course with the University of Warwick and the Royal Shakespeare Company, learning how to teach differently with a focus on active approaches. I conducted research, analysed data I had collected and provided training on the activities and benefits of this progressive approach to teaching.As an NQT I was made Head of House and a form tutor where I was responsible for the academic achievement and pastoral care of my form.

I chose the Teach First Leadership Development Programme as my route into teaching because I believe that children's socioeconomic backgrounds should not dictate their success in school and beyond. Teach First provided support through my teacher training at Uxbridge High School both in my everyday teaching and leadership training where I learned how to be an effective communicator and influential leader through their workshops and mentoring scheme. I am now an ambassador for the charity.

I supported seven key students who had a range of learning difficulties or were disengaged/apathetic towards their education. I arranged and attended therapeutic interventions and supported these students in and out of school, in order to improve their academic attainment and general wellbeing.

Alongside two colleagues, I managed the fastest growing tuition centre in the company from the date of opening. We managed and mentored a team of six tutors to deliver excellent tuition to over 300 students. I was involved in sales, marketing, customer service, finance and training.