Teacher or Support Staff Details
| Profile | |
|---|---|
| Experience: | 5-10 years |
| Region: | London - Greater London |
| Has QTS?: | Yes |
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Is CRB checked?:
This has been completed by the candidate and as TTP have not verified or confirmed this, we strongly recommend that you do. |
Yes |
| Public Profile: |
At present I am in my second year of Reception teaching Primary School. I initially started teaching in Year 3 where I taught for two years before being asked to move to the Reception class. Over the last two years in Reception I have developed the new Foundation Stage Profile. I have met regularly with the Key Stage 1 manager to ensure that the Foundation Stage Profile is continued into Year 1 effectively and that they teacher is confident and clear with the objectives and the assessment of children who are still working within the Foundation Stage.
I have also worked on improving the outdoor provision by discussing our existing provision with teachers, teaching assistants and nursery nurse and how they feel it can be improved. In 2007 I was given money from the LEARN team to purchase a variety of resources for the outdoor area to ensure that children in Reception and Year 1 have access to all areas of the Foundation Stage curriculum. I have always strongly believed that all the adults in the classroom should feel valued and have positive input into the children’s learning. When I moved into Reception I felt that mine and the Nursery Nurse’s experiences and skills needed to be developed in order to effectively develop and take the Foundation Stage forward and to improve our results. I wanted the Nursery Nurse to have the opportunity to be part of the planning process and to use her previous experience to create a positive learning environment and experience for all the children. I organized weekly meetings with her where I would encourage her to make suggestions about activities, displays and trips; showing her that u was willing to use and support her ideas. We developed an outdoor and indoor timetable for the independent activities that we would set up everyday for the children to ensure that all areas of the Foundation Stage Curriculum were covered effectively. Through her developed confidence in the Foundation Stage objectives and the new teaching format of Letters and Sounds she is now confident to work with the September intake children in moving their phonics, reading and writing knowledge on whilst I teach the January intake children. I believe that within a school it is very important to develop partnerships with parents and throughout my teaching I have taken every opportunity to foster this development. In Reception I have involved parents in their children’s learning and development by inviting them to many of our activities including a birthday party for the class puppet, our Christmas party, Chinese New Year celebrations, teddy bears tea party and a beach party. I have also attended a two day Share Plus training where I was provided with the skills and ideas for carrying out Parent Workshops within school. As a result of this training I having organised several workshops for Reception and Year 1 parents to support them with phonics, reading and writing and also to support them in the transition from Reception to Year 1. I have recently organised a workshop alongside the numeracy coordinator. At our Curriculum Evening, which is held at the beginning of the year I organised a variety of hands on activities focused on how parents can support their children’s reading and comprehension at home. Over the four years in this school I have organized many events for the children and parents. During my second year of teaching I decided to apply for funding from Awards for All to enable the children to take part in the Notting Hill Carnival in August 2007. To support our participation in the Carnival I worked with South Connections, a local Masquerade band to organise a week of workshops during the summer holidays to help make the children’s costumes and encourage the children in dancing and drumming. After teaching various dances to children across the school in preparation for my first International Evening I was asked to run an after-school Dance club. This club has been running ever since and I have organised dance events for a variety of reasons. I recently contacted a local boys’ Performing Arts high school and we have had two boys teaching the children a modern dance for their Arts Award and I have organised for one of the dance teachers from the school to work with our Year 2 and Year 5 children on a dance and maths project. Due to my keen interest and passion in learning about and experiencing new countries and cultures through my travelling around the world after completing my PGCE I expressed an interest in setting up an international school partnership in Ghana. I wanted to build a successful partnership to provide children with the opportunity to develop their global citizenship and understanding of other cultures and traditions. A large percentage of our children’s ethnicity is Black-African including many Ghanaian families however many of the children have not had the opportunity to visit their ancestors country or know a lot about its history. As part of my development and understanding I researched into how to build a successful partnership and how to incorporate global citizenship across the whole curriculum. I wanted to examine our cross-curricular plans to find out where joint projects for example food, homes, geography, could be planned. I made contact with other schools that had undertaken a school partnership to find out how they had incorporated them into their school life. After forming the partnership I visited the school for two weeks during the summer holidays where I was able to fully experience the school life, work and talk with the teachers and teach the children. I took resources for the school which were bought with monies that the children had raised by holding Family Film Nights. I then applied for funding from the British Council for a reciprocal visit grant, which has enabled my head teacher to visit Ghana and in October a teacher from the Ghana visited our school. In support of our partnership I organised a Ghana Week where the children were able to learn and experience many aspects of Ghanaian life; including Ghanaian dancing and drumming. These activities were provided by a local Ghanaian dancer and drummer who also taught a dance to all the children which they subsequently performed at and a Primary School’s Dance Showcase and at our International Evening. As a year 3 teacher in my second year of my teaching profession I undertook a ‘Learning to Learn’ research project funded by the LEA alongside five other local primary schools. The focus of the project was to research the different ways that children learn within our classrooms and to increase the use of the pupils’ voice into teaching and planning. I began to research the different learning styles and how these were shown within teaching and learning. During the course of the project I delivered two staff meetings where I shared my ideas and processes of the project. At the end of the project I disseminated my findings from the project and discussed how we could continue the project in all the year groups. At the start of my third year of teaching in September 2007 I became Literacy Co-ordinator. One of my main responsibilities that I undertook was to continue to implement the New Literacy Framework across the school. The aim was that by implementing and using the new framework effectively it would ultimately have an impact upon children’s learning and assessment results. As part of the implementation of the new framework I also introduced reading and writing layered targets to the staff to be used with planning, assessment an dot share with children and parents at yearly target setting meetings. Coinciding with the introduction of the new framework I became involved in the second year of a Collaborative Writing Group alongside five other local primary schools. The aim of this group was to implement the findings from the first year of the project to the staff and to monitor its impact, particularly on a target group with the hope that this would impact on all the children in the school. As part of the Collaborative project I worked alongside other literacy co-ordinators observing literacy lessons, monitor planning and levelling samples of work. As a result of discussions with other Literacy Coordinators in the Collaborative I introduced termly pupil progress meetings with all teachers. These meetings enabled me and the teachers to discuss children’s assessment results, progress over the term and to identify target groups of children. Introducing the new framework and the aims of the Writing Collaborative also linked into the Learning to Learn project that I participated in the previous year. The focus of the Collaborative project for this year is reading and to trial the new APP reading materials. As our whole school focus this year is reading and comprehension our Collaborative project is proving to be a very useful way of finding out what techniques other schools use to develop children’s comprehension skills. I have worked alongside the Senior Management Team to discuss how to improve reading comprehension and to decide on suitable comprehension texts to purchase. I have also lead several staff meetings as Literacy Coordinator to support the teachers with the Revised Literacy Framework and to introduce and implement other initiatives. In August I was accepted onto the Fast Track leadership course after an extensive interview process. Through the course I have attended several Professional Development courses within London and have met with a personal tutor to discuss my ideas for my Wider School Focus project and my future plans. One of the key reasons for being involved with the Fast Track course is to use the skills that I have developed over the first three years of my teaching to further develop the learning and potential of all the children in my class and across the whole school. I want to be able to help develop and improve the skills of all my colleagues and have the opportunity to enhance my own professional development to support me in achieving a senior leadership role in the future. When I returned from travelling I spent a year supply teaching in Stoke-on-Trent. This provided me with a variety of experiences in schools and children. Realising the importance of continuing my professional development into teaching and learning and due to my interest in working in multi-cultural schools and with children with English as an Additional Language I completed a TEFL course. I then undertook four extension modules which included teaching for young learners and with limited resources. I believe that I have a lot to offer your school. I possess a professional and enthusiastic attitude towards both colleagues and pupils. I am eager and willing to be involved in after school activities. As a young teacher, I consider myself to be approachable to all colleagues, parents and pupils, both inside and outside of the classroom. I also believe in providing a well rounded education for children. I consider that it is equally important for a child to learn life skills as well as knowledge and a moral code by which they can live their lives. I am eager to become part of a team that provides this particular type of education, a type which I believe your school is striving to deliver. My experiences to date have equipped me to be adaptable and flexible in my approach to classroom management and teaching. I believe that I am ready to meet the challenge of a new post in a new school and the additional responsibilities that it brings. I believe that when working alongside other colleagues I am fair and understanding to their different situations. I always endeavour to create an enthusiastic and understanding approach when introducing new ideas to staff as I believe that in order for these to be beneficial and effective the teachers must understand, believe in and want to deliver it effectively. |
| Prospective Role | |
| Job role: | Middle Management / Leadership |
| Secondary Subject / Key Stage | Primary |
| Type: | Other |
| Specific responsibilty: | Other |
| Salary: | £30,000 - £34,999 |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | Qualified Teacher |
| School Type: | Primary School |
| Current Role | |
| Current Job Role: | Middle Management / Leadership |
| Secondary Subject / Key Stage: | Key Stage 1 |
| Type: | Other |
| Specific responsibility: | Other |
| Salary: | £35,000 - £39,999 |
| Current Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | Qualified Teacher |
| School Type: | Primary School |