Teacher or Support Staff Details
| Profile | |
|---|---|
| Experience: | Less than 1 year |
| Region: | southend-on-sea - Essex |
| Has QTS?: | Yes |
|
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: |
I completed my NQT year in June 2009, and I am currently second in command in the English department. I teach pupils of all abilities, ranging from SEN and EAL to G&T, across both KS3 and KS4. In KS4, I teach both language and literature.
In my curriculum role, I aim to promote independence in the classroom through structured lessons and creative planning. I regularly create resources to develop and enhance schemes of work, assessing pupils’ needs and adapting my teaching where necessary. I have been observed as a “good” and “outstanding” teacher through internal observations from colleagues and external observations through Ofsted. My strength in my teaching role is the ability to form good relationships with pupils; this leads to a productive learning environment where pupils feel supported and encouraged to achieve. I am a strong believer in the teaching of children, not subjects. It is with this belief in mind that I can say wholeheartedly that my addition to your school would be a positive one. It is imperative that we push pupils to the best of their ability, supporting and ensuring that they obtain the knowledge required to succeed in national examinations and beyond. However, learning how to learn is also a crucial part of the education process. Again, I am confident that I can support pupils to achieve their goals, as I am committed to the success of each individual pupil and the school as a whole in addition to my own success as a teacher. In my pastoral role, I am a form tutor to a vertical tutor group. This has been an enriching experience for me, where I have had to ensure pupils of all ages and abilities were suitably catered for within one lesson per day. I enjoy this role tremendously as pupils are given posts of responsibility within the group; this allows me to supervise activities, promote independence and self-esteem and build on academic potential during tutor time. I believe my sense of humour and quick-witted nature have helped me greatly in this role, in addition to my ability to listen, empathise and give constructive guidance on delicate issues. In my managerial role as second in English, I have direct responsibility for the monitoring and development of assessment in English. I have been concerned especially with how assessment for learning can be developed to raise attainment and encourage independent learning. In my role, I liase with colleagues daily to support them in the implementation of AfL strategies, having developed a colour-coded pupil progress tracker for all KS3 pupils to promote independent learning. I also manage a weekly marking audit within the department, which has been very successful in monitoring staff development and the impact of schemes of work on learning. I also produce resources and schemes of work for the department on a regular basis, ranging from KS3 basic literacy to KS4 GCSE preparation. In my extra curricular role, I run a weekly film club alongside another colleague. This is conducted through “Lovefilm” which students sign up to and leave film reviews each week. This has proven very successful and has over fifty members although still in its early stages. I also run a coursework catch-up club once a week, where pupils who are underachieving or behind on their coursework can take advantage of working in a smaller group or one-to-one to help them achieve their target grade. In the past I have also worked with pupils after school at a homework club and craft club. In craft club, my skills in arts and crafts enabled me to inspire and assist pupils to create paintings, clay models, collages, origami and displays. I believe my previous experience working in the SEN department at my previous school has also given me the ability to manage behaviour in the classroom and minimise any disruption to learning. During my time as a learning support assistant I worked with pupils who had behavioural, emotional and sociological problems. My duties included preparing resources and working one-on-one with pupils suffering from ADHD, Dyslexia, Dyspraxia and Motor-Neurone Disease. I found that above all else, developing a good relationship with the pupil was the key to success in every aspect of learning thereafter. Working with pupils in different learning environments every day also provided me with the opportunity to see how literacy can be integrated into other subjects across the curriculum, and vice versa. In my previous school, I volunteered to work with pupils from various primary schools in the area, in both year five and year six. This primary liaison consisted of one hour sessions each week, working with approximately fifteen pupils at a time. The topic varied each week, from noun chains to phonic blends and short stories. I found this to be invaluable as I now have a better understanding of cross phase transitions, thus I am more aware of the general capabilities of year seven pupils, and what learning processes are used to acquire these capabilities. I have a keen interest in drama, having attended several drama courses and workshops in the last few years. I try to incorporate drama into my lessons as often as possible, through role play or freeze framing for example. I find that this works particularly well with KS3 pupils, to reinforce themes or ideas in poetry, a novel or a play. I am ambitious, hardworking and committed. My ability to communicate clearly is one of my strong points. I am a mentor to an NQT, which I have found to be not only rewarding but useful as I have reflected on my own teaching and how it can be improved. I am a confident person, having led whole staff literacy training as well as department training. I am the KS3 cross curricular liaison, supporting other departments within school to use literacy in their lessons. I have found teaching to be a challenging and rewarding experience. I feel that I am still learning every day, in terms of pedagogical experience and whole school issues. I embrace the challenges that teaching brings, and I am excited at the possibility of becoming part of a dynamic and inspirational team at your school. I am looking for a post that can offer me the chance to grow and develop as a teacher. I am confident that I can not only fulfil your job requirements, but instil the creativity, inspiration and passion that I feel about English into the pupils at your school. If selected for interview, I shall bring for your perusal some examples of resources and assessment strategies I have developed to enhance teaching and learning. |
| Prospective Role | |
| Job role: | Teaching |
| Primary Subject / Key Stage: | English |
| Specific responsibilty: | Assessment for Learning |
| Salary grade: | M2 |
| Salary Bonus: | TLR2 |
| Desired role: | I am passionate about teaching English - that is my priority. However, if a post of second in English/KS3 Co-ordinator/Literacy advisor/etc. were to become available, I would relish the challenge that this would bring. |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | Qualified Teacher |
| School Type: | Secondary School 11-18 years |
| Current Role | |
| Current Job Role: | Middle Management / Leadership |
| Type: | Deputy Head of Department |
| Specific responsibility: | Assessment for Learning |
| Salary: | £25,000 - £29,999 |
| Current Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | Qualified Teacher |
| School Type: | Secondary School 11-18 years |