Teacher or Support Staff Details
| Profile | |
|---|---|
| Experience: | 3-4 years |
| Region: | Wolverhampton - West Midlands |
| 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: |
From a young age I have always been interested in becoming a primary school teacher and school experience confirmed teaching as my first career choice.
I am currently a trainee teacher, in my fourth and final year of a Bed Primary Degree with QTS, which has enhanced my enthusiasm and drive to be a successful primary school teacher and has prepared me to take responsibility for my own class. I have focused on the age range of 5 – 11 yrs and have had the opportunity to study two specialism subjects which are Mathematics and Modern Foreign Languages. I chose Mathematics as my core subject specialism as I have a passion for and thoroughly enjoy teaching the subject. Throughout this specialism module my subject knowledge has been enhanced and secured and I have gained knowledge on the type of activities that are rich, best promote collaboratively talk and stretch children’s learning. Having two subject specialism areas was a main reason that I chose to study at the University. I chose Modern Foreign Languages as a second specialism because of the fact that it from 2010 teaching a Modern Foreign Language in Key Stage 2 is compulsory. I thought that having this as a subject specialism would me valuable when it came to applying for teaching posts. The Modern Foreign Language that I studied was French and through my specialism module I had the opportunity to teach in a French primary school, which allowed me to develop my understanding of how a foreign school teaches and it allowed me to widen my understanding of the French culture. In addition to the visit to France, within this specialism, I was able to continue developing my own expertise in planning, teaching, assessing and integrating languages into other areas of the primary curriculum. Within both of the specialism modules I have had the chance to study them at Subject Leader level, which has led me to aspire to be the subject leader for either of the subjects in future years. My degree has trained me to cover all National Curriculum subjects which in turn has given me an insight into the importance of personalising each child's learning and allowing them an education that allows them to reach their potential. A further benefit of the course was a module entitled Multi-Agency Perspectives on Primary Education which allowed me to do a voluntary placement in an educational setting other than a Primary School. I carried out my placement at a SureStart Children’s Centre whose objective is to offer preventative measures to combat difficulties for young families under stress, to prevent family crisis and breakdown. They did this through offering drop-ins, workshops, counselling services, and a range of advice services. Through this placement my professional experience has been extended and enriched and gave me an insight into a different educational setting, which will aid me in my teaching career. The Children’s Centre worked very closely with parents and I can use what I learnt from this placement when it comes to involving parents in the education of the children in my class. Throughout my time at University I had completed five successful school placements which have given me experience of teaching across the primary phrase in both key stages. I have undertaken two practices in Key Stage 1 (both Year 2) and a further three in Key Stage 2 (Years 3, 4 and 5/6 mixed), which is my preferred key stage. I have taught in a lower and primary schools which have consisted of an OFSTED outstanding school, schools which have had challenging children, high numbers of S.E.N and in an area that had high levels of poverty. Through teaching in a diverse range of schools, this gave me a wealth of experience with working with children of various cultures and backgrounds and a variety of different educational and physical needs. All through the five placement schools that I have been in, over the duration of the four year course, I have gained a sound understanding of the primary curriculum, of what makes effective teaching and each year my professional development has significantly improved as I have tackled different aspects of teaching. Throughout my teaching practices, particular strengths that were identified as being demonstrated strongly were my relationships with pupils and staff throughout the school, my reflective attitude and seeking advice from experienced teachers, my planning and my use of ICT within lessons. Throughout my teaching practices my planning, teaching and assessing process has greatly developed and shows creativity. I am confident when it comes to planning and I can independently plan for, teach and manage a whole class of pupils in such a way that all pupils make progress in their learning. In all of my teaching practices I have had the opportunity to plan with other members of staff. I feel this has been of benefit to me as I learnt how to communicate and work effectively as a team and I picked up different approaches to planning. I believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am catering for all the learning styles within the class. I have in particular come to understand the value of sharing learning objectives and success criteria with children. I have high expectations of the children I teach and when they know exactly what is expected of them and how they can achieve, it allows them to focus more clearly on the task. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their own learning. I understand that formative assessment is essential so during lessons I assess children through questioning and observations and at the end of lessons I encourage peer and self assessment. Whilst on my school placements I have been able to use peer assessment whenever possible and try various self assessment techniques. Two of the most successful were using a traffic light system and getting the children to write notes at the end of their work telling me what they found difficult and easy. This assessment then informs future planning to ensure that I am delivering lessons that address the needs of all the children and it also enables me to set targets for improvement. Especially, during my most recent placement, I did lots of work on monitoring and evaluate pupils’ learning, recording their progress and making effective use of these records. I was in a year six class and after their latest OFSTED report and past SATs results, their was a great emphasis on the progress of the current year six children. I had the opportunity to level SATs assessment papers and monitor children’s progress through the use of their tracking system. I understand that behaviour management is important to be able to teach effectively. I have learned many skills from my University course and from my experience in schools. I have a variety of good behaviour management techniques and there has been a good working ethos within the classrooms that I have taught in. I believe that it is important to have mutual respect between myself and the children and this ensures that I am able to control the classroom, without creating unnecessary negativity, or having to raise my voice too often. I think that the most important thing about a classroom is that it is a happy, engaging, motivating and creative learning environment which the children are happy to be in and which makes them want to be there and learn in. I utilise and manage resources well within my classroom and always make sure they are used effectively and appropriately, especially ICT. I have developed my knowledge of the potential uses of ICT as a tool across the primary curriculum and try to incorporate ICT into as many lessons as possible. As a future teacher I recognise the importance of working co-operatively with parents and members of staff to ensure every child’s’ needs are met. I have always valued the role of parents and try to provide opportunities for discussion so that they express freely any concerns, and in turn become more active in their child’s education. I have taken part in parents’ evenings which have develop my relationships with parents and allowed me to express my thoughts on their child’s development. I have worked effectively, competently and collaboratively with teaching staff and teaching assistants in such a way that forwards pupils’ learning. My relationships with the children, that I have taught, have always been strong and I feel that having a good relationship with the children is fundamental in the success of my teaching and the learning of the children. I am highly dedicated, motivated and willing to take on challenges. If the Rose Report goes ahead, I am excited about being part of the challenge to change and implement a new thematic curriculum and make it more creative and accessible for all children. My time in school has developed my philosophy of valuing each child as an individual. I am committed to ensuring the implementation of the Every Child Matters strategy and making sure that all children are equal and I value the difference that children with a wide range of abilities and cultural experiences can bring to the school environment. I strive to make learning accessible for all children, including those with special educational needs, EAL and gifted and talented children. I believe myself to be an energetic and enthusiastic teacher whilst maintaining focus and dedication towards children’s individual development. I am flexible, mature and hard working and I am eager to learn from colleagues as an NQT. My university course, especially my teaching practice, has confirmed my belief that teaching is one of the most challenging, demanding, exhausting but varied and exciting careers there are. I really look forward to working in a job that is so important and being such a vital part of so many young lives and making a real difference. I would like to work in the Midlands as it is close to my home, but also because its NQT programme appears to be one that is tailored to support me in my first year of teaching when I have so many new challenges to face. |
| Prospective Role | |
| Job role: | Teaching |
| Primary Subject / Key Stage: | Primary |
| Secondary Subject / Key Stage | Key Stage 1 and 2 |
| Salary grade: | Main Scale |
| Desired role: | A full time class teacher role, ideally in a key stage 2 class, in either Staffordshire, Shropshire, Wolverhampton or Telford and Wrekin. |
| Prospective Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| Type: | NQT |
| School Type: | Primary School |
| Current Role | |
| Current Job Role: | Teaching |
| Primary Subject / Key Stage: | Primary |
| Salary Grade: | Other scale |
| Current Situation | |
| Hours: | Full Time |
| Contract: | Permanent |
| School Type: | Primary School |