CPD

Clare Savage

School: The King Edward VI School

Clare Savage

I am currently Deputy Headteacher at The King Edward VI School and lead the Three Rivers Teaching School Alliance in the delivery of ITT training and CPD across the Alliance and beyond. In this role I have also led the delivery of bespoke support to other schools leading to measurable improvement in the performance of these schools

I have proven experience in school improvement and raising achievement in areas of assessment, teaching and learning,  SEND, professional development and monitoring and evaluation. developing robust systems of self evaluation enabling all staff to effectively evaluate, and improve on, their performance.

Gillian Harlick

School: The King Edward VI School

I am passionate about what I do.  Helping students to achieve to the best of their ability, often exceeding their own expectations and developing a genuine engagement with learning gives me a great amount of satisfaction. As my career has progressed over the last nine years as an English teacher and Lead Learner, the opportunity to have an impact on students outside of my own classroom through supporting colleagues in my own school environment and others in schools across the country has been a privilege.

In my current role as Lead Learner at The King Edward VI School I have had responsibility for developing teaching and learning across the school. This includes planning and delivering CPD sessions based on staff and school priorities and developing our stage related offering for aspiring and new middle leaders. I have delivered CPD sessions to schools within our region, and presented at regional conferences on the development of an action research approach to CPD. As a coach and a mentor I continually challenge and support staff to develop their classroom practice and raise the bar of what they expect from both their students and themselves.

As the Lead Learner for Literacy, I have overseen the introduction of a reading development programme in KS3 and am now rolling this out in KS2 and KS3 in our feeder middle schools, focusing on identifying key cohorts who are not making expected progress and developing intervention programmes to try and remedy this. I have also presented nationally at SSAT conferences on developing whole school literacy practices and policies, including how to raise attainment at English GCSE. I am focused on the outcomes for students: using data in order to see what interventions are effective (and which are less so).

Nichola Johnstone

School: The King Edward VI School

Nichola Johnstone

My enthusiasm for my subject inspired my pursuit of a career in teaching. Now I am in the privileged position of being able to encourage the same enthusiasm in my students. I have been a History Teacher at The King Edward VI School for 18 years, I was an AST for 6 years from 2005-11 and for the last five years I have been a Lead Learner. In my role as Lead Learner I have responsibility for developing Teaching and Learning across the school, leading on independent learning and EPQ and running the NQT programme.

The reason working at KEVI is such a rewarding job is simply the students, their aspirations, outlook and attitude. Much as I value this experience I am also motivated to support other students and staff in different contexts. This type of outreach work was one of the aspects of my role as an AST which I found especially rewarding as it enabled me to work with a range of teachers across different departments, schools and contexts.

As part of my Lead Learner role I am frequently asked to be observed by other staff, especially NQTs, to model creative and innovative Teaching and Learning strategies. I am also involved in delivering CPD every year. This includes leading working parties and delivering training on different school priorities to staff across different departments and at different career stages. As part of this I have co-ordinated action research projects across the school, supporting staff in conducting research, writing case studies and delivering presentations.  Coaching and mentoring is another important aspect of my role.

Sarah Nightingale

School: Cramlington Learning Village

Sarah Nightingale

I have worked at Cramlington Learning Village since joining the teaching profession in 2008 and have a particular passion for developing teaching and learning. I love to be creative, imagining new ways to enable students to make great progress and enjoy their studies. I have been the KS3 Coordinator of Humanities since 2011 and gained Lead Practitioner Accreditation in 2012. Within the KS3 role I have redesigned the Humanities curriculum to promote literacy, progress and engagement. I am also involved in developing Project Based Learning (PBL) across the curriculum at Cramlington, and am currently working with colleagues at the Buck Institute of Education and High Tech High in San Diego. This has involved me coaching staff through new curriculum developments within Humanities and providing support where necessary, especially those new to the profession or new to PBL. I also have experience of mentoring School Direct students and Student Associates.

I have delivered a wide range of CPD over the past five years, starting from 2009 when I had the responsibility for tutor work and the rewards system for KS3. This particular role led to the introduction of an electronic rewards system which is now integral to Cramlington. I have also led Professional Enquiry Groups over the past three years and I have delivered a number of workshops at the annual national conference held at Cramlington Learning Village covering areas such as ‘independent thinkers’, ‘project based learning’, ‘showing progress in lessons’ and ‘literacy’. I have a particular interest in literacy and have completed a lot of work on raising literacy within my own department and school.

I am very keen to continually develop my own practice. As a result, in the summer of 2013, I became an examiner for AQA to broaden my understanding of my own subject, but also to start critically evaluating the current SOW within the History department, rewriting it to help students develop the skills they need to be successful in the exam.

Rebecca Taylor

School: The King Edward VI School

Rebecca Taylor

I am currently an Assistant Headteacher for teaching and learning with a particular focus on building learner capacity. My key areas of expertise are literacy, numeracy, assessment, health and well-beingand curriculum development.

Prior to becoming an Assistant Headteacher, I have been a subject leader of Business and Economics for 8 years, establishing an outstanding department. Within the role as subject leader I redesigned the GCSE curriculum to promote progress and engagement. In coordination with these changes was the need to drive sustained improvements in assessment for learning. This allowed pupil achievement at GCSE and A Level to be elevated to record levels for the department,culminating in the student progress for A Level Economics ranked first in England in 2014 by Oxford Analytics. This has developed a particular interest in assessment and I am able to offer support within this area.

I have experience of leading training, modelling good practice and coaching and mentoring teams and individuals around assessment for learning, assessment of learning and enriching assessment opportunities through the curriculum.

Literacy and numeracy are intrinsically intertwined. As a strategic lead for literacy and numeracy, I have developed a whole school strategy to support, monitor and assess the deliver of these core areas across the curriculum. I am able to offer support within this area, providing specific needs analysis, advice and guidance that can led to the implementation of a more dispersed and sustainable model of leadership.