Experienced and enthusiastic English teacher available in Dorset area or for online tuition

Sarah's CV

Professional details
QTS: Yes
Subjects taught: English Language, English Literature
Key stages: KS3 (12-14), KS4 (15-16), KS5 (17-19)
Teacher training: September 2005 - July 2006
PGCE at University College of St Mark and St John (Plymouth, GB)
Professional development: - Middle Leadership training at Bodmin College (12 months)
- NPQSL at LSSW (12 months)
- Understanding Children at Open University (12 months)
- Inclusive Education at Open University (12 months)

Current employment

September 2015 – August 2017
Subject Leader, St. Edward’s RC/CE VA School.

Responsibilities - Leadership and management of English Department.

Type of school: Secondary - mixed gender
Age range: 11 - 18
Total number of students: 1200

Contract: Full time
Notice: N/A

Previous Employment - Education

September 2014 - August 2015
Subject Coordinator for English, Magna Academy
Poole, Dorset.
Leadership and management of English Department and Arts Faculty.

September 2013 - August 2014
Head of English - maternity cover, Bodmin College
Bodmin, Cornwall.
Management and leadership of English department.

September 2006 - August 2014
English Teacher, Bodmin College
Bodmin, Cornwall.
All teaching duties for KS3, 4 and 5 classes

September 2009 - August 2014
Global Citizenship Coordinator, Bodmin College
Bodmin, Cornwall.
Management of whole school projects relating to community cohesion and delivery of global citizenship education across all year groups.


Education

Higher Education
PGCE Secondary Education, University College of St. Mark and St. John
BA Hons 2:1 Humanities with English Language and History, Open University

Secondary Education
A Level:
English Literature – D
French – C
Economic History – D

O Level:
English Language – B
English Literature – C
French – B
Mathematics – C
Biology – C
History – B
Latin – C
Spanish – A


Supporting statement

I have been Head of English at St. Edward’s School in Poole since September 2015 and resigned my post from August 2017 to focus on personal tutoring and supply teaching. I am an associate examiner for Edexcel, AQA and Cambridge marking KS2 GPS SAT tests, English IGCSE and the new 9-1 English Language paper. I was appointed Senior Leader in Education for the Poole district by Sigma Teaching School in 2016, to coach other middle leaders. I completed the literature reviews for the NPQSL programme in 2017 and middle leader training in 2014. My career has covered multiple aspects of teaching and learning, pastoral care and intervention making me a very experienced teacher adaptable to differing situations and student groupings.

I have a fully evidenced track record of consistent teaching excellence, resulting in outstanding outcomes for my students. Lesson observations for performance management have rated my teaching secure or exemplary against the teaching standards and I was unofficially graded outstanding during 2015 and 2017 Ofsted inspections. My teaching groups this year have benefitted fully from my training as an examiner with year 10 predictions rising from 47.8% on target in Autumn term to 60.9% at the end of June 2017; year 11 rising from 58.8% on target in Autumn term to 70.6% at the end of June 2017

During my career, I have led three good or outstanding English departments in secondary schools. The Ofsted inspections for each of my departments were rated good, with my department at Magna Academy being given outstanding in all areas. I was also employed as a Global Citizenship Coordinator where I managed teams across the school and was responsible for the global education of all students in the school. My contributions to student development in this role were graded outstanding by Ofsted during an inspection in 2012, well as gaining the gold standard International Schools Award.

As a Head of English, I have implemented a number of teaching and learning initiatives including:
- an alternative ‘catch-up’ curriculum for Year 7 students introducing the use of a Fresh Start phonics programme and handwriting intervention - extended into year 8 in this academic year;
- the delivery of a literacy based curriculum, leading to Functional Skills qualifications, to Year 11 students receiving additional English lessons and to two LA sets in Year 9 with a variety of SEN needs, providing a skills boost for GCSE study - extended into year 10 in this academic year;
- an intervention programme for disadvantaged students in Year 11 which resulted in the closing of the attainment gap in the summer 2016 results – extended into year 10 this academic year.
- collaboration with the pastoral support team to ensure that more challenging students have access to the English curriculum and regularly liaison with the virtual school tutors assigned to LAC students;

I strongly believe that education of young people should be holistic and student centered, focusing on what they ‘bring to the table’ and employing a variety of systems to enable them to make progress and maximise their life chances. Apart from my experience as an educator, my understanding and connection with young people draws from other sources. As a mother who has brought up seven children, with a prior career in a field of nursing and a previous responsibility focused on the personal development of a whole school with 1600 students on role, I bring additional skills to teaching positions.

As a working mother of young teenagers, it is critical that I manage my time efficiently, which I achieve through careful analytical planning of my work schedule using effective methods of marking and assessment to inform my teaching sequences. I work continually to improve my communication and interpersonal skills. Problems are solved imaginatively and quickly and my focus on successful outcomes never wavers.

I believe effective teaching is a thoughtful blend of ability, belief in students and passion for education. I endeavour to teach with a skills-focused, developmental approach. By allowing students to solve problems and tackle tasks in a supportive environment, they are able to develop as independent and confident learners. Careful monitoring of progress and support where necessary ensures successful outcomes or redirection when needed. I also pride myself on the positive relationships that I am able to build with students, parents and private tutors which all assist with students’ education in and out of school. I am, at all times, a positive person and believe that maintaining a sense of humour in the face of challenge is always a good thing.