Hayley

I am a hard-working, determined, and enthusiastic English specialist and educator who wishes to utilise my skills within an education background and nurture my passion for helping people to grow and learn.
Firstly, I am focussed on my own development and learning and eager to absorb a broad range of new concepts. In teaching, I must regularly update my current knowledge of Special Educational Needs legislation, policy, and practices. I am up to date with Keeping Children Safe in Education, SEN Code of Practice and attend regular CPD and training on Safeguarding as this is a requirement within my current job role. In education it is important to quickly learn new and complex concepts as the National Curriculum provides a framework of skills to deliver but the content is constantly changing and adapting. This content varies further from school to school also. Attending CPD regularly has allowed me to develop my own teaching pedagogy, as well as engaging in a variety of self-study. I am excited to transfer this ability into a tutoring role where I can be equally successful. I am highly skilled particularly in reading, writing, speaking and listening, and presenting. I have obtained a BA Honours degree in English Education (2:1). I have three A Levels C and above (English Literature, Language and Film Studies); and eleven GCSE results C and above (A – English Literature, A – English Language and B in Mathematics). I also have British Sign Language Level 2 as well as several certificates in Equestrian Care
Moreover, I am competent using Microsoft Office including Word, Excel, PowerPoint as I use this software daily, and can learn new software and programmes easily. Therefore, I believe I obtain the high level of verbal and written accuracy that would deem me successful for an online tutoring role.

Tutoring Experience

Furthermore, I am proactive, can prioritise and adapt to manage demanding workload as these are skills required daily when teaching. Balancing short term planning and delivery of lessons for a wide variety of age groups and abilities, management and analysis of data, and communicating with students, colleagues and parents/carers of pupils comes naturally to me. I also have strong organisational and evaluative skills which is what enables me to work to strict deadlines and work on my own initiative. For example, in my current role I had an opportunity which involved rewriting schemes of learning, resources, and PowerPoint presentations. I felt I could make quick changes that would have a positive, long-lasting impact. I participated in regional meetings where I shared my experience of the strategies I had implemented that were successful. I also took on board the experiences from others and used this to make amendments where necessary. Within a short space of time, I had rewritten the relevant schemes, resources, and presentations, and collected feedback from my colleagues on how successful and these changes had been. My changes have been very successful and after tweaking others, they are now used annually to drive progress. I look forward to transferring my experience of strategic thinking, clear and succinct approach to successfully respond to changing contexts, plans and objectives within a tutoring role.
Moreover, I have a keen flare for presentations and I am passionate and enthusiastic when communicating with a range of people from diverse backgrounds. I have excellent communication skills and enjoy working as part of a team which enables me to influence and deliver outcomes through effective and positive relationships. I have a proven record in coaching, mentoring, liaising, and effective target setting to maximise performance. I possess effective leadership skills and I have mentored staff, deployed teaching assistants effectively, planned and delivered CPD, and worked closely with members of the Senior Leadership Team. I have supervised and advised trainee teachers which involved holding weekly meetings, attending training throughout the year and participating in observations with members of the senior leadership team. By adopting a positive and supportive attitude, I motivate people of all abilities and backgrounds, and all my interactions are professional and constructive. I believe that fostering and maintaining good working relationships is essential for the smooth and enjoyable running of the workplace.
Finally, I relish the challenge of assimilating, analysing and summarising complex information. The ability to multitask and prioritise is necessary so that I can perform tasks to the best of my ability. I regularly evaluate and edit my work to ensure they are fit for purpose, achievable within strict time constraints and are relevant which requires discipline and good time management skills. In addition, I obtain strong analytical and data management skills; I am able to present and analyse complex data and large data sets, and I regularly synthesise findings and develop recommendations for action. I develop engaging and meticulous content as I plan and produce resources and lessons using PowerPoint, Microsoft Word and Google Classroom. I can draw on a range of evidence sources such as lesson observations, book scrutinies and data analysis which informs my planning and allows me to make evidence-based decisions. This has enabled me to analyse the performance of my pupils and plan intervention targeting key areas of weakness to ensure rapid progression. In addition, in teaching it is important to have an understanding of the bigger picture so that I am providing the most informed and wholesome information and guidance. To further enhance my understanding within wider policy areas, I understand the importance of being flexible and adaptable. Previously, I have gone above and beyond what was expected of me, obtaining British Sign Language Level 1&2, volunteering regularly for additional tasks, advocating change etc. I look forward to transferring this enthusiasm into a new job role where I will feel challenged, but will undoubtedly be equally successful.

Tutoring Approach

I teach a range of abilities across both Key Stages 3 & 4 of which I am always given outstanding feedback. I have excellent communication skills and I am often commended for my relationship with both students and staff. I work closely with deploy teaching assistants according to my pupils’ needs to ensure they make progress and are both supported and challenged. I have a keen attention to detail and have demonstrated this when designing schemes of learning. My lessons and resources are always praised for being meticulous and professional looking. I regularly evaluate and edit my schemes to ensure they are achievable within strict time constraints and relevant to the assessment objectives set out in our progression overview.
I have volunteered to be a Tees Valley Innovation advocate or English for my school. I have found it both enjoyable and extremely interesting liaising online, over zoom and teams, with several English teachers and Primary teachers in the Northeast region. I evaluate where there are missed opportunities for employability skills to be exercised in our KS3 schemes of learning. I identify and predict areas and skills that may have been missed due to children isolating and learning at home because of the pandemic. I then plan and implement ways to target such areas, ensuring pupils have opportunities to practise and develop employability skills which them for KS4, and then the next stage after school.
Following maternity, I had the opportunity to work in several schools as a supply teacher. I had several successful placements where the schools would contact the agency and ask for me specifically and also led to a long term post.
In book scrutinies, I was regularly commended for my marking and ability to show progress over time. In order to develop my understanding of SEN, I specifically focused on SEN groups for GCSE. I can confidently say one of my greatest achievements is a proven record of achieving excellent results by supporting these pupils. I was also responsible for delivering an After-School and Dinner Time Intervention class for disadvantaged pupils, who were under-achieving, of which was proven to be extremely effective. I challenged myself further by targeting disadvantaged, under-achieving boys and trialled various teaching strategies in order to raise attainment.
I have been a key member in organising Transitional Days and Opening Evenings helping to promote the school to potential Year 5 and 6 pupils. I have also planned and adapted several schemes of work, with differentiated resources and accompanying power points/materials which have proven to be engaging and effective for both supporting the less able and challenging the more able.
I was responsible for planning and delivering well-structured lessons that were engaging and motivating. I regularly evaluated my own teaching to ensure that my students made progress and were both supported and challenged. I managed students’ behaviour effectively and had excellent rapport with both staff and pupils. I also regularly communicated with parents, teaching assistants and agencies.
I developed my skills in pastoral care as I was promoted to the post of ‘House Champion’ which involved looking after pupils across five streamed tutors. I was responsible for promoting positive behaviour and an inclusive ethos in and around the school in a community that suffered from high levels of deprivation. A further aspect of my role was to promote positive behaviour, develop a community spirit and encourage responsible behaviour in and around school. I had also organised several extra curricula activities, such as: Educational visits, Drama Clubs and Future Business Magnates. This role was vital in raising attainment and I introduced a mentoring programme to target certain pupils.