David Chadwick

• Collaborated with headteacher and senior leadership team to implement and drive forward strategic vision of our school.
• Led successful running and day to day management of school during absence of headteacher.
• Completed regular performance management and appraisal of staff, identifying areas for development and providing support where needed.
• Identified, assessed and reviewed on-going target setting of staff and pupils highlighting and addressing underperformance and disseminating methods of good practice.
• Worked in range of forum settings, collaborating closely with colleagues across cluster of schools, working on variety of projects including assessment, attendance improvement and pedagogy of mathematics.
• Completed extensive data analysis of pupil progress and well being - tracking both formative and summative assessments.
• Implemented policies and practices, allocating budgets to support progress and well being of disadvantaged pupils in role as pupil premium lead.
• Liaised with relevant agencies, created policies and ensured good practice to ensure safeguarding of all pupils in role as deputy designated safeguarding lead.
• Implemented policies and practices in line with PREVENT duty (anti-radicalisation) in role as school PREVENT lead.
• Collaborated with Lancashire County Council School Advisory team to deliver programme of school-based ITT (Initial Teacher Training). Provided training and mentor support to student teachers specialising in pedagogy of mathematics.
• Provided extensive continuing professional development to colleagues both in-house and to cluster groups of schools.
• In role as mathematics lead, completed thorough review of other school's delivery of mathematics. Adapting policies, practices and providing examples of good practice through observation and modelling to upskill colleagues and staff.
• Implemented dynamic curriculum overhaul of mathematics learning in school utilising mastery approach to teaching and learning.
• Ensured own personal teaching is of consistently high standards through ongoing personal reflection, liaising with agencies providing expertise and taking account of ongoing evidence-based guidance.

Achieved Advanced Skills Teacher status (mathematics), undergoing a rigorous external assessment against a range of criteria to demonstrate excellent classroom teaching practice. The 28 standards met fell under 3 main categories:

• Professional attributes
• Professional knowledge and understanding
• Professional skills

In addition, met subsumed standards of an Excellent teacher - a separate role as defined by government policy.

My Role:

Responded to requests by Local Education Authority (L.E.A.) to undertake a range of tasks related to raising of standards of teaching and learning in classrooms across the county. These included:

• Led complete review of current practices, advising headteachers and senior leaders on improving and adapting existing systems.
• Supported colleagues who were failing to meet high standards - provided one to one mentoring, cohort and whole school CPD.
• Advised colleagues on mathematics pedagogical matters
• Provided 'model' lessons to demonstrate excellent practice.
• Supported colleagues in a range of settings across the county, taking account of aspects including diversification, socio-economic factors and budget restrictions.
• Forged a strong reputation in this role with the L.E.A. receiving personal requests for support from schools.

Due to government funding for the AST role ending in July 2013, I was able to continue this approach as a specialist leader of education (SLE).

School's role as a National Teaching School provided the opportunity to support schools within the West Lancashire cluster.

• Provided leadership and management of curriculum in role as key stage leader.
• Contributed to whole-school self-evaluation and school improvement planning by reviewing and adopting practices to improve learning of mathematics and assessment techniques across all school phases.

• Improved staff performance by offering guidance and support, modelled best practices and shared up-to-date knowledge of current theory and practice.
• Set high expectations for all pupils in the phase, and inspired and motivated staff and pupils to reach and maintain high standards.

• Consistently achieved and exceeded targets of pupil performance, ensuring pupils from disadvantaged backgrounds were in line with attainment of non-disadvantaged pupils.
• Forged strong relationships with pupils and parents with diverse needs with an aim to provide life skills and aspirations.

• Completion of induction year.
• Developed teaching persona required to work with pupils who showed a range of needs. This style forged the basis of successes I have since enjoyed.
• Forged strong relations with colleagues.
• Within first year of teaching, successfully delivered professional development sessions to staff based on learning of mathematics.
• Appointed to position of mathematics coordinator (2nd year).