Elizabeth Bradley

Taking over an existing role and the classes attached to it, working hard to build relationships with students that had been disrupted in their education and taught by cover teachers for several months. Collaborated with other teachers to develop behaviour management strategies, learn student abilities and backgrounds, and provide a strong education to students of all ability levels. Conducted regular assessment of pupil's work, providing constructive feedback and opportunities to improve and develop on previous work and ideas. Delivered multitude of engaging activities and lessons to ensure that students were interested and participating, allowing them opportunities to access the curriculum in variety of ways. Attended professional development workshops to stay updated on educational trends, ensuring that knowledge was up-to-date and in line with national expectations. Encouraged class participation and critical thinking through interactive assignments whilst tailoring teaching approach to accommodate individual student needs, promoting academic growth. Upheld high standards of behaviour within the classroom maintaining an optimal learning environment whilst working with difficult behaviour across the school, fostering a positive learning environment with clear classroom management strategies. Liaised with parents regularly for better student progress tracking and behaviour management with students that have known difficult behaviour, Assisted in school event planning contributing towards enhanced school spirit and cohesiveness, collaborating with other members of staff to plan and deliver a school performance. Engaged with students through conversational language, simplifying curriculum into relevant, understandable information. Oversaw lessons outside of subject expertise, using behaviour management strategies to ensure students continued to work well, also taking on responsibilities to teach lessons outside of my subject expertise to enable other members of staff to engage with other responsibilities. Collaborated with other members of staff and parents to plan behaviour management strategies for difficult students to provide the best access to education, especially with those subjects outside of my expertise.

Adapted teaching methods for students' individual learning needs in unfamiliar students on a daily basis, achieving effective classroom management with strong disciplinary skills. Demonstrated professionalism whilst interacting with new students students, staff and parents alike. Delivered pre-planned, provided lesson content clearly, enhancing students' comprehension of subjects. Carried out pre-existing duties outside of classroom such as playground supervision or assembly organisation, covering other teachers' classes during their absences, ensuring continuity in education delivery. Integrated technology into lessons, contributing to modernised instruction methods whilst providing clear instructions to students, facilitating better understanding of topics. Ensured consistent learning environment by adhering to school's curriculum and behavioural guidelines, learning existing policies very quickly and effectively. Navigated challenging behaviour from students calmly and effectively. Kept records of daily work and left notes for lead teacher, teaching pre-planned lesson material in line with school guidelines to maintain cohesive classes for students. Worked collaboratively with teaching assistants to offer children optimal care and education, monitoring class engagement and working to cultivate inclusive atmosphere for all students.

Voluntarily taken over the production of literacy/reading lessons at previous post in the absence of the Literacy Lead who left at the start of the Easter term. This led to creating reading lessons for whole department use that allowed for a deeper understanding of literacy in all students. Contributing to reading culture in a school is a passion, had given advice to the librarian at previous post which had made the library more accessible to students. Since the middle of training year, also been running a book club after school to deepen a love of learning in students, that continued throughout the first year of ECT.

Consistently teaching challenging groups in terms of both ability and behaviour since September and have seen improvements in both categories – tracked data from assessments and used this in later planning and teaching, leading to an improvement of up to 50% in later assessments; work to observe an improvement in knowledge, and have built meaningful relationships with groups that had presented a challenge with behaviour that now resulted in no issues with behaviour in those groups. Consistently made phone calls home to parents and carers for both positive connections, and to address any concerns regarding, behaviour, attainment, and even changing moods and attitudes of students. Garnering parental engagement as much as possible allows more access to helping students that need it most, and positive phone calls home enable to further build relationships with students and their carers that might seem like they don’t need it.

Of the belief that rewards are a necessity for teachers to succeed and build relationships with students, and have always been very heavy on giving more rewards than sanctions. To action this, daily rewards, such as a certificate for star of the lesson every lesson are given, as well as stickers and lollipops for good work or behaviour. Had also used this rewards focus to help individuals in classes to improve their behaviour in lessons outside of my own, this had led to marked improvements in their behaviours and they had been receiving significantly less consequences in order to receive this reward.

Always take on feedback as much as possible, and this has led to a change in teaching style, that would be beneficial in any school placed in. Currently unsure as to what school to work in, and feel that supply work would be a good fit in order to gain experience in multiple schools and find somewhere to settle that would be ideal to progress in second year of ECT.

Ran a semi-successful baking business from my kitchen from the beginning of 2020 through to starting teacher training. Responsible for all aspects of managing business, from time-keeping and interacting with customers, through to completion of orders and delivery to customers. Developed organisational skills and time-management skills that were further deployed later in teaching career. Developed a love of creativity that is further used in teaching career.

Carried out day-to-day duties accurately and efficiently, quickly learning and applying new skills to daily tasks, improving efficiency and productivity. Used critical thinking to break down problems, evaluate solutions and make decisions.