KRYSTAL R FALCONER

Coordinated projects for client groups to enhance the practice of psychodynamic and systemic-centred social work.

• Coordinated planning and execution of professional learning events, seminars, and a national conference, overseeing logistics, communications, and delegate experience.
• Directed operational delivery of conferences and events, coordinating with members, keynote speakers, venues, caterers, and trustees for seamless execution.
• Designed feedback and evaluation systems to enhance participant insight, and drive improvement.
• Collaborated with the trustee board to oversee organisational activity budgets and implement new systems for progress updates.

• Clients included the Brent Race Equality Programme, the Ealing Race Equality Commission (led by the Ealing Learning Partnership), Pioneer Educational Trust, and schools across multiple London boroughs, working with local authorities, school leaders, and ECT mentors to strengthen teacher development and staff capacity.
• Designed and delivered evidence-informed professional learning programmes for Early Career Teachers, experienced teachers, and school leaders across Brent and Ealing, engaging over 90 schools and facilitating training aligned with the Early Career Framework to support teachers in translating research-informed strategies into classroom practice.
• Provided consultative support to schools and programme partners, empowered leaders addressing challenges in programme implementation and teacher development across diverse school contexts, while building instructional and reflective capacity among staff.
• Designed and co-developed borough-wide e-learning programmes and facilitator guides, including leading calibration sessions to support consistent delivery across pilot schools, and developing training materials to ensure coherence and fidelity across programme cohorts.
• Spearheaded the development of a borough-wide e-course for school governors, collaborating with the Local Authority Head of Governance and programme leads to adapt and evolve an existing blueprint to support future governance training.
• Delivered workshops and keynote sessions at local authority conferences for headteachers, deputy headteachers, and governors in Ealing; gathered and analysed participant feedback and evaluation data to refine programme design and strengthen impact; and led a trust-wide curriculum development project embedding equality, dignity, and anti-discrimination within curriculum design and teaching practice.

• After leaving in 2015 to teach elsewhere, I returned in 2022.
• Led curriculum design and implementation in science, ensuring sequenced teaching across Key Stages, while modelling effective practice for Early Career Teachers sent to observe.
• Taught Science across KS3–KS5, modelling strong subject pedagogy, curriculum sequencing, and assessment practices.
• Mentored ECTs within the science department, conducting supportive observations, sharing planning approaches, resources, and subject knowledge to support the their development in line with the Early Career Framework.
• As Head of Year I oversaw a year group of 270 students and over 15 tutors, coordinating pastoral systems that enhance tutor development and uphold excellence in behaviour, wellbeing, and achievement.
• Mentored and coached Early Career Teachers, observing lessons where they delivered sections of my timetable, and providing structured feedback aligned with the Early Career Framework to support their professional development.
• Facilitated reflective professional dialogue with ECTs, modelling effective instructional strategies when the ECTs observed my teaching, supporting planning and assessment, and helping them to reflect on and develop their own professional identity and teaching style.

• Taught Science across KS3–KS5, modelling strong subject pedagogy, curriculum sequencing, and assessment practices.
• Worked collaboratively with ECTs within the science department, sharing planning approaches, resources, and subject knowledge to support the delivery of high-quality lessons and consistent curriculum implementation.
• Provided informal mentoring and instructional feedback to ECTs, observing elements of their teaching, discussing classroom strategies, and supporting development in line with the Early Career Framework.

• Demonstrated high adaptability across diverse school contexts as a supply teacher, quickly understanding school cultures, expectations, and behaviour systems in order to maintain continuity of learning and effective classroom practice.
• Cultivated professional relationships with multiple schools and leadership teams, recognising opportunities for system optimisation and supporting consistent approaches to teaching, behaviour, and curriculum delivery across different settings.
• Taught in challenging and varied educational environments, demonstrating resilience, strong classroom leadership, and professional judgement while maintaining high expectations for pupils and contributing positively to school communities.

• Led SEND provision for a cohort of pupils, designing and coordinating targeted interventions for students with autism, and managing the work of six Teaching Assistants, ensuring support strategies were effectively implemented and monitored to improve pupil outcomes.
• Worked collaboratively with multi-disciplinary teams, including educational psychologists, therapists, and external agencies, contributing to holistic support plans and presenting progress and provision at Annual Review meetings.
• Built and maintained strong partnerships with families and a wide range of professionals, ensuring clear communication, coordinated support, and effective advocacy for pupils with additional needs.