Rachel Lim

• Under the umbrella of this job title I have worked at Harris ITE since July 2017, initially as Primary Phase Lead and then as Apprenticeship Lead.
• Since becoming a founding MAT of the NIoT my role has been titled as Deputy Head of ITE at Harris Institute of Teaching and Learning.
• Within this role I have deputised for the Head of ITE, Line Managed members of the tutor team and had oversight of the Primary Phase then Apprenticeships including the PGTA.
• In this role I have contributed to curriculum design, planning and delivery of effective teacher training content and support of trainees and school mentor teams to ensure successful outcomes for participants on the ITE programme.

· Planned and designed an ambitious curriculum across the subject and key stages.

· Designed supportive CPD for teachers, including lesson observations, lessons studies, engagement with research, etc.

· Delivered CPD in the teaching, learning and assessment of phonics, reading, writing, spelling, handwriting and grammar as well as how to creatively deliver foundation subjects.

· Introduced a new phonics programme to EYFS and KS1 ensuring that all staff in KS2 were also trained and supporting their students with consistent phonics strategies to support their students (when appropriate) to close the gaps in Key Stage 2.

· Conducted parent workshops focusing on reading, phonics, behaviour and others, to engage parents in their children’s education and how to support their behaviour for learning.

· Coached and mentored Schools Direct, Teach First and early career teachers to achieve well against the Teachers’ Standards and to perform well throughout their early career in teaching.

· Analysed and presented attainment and progress data to governors, SLT and federation advisors for all year groups.

Supported the schools through positive Ofsted Inspections

· Planned and designed an ambitious curriculum across the subject and key stages.

· Designed supportive CPD for teachers, including lesson observations, lessons studies, engagement with research, etc.

· Delivered CPD in the teaching, learning and assessment of phonics, reading, writing, spelling, handwriting and grammar as well as how to creatively deliver foundation subjects.

· Introduced a new phonics programme to EYFS and KS1 ensuring that all staff in KS2 were also trained and supporting their students with consistent phonics strategies to support their students (when appropriate) to close the gaps in Key Stage 2.

· Conducted parent workshops focusing on reading, phonics, behaviour and others, to engage parents in their children’s education and how to support their behaviour for learning.

· Coached and mentored Schools Direct, Teach First and early career teachers to achieve well against the Teachers’ Standards and to perform well throughout their early career in teaching.

· Analysed and presented attainment and progress data to governors, SLT and federation advisors for all year groups.

Supported the schools through positive Ofsted Inspections

• Adapted teaching methods for diverse student needs and abilities.
• Realised improvement in behaviour management by implementing consistent rules and consequences.
• Communicated effectively with parents regarding students' progress and behaviour issues.
• Assisted in organising school trips, providing pupils with enriching experiences outside the classroom.
• Implemented innovative teaching strategies to engage students in the learning process.

• Promoted inclusion within the classroom, ensuring equal opportunities for all learners.
• Fostered positive learning environment by maintaining strong classroom discipline.
• Participated actively in staff development training programmes and workshops.
• Developed engaging lesson plans aligned with the national curriculum.
• Adapted teaching methods and materials to meet students' varying needs and interests.

• Reinforced positive behaviour with consistent classroom management techniques.
• Facilitated small group sessions; aiding peer interaction and cooperative learning experiences.
• Promoted academic achievement through one-on-one support for struggling pupils.
• Provided pastoral care to students, fostering a safe and supportive school environment.
• Implemented special education strategies, ensuring equal access to curriculum for SEN pupils.