Since 2011, I have worked as a teacher of English Language/Literature from KS3 to KS5. As an English Language specialist who believes in the power of descriptivism and prescriptivism, my career has involved taking the role of whole-school Leader of Literacy where I was solely responsible for promoting accuracy in reading and writing across schools. I have been required to present CPD in order to raise awareness not only with students but also with teachers across all departments. My responsibilities in this London role included creating whole school literacy codes and liaising with other heads of department to ensure that a high level of literacy was being met and implemented across all subjects.
I was responsible for creating literacy lessons for the school along with exciting and engaging reading programs. Students grew aware that reading should be an enjoyable activity which, in turn, created a positive attitude and a general ‘buzz’. I have had a considerable amount of experience with managing the Accelerated Reader program which involved working closely with the school librarian and setting up the system from the first year of the school investment. It was evident that students made progress over the course of the year through regularly tracking data. As well as this, I was also the lead of the iGCSE Cambridge syllabus for year 11 and year 12 students which required me to track students’ progress closely and to create tailored schemes of work and specific differentiated techniques to ensure each student reached their target grade and beyond.
My additional position as Key Stage 4 Coordinator allowed me to gain experience working closely with the HOD in leading the planning and delivery of GCSE English Language and Literature. I have used student tracking data systems to monitor progress and to organise effective intervention strategies. For example, in February 2016 I identified twelve students who were working at lower grade ‘5’ and they were entered into a focus group. Five students achieved a grade 6 and three went on to achieve a grade ‘7’. Moving on to an art-based project, I recently organised a whole year performance based on ‘Romeo and Juliet’ with native-speaking Turkish students which was a challenging but rewarding process. Students were required to speak fluently in English and grasp the Shakespearean language which they had not previously encountered. In the UK, I have also been involved in leading KS5 intervention groups for A-Level English Language. This was in order to ensure that coursework and exam grades would allow them to attend the University of their choice. While students found this course quite challenging, I felt I was able to give them confidence from the material I have covered at the undergraduate level.

My most recent role as English Lecturer in an inner-city campus with a diverse range of backgrounds has vitally allowed me the opportunity to use current issues for GCSE students who strive to flourish in their chosen vocation.
Through real life situations and open discussion, students gained confidence and were able to tackle issues such as language and gender, psycholinguistics, sociolinguistics and language acquisition.
Mentoring has also been a part of my job as I have mentored two NQTs as well as a teacher who was in the 16th year of his career. This was extremely valuable and taught me to be truly sensitive and empathetic to new challenges any teacher could face.
Additionally, I have always strongly believed that the pastoral role of a teacher is vital in ensuring that students are instilled with positive attitudes and morals. Having been a form tutor to students with a diverse range of backgrounds and social situations, I found mentoring sessions with students extremely beneficial for their attitude and general wellbeing. I was pleased to encourage students to take part in charity events and take on the role of key organisers
I believe that all groups of society should be viewed as unique individuals. As a teacher in life, we should all encourage them to play to their talents and strengths, as well as providing support for areas whilst also personally open to new challenges and learning curves.
A caring and supporting community is essential for anyone to reach their potential. As a positive and motivational teacher, I aim to inspire a life-long love for learning. I create opportunities for creativity and collaboration, constantly seeking to create an enriching learning environment in which all learners can shine.