People and partnerships are the most important thing to us. We value our trainees, University based colleagues and our expert school colleagues and collaborate with everyone to ensure that STSA trainees achieve the best outcomes for themselves but also for the children they teach.
We work really hard to bring the best people into the profession and to offer ongoing support and career development to experienced teachers. We work with over 60 schools in our School Direct network which includes Primary, Secondary, Special and The Peak District. Our partners in Special Education have developed a truly unique SEND training element for all our trainees, this is a key priority for mainstream schools and establishes STSA as different to other providers. Our National Modern Languages SCITT will provide access to the Independent School sector so that our trainees in ML can experience teaching in both the state and the independent sector all over the country.
As an outstanding, dynamic and experienced practitioner, I now enjoy the role of Director for Early Career Development. I have been working in teaching for over 30 years and still enjoy every day. Formerly a highly successfully leader in Physical Education in two schools, my work with early entrants to the profession has become a passion. Based at Silverdale School, my role is to co-ordinate our secondary phase trainee teachers but I also work extensively with Newly Qualified Teachers (NQTs) across the city. I recruit, interview and place our trainees in our partner schools and lead our school based training facilitators to provide an outstanding school based offer. I support, monitor and evaluate tour trainees’ progress and work with the Senior Mentor Coordinators to ensure consistency of practice across the Sheffield Teaching School Alliance.
As a member of a highly successful Teaching School, I am proud to be a Specialist Leader in Education (SLE) in Early Career Development and Physical Education. I lead the Physical Education Networking Group across Sheffield as well as being involved in School to School support in the region.
My strengths are my commitment, patience, good listening skills, and being able to put the needs of others first. I work well as a team member and have excellent communication skills. My nurturing personality allows me to develop our trainees’ and NQTs’ confidence and resilience to shape and mould future teachers for Sheffield and beyond.
I have a BEd Hons in Physical Education and thirty years’ experience of outstanding teaching.
German is my native language, and having successfully completed my MA in Interpreting and Translation in English, Spanish and Russian, I moved to University of Cambridge Certificate of Proficiency in English, followed by a PGCE MFL Secondary in German and Spanish. I remained in England and my career as a language teacher began.
I have worked at Silverdale School since 2002 and became Head of German in 2004 progressing to become Head of Languages in 2007. I am looking forward to the exciting developments that will take place in my role as the Director for the National Modern Languages SCITT.
I have worked as teacher since 1995 and Mentor coordinator at Malin Bridge Primary School since 2004. A special interest of mine has always been supporting trainees’ development and their transition to becoming outstanding teachers. My role as ITE, NQT and RQT mentor ensures continuation of standards and support for teachers in school. My role is to ensure that teachers in their early career have an impact on standards in school. This is very important in my work with experienced colleagues in school as trainees need outstanding mentors who have a personal interest in mentoring and use this to enhance their own professional learning. I have continued to develop my personal interests in this area by undertaking a Master’s degree in Teaching and Education. Over the last three years I have worked as a Specialist Leader in Education (SLE) for Sheffield Teaching School Alliance (STSA). As the leader of the primary team, I oversee the Primary routes in School Direct. Our team recruits and interviews prospective trainees and places them in a wide range of schools. I support trainees and mentors in Early Years and Primary schools to ensure consistency of standards and facilitate school based training sessions for the cohort. The diverse and wide range of people who wish to enter the profession through our school based route are inspirational and joy to work alongside.
As Assistant Head Teacher at Rowan Teaching School in Sheffield I have worked extensively with children with complex speech, language and communication difficulties all of whom have a diagnosis of Autism. Recently I have held a strategic leadership role with Sheffield Teaching School Alliance, (STSA), in their Initial Teacher Education, (ITE) provision. The leadership at STSA is committed to trainees across all phases receiving high quality training in all areas of their practice including meeting the needs of Special Educational Needs and Disabilities (SEND) pupils in mainstream settings. Working collaboratively with colleagues from other specialist settings, I led a government funded pilot to deliver a higher level of SEND training to a small number of primary and secondary STSA trainees. Following their positive feedback this element has now been incorporated into the core professional training for all trainees at STSA. This is a really unique aspect of our offer and one that sets us apart from other providers. I have a B Ed degree 2:1 in Education and many other professional qualifications relating to pedagogy and leadership. I became a Specialist Leader in Education, (SLE), three years ago. During my teaching career I have taught in nursery, primary and secondary settings. My interest in supporting children with SEND has always been at the forefront of my practice and is an area which has an increasingly significant impact for all classroom practitioners.
I have been a teacher for 26 years in a variety of schools and for three years in a FE college. I am the Head of Business and Economics at Silverdale School, a role I have held for 16 years. I worked for the STSA for half a day each week in 2017/18 overseeing Professional Learning at Silverdale School, implementing a new research based approach to Professional learning. I supported staff in their choice of title for research, collated their titles and cohorts and monitored the progress of this new system.
My role of Lead Practitioner is to co-ordinate our secondary phase trainee teachers. In addition I recruit, interview and place trainees in our partner school. I co-ordinate the school based training to deliver our school based offer. A key part of my role is to support and monitoring our trainees’ progress.
I was delighted to join the STSA team on 1st September 2016, however I had worked with the team for two years previously as NQT Co-ordinator with Rotherham Metropolitan Borough Council, School Improvement Service (SIS) where I had been employed since 1992. I am excited to be joining the Sheffield Teaching School Alliance and bringing my in-depth knowledge of NQT support to complement the teams’ existing expertise. I will be assuming responsibility for the coordination of School to School support processes, working with SLEs and the Director of the Teaching School to support schools and leaders across the region.
As NQT Statutory Induction Manager, I offer support and guidance to Headteachers, NQT Induction Tutors and NQTs around Statutory Induction. I have an in-depth knowledge and understanding of the Statutory Guidance. As part of my role, I process and maintain NQT records and documents, offer advice and guidance, plan and organise professional learning, briefings for Headteachers, Induction Tutors and NQTs as well reporting to the Department for Education on a regular basis.
I am highly experienced and have built up effective working relationships with DfE, National College for Teaching and Leadership and other NQT ‘Appropriate Bodies’ across the region. I am currently supporting colleagues from another Teaching School Alliance, offering guidance and knowledge to help them develop the NQT Appropriate Body work they offer to schools in their area.
I have a high level of administrative and organisational skill which I have developed over the last 30 years including keeping accurate, concise records, minute taking, financial monitoring, and an ability to interpret and understand regulations and legislation as well as having effective communication skills.
I have worked as part of the team on the provision of School Direct Initial Teacher Training at the Sheffield Teaching School Alliance, (STSA), for the past six years and have been an integral contributor to its growth and development at Silverdale School.
My role as Teaching School Administrator has been pivotal in supporting and facilitating colleagues in the expansion and refinement of our School Direct programmes since our first cohort of trainees in 2012. Fewer than ten trainees were recruited for the first School Direct PGCE in that year and we now have a cohort of ninety trainees across EYFS, Primary, SEND and Secondary phases. A major part of my role is providing a central point of communication between STSA, Higher Education Institutions (HEI) colleagues, UCAS, our partnership schools, School Based Tutors and Mentors, trainees across all phases and training facilitators. I have a thorough knowledge and understanding of the recruitment process and the on-line requirements for reporting trainees’ progress, enabling me to support School Direct applicants, trainees and colleagues. It is a daily part of my role to work collaboratively with other professionals to communicate essential information on a regular basis. I provide support to the Strategic Manager for the preparation of DfE reporting on Teaching School activity including: keeping records of Initial Teacher Training (ITT), Specialist Leaders of Education (SLE) and other related activity.
Values that I adhere to are to be organised, well informed, approachable and professional. I am able to be effective in my role as my knowledge was established from the start of our School Direct programme and I look forward to continuing this contribution to future developments at the Sheffield Teaching School Alliance.
Over the past 10 years I have worked at Silverdale School and within the Teaching School Alliance in a variety of roles.
During my time at Silverdale School I have developed my skills as an administrator and take pride that I am a self-motivated and enthusiastic person who works well as part of a team and independently. I have a solid understanding of data manipulation using excel and have a substantial knowledge of SIMs.
I feel it is essential to be able to build on prior experience and I am adaptable to different and challenging environments. My strengths include being able to multi-task, remain calm and effective, whilst working to deadlines, and being an effective communicator.
I am looking forward to contributing to the dynamic team in the STSA and to supporting the development of all colleagues through our work in STSA. I am very excited to be supporting the team as we create The National Modern Languages SCITT and begin to work more widely.
I started working at the Teaching School in February 2019 after a decision to move from commercial accountancy into the education sector. This was a conscious decision to change my working environment as I strived for a fulfilling role where I could utilise my skills whilst contributing to the community.
I am a qualified accountant, having achieved my ACCA Professional Qualification in 2014 which is, to date, my greatest accomplishment. It took a lot of commitment and dedication to gain my ACCA membership which shows the kind of attributes that I value.
I previously worked for an accountancy company successfully managing a portfolio of clients, including detailed financial analysis, problem solving and budget management. These are skills which have transferred with me into this role and I now use them to manage the funding of the teaching school.
As finance officer my responsibilities are to provide efficient finance support to guarantee the smooth running of the teaching school by ensuring there is financial structure and that controls are in place. I feel fortunate to be able to work with a group of people whose individual skills and experience, combined together, make a great team. I appreciate the guidance they have shown me through my journey so far and am happy that, in return, I am able to share my finance knowledge and experience with them.
In the short time I have been here I have made efficiencies to policies and procedures which have benefited the teaching school, allowing the team to concentrate on operational business and supporting the trainees on the road to becoming a teacher. I take pride in maintaining high standards of professionalism and believe my strengths in organisation and planning will benefit the team as we continue to grow. I hope to further build on the work I have done to date and continue to develop and improve the finances of the teaching school as we move forward.