Tell us how you entered teaching and your pathway into education.
I entered teaching through the PGCE pathway at Canterbury Christ Church University, which deepened my appreciation for working in secondary schools as my placements were at two very contrasting schools. During my undergraduate degree at university, I volunteered as a tutor and realised how rewarding it was to help others learn and grow, which led me into my PGCE.
I wouldn’t say I choose teaching; I would say that I 'fell into it' through my volunteering and connections. Both my grandparents were teachers and always said it’s something they thought I might excel at. I am so pleased that I followed their advice.
What attracted you to Thinking Schools Academy Trust?
When I completed my PGCE and began looking for an NQT placement, I found the advert for an ICT teacher at Rochester Grammar School. If I am honest, I didn’t think I would get the job with my experience at the time, but the school took a chance on me, which I am still grateful for today. The Thinking Schools Academy Trust (TSAT) wasn’t established when I joined the school, but I knew they had an engaging and positive learning environment, which motivated me to apply.
Tell us about your TSAT journey: Rochester Grammar School to The Victory Academy to Maritime Academy.
My journey from classroom teacher to Vice Principal has been a rewarding and transformative experience. It began with creating engaging lessons and fostering a positive classroom environment at Rochester Grammar School, and learning a lot from more experienced teachers than me. I learnt the importance of building relationships with students and ensuring that they understood the knowledge I was imparting.
As I gained experience, I took on additional responsibilities, such as working on the Thinking Drive Team and becoming Head of Department at Rochester Grammar. When I moved to Victory Academy, I was a Head of Department and a Head of Year, which gave me invaluable knowledge of different areas of the school in terms of personal development, behaviour, and quality of education. This allowed me to develop leadership skills and a deeper understanding of the educational system.
Eventually, I transitioned into a leadership role at Maritime, which involved not just overseeing curriculum implementation but also collaborating with staff, engaging with the community, and making strategic decisions to enhance student learning. I focused on creating a supportive culture for both teachers and students, emphasising professional development and consistency amongst some of the core teaching processes and student learning.
You did Chartered Teachers. What are some positive takeaways from the experience? How do you apply this new knowledge to your role?
Becoming a chartered teacher was a transformative experience, and it really helped me reflect on my own practice. The Evidence-Based Practice module that focused on using data and evidence to inform my teaching decisions was invaluable. It taught me how to assess student progress more effectively and adjust my approaches accordingly. This included me filming my lessons and having other TSAT staff watch and provide feedback to me so I could reflect upon areas I could improve.
Overall, becoming a chartered teacher has deepened my understanding of effective teaching and has equipped me with the skills and mindset to make a better impact on my students and my school setting.
What advice would you give to others looking to go into teaching or to progress within their current roles?
Take on leadership opportunities when you can. Early on in my career, I looked for ways to step into leadership roles, whether through mentoring new teachers, leading on school-based projects, or initiating them. These experiences will help you develop your leadership skills and broaden your impact within the school.
What have you learnt most about yourself over the years that you have been teaching and/or with TSAT?
Reflect and adapt. Ensure you regularly reflect on your teaching practices and student outcomes. I have always made sure I am open to feedback and willing to adapt my strategies based on what works best for the students. I certainly don't always get it right, but I understand the importance of owning my mistakes and being transparent about them. Having a growth mindset is key to becoming a teacher who can take on feedback positively, which will make you a better coach and leader and help you own your classroom.