F1 Encouraging learners to seek learning opportunities

Seeing students flourish is my greatest reward as a teacher, and I am passionately committed to promoting access to education and progression within it. I always respond positively to enquires about learning opportunities, regularly discuss future opportunities with my current students, and take a proactive role in encouraging students to progress and securing them whatever support they need. As an example, when my A Level students at Newcastle-under-Lyme College told me they lacked the confidence to apply to university, I arranged for them to attend my Continuing Education classes at Keele University, as a way of familiarising them with the environment and boosting their confidence in their skills (see this letter from a former student). The same goes in my current role. Our school is a multicultural one with a fluid population; students come from many different backgrounds, and many stay only a short time, while their parents hold temporary positions in the city. This raises many issues of access and progression, which I address using all available resources -- for example, arranging extra language support, supporting a student’s move to a higher grade, or helping a student make the transition to a school in another country (for testimonials, see this and this). Always, my goal is that each student should have access to the resources they need to progress as far they can.

F2. Effective learning support

Unhappy, insecure, and troubled people cannot learn successfully, and as a teacher I am committed to doing whatever I can within my professional role to support my students’ welfare. I create a happy, positive learning environment; I offer individual support sessions and prepare individual support plans; and, where appropriate, I draw on my professional expertise to offer advice and help (for example, making practical suggestions to students with reading difficulties). Where problems arise that lie outside my professional role, I seek help from the relevant services. As an example, I would mention a recent case of a school student living with potentially abusive parents. I informed and regularly updated school authorities and social services, avoided confrontation with the parents, and created a safe and positive school environment for the child (see this testimonial from my headmistress). For a further testimonial see this letter.

F3 Providing information on opportunities in own specialist area

I am very active within my specialist field of philosophy (completing a PhD, publishing articles, attending conferences, communicating with colleagues etc.), and I am always delighted to draw on my expertise to offer students advice, inform them about opportunities, help them draw up applications, and provide letters of introduction and references (see this sample) MK Student reference. I am delighted that many of my FE students have go on to study for degrees in philosophy, in some cases continuing to postgraduate study.

F4 Collaborating to provide information guidance and support for learners

I have wide experience in student support and guidance within institutional settings. As part of my duties as a Course Manager with the Open University I dealt with enquiries from prospective students, assisting them with advice on course choice and putting them in touch with relevant specialists. As the OU has an open access policy and a huge range of courses, this meant offering carefully tailored advice and coordinating my activities carefully with colleagues. While Acting Head of Philosophy at Newcastle-under-Lyme College I was responsible for promoting Sixth Form studies in philosophy both internally and externally (see this leaflet I created), while in my current role as Maths and Ethics Coordinator at the SEE I am responsible for supporting teachers and learners in those subject areas (see these minutes of a recent team meeting).