Sameet

A dynamic and inspirational teacher, with 10 years of teaching experience delivering the British national curriculum at KS3, KS4 and KS5. Strong experience teaching both Language and Literature and working with international students. An innovative educator able to communicate using effective teaching methods that promote stimulating and vibrant learning environments. Good humoured and strong interpersonal skills developed through engaging with colleagues, students, parents and life experiences.

Availability: Daytime, evenings and weekends

Willing to travel: 2 miles

Experience: I took the role of whole-school Leader of Literacy where I was solely responsible for promoting accuracy in reading and writing across the school. I was required to present CPD in order to raise awareness not only with students, but also with teachers across all departments. My responsibilities 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 reading programmes. 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 programme 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 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 undergraduate level. 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 empat