Specialist Leaders of Education
The quality of Madame Smith's experience as Lead Practitioner and Head of Languages underpins her rationale for becoming one of Heartlands Academy’s Specialist Leaders of Education. She has developed a vision of leadership that promotes sharing experiences and developing practitioners across subjects. Mme Smith pride herself on being a passionate leader about teaching and learning, sharing good practice and ideas, and caring about students’ education, she combine these elements, to be a role model who inspires others through commitment, expertise and hard work, striving to set a professional example to staff and students and to promote and improve teaching and learning for all.
System Leadership allows Madame Smith to work beyond Heartlands Academy and to support other schools, by sharing and harnessing the best resources that the system can offer to bring improvement. Not only in other schools but for Heartlands Academy's students as well, by bringing back new learning and opening up new opportunities for staff. She cares almost as much about children in other schools as she care about those in my own. Mme Smith views her role as being one of ‘educational leadership’, rather than ‘institutional leadership’. She is motivated to make a difference – and to do so across a local system and in partnership with others. She finds standing in the front line a challenge and a real drive, wrestling with the complexities of local context, asking better and deeper questions of me and of others.
Madame Smith believes that by gaining the Specialist Leaders of Education’ qualification and through the collective sharing of skills, expertise and experience will create much richer and more sustainable opportunities for rigorous transformation than can ever be provided by isolated institutions.
As a lead practitioner in Science engaged in outreach with five academies over the last three years, Mr Hare believes in the value of encouraging collaboration between academies is significant. He has worked closely with heads of department and leadership teams to drive changes and raise standards in academies often working in difficult circumstances such as Ofsted categories of ‘special measures’. The impact of his work can be evidenced in a variety of ways including supporting science departments prior to and during inspections and helping them to move out of ‘special measures’ and establish effective standard practices.
The process of system leadership and working closely with other schools both challenges and interests Mr Hare because of the nature of the variety of individuals he will work with and the creativity required to help others find the best way forward for themselves and their teams of staff. No school or department is the same, but the common values and skills needed to ensure a high quality of teaching and learning and excellent leadership are common in any workplace.
As a lead practitioner working in an outstanding academy, Mr Hare has a clear idea of what constitutes outstanding teaching and learning and the necessary leadership skills and dedication required to facilitate this development in other schools. His personal qualities such as excellent interpersonal skills and experiences of coaching others in both classroom teaching and leadership roles, ensures he has the necessary skills and experience to inspire other leaders. He has a strong commitment to raising standards in teaching and learning and his background as an Advanced Skills Teacher of Science provides a platform for me to be able to model excellent practice in the classroom.
In addition I currently deliver the ‘Improving Teacher Program’ and contribute to the coaching sessions of the ‘Outstanding Teacher Program’. I am experienced in delivering a variety of CPD and workshop sessions and believe in the value of encouraging a collaborative approach to sharing best practice, monitoring its implementation and ensuring maximum impact on learning in the classroom.
Within her role at Heartlands Academy, Miss Hamman specialises in raising attainment and achievement in English at Key Stage 3 and, as Lead Practitioner for Literacy, she promotes the development of whole school literacy, which was stated as ‘outstanding’ in Ofsted’s 2014 report.
As a member of the 2015-2017 Teaching Leaders cohort, Miss Hamman shares the belief that children’s success at school can be driven, not by social background, but by the quality and kind of education students receive. Literacy has the means to impact on the lives of all students: the foundation of employability skills lies in these most basic, and yet often ignored, literacy strands.
Challenging word poverty is something Miss Hamman has researched and presented within staff training sessions, and to leaders of other schools. On average, children of welfare mothers hear 620 words per hour, whereas children from professional mothers hear 2150 per hour. She believes the school environment is instrumental in closing the language experience gap. Consequently, both teaching and support staff need to be exposed and trained in systematic and explicit instruction, to allow these students from deprived areas to catch up.
Most recently, Miss Hamman has focused predominantly on reading skills and, more specifically, the teaching of reading skills within practical subjects. A nationwide trend suggests a decrease in reading ages in line with chronological ages. Specific intervention has been designed to target each student’s weakest reading skills, e.g. organisation of texts, inference/deduction, and directed teaching of each of the eight reading skills has been adopted by a specific subject. Theoretically, the attainment gap will decrease as reading ages increase.
As a prior employee of Abu Dhabi Education Council, Miss Hamman was responsible for helping to fulfil the leading education reform. As an educator, she was responsible for facilitating the growth of teachers amongst the local Emirati population – specifically, women. Her role was to help develop educational institutions in the Emirate of Abu Dhabi, whilst underpinning a sense of sustainability within the United Arab Emirates, facilitating the creation of a brand new education system.
Mrs Smith has had experience as Head of English, as AST and as a senior leader in three secondary schools, She has completed her Masters of Education and National Professional Qualification for Headship and is about to embark upon a professional doctorate, the focus of which is the development of middle leaders through effective Continual Professional Development. Mrs Smith has facilitated the National Professional Qualification for Middle Leadership across five academies for the past two years and is now looking forward to delivering a high quality National Award for Middle Leaders programme.
As a lead teacher in Physical Education Mr Lea has been engaged in outreach work with another academy for the last two years. He has worked closely with the Head of Physical Education and their leadership team to drive change and raise standards within their department as well as their academy which was judged to be a ‘Requires Improvement’ school. He has supported their Physical Education department both before and during inspections, helping them to move out of ‘Requires Improvement’ and establish effective standard practices.
Mr Lea values the importance of system leadership and enjoys working closely with other schools to help them to find the best way forward for themselves and their teams of staff. Mr Lea believes that no school or department is the same, but the common values and skills needed to ensure a high quality of teaching and learning and excellent leadership are common in any workplace.
Mr Lea is an experienced teacher and leader who has extensive knowledge in the effective use of data, assessment and leadership strategies.
As a Specialist leader of Education for Drama Mr Lee has a wealth of experience in designing and building innovative curriculum and assessment practices in the subject. He has proven skill in planning and executing Mantle of the Expert inquires in key stages 1, 2, 3 and 4.
Mr Lee has worked with a number of academies in developing strategies for engagement, progress and assessment. He has worked closely with leaders in a diverse range of subjects including; Art, Drama, Music, Hair and Beauty, Business Studies and Textiles.
Academically, Mr Lee has collaborated with Birmingham City University on a number of action research projects including ‘The Process of Meaning Making’ and ‘Proving Progress in Practical Subjects’.
At the core of Mr Lee’s values for developing system leadership is developing a sense of teamwork and community in departments. By identifying the strengths of leaders and individuals as a whole the team can build a solid foundation for the development of outstanding teaching and learning practices.
As Vice Principal at Heartlands Miss Tanner has led on curriculum and assessment across the whole Academy through KS3 to KS5 and has also spent a year seconded as a Principal to a primary school to successfully raise attainment.
Miss Tanner has been part of the leadership team at Heartlands for the past six years, having held several successful roles within the academy since 2001. Through these roles she has developed many staff who have themselves gone on to leadership roles. It is this developing of staff that has motivated Miss Tanner to become a Specialist Leader of Education, she firmly believes that strategic system leadership is the best way to ensure staff realise they have the capacity to grow and schools hold onto staff in this climate of difficult recruitment.
Miss Tanner has experience of working closely with department heads to implement assessment models and reviewing curriculum offers. She has run the options process in the academy for the past 6 years and has developed a model of ensuring students are placed on the best courses to achieve their potential, as a result Progress 8 outcomes for the academy are positive.
Miss Javaheri is a lead teacher for the national Teacher Subject Specialism Training programme and was selected last year to share her strategies for delivery at national level. She leads on the National Reasoning Project by the NCET and National College for leadership and works with 5 Mathematics Departments across the West Midlands. She is the West Midlands representative, leading on the “Lesson Study” project funded by the central Maths Hub. Her work in the pilot informed the project’s development of support for teachers’ professional learning. She has considerable experience in supporting maths departments in a range of contexts.
Mr Everett has used his experience as Head of English to support numerous other academies in the development of their planning and delivery of a new, dynamic and exciting English curriculum. His core belief is that the learning of English never stops, and that the brief years of study in school should inspire a lifetime of engagement in literature. He is particularly passionate about challenging students who progress 'as expected' and he has experience in supporting several schools to maximise student potential. Mr Everett is keen to grow and develop leadership skills within others so that staff are able to put their beliefs and values into practice. Above all, he wants to ensure that approaches to teaching do not become stagnant - that they constantly evolve so that students achieve the best outcomes and leave school with a passion for lifelong learning.
Mr Farooq has over 10 years teaching experience and has worked in many different schools teaching across all key stages. He aims to ensure the successful delivery of Computer Science through his role as CAS Master Teacher and his position as Subject Lead in Computer Science within the E-ACT School Alliance. His focus as an SLE and CAS Master Teacher is on how technology and computing can connect with and engage children in their learning; how it can drive up standards and support the professional development of teaching teams and school leaders and identifying opportunities for cross curricular links. By exploring the potential of new technologies, he has been able to provide schools with the expertise they require to ‘future proof’ teaching and learning, in order to engage and inspire children to achieve their very best. He is a GCSE examiner and moderator for several exam boards. He has an interest in promoting Computing among girls and finding innovative ways to develop students’ understanding.