Assistant Head: Upper Secondary

• Aug 2022 - Present

Head of IGCSE The IGCSE stands for the International General Certificate of Secondary Education. It is a two-year programme leading to externally set, marked and certificated examinations from the University of Cambridge

Head of Humanities

• Aug 2018 - Present

Assistant Head: Teaching and Learning

• Aug 2019 - Jul 2022

CAS Coordinator

• Aug 2018 - Jul 2020

The CAS Coordinator is responsible for ensuring that students involved in CAS can meet the aims and objectives set out in the most recent CAS guide. The specific responsibilities of the Coordinator in supporting the programme are to: To engage and liaise with the DP Coordinator  Ensure that all students are clearly informed about the rationale for CAS in such a way that they fully understand its aims and objectives, and how they will benefit from it. To ensure that parents are fully informed about the importance, rationale and requirements for CAS. Establish links with the local community  Establish a broad CAS structure, giving the opportunity for each student to engage in varied, challenging and meaningful activities both inside and outside school. Continually reappraise the relevance of the overall range of CAS activities to the needs and interests of the changing student body. Ensure that all students fulfil the CAS requirements according to IBO guidelines Invite staff, parents and other individuals to take part in CAS by leading activities appropriate to their skills and interests. Identify worthwhile activities within and outside the school and allow students to create their own activities appropriate to the overall objectives Lead and organize the annual CAS expedition overseas. I.e location, risk assessment etc.  Review a Managebac on a regular basis to ensure students are making appropriate progress. Ensure that the school administration and all staff involved with the CAS provision have a clear understanding of the rationale for CAS and support it as an integral part of the Diploma Programme. Maintain and keep CAS records on file and in a safe location. Copies to be given to the DP Coordinator upon request via Managebac.  Ensure the DP Coordinator is fully informed of CAS progress and of any students ‘at risk’. Ensure the completion form and final CAS reflections are completed and uploaded to Managebac. Show less

Exhibitioner Award lead

• Sep 2018 - Present

The Exhibitioner Awards seek to cultivate skills which will enable our students to go forward in the world, to be ambitious, confident, balanced and take risks. These attributes intrinsically underpin the principles associated with the IB learner profile - something which we strive to integrate in our ethos at La Côte International School Aubonne. Finally, the skills nurtured and developed through this process are not finite but will become entrenched and embedded within their mindset for years to come, serving to support university applications and foster confidence in future employment interviews, for example. By working through this process, students benefit from the journey, not just the final outcome; they begin to embrace the notion of lifelong learning and begin to adopt the mantra of “sapere aude” or "Dare to know", to establish a foundation of independence, and in doing so, prosper in the world post-Secondary education. Show less

IB Examiner History

• May 2012 - Present

IB examiner Focus: SL Paper two This position has developed my knowledge of assessment through marking and commenting on IB History papers, specialising in modern world conflict single party authoritarian leadership, The Cold War, interwar years in Europe (1919-1939) and causes of World War One. Focus: SL/HL: Internal Assessments Students at both SL and HL are required to complete a historical investigation into a topic of their choice. The historical investigation is made of up three sections. The historical investigation for both SL and HL is assessed against three criteria. • Criterion A: Identification and evaluation of sources (6 marks) • Criterion B: Investigation (15 marks) • Criterion C: Reflection (4 marks) Show less

PGCE (International) Mentor

• Jan 2020 - Present

The role of the mentor on the PGCE course is to help the trainee to be the best they can be; both within their comfort zone and also help them to take risks, as they strive to become an excellent teacher. Other responsibilities include:  Coordinating the work of the trainee within the Department  Create a timetable to follow 75% contact time  Carrying out a weekly review sessions and seminars with the trainee teacher.  Ensuring other teachers and colleagues carry out observations  Each class teacher carries out at least one formal written lesson observation per week with constructive and formative oral and written feedback per practice  Completes the relevant school placement reports in consultation with the School Tutor and trainee including: a. providing support, encouragement and constructive feedback b. providing information on resources, programmes and teaching approaches c. observes teaching and provides written and constructive feedback d. supports the trainee with assessment and planning, with day-to-day activities in the classroom and with issues such as classroom/behaviour management Show less

CPD Coordinator

• Aug 2017 - Jul 2018

i. Use a variety of data, in consultation with the Head Master, the Senior School Leadership Team, and as part of school self-evaluation, to contribute to the further identification/analysis of training needs.ii. Maintain information on the range of opportunities for professional development available locally, remotely and internationally. E.g. organise and develop national and local “teach meet” events to enable colleagues to share best pedagogical practice. iii. Contribute to the internal programme of training and CPD in consultation with the Senior School. iv. Coordinate and record the evaluation of the effectiveness of professional development undertaken by staff and use information gained to guide future planning.v. Coordinate and record evaluation of the impact of professional development, after a suitable interval to enable staff to implement ideas/approaches, and analyse the results, feeding these in to school self-evaluation procedures and improvement planning.vi. Provide advice on career development for staff.vii. Provide support for colleagues undertaking accredited professional development / action research etc., monitor progress and know where to go to seek further support if needed.viii. To further develop a culture of professional development within the Senior College i.e. develop and create CPD resource centre and library. Show less

Head of History & Politics

• Aug 2014 - Jul 2018

Leadership Responsibilities:To introduce creative initiatives and drive collaborative projects to ensure that a varied andinspiring curriculum is maintained at all times to enable the children to explore the subjectand develop in your department.To ensure that all members of your team encourage each pupil to reach their academicpotential through enthusiastic and personalised teaching, tailored stretch and challenge,rigorous record keeping and follow up.To maintain a Department file to include: Staffing, Curriculum Plan, Schemes of Work, Timetabling, SDP, Job Descriptions, Budget, INSET, Assessments, Meetings, Visits/Visitors, Risk Assessments and IEPs.To ensure Schemes of Work are in place and up to date.To oversee examinations and assessments within the Department.To work with the Senior School Head of Department and the Pre-Prep leaders to developand consolidate the subject within the College.To contribute to the College’s Self Evaluation and Development Plan.To attend all meetings and INSET as required, attending and contributing to Heads of Department meetings and arranging and leading regular Departmental meetings.To maintain close links and regular contact with the professional bodies with which theDepartment holds membership. Show less

Head of Scholars

• Sep 2016 - Sep 2017

The Head of Scholars is responsible for:Leading on the establishment and implementation of an effective whole school policy and strategy for the support and provision for more able pupils and scholars, linking it with policies on assessment, examination entry, prep and parental involvement etc.;Leading the development and implementation of the school’s policy on the identification of more able pupils for the Senior School register of Gifted and Talented pupils;Being an active participant on panel discussions regarding the awarding of scholarships based on academic and co-curricular achievement;Devising and implementing protocol for monitoring and tracking of the engagement and attainment of registered pupils in the Athena Scholarship Programme through coordination of the tutor team and Heads of Departments;Assisting the Head of Careers and Higher Education, Heads of Department and Tutors in catering for pupils needing further support for Higher Education applications for Competitive Courses. This will include entrance tests for Oxbridge, Medicine, Veterinary Science, Dentistry, Law and entrance to other prestigious international higher education establishments.Working closely with the marketing team to ensure that all high achievement is suitably celebrated and marketed and that the scholarship and bursary fund is effectively advertised.Identifying publication opportunities and maintaining a publication record.Working with the admissions department to help coordinate the application and vetting process for prospective scholars.Planning and managing an annual Scholarship Reception and Scholar Inauguration Ceremony. Show less

Head of Humanities

• Aug 2013 - Jul 2014

My responsibilities include the organisation of the PYP, MYP and DP humanities curriculum to ensure critical thinking skills are sustained, developed and streamed and to safeguard that students are appropriately ready to face the challenges of the Diploma Programme. My role also involves teaching both 16-18 years Theory of Knowledge at Diploma level and coordinate the whole of the sixth form intake to ensure (CAS) Community Action Service is adequately and fully accomplished. My role as HOD involves collaborative working with members across other departments but especially the humanities faculty and this involves: formal/informal lesson observations, career professional development reflections and “next steps”, regular departmental consultations and analysis of departmental budget. I have also had the experience for the past three academic years to mark IB examination papers; something which I believe has helped me understand the demands of the International Baccalaureate from an examiners perspective. I am currently two years into a MA programme at the University of London, Institute of Education researching history/ humanities curriculum and teaching methodologies. Show less

Head of History & Pastroal Coordinator

• Aug 2010 - Jul 2013

Head of History Aug 2010-present My responsibilities as Head of the History department include shaping and organising the Key stage 3, IGCSE and IB curriculums. For example I recently devised a new curriculum for learners aged 11-14 with an emphasis of viewing and studying History from a “bigger” picture. This curriculum is based on the understanding that by intertwining “thinking skills” within a scheme of work, pupils will be able to understand history from a wider perspective. I have also had the experience this academic year to mark IB examination papers; something which I believe has helped me understand the demands of the International Baccalaureate from an examiners perspective. I have also had the added responsibility of being the Head of pastoral/child welfare which involved working with parents, parents association and senior leadership members within the school. For example I helped to organise student vertical tutoring within the school to provide help and support for our pupils. I acted as a mentor and helped train students to deal with not only academic issues, but also issues of a personal nature Show less

Educator

• Aug 2010 - May 2011

Whilst in Mexico I volunteered for one year to help the workers of Save the Children improve their English in order to create better channels of communication between international agencies. Whilst in Mexico I volunteered for one year to help the workers of Save the Children improve their English in order to create better channels of communication between international agencies.

NGO instructor

• Mar 2007 - Jul 2007

In 2007 I travelled to Lusaka, Zambia to work with Sport in Action (SIA) for four and a half months. SIA is a non-government organisation which focuses on helping to educate and break down barriers in regards to HIV/AIDS. My role was to organise and co-ordinate various sports leaders to ensure children and adults are active and to give education workshops. In effect, sport was a mediator for more important and useful messages. Sport in Action’s aim is to improve people’s quality of life through sport and recreational activities. Formed in 1999, Sport in Action has been working towards an active, healthy and better quality of living for all. Show less