Jan is the Research Lead for Cherwell School and her specialism is Dance & Drama. She is working with Kate Thirlwall on a Professional Learning Programme for teachers in their second year of practise. The current project aims to look at developing appropriate language and teaching approaches to overcome the barriers created by students’ affective responses to their learning experience.
Eluned is the Assistant Head of Teaching and Learning at Matthew Arnold School. The current Teaching and Learning priorities at Matthew Arnold School are: Inclusive Teaching ( high quality first touch inclusive teaching); Acting on formative feedback; and Enhancing subject expertise. Finally, throughout the school, Matthew Arnold are promoting a self-reflective culture that requires teachers and leaders to consistently evaluate “what works”.
Helen’s current role is to conduct her own research and to co-ordinate a group of teacher researchers who are carrying out research in their own area or an area of interest to themselves.
Helen and Simon Bayliss are lead authors on a document summarising the importance of feedback in schools. They collaborated with the Oxford Spires Academy Feedback Research Group and contributions were also made by : Madeleine Adams, Dianne Aspinall, Gillian Barnes, Helen Beech, Karen Dix, Rebekah Finch, Mark Peters and Timothy. See the Deanery’s interview with Helen to find out more on the features of effective feedback.
Nicholas Collins, Teacher Adolescent Psychiatric Unit & Educational Visits Coordinator
Past Experience: I have worked as a mainstream Humanities teacher, before moving into the special school sector. My initial post in the special school sector was a prototype post to conduct targeted interventions to get excluded children in care back into education before taking up my post as a Hospital School teacher. Alongside this, I have carried out targeted revision days and extracurricular engagement activities for vulnerable learners.
Training: I have also delivered supporting mental health in school training to both mainstream and special schools as part of developing, and improving integration practises.
The Army: I have over the last 10 years served as a non-commissioned officer in the Territorial Army and then as an officer in the Special Constabulary. I have also worked as a volunteer teacher in a remote Belizean jungle village and in a Kenyan slum.
Tom Procter-Legg - Assistant Head Teacher responsible for curriculum development KS3 and KS4
Tom is an Art Specialist, and has a specific interest in the Autism Spectrum Condition. Tom was a Participant in the NSEAD ‘Thinking Expression Action’ research project. He has also published an article for NSEAD Spring 2013. For more information on both of these please see the links below.