0_0003_C Eardley copy

Name

Mrs Claire Eardley

Specialisation

Science & Initial Teacher Training

Role

Assistant Headteacher

School

Barr Beacon School

Areas of Support

  • Mentoring and Coaching to Support Staff
  • Curriculum Support – Science
  • Initial Teacher Training (ITT) and Newly Qualified Teacher (NQT) Development

Mrs Claire Eardley | Science & Initial Teacher Training

As a senior mentor for SCITT; NQTs; PGCEs; Schools Direct, 2nd and 3rd year teachers during my career, I have developed a concise induction package that has supported them to achieve good or better within their lesson observations. In the 2016-2017 Barr Beacon SCITT cohort, 100% of the trainees were graded good or outstanding at the end of the course, which demonstrates the high quality training they received. The percentage of trainees completing the ITT course and gaining employment was above the national benchmark of 93% and demonstrates the effectiveness of the training and mentoring offered.

As a teacher with 10 years’ of experience, I am a firm believer in building staff and students’ confidence, ensuring that they believe in themselves. Embedding a growth mind-set ethos within the role of subject mentors and mentees is an area I have focussed upon in me research on effective mentoring and coaching practices in education.

Within my role as a Lead Practitioner I have coached numerous staff in using effective assessment for learning techniques and embed suitable behaviour management techniques. I also ensure that this is a collaborative coaching approach where the coachee will observe practice and then model best practice during observations. I have supported numerous colleagues in career progression including mock interviews to develop confidence. Staff who believe in themselves will believe and support the ethos of a school, which in turn will benefit the progress of the students they are working with.

Impact

Since joining Barr Beacon and in my role as a Lead Practitioner, I am consistently exploring new developments in teaching and learning to improve the learning within classrooms.

Areas I feel that are strengths in my leadership practice are using creativity, games and modelling to explain complex processes, assessment for learning, the effective use of Blooms taxonomy, assessing progress and revision techniques. Teaching and learning practice within the Science department has seen rapid developments within the past 3 years. I have supported numerous colleagues in building students’ confidence in exam technique. The Science department has achieved their highest FFT rank in the past 3 years for core and additional Science

In the 2016-2017 Barr Beacon SCITT cohort, 100% of the trainees were graded good or outstanding at the end of the course, which demonstrates the high quality training they received. Standards 2 and 5 were highlighted as areas for development in the end of term 2 reports but became areas of strength in term 3 after I had completed targeted professional studies sessions focusing on data analysis, assessment for learning techniques and acting on feedback. The percentage of trainees completing the ITT course and gaining employment was above the national benchmark of 93% and demonstrates the effectiveness of the training and mentoring offered. My previous role as Progress and Aspirations Leader (Head of Year) for 5 years allowed me to develop the required skills for this role supporting students to deal with numerous safeguarding issues including: Domestic Abuse, Gang Involvement, Young Carers, Extremism, Bullying (including online), Homelessness, Bereavement and Pregnancy. Many of the cases I have supported during my career have had a lasting and profound effect upon the way I deal with students, parents, carers and peers in my presence. The art of listening is a strong, powerful tool that can ensure that people can feel comfortable in your presence and put the wheels in motion to ensure they can begin to feel safe and secure within their lives. Working through these processes with students gave me a firm grounding in understanding how to effectively deploy the appropriate behaviour management technique without escalating situations.