Lead Teachers & Practitioners
Vicki Cooper - Lead Practitioner
I have taught geography at Twynham for 9 years out of my 15 year teaching career. I have had a number of roles early on in my career as head of department and then head of faculty. However, I have always had the opportunity to work on developing pedagogy and really understanding how students learn in my classroom. This started with a working party across Bournemouth schools and the local authority with a focus on Assessment for Learning. The impact this had on my teaching and the teaching of others inspired me to pursue a role leading teaching and learning on a wider platform.
At Twynham I became a lead teacher and now a lead practitioner. I lead the teaching and learning steering group and also run the wider teaching and learning dialogue group. Our focus is always on how we can improve learning for our students using the ‘Responsive Teaching’ Model. I have worked on projects within school on feedback, questioning and the use of lesson study. More recently I have led INSET on the movement away from levels at KS3 and how we can design effective curriculums for our students.
Another aspect of my work at Tywnham is through the Bournemouth, Poole and Dorset SCITT. I am the lead subject tutor for Geography and mentor a number of trainees. I also work with other schools when requested to support in a range of areas, from lesson structure and delivery to the use of assessment and feedback.
Jenny Cole - Lead Practitioner
I began my teaching career in 2009 as part of the Teach First programme in the West Midlands. Following the two year course, I joined The Petchey Academy in Hackney and it was there that I started my journey of leadership development and additional teaching and learning responsibility. I led provision for lower ability and SEN students within mathematics and had roles as both a Teach First mentor and NQT mentor.
Supporting the development of pedagogy of colleagues and trainee teachers is an area I find particularly rewarding, and I have continued to have had a range of mentoring roles here at Twynham since I joined in 2013. I have also been part of the developing middle leadership group, the more able dialogue group, the teaching and learning dialogue group and now part of the teaching and learning steering group since I became a Lead Practitioner in September 2016.
Becky Walters – Lead Teacher
I am new to Twynham and have just completed my first year here. I am a Lead Teacher within the Maths Faculty, a Specialist Leader in Education and I also contribute to whole-school professional development through managing one of our fantastic teacher dialogue groups.
I started teaching in 2005 and have maintained an unwavering focus on improving student outcomes by exploring what we do in the classroom and why. I formalised this process of critical reflection through a Masters degree in Educational Research in 2009, utilising my students as co-researchers. I gained an invaluable insight into students’ perspectives of the Maths classroom as well as consolidating my belief that students and teachers need to work as a team for the best outcomes.
My focus on teaching and learning led me to accreditation as an Advanced Skills Teacher in 2011. This role included driving professional development for Maths teachers within my school but also 20% of my time was dedicated to working in other schools, both primary and secondary. This ‘outreach’ work included supporting non-specialist Maths teachers in primary schools, coaching staff and managing research projects in secondary schools to help teachers reflect more critically on what they do and why.
My varying experiences in different schools across Cambridgeshire, Surrey and now Dorset have given me a wealth of opportunities and a fantastic array of students to work with. I already feel very much at home here at Twynham and look forward to an exciting future working with such enthusiastic students and staff.
Zoe Beynon – Lead Teacher
I have taught history at Twynham School for nearly 13 years and have held different posts of responsibility within the school, including key stage 3 co-ordinator, lead teacher for more able and my current posts of assistant head of year and lead teacher. My lead teacher role has given me the opportunity to really get underneath the learning that takes place around the school and has allowed me the chance to work with many different staff in varying subject areas. Teaching and learning is clearly crucial to a classroom but for me this can only be successful if staff hold good relationships with students that is built upon trust and respect; so I see the extreme importance of combining my two roles within the school.
At Twynham our Teaching & Learning focus is on responsive teaching and discipling the mind. This is then reinforced with excellent relationships that staff have with students. My passion for teaching and learning first developed after going on a gifted and talented in history course, not long after I had completed my training. Following this course I developed many resources for the department which led to consideration of best practice on the use of differentiation and in particular the technique of good questioning in lessons.
Other roles within the school have included working with SCITT, NQTs both at Twynham and the Grange, and RQTs. I have thoroughly enjoyed all of these additional roles and feel I have further developed my coaching and mentoring skills. I have also been involved in leading school CPD and inset with particular focus on more able students and students with high prior attainment.
Nicole Bateman – Lead Teacher for More Able students
I have taught RE at Twynham for 7 years since the beginning of my teaching career. At Twynham we are committed to being ambitious for all our students and my role is to ensure that our More Able students are stretched and challenged in all areas to achieve their full potential. Much work has taken place with our own cohort in raising aspirations and providing opportunities for our more able students. I am part of the teaching and learning steering group who are continuing to develop and share practice in this area linking to the ‘Responsive Teaching Model’.
Over the last few years I have been developing and overseeing the more able enrichment programme which now is integrated into the life of the school from Year 7 to Year 13. We now have an extensive programme of enrichment activities to prepare students for the challenges posed by application to the top universities; these include the EPQ for Y9 students, the Y8 Cultural Enrichment Group and Y10 PPE and Classics Enrichment. There is a particular focus on encountering new and unfamiliar academic material, as well as evaluating prior thinking in light of new evidence and discussion. I also provide pastoral support for KS4 underachieving students with a focus on improving achievement and raising aspirations. Sixth Form students benefit from trips to top universities and an Oxbridge information day as well as personal statement and interview support from our Oxbridge tutor.