At Castlemilk High, I was actively involved in researching and implementing Formative Assessment and Assessment is For Learning strategies within the Science department of Castlemilk High School for three years. As a proponent of such teaching styles, it was the main focus of my Continuing Professional Development Activities as a classroom teacher and I attended numerous training events across Scotland to extend my knowledge, understanding and application of Formative Assessment. It was my role to report back to the school and my department to inform other staff of such strategies so that they may be implemented across the department.
I was Chairperson of the Differentiation Working Group at Castlemilk High School for two years. Our aims were to promote strategies which aid learning and teaching and enable all pupils to access the curriculum. Our greatest success was in the development of an online questionnaire for teaching staff that was used as a tool for self-reflection on how differentiation strategies were employed across departments. We also invited guest speakers in the field of differentiation educational research to tutor staff on the impact of these strategies on raising attainment. My role as chairperson was to develop the online questionnaire, to manage meetings, activities, and projects pertaining to the working group, and to communicate effectively with departments and senior management. The questionnaire can be viewed here.
In addition, I was:
Secretary to the Croft Committee – please see here for more details.
Primary staff member of the School board and Parent Council for three years.
Member of the Education for Work Committee where we focussed on improving pupil chances of gaining places on training programmes and securing employment on leaving school.
Member of the Raising Boys Attainment Committee, during which year, attainment in boys significantly increased across the school due to the suggestions that were offered to teaching staff.
Responsible for training and supervision of student teachers.