Teacher-Me

Working at our Teacher-me PHASE hub in Gosforth today.
Meet Carrie

Hello, my name is Carrie and I am a dedicated and enthusiastic practitioner with over 26 years’ experience in primary education. I have taught in Early Years and throughout Key Stages 1 and 2, delivering all curriculum subjects. During my career, I have been Headteacher, Deputy Headteacher and leader of Assessment, Teaching and Learning Curriculum Development and Computing/ICT. I have a strong foundation in creating engaging lessons, utilising diverse teaching methods, and supporting children's individual learning needs.
I have wealth of experience of teaching phonics and early language and reading development. I have a passion for reading and the use of high-quality texts to inspire and engage children. I have taught mathematics from Nursery to Year 4, using the mastery approach which builds children’s curiosity about maths and depth of knowledge.
I have developed a secure knowledge of supporting pupils with additional needs and adaptive teaching during my time in education. I work closely with parents and outside agencies to ensure EHCPs, personal targets and the needs of the individual are met effectively in an inclusive and nurturing environment. I have recently completed a range of courses to extend my knowledge of supporting pupils with ADHD and Autism.
I am extremely passionate about supporting pupil’s mental health and wellbeing; recently completing Thrive training and an intermediate course in Supporting Pupils’ Mental Health. I have completed trauma-informed training and restorative practice, which is embedded in my relationship and behaviour strategies.
I love using creative ways to bring learning to life and inspire the children I am teaching. I’m a very creative person and enjoy bringing new experiences to the children to engage them and instil a love for learning. I am always looking for new ways to adapt and improve my teaching styles to fit the needs of the children I am working with and I regularly undertake CPD to ensure my teaching is of the highest standard.

Working at the Teacher-me PHASE hub today in Gosforth:-
Meet Anya

My name is Anya and I teach in a leading primary school based in the east end of Newcastle. I completed my PGCE in Education and am currently a full-time teacher in KS2 (Year 5 and 6) where I am implementing a range of intervention and teaching strategies to identify and meet the learning gaps children have missed due to covid restrictions.

Since qualifying, I have worked across KS2. I have abundant experience teaching all areas of the curriculum including, preparing children for Key Stage 2 SATs 11+ and 13+ Y4 times table tests and phonics screening tests. I have abundant experience of teaching all areas of the curriculum including VR and inference in preparing children for Year 6 SATS and the 11/13 plus selective entrance exams both CEM and GL
I have also taught phonics following both the Letters and Sounds and Read, Write Inc schemes alongside Talk for Writing. In addition, I have several years of experience using White Rose Maths which enables children to effectively develop mastery and 2 years’ experience of international teaching and have developed a great understating of how to effectively support children with EAL (English as an Additional Language).

In my previous role, I taught in lower KS2 with children with English as an Additional Language and 30% SEN where I was able to ensure that more than 75% of children met their age-related expectations (ARE). I delivered targeted interventions in mastery in maths, oracy, repeated reading and language skills which closed the gaps in learning and enabled children to work more effectively and collaboratively with their peers. I also delivered pre-teaching opportunities for children for both science and topic which enabled the children to identify key vocabulary and language and make effective visual links to their learning enabling them to successfully access the curriculum. The role provided me with a lot of experience of working with children with learning difficulties (particularly those with low levels of concentration, low self-esteem, and ADHD). The children were confidently able to articulate their ideas in a small group with structured questioning to enhance discussion which had a significant impact on the attainment across the curriculum (especially on the core subjects where the vocabulary is more challenging). This increased the self-esteem and resilience of the children (as it enhanced their strengths) and helped to close the gaps in learning by ensuring children knew how to improve their work and self-assess, it made them accountable for their own learning which encouraged them to become more independent.

I am an energetic and enthusiastic teacher that uses cross curricular methods to enthuse and excite children. As a very creative person, I can promote effective thinking and problem-solving skills which I have seen positively contribute to the development of children I have worked with previously, enabling them to become innovative, lifelong learners. I am an extremely driven, proactive, and reflective teacher and I am always looking for new ways to adapt and improve my teaching styles, to fit the needs of the children I am working with.

I believe that a child centred, enquiry-based approach stimulates a child’s curiosity and imagination which significantly contributes to a child’s personal development by enabling them to become confident communicators and more cooperative learners by giving them ownership of their learning. This approach develops problem solving skills and provides children with the skills to tackle mistakes and obstacles positively. I firmly believe that the relationship between the teacher and pupil is fundamental in the learning process, so I aim to get to know my pupils, their interests, their learning styles and what motivates them to learn to plan fun, engaging lessons with clear learning outcomes. This enables me to work more effectively with my pupils to build self-confidence and it encourages the children I work with to develop academically, socially and emotionally and contributes to them becoming confident and ambitious lifelong learners. I regularly use many of Rosenshines principles including; beginning sessions with a review of previous learning which enables me to check for understanding in order to apply effective scaffolding and support and therefore ensure a high success rate. I provide any new material in small steps alongside models and worked examples to give children a better understanding of the process and encourage more independent practice.

I regularly undertake CPD to make sure my understanding and teaching is always up to the highest possible standard. I have recently completed courses on Supporting Children’s Mental Health and Wellbeing (which has further equipped me to deal with the current challenges that children are facing) and how to spot and support Autism and ADHD in achieving children.

Teacher-me are looking to appoint a male SEND primary school teacher used to working in SEMH provisions to start as soon as possible at our local hub in wallsend. The candidate must be used to working with children with behavioural issues and PDA. Contact Julia
[email protected]
Very good rate of pay

Happy Neurodiversity week! What a boring world it would be if we were all the same.
Xx
Teacher-me - Qualified School Teachers- 5years-18 Years
Alternative provision providers.

What is Neurodiversity? | A Quick Guide to Neurodiversity for Educators | Twinkl This week was Neurodiversity Acceptance Week, but what is neurodiversity? In this quick guide to neurodiversity for educators, we go through some of the key ...

Well done to all our 7 plus students who passed their entrance exams. Fabulous news # # #