I strongly believe that all learners can achieve a qualification in maths, even if some need a bit longer than others, I believe this has helped me to influence the mindsets and self-belief of my learners. I use learner-centred pedagogies
An inspirational mathematics teacher across all levels with proven success rates 100% for A-level maths, further maths over 5 years. Experienced in a range of learner-centered maths pedagogies, dialogic, contextualised and technology-based approaches and have well-developed skills in curriculum planning
Professional & Educational Qualifications
2015 Prince 2 Project Management London.
2013 Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Anglia Ruskin University
2005 Ph.D. in Statistical Modelling University of Strathclyde
1991 M.Sc. Statistics University of Nigeria, Nsukka
1990 B.Sc. Statistics University of Nigeria, NsukkaEmployment History
2007-cont. Harlow College, UK • Centre lead: Centre for Excellence in Mathematics (2019 onwards). Leading a DfE-funded project to improve mathematics teaching up to level 2 as part of a national project involving 21 centres. This has included leading action research projects & supporting participation in national trials.
• Head of Mathematics & Sciences (2015-18): responsible for 10 member of staff & budget management of three departments: mathematics, bioscience & all level 3 sciences.
• Cross College Maths Co-ordinator (2012-15): working with faculty heads & heads of department to support them to deliver mathematics in vocational areas. This included training vocational staff to teach maths up to level 2.
• Lecturer/Project Co-ordinator (2010-12): project to support unemployed to gain necessary literacy & numeracy skills in order to return to employment.
• Lecturer in Mathematics (2007-10): Planning & delivering A-level, GCSE and Functional Skills Mathematics courses.
2006 GlaxoSmithKline Consultant statistician: design, analysis and interpretation of experiments & trials of pharmaceuticals. Presenting findings to senior management and regulatory authorities.
2001-05 University of Strathclyde Assistant Lecturer, Dept. of Statistics & Modelling Science: delivering lectures & tutorials to final year undergraduate students. Included research presentations at international conferences (e.g. Royal Statistical Society International Conference)
1994-2000 University of Buea, Cameroon Head of Service & Lecturer in Strategic Planning: Planning and development of the Dept. of Mathematics to a level producing 10 to 15 mathematics graduates per year.
• Inspirational teacher of mathematics across all levels from Entry 1 to Level 3, with proven success rates (100% for A-level maths over 5 years)
• Experienced in a range of learner-centered maths pedagogies, including dialogic, contextualized and technology-based approaches.
• Proven record in recruitment, management & development of maths teachers.
• Experienced leader of mathematics CPD to meet staff needs.
• Experienced classroom observer.
• Influential in changing mindsets, attitudes & engagement with maths.
• High level IT skills – including use of statistical software (R and SPSS) and Latex as well as programming languages such as FORTRAN.
• Well-developed skills in curriculum planning, organization and staff utilisation.
• Experienced in agreeing and monitoring budgets and action plans.
• Flexible, adaptable & empathetic, with strong interpersonal skills.
Some key Achievements
I have 13 years’ experience of teaching mathematics in the FE sector – covering all levels from Entry 1 to Level 3, and including A-level, GCSE resits, Core Maths & Functional Maths. At A-level, I have achieved 100% success rate across 5 years of teaching, while at the other end of the spectrum I have taught learners who did not have the basic underpinning skills of Maths at Entry 2 to achieve level 2 Functional Skills qualifications within 4 months. As a result of this, I have receiving excellent feedback from learners and special recognition from the Principal of Harlow College.
I strongly believe that all learners can achieve a qualification in maths, even if some need a bit longer than others, and I believe this has helped me to influence the mindsets and self-belief of my learners. I have taught learners who did not have the basic knowledge of the underpinning skills of Maths at E2 to achieve level 2 FS qualifications in 4 months.
2. Building capacity through staff training and upskilling
I have recruited and developed a largely inexperienced team of maths teachers, working with them to develop their teaching skills through CPD, and classroom observations. Most staff are non-mathematics specialist who have come from vocational areas, some of whom have become excellent teachers while others are working towards it. Over time, I have succeeded in building a very collaborative maths team who plan all their lessons together and work together to support young people to engage in maths. This is evidenced in our team profile, with 100% of maths teachers graded outstanding or good.
My management approach, which is leading by example combined with support and firmness, has prevented the loss of many staff who were at the verge of quitting due to frustration and lack of confidence. Instead, they are now happier in their work – and therefore far more productive and committed. This has translated to excellent results from the students.
3. Learner attainment
Since becoming the Head of Maths at Harlow College, I have improved attainment in GCSE resits (grade 4+) from 12% under the previous manager to 25%, 28%, 32% and at the November 2019 exams of 560 young people sitting, 33% achieved a grade 4+. Over the same period, GCSE resit rates in GFEs nationally has fallen to 16%.
4. Centre for Excellence in Mathematics (CfEM)
Since being appointed leader of the college’s Centre for Excellence in Mathematics, I have led an action research project to identify learner gaps by taking time to work with students on a 1:1 and small group basis, identifying the gaps and then planning teaching to address these needs to ensure differentiated delivery to meet learner needs. It is intended to roll out this research more widely within and beyond the college next academic year, alongside new action research related to blended learning models of GCSE maths delivery.
During the last 18 months, I have also been successful in developing a local network of 10 FE & ACL providers in the Essex and Herts. area, who have met together to network effective practice and engage in a range of CPD. Many of these providers have (or will be) involved in collaborative action research with Harlow College.
The CfEM project has also enabled me to benefit from working with other colleges nationally to share and learn from each other’s strategies and approaches, and benefit from expert national input.
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