I am enthusiastic and passionate about teaching. I am clear on instructions and expectations. All children have a right to learn and be aided and supported in the learning environment.
I have been teaching in Primary schools for 10 years. I have taught in a variety of area such as London, St Helens and most recently Manchester. I have taught from the ages of 3 to 11 years! My passion is Maths, reading and Literacy.
I am a dedicated, young professional with exceptional drive and integrity. I am an ambitious and innovative individual, seeking employment which will further develop my professional development. I hold a consistent and approachable manner and I have always excelled within both the educational and professional setting.
I returned to the North West for family reasons in January 2013 and began supply teaching soon after. This led to a temporary year contract covering maternity leave at Rainford C of E Primary School teaching a mixed year1/2 class. This contract was extended for a further 12 months covering another maternity leave within the school. In Sept 2015 I moved to a school in Salford teaching in the Early Years Dept. Following on from this appointment I decided to move back into teaching in KS1 as I had not taught under the new curriculum advancing my career once more. Since July 2017 I have been teaching in a school in Wythenshawe.
I have been teaching since September 2008. Over the past 10 years I have taught children between the aged 3 – 8 years from Early Years right through to Key Stage 1 & 2. My first permanent employment up to Dec 2012 was in a school in a deprived London Borough. The school was a one form entry and the cohort of children was from mixed backgrounds. This role included both the day-to-day educational development of my class, with additional duties related to my Senior Management position (Early Years Coordinator).
I set high standards for behaviour, I am firm but fair within all situations and I have high expectations which I strive to achieve on a daily basis. I have a proven track record of being an outstanding teacher which has been noted in lesson observations at my previous school. I was selected during my time in London by the Senior Management team to complete an outstanding teacher programme. This was external training, over eight weeks to provide a higher level understanding of teaching and improve learning for pupils. I thoroughly enjoyed this training as I feel it further developed my teaching skills and it gave me more confidence in own abilities.
I am able to successfully track children’s progress. Whilst teaching in the Early Years at Worple I used target tracker. Then at Rainford and in my school in Salford I used the 2simple profile app. Both of these programmes would then be analysed and form the basis of my future planning. I am also confident in end of key stage one assessments as I taught in year 2 for seven terms whilst in London and I have been teaching in KS1 over the past year. I have a sound knowledge of the National Curriculum. I have also had Alan Peat training which raises standards in Literacy. Through working in year 1 and 2 I was also able to produce and read data half termly which helped to inform future targets for the children.
As a result of taking on the EYFS coordinator post in December 2011, I monitored the Early Year’s staff on a weekly basis, looking at both their assessments and planning. I also implemented ability setting groups for phonic teaching in phase 1, 2 and 3. The pupils achievements in phonics improved as all children were being challenged in accordance with their ability. I also implemented changes within the outdoor area and the creative area as I believed children’s engagement would be improved if these areas were given more focus. As part of my SLT role I wrote an improvement plan for the Early Years linked to the new foundation stage profile and government changes. This included targets linked to objectives, specific action points and how I was going to monitor the change. I also had input with other SLT member’s and governors on the self-evaluation form (SEF) which evaluated were the school was linked to Ofsted grades, from this I was able to write the Early Years action plan and the whole school action plan to move the school forward.
I was also the PE Coordinator for 3 years. I worked with other local schools to organise sporting events such as netball, football and tag rugby as well as various `multiskills` days with the local authority. All of the above were vital in making links with other schools and providing the children with opportunities to take part in a wider range of competitive sports. Another aspect of the role was to run a gifted and talented PE session on a weekly basis, focusing on skills within netball, football and athletics. Through teaching these skills to key stage 2 children I was able to gain experience within the key stage and support other teachers in further developing the children’s skills. I co-led a whole school International Primary Curriculum (IPC) unit on the Olympics. Through this I oversaw plans for this whole school, organising the entry and exit point alongside another colleague. The feedback I received on the Olympic entry and exit point (whole school Olympic morning) was a positive one from not only staff members but parents as well. I have led several school PE insets, one of which was a Fundamental Movement Skills programme (FUNS). This was instrumental in fostering staff confidence in their ability to teach PE and thus supported the children to gain the skills necessary to succeed in PE.
In addition to my teaching role I was a teacher governor. I took on this role temporarily whilst a member of staff was on maternity leave. This was a role I particularly enjoyed as it gave a greater insight into the day to day running of the school. Through my governor role and SLT role I was involved with the recruitment of the school’s new head teacher and also other members of staff which has added to my own continuing personal development. My new role from September is the reading coordinator. I have been chosen for this role as the progress my last cohort made in reading was noted by SLT as outstanding. I will be rolling out amongst other KS1 staff a reading programme to improve reading results.
To conclude, I believe that I possess excellent inter-personal skills coupled with a positive outgoing attitude. I am approachable and I am able to empathise with people which helped me to create a very positive and purposeful working environment in my last post. To build relationships with the parents I used to hold open morning on a weekly basis. Parents were invited in to look at the children’s learning journals, read with their children as well as ask any question of myself. This was a successful programme as parents were able to keep up to date with their child’s progress whilst encouraging them to take an active role in their child’s learning.
Clare Cronin is a dedicated, young professional with exceptional drive and integrity. She is an ambitious and innovative individual, seeking employment with development opportunities.
Clare holds a consistent and approachable manner, whom has always excelled within both the educational and professional setting.
Outstanding Teacher programme Selected by Senior Management to complete this strategic external training to provide a higher level understanding of teaching and improved learning for pupils and advised on Coaching of colleagues in school and other establishments to raise performance. Programme provided by OLEVI.
Internal promotion to Senior Management team Fast-tracked through initial years of teaching to become a member of the Senior Management team. This included leading KPI meetings and continuous improvement – tracking all initiatives through to completion.
Education & Professional Training
The University of Chester 2004 to 2008
BEd (Hons) General Primary with Early years
Winstanley College, Wigan 2002 to 2004
A Level: English Language (D), Double Health & Social Care (A, A), AS Level: Media Studies (C)
St. Peter’s Catholic High School, Orrell 1997 to 2002
GCSEs (B-C): English Language/Literature, Mathematics, Science (Double), Textiles, Art, Drama, French & Religious Studies
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