Tracy Rose

I always wanted to be a teacher from a young age. I was inspired by my favourite teachers at primary and secondary who nurtured me, challenged me and encouraged me.

I did not find school easy myself but I always worked hard. I had dyslexic tendencies which affected my spelling but I became an avid (if slow) reader through desire, resilience and perseverance. I used to pretend to read to my younger sisters, putting on voices and acting out scenes.

I found I was good at maths and I loved to write despite my spelling difficulties. I found I really enjoyed all my subjects at school. This led me to becoming a primary school teacher (I had also wanted to be a maths teacher).

I developed strategies to cope with my dyslexia and even went on to a completed a BEd degree with English and Drama as my major subject, with ICT as my secondary subject in my final year. This turned out to be an excellent decision.

Whilst I was training to be a teacher, I got involved in amateur dramatics which I continued to be involved In for many years (meeting my husband in my local dramatics society) until the varied activities of our four children (along with teaching commitment) meant I no longer had time for acting, singing and directing. As my children were in dance groups, I decided to learn to dance too and took part in dance shows with them.

I enjoy teaching and I have now had 30 successful and rewarding years as a class teacher, taking on various middle leader roles and becoming a member of the wider leadership team.

Now my children are grown up and forging their own paths, my husband and I have decided now is our time for adventure and new challenges. We decided we would like to spend a number of years teaching in Dubai. After 30 years of successful primary teaching, I left my job and took a maternity post teaching KS3 maths, I did this just to prove I could and because I knew in Dubai I would not have the correct qualifications (BEd Hons Primary) to teach secondary maths.

It also showed me I can rise to any challenge.

My husband has secured a teaching position at Kings al Barsha. I am looking for a primary teaching post nearby.

I am kind.I am a good listener. I like to keep up-to- date with the latest education practice. I have a good sense of humour ( you have to with four girls, a daft husband and a demanding job), I still love to read. I like being involved in school performances and getting to know what makes pupils tick.

I love teaching and I am proud of my job and I never under estimate the importance of my role in ensuring pupils can achieve their best.

30 years experience as a class teacher mostly at KS2 and recently taught KS3 Maths in my local secondary school.

Computing Leader for 29 yea

30 years in the primary classroom the majority at KS2. Spent 15 years teaching year 5.

Computing leader for 29 years including Trust Computing Leader

Planned, implemented and monitored the computing curriculum for KS1 and 2

NPQLTD achieved January 2024 -involved in developing peer coaching to support staff development within my school, including my own .

KS2 Leader for two years to support new deputy head (the 2-form entry primary did not have assistant heads)

Trained and mentored many ITT students and ECTs

My BEd degree was 4-11 aged training with English and Drama as my main subject, I chose ICT as my minor subject in my final year (4 year degree with honours)

I enjoy teaching the wide range of primary subjects. I love being creative and like to use technology, when appropriate support teaching and learning.

As a teacher, I feel developing effective relationships are the key to successfully supporting the students in my care. This includes developing rapport with parents, staff, children and leaders.

I have excellent classroom management skills and an approach to behaviour that is firm, fair , consistent and nurturing to enable all learners to achieve their best in a happy, stimulating environment where their contribution is expected and valued.

I am passionate about using talk to develop learners who can negotiate, explain, clarify, question, collaborate, cooperate, imagine and persevere to achieve their own goals through a common purpose. I aim to grow learners who build confidence by engaging with the activities set through collaborating with patience and tolerance or through working independently with resilience and desire.

I have recent experience of teaching maths using White Rose and CanDoMaths. I use CPA resources to support understanding and believe in the modelling approach of “I do, we do, you do” to support metacognition.

I have experience of teaching a 5-day reading structure to include: fluency, vocabulary, authorial intent, comprehension (retrieval, inference, summarising, prediction, explanation) and reading for enjoyment.

I have recent experience of teaching writing in a cycle approach where a genre is directly taught through lots of modelling.l I and scaffolding. Then the genre is repeated with reduced support and a final cycle with the same genre but written independently from planning, drafting, writing, editing, revising to publishing. SEND student are provided with familiar scaffolds but encouraged to use them with more independence.

Peer review can be used in the in the cycles to support drafting editing and revising. Each writing project of 3 cycles lasts around 6 weeks. Upper KS2 may then revisit the genres independently at the end of the year with more autonomy over themes.

Writing themes chosen may link to novels, topics, science, environment, or anything theme that will motivate.

I am experienced at teaching Computing and have also coached teachers in using ICT to support cross curricular learning from art to music, DT to Science and history to geography and also PSHE, PE and RE.

I have offered a wide range of cross-curricular activities over the last 3 decades. For example, coding club, writing clubs, chess club, dance club, recorder club, drama club and school council. As KS2 leader, I organised an Arts week, Carol Concert, Musical evening, Science Week and STEM days. As Year 5 phase leader, I have been responsible for planning and leading residential trips. I have directed many year group and whole school performa

I love teaching.

I have 5 O’ Levels, 2 GCSEs and 2 A’Levels

I have a BEd (Hons) degree (4-11) English with Drama In 2019 I completed a middle Leadership course called Leadership with Values. As part of the course, I had to demonstrate and promote the Trust’s Core values whilst developing my leadership skills as a coach and mentor for my subject - Computing - across the whole school. I did this by using computing in a cross- curricular setting. For example,

in EYFS2 the teachers indentified musical composition as a weakness. I planned and taught a music lesson using an APP called Beatwave with sequencing as the computing skill. I was observed by one EYFS teacher. We discussed the lesson and analysed its strengths and weaknesses. This teacher then taught the improved version whilst being observed by her EYFS colleague . This cascading of skill worked well in every year group. Teachers were delighted to have the opportunity to learn in this way.

I recently completed my NPQLTD. I helped to develop my school’s approach to peer coaching using video clips of lessons. I created a list of teaching skills based on a teaching matrixing my school was using to support teaching development.

I worked with a peer partner and also as part of a triad to trial approaches to reviewing teaching skills seen, setting targets and monitoring progress. The teaching matrix was useful in identifying targets with the teaching skills I identified used as the steps to achieve the targets. I found working in a triad with an experienced colleague and an ECT to be a very valuable learning experience.

Feedback provided enabled me to improve the questionnaire used in the peer review process. Staff found the process less threatening and more collaborative and non- judgemental . They liked the fact that short clips could be used To demonstrate a skill.

Importantly, Staff also were more willing to try out a skill they had seen used successfully by a peer.