Below is an outline of my experience in the field of global education.
Summary
Caroline is a well-qualified and very experienced teacher. She has both taught and trained teachers in a wide variety of contexts and in several different countries including the UK, the Middle East and the Far East. During this time, she has had extensive experience of (I)GCSE mathematics and the UK Curriculum as well as various Cambridge TEFL curricula, including IELTS and TKT: YL. In addition to working with established curricula, Caroline has also been heavily involved in implementing new mathematics curricula in Qatar and Abu Dhabi. She has held roles of teacher, Head of Department, trainer, mentor, and coach, with a brief experience as Head of Secondary at a start-up school in Tashkent. Through her range of experience, Caroline feels confident working with ages from early years up to adults in both mathematics and English language. Across all of this, she has been able to build strong relationships that have greatly contributed to her success.
Caroline has continued to enhance her education following her initial Bachelor of Science degree in Mathematics and Post Graduate Certificate of Education she also completed a CELTA and, most recently, a Master’s in Education. In addition to the field of education, Caroline has recently started gaining qualifications in breathwork as a way of improving physical and mental health. She is also a PSYCH-K· facilitator, a modality that works on the sub-conscious to help individuals remove self-limiting beliefs. Both of these approaches are able to enhance the learning experience for all.
She has seen her teaching style greatly enhanced by her wide range of experience and work across both mathematics and TEFL, helped by the fact she has continued to return to the classroom in between teacher development work. Caroline strongly believes in actively involving students in their own learning and providing the appropriate amount of challenge to ensure concepts are fully explored. In particular, she values the benefits students gain from discussing learning and exploring misconceptions. Caroline has worked in a voluntary capacity to share her skills and knowledge with staff and children in a children’s charity based in Nepal ( of which she is a trustee – Pipal Tree ) and an NGO operating in Thailand.
Design and Delivery of Professional Development
Freelance Education Consultant (Feb 20 – present)
Lead CPD and Freelance Consultant with Cambridge University Press.
This role involved coordinating trainers, Ministry of Education representatives, and Cambridge University Press departments to deliver training for subject supervisors as part of an ongoing education reform project in Oman. The training and associated materials, including lesson planning videos, were based on the Cambridge Approach for mathematics and science in grades 9 and 10. Due to Covid-19, training was delivered using Microsoft Teams. In addition to this role, Caroline has also written Cambridge Lower Secondary Mathematics training material for use in schools and recorded a webinar based on these materials for use in schools either face to face or online. The online training material was then adapted in 2022 for face-to-face workshops after Covid.
Stirling Education, Sarajevo, Bosnia Herzegovina.
Preparation and delivery of a three-day whole-school training programme, August 2022.
Other freelance work.
This included online training for iGCSE and associated pedagogy, individual coaching for teachers and school management at two international schools, consultation on school assessment, and training for English teachers in Egypt (online and face to face). Caroline is also currently assisting an educational publication company with proofreading material for a mathematics course.
Volunteer and Trustee (Sep 18 – present)
Pipal Tree, Charity, Nepal
The opportunity arose in 2018 to do a long-term volunteer post in an organisation with which she has had a connection for several years. The work involved staff development and materials for an in-house non-formal education programme for children that were unable to attend school. In addition, communicative English classes were delivered at the local secondary school to help students and share strategies with staff. Another area of work involved collecting media showing the work done within the organisation to assist in fundraising. Caroline has continued her support of the charity in the role of trustee and consultant for further education projects focusing on the marginalised Dalit community in the south of Nepal, and the development of education based around climate crisis. Most recently, she has returned to Nepal for 3 months and worked more closely with one under-funded school in providing some basic phonics training and support for the English and IT teachers.
International Numeracy Coach (Sep 16 – Jun 17)
CfBT, Brunei
Brunei curriculum, Cambridge IGCSE and O Level
Working with secondary mathematics teachers and school management to raise student performance through implementation of student-centred, dialogic teaching strategies as part of a country-wide initiative in preparation for PISA testing and improving teacher standards. Development and delivery of PD sessions along with a structured programme of lesson observations, joint planning, co-teaching and feedback with a strong focus on coaching teachers and senior management. The schools delivered Cambridge O-level curriculum; a higher level than IGCSE.
ESL Coordinator (Jan 11 – August 11)
CfBT Education Trust, Abu Dhabi
Work across KG – grade 5 schools supporting ESL trainers in improving the standard of English of staff and students and supporting the delivery of the mathematics and science curricula in English. IELTS training.
Partnership Teacher/Mathematics Curriculum Coordinator, ESL Trainer (Aug 08 – Aug 10)
CfBT Education Trust, Abu Dhabi
Abu Dhabi Mathematics Curriculum (based on UK) and IELTS Supporting and raising the quality of teaching, learning and attainment of students in mathematics throughout the school through working collaboratively with school staff and CfBT colleagues. Designing and delivering workshops and in-class support for mathematics teachers. Monitoring of support and provision across CfBT secondary schools in the UAE for both mathematics and English trainers in schools. Design and delivery of English language training (IELTS) to teachers and administrative staff in local school. Supporting English teachers with pedagogy and material development. Providing extension classes for more able grade 11 and 12 students.
Mathematics Advisory Teacher (Aug 04 – Jun 06)
CfBT Education Trust,Qatar
Qatar Mathematics Curriculum (based on UK) Supporting and raising the quality of teaching, learning and attainment of students throughout and introduction of new mathematics curriculum through working collaboratively with school staff and CfBT colleagues. Designing and delivering workshops and in-class support for mathematics teachers. Assisting a school in preparing for the implementation of International Baccalaureate.
Teaching and School Leadership
Maths Teacher (Aug 21 – Jun 22)
MEF International Schools, Istanbul
Returning to the classroom during the pandemic to teach the Cambridge Lower Secondary Curriculum built on existing experience of both face to face and online education (Google Classroom). It was also an opportunity to implement aspects of the new Cambridge Curriculum that had been a part of the freelance training work previously undertaken for Cambridge University Press.
Head of Secondary and Teacher of Mathematics (Sep 18 – Jan 19)
CIS School Tashkent
Caroline returned to the CIS Group of Schools and was invited to take on the role of Head of Secondary at a new school in Tashkent. This also involved a full timetable for mathematics. During this brief time, she was able to set expectations for behaviour within the school, working closely with other staff and parents. Strong relationships were established with all stakeholders. A mathematics programme of study was established, and other departments were supported in setting up their academic systems. Despite having left the school in December, Caroline returned for two weeks in January to represent the Head of School whilst he was recruiting in the UK.
Maths Teacher (Sep 17 – Jul 18)
CIS School, Moscow
After spending a significant amount of time training other educators, a decision was made to return to the classroom and implement strategies delivered during professional development sessions. As well as wanting the classroom experience, it was also good to be part of a school staff rather than an external agent within a school. Caroline’s professional development background was acknowledged by the school leading to involvement in staff development and coaching. The school followed the Cambridge International Curriculum. The teaching included maths to grades 7 and 8 as well as some ICT to younger grades and one-to-one ESL to a grade 8 student.
TEFL Teacher (Feb 07 – Jun 08)
Libya Alghed Centre/We TeachIT, Tripoli, Stockton-On-Tees
Teaching and preparation of English Language courses (various levels, including Cambridge ESOL examination preparation – FCE, PET) including preparation of materials. Assisting with general administration work and advising centre manager on English language courses during the establishment of the centre.
Head of Mathematics, Gifted & Talented Coordinator, Departmental Self-review strategy Manager (Apr 02 – Jul 04)
Bishop Barrington School, UK
Overall responsibility for mathematics department, curriculum design, resource allocation, monitoring of staff and student progress, numeracy across the curriculum training for school staff, implementation of interactive whiteboards in department, compilation and monitoring of gifted and talented register, involvement in summer schools for gifted and talented students leaving year 6, work with department heads in preparation for OfSTED inspection. Responsibility for raising achievement levels for mathematics at KS3 and KS4.
Head of Mathematics, Second in Mathematics (Sep 96 – Apr 02)
Dene Community School of Technology, UK
Overall responsibility for mathematics department, curriculum design, resource allocation, monitoring of staff and student progress, implementation of interactive whiteboards in department, running of summer school for year 6/7 transition students. Responsibility for raising achievement levels for mathematics at KS3 and KS4. Extra-curricular activities including environmental presentation and mock-court competition.
Mathematics Teacher (Sep 93 – Jul 96)
Grangefield School, UK
Deerness Valley Comprehensive, UK