Proudly introducing the 2022/23 Warwick Teacher Researchers!
Grace Laszlo - 'What wellbeing strategies do ECTs learn across the two years of their course, and how do these help them manage workload and mental wellbeing effectively?'
G.Laszlo
RDL:
Dr. Andy HindLink opens in a new window
Contact:
g.laszlo@bishopchalloner.bham.sch.uk
Profile:
I have nine years experience teaching English and English Literature from KS3 to A Level. Having graduated with an English Literature degree and an MA in English Literature and Creative Writing from the University of Manchester in 2013, I completed teacher training through the Teach First graduate training route. After holding a variety of different positions in comprehensive secondary schools in Birmingham, I am currently Deputy Head of the English Department at Bishop Challoner Catholic College as well as being part of the Lead Teacher team, which aims to improve teaching and learning across the school by offering research-driven CPD to staff. My research project is in ECT well-being and mental health. From my experience working with ECTs, I am aware that Early Career Teachers suffer from challenges with wellbeing and mental health particularly acutely and this can lead to staff leaving the profession within their first five years. Across the first year, I aim to collect data about how ECTs manage wellbeing and workload in order visualise and design a model of wellbeing which articulates ways schools might better support ECTs and the ways ECTs might better look after their mental health.
Further Reading:
Alison Marsh - 'Cross-curricular teachers as experts in teaching reading: improving classroom approaches for teaching of reading to close the Covid gap'.
A. Marsh
RDL:
Rebecca FriesenLink opens in a new window
Contact:
a.marsh@bishopchalloner.bham.sch.uk
Profile:
I have twenty one years’ experience teaching English and English Literature from Key Stage 3 to A level. Having graduated with a degree in English Literature in 1996, I completed my PGCE in teaching and joined the teaching profession. I later went on to complete a Masters’ degree in English Literature from Birmingham University. I have been Head of Department in English for 9 years in total across two schools. I have also held wider whole school responsibilities for teaching and learning as a Lead Teacher, delivering whole school inset on a range of research. I was appointed to Associate Principal in 2021 and is involved in the planning of whole school teaching and learning across the year. My areas of expertise include research in education including motivation, cognitive science and English pedagogy and practice. In particular this year I have been focused on developing whole school reading strategies.
Further Reading:
Willingham, D. (2018). The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads, Wiley: London
Quigley, A. (2020) Closing the Reading Gap, Routledge: London
Martyn Colliver - 'Linking STEM education to real-world industry for project based learning – a case study around an energy from waste (eFw) plant'.
M. Colliver
RDL:
Will HaywoodLink opens in a new window
Contact:
m.colliver@natmatsci.ac.uk
Profile
I have worked at a variety of schools in the Midlands including 19 years as the Head of Computing at Warwick School. During my time teaching I have developed a passion for looking at how the theory of computer science can also be explored practically at all levels. When looking at trying to take apart the challenge of learning to program I was awarded a ‘Best Practice Scholarship’ from the Department for Education and linked up with Sony using their AIBO robotic dogs as part of my Master’s degree by research from the University of Warwick. The final title of the dissertation was ‘Using robotics as a window into how children learn to program’. I have recently moved to the National Mathematics and Science College and my current project is looking at how we can engage our college in a period of cross-subject project work looking to bring all of our STEM subjects together for a period of time. Working in groups we will be exploring topics from across the subjects demonstrating the linkages and richness that can be secured by considering STEM as whole rather than individual subject areas. We have secured an industry partner, an energy from waste site, to further enhance this work by bringing the topics to be explored into a real-world scenario with site visits and the aim of replicating some of the industrial processes in the classroom. I have also worked closely with exam boards over the last 20 years and over this period managed teams of examiners, written A-level and GCSE computer science papers and currently I am the lead moderator for A-level computer science. I am also on the A-level Subject Practitioner Panel for the National Centre for Computing Education, a keen contributor to many computing education discussion groups, a Raspberry Pi certified educator, a Microsoft Certified Educator (MCE) and a Microsoft Innovative Educator Expert (MIEE).
“The National Mathematics and Science College couldn’t have asked for a more inspirational and experienced Computer Science teacher, Martyn is truly exceptional and at the top of his field. We can’t wait to see how he will take our work in this area to the next level and inspire the next generation of computer scientists through the College” - Dr. Andy Kemp (NATMATSCI Principal)
Media:
Youtube: Martyn ColliverLink opens in a new window
Further Reading:
Bybee, R. (2013) The Case for STEM Education: Challenges and Opportunities, NSTA Press: Arlington
21st Century Learning Design (Microsoft)Link opens in a new window
Helen Cooke - 'Instructional coaching using the Teaching Walkthrus'.
H. Cooke
RDL:
Kate MawsonLink opens in a new window
Contact:
h.cooke@finhampark.co.uk
Profile
I am a Assistant Headteacher at Finham Park School with responsibility for Teaching and Learning. With over 25 years teaching experience, my subject specialism is English. I have been Director of English, KS3 coordinator, leads on CPD and coordinates the ECT programme. I have worked for many years as a Lead Practitioner with the SSATLink opens in a new window, working as a consultant on their Embedding Formative Assessment research projectLink opens in a new window, advising schools across the country on setting up Teaching and Learning Communities. With a passion for professional learning, the focus of my research project is Instructional Coaching and how this can be a powerful tool for Professional Development.
Further Reading
Iain Green - 'Impact on culture of the development of a professional development strategy'.
RDL:
Kate MawsonLink opens in a new window
Contact:
iain.green@rugbyfreesecondary.co.uk
Further Reading:
Katie Collins - 'Efficacy of school based interventions to support the development of self esteem in secondary school children to reduce suspension rates and negative behaviours'.
RDL:
Rachel CooperLink opens in a new window
Contact:
kcollins@avonvalleyschool.uk
Further Reading:
Helen Ward - 'Boys Achievement Action Research Group'.
H. Ward
RDL:
Jen Rowan-LancasterLink opens in a new window
Contact:
helen.ward@rugbyfreesecondary.co.uk
Profile:
I have worked at Rugby Free Secondary school for over 4 years. I have been faculty leader for Humanities and I am currently History Subject Lead and the ITT and ECT Lead. My project is looking at the issues surrounding Boys Achievement and in particular the role of Peer Pressure in the engagement / attainment of our male students.
Further Reading:
Roberts, M. and M. Pinkett (2019) Boys Don't Try?: Rethinking Masculinity in Schools, Routledge: London
Mccrea, P. (2020) Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom, Createspace Independent Publishing Platform: Scotts Valley, CA.
Matt Hornsey - 'Building solid foundations for Disadvantaged Pupils'.
M. Hornsey
RDL:
Kirsty WeeksLink opens in a new window
Contact:
s25mhornsey@greswold.solihull.sch.uk
Profile:
Further Reading:
James Luton - 'Equality and Diversity'.
RDL:
Alison MorganLink opens in a new window
Contact:
s201jluton@alderbrook.solihull.sch.uk
Profile:
I have been a teacher of History for 3 years having worked previously with SEN pupils in mainstream education and special provisions. I graduated from the University of Nottingham in Politics in 2014 and went on to complete my PGCE at the University of Birmingham in 2019. I have also recently completed my masters, also at Birmingham, looking into the impacts of Covid lockdowns on pupil happiness and engagement. In my time at my current school I have worked to identify and prevent homophobic incidents. Through this project I hope to collect data on the prevalence of these incidents and the potential culture surrounding homophobia in school. Using this data we can implement new policies in September to tackle these issues and make the school a more inclusive place for all pupils.
Further Reading: