I am a Maths specialist of many years and my current remit involves developing and embedding the principles and practices associated with teaching for Mastery as part of the Secondary Teaching for Mastery Development Work Group.
My first foray into practitioner research was in a previous role, where I conducted Action Research to investigate how students used formative assessment in their learning of Maths. My research showed some interesting contrasts of students' perceptions of teacher, self and peer-assessment. Based on my recommendations, all three approaches became integrated into one formative assessment model, which helped students to maximise learning.
My experience as head of faculty, working with children from deprived backgrounds, with low aspirations and historically poor academic outcomes, presented a moral leadership challenge. This deep-rooted education equity issue became the motivation for the topic of my research for an MA degree in Educational Leadership and Management, which I recently completed.
