Marion Hawkins has over 20 years of experience in education, including as a deputy principal, MYP coordinator, and science teacher. She has helped start up several schools internationally, leading curriculum development and teacher training. Her experience includes roles in the UK, Africa, the Middle East, and she currently works as an education consultant.
This document provides a summary of Peter Scott Upton's professional experience and qualifications. It details that he has over 40 years of experience as a teacher in Australia and overseas. His most recent role was as Deputy Principal - Academic at Port Moresby International School in Papua New Guinea, where he was responsible for curriculum operations and academic standards. He holds a Master's degree in Educational Studies from the University of Queensland and teaching certificates from Australia, England, and Papua New Guinea.
In-Service Training for Teachers, March 2021JhonvieAriola
The 5-day in-service training program aims to strengthen teachers' skills for distance learning through workshops and lectures on various online platforms. It will provide 12 teachers from two schools with professional development on effective teaching strategies, multimedia utilization, assessment practices, and using digital tools and apps. The training will be delivered through both virtual and face-to-face sessions, following health protocols. It seeks to develop teachers' competencies in modular learning delivery and empower them to support students' needs.
The document discusses the effectiveness of audio-visual aids in teaching social science. It begins with an introduction on audio-visual education and the need for incorporating various media into teaching.
The study aims to evaluate the impact of audio-visual aids on student learning and interest. A survey was conducted among 20 grade 9 students, using a questionnaire, to understand their perceptions of tools like smart classrooms.
The findings suggest that the majority of students have a positive view of audio-visual aids and find lessons more engaging and easier to understand when various media are used. Historical events and concepts seem more realistic through projectors. It makes the classroom experience lively and reduces verbalism.
Nicola Zimmer is a UK-trained physics and science teacher with over 4 years of experience teaching ages 11-18. She has taught in both the UK and UAE. Her areas of expertise include physics, science, mathematics and PSHE across key stages 3, 4 and 5. In addition to her classroom teaching duties, she has organized various extracurricular activities and clubs. She is seeking new teaching opportunities and provides her contact information.
The document discusses the implementation of the biology curriculum at the secondary level in Government Girls Urdu School. It provides background on the school and analyzes curriculum implementation based on interviews with the headmistress, teachers, and students. The interviews revealed that while teachers have a good understanding of curriculum objectives and work to help students learn, there are opportunities to improve use of technology in teaching and practical experimentation. Resources and facilities like the biology lab require upgrades to better support hands-on learning.
The Teacher Induction Program (TIP) Implementation Manual provides guidelines for a structured induction program for beginning teachers with 0-3 years of experience. A pilot implementation was conducted in 15 school divisions to test the proposed delivery system and modules. Feedback from focus group discussions showed that the modules were useful but mentoring needed to be strengthened. The manual outlines the program components including the module contents, implementation guidelines, monitoring and evaluation procedures, and challenges in operationalizing TIP nationwide. The goal is to establish an organized induction program to strengthen teacher training and support beginning teachers.
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
Dep ed's learning continuity plan powerpoint sir cahiligemiequiatchon
This document outlines DepEd's Learning Continuity Plan for the 2020-2021 school year in light of the COVID-19 pandemic. It establishes principles of protecting health and safety while ensuring learning continuity through curriculum adjustments, alignment of materials, and multiple learning modalities. It adopts the Most Essential Learning Competencies designed to streamline the curriculum and be delivered through distance and blended learning modalities including modular, online, and radio/TV-based instruction depending on risk levels, school/learner contexts and resources. Face-to-face classes will only be considered in very low risk areas adhering to health protocols.
This document provides a summary of Peter Scott Upton's professional experience and qualifications. It details that he has over 40 years of experience as a teacher in Australia and overseas. His most recent role was as Deputy Principal - Academic at Port Moresby International School in Papua New Guinea, where he was responsible for curriculum operations and academic standards. He holds a Master's degree in Educational Studies from the University of Queensland and teaching certificates from Australia, England, and Papua New Guinea.
In-Service Training for Teachers, March 2021JhonvieAriola
The 5-day in-service training program aims to strengthen teachers' skills for distance learning through workshops and lectures on various online platforms. It will provide 12 teachers from two schools with professional development on effective teaching strategies, multimedia utilization, assessment practices, and using digital tools and apps. The training will be delivered through both virtual and face-to-face sessions, following health protocols. It seeks to develop teachers' competencies in modular learning delivery and empower them to support students' needs.
The document discusses the effectiveness of audio-visual aids in teaching social science. It begins with an introduction on audio-visual education and the need for incorporating various media into teaching.
The study aims to evaluate the impact of audio-visual aids on student learning and interest. A survey was conducted among 20 grade 9 students, using a questionnaire, to understand their perceptions of tools like smart classrooms.
The findings suggest that the majority of students have a positive view of audio-visual aids and find lessons more engaging and easier to understand when various media are used. Historical events and concepts seem more realistic through projectors. It makes the classroom experience lively and reduces verbalism.
Nicola Zimmer is a UK-trained physics and science teacher with over 4 years of experience teaching ages 11-18. She has taught in both the UK and UAE. Her areas of expertise include physics, science, mathematics and PSHE across key stages 3, 4 and 5. In addition to her classroom teaching duties, she has organized various extracurricular activities and clubs. She is seeking new teaching opportunities and provides her contact information.
The document discusses the implementation of the biology curriculum at the secondary level in Government Girls Urdu School. It provides background on the school and analyzes curriculum implementation based on interviews with the headmistress, teachers, and students. The interviews revealed that while teachers have a good understanding of curriculum objectives and work to help students learn, there are opportunities to improve use of technology in teaching and practical experimentation. Resources and facilities like the biology lab require upgrades to better support hands-on learning.
The Teacher Induction Program (TIP) Implementation Manual provides guidelines for a structured induction program for beginning teachers with 0-3 years of experience. A pilot implementation was conducted in 15 school divisions to test the proposed delivery system and modules. Feedback from focus group discussions showed that the modules were useful but mentoring needed to be strengthened. The manual outlines the program components including the module contents, implementation guidelines, monitoring and evaluation procedures, and challenges in operationalizing TIP nationwide. The goal is to establish an organized induction program to strengthen teacher training and support beginning teachers.
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
Dep ed's learning continuity plan powerpoint sir cahiligemiequiatchon
This document outlines DepEd's Learning Continuity Plan for the 2020-2021 school year in light of the COVID-19 pandemic. It establishes principles of protecting health and safety while ensuring learning continuity through curriculum adjustments, alignment of materials, and multiple learning modalities. It adopts the Most Essential Learning Competencies designed to streamline the curriculum and be delivered through distance and blended learning modalities including modular, online, and radio/TV-based instruction depending on risk levels, school/learner contexts and resources. Face-to-face classes will only be considered in very low risk areas adhering to health protocols.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
This teaching guide lesson introduces students to the major organelles and structures found within cells, including the endomembrane system, mitochondria, chloroplasts, cytoskeleton, and extracellular matrix. Students will demonstrate their understanding by constructing 3D models of whole cells using local materials that show the endomembrane system, mitochondria, and chloroplasts. The models aim to help students understand the structures and functions of these organelles.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
Pdnhs school improvement plan (sy 2011 2014) 0014-crajnulada
The document is a school improvement plan submitted by Palaca-Damilisan National High School for approval by the Division of Iloilo Superintendent. It includes an introduction outlining the school's vision, mission and values. It also provides details on the school's personnel, curriculum and special programs. The committee that prepared the plan is identified and the school requests approval of its school improvement plan for 2011-2014.
The Department of Education is implementing the 2002 Basic Education Curriculum beginning in school year 2002. The curriculum is the product of 16 years of study and consultation with stakeholders. It focuses on reading, writing, arithmetic, science and patriotism. The curriculum decongests the overcrowded curriculum and stresses integrative teaching approaches. Nearly 500,000 teachers have been trained to implement the new curriculum which has received broad support.
The document provides details about an M.Ed internship program conducted at Aligarh Muslim University. It includes an overview of the internship objectives and duties, supervision of B.Ed interns' practice teaching, activities conducted during the internship including analysis of education planning and evaluation of curriculum framework. Challenges faced during the online internship due to the pandemic are also mentioned. The concluding remarks highlight the importance of internship in providing hands-on teaching experience.
Andrea Twiggs CURRICULUM VITAE February 4th 2015Andrea Twigg
Andrea Twiggs is a British national living in Hertfordshire with over 30 years of experience in education, including 14 years in senior leadership positions. She holds a B.Sc. in Biology, a PGCE, and National Professional Qualification for Head Teachers. Currently she is the Deputy Head Teacher at Sandy Upper School where she has helped improve the school's OFSTED rating from "Special Measures" to "Good." She has a strong background in curriculum development, teaching and learning, and assessment.
This document provides an overview of blended learning, including its components and four classifications of blended learning models. The rotational model has students rotate between online and traditional in-class learning. The flex model delivers content primarily online with flexible teacher support. The self-blended model has students take some courses entirely online to supplement traditional courses. The enhanced virtual model has students attend campus and learn remotely, seldom attending campus every weekday.
North Topsail Elementary School Improvement Plan 2008-2009SJ Hughes
The document outlines North Topsail Elementary School's School Improvement Plan for 2008-2009. It discusses goals such as providing a safe learning environment, empowering students for lifelong success, and using 21st century teaching methods. It also lists specific strategies to meet goals like professional development for teachers, developing rigorous curriculum, and using technology to enhance learning.
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
Outcome-based education (OBE) is a student-centered philosophy that focuses on empirically measuring student performance and outcomes. It is a method that focuses on what students can do after being taught. OBE matches curriculum and teaching methods to desired outcomes, focusing on learner competencies and assessing learning related to all domains. Both teachers and students have defined roles in OBE, with students expected to take on more challenging tasks like analysis, synthesis and teamwork. While OBE aims to ensure quality education, some critics argue it does not allow for flexibility for students from underserved backgrounds or increased teacher workload.
This document provides a profile and resume for Mbakwe Elizabeth Ijeoma, an educational consultant with 14 years of experience in general education programs. The summary highlights her roles developing educational guidance programs and helping schools and students enhance their education. Her experience includes positions as a principal consultant, school principal, department head, and class teacher across several schools in Abuja, Lagos and the UK. She holds qualifications in computer science, English education, and education management.
Samantha Briggs is seeking a teaching position and provides her teaching philosophy, qualifications, and experience. Her teaching philosophy focuses on student-centered learning through inquiry, real-world problem solving, hands-on lessons, and technology to create an inspiring learning experience tailored to individual student needs. She has several years of experience teaching biology and other sciences in secondary schools and holds relevant teaching certifications in Washington and Virginia. Briggs also provides her education background, technical skills, areas of strength, and references.
The document summarizes a study that examined factors affecting the impact of teacher education courses on teacher preparedness. The study aimed to identify effective elements of pre-service teacher education programs based on perceptions of beginning teachers after their first year. The conceptual framework considered teacher background, course structure, in-school experience, opportunity to learn, and school context. Surveys assessed beginning teachers' perceptions of how well their program prepared them in areas like content knowledge, teaching practice, and meeting professional standards. The results could help policymakers determine appropriate standards for accrediting teacher education programs.
This document outlines the curriculum for a 2-year B.Ed. program in Kerala, India. It includes 3 components: theory courses, school-based practical work (CE), and other practical courses. The curriculum aims to equip teachers with the skills needed for the 21st century, including developing teacher competencies, professionalism, and the use of technology in teaching. It is divided into 4 semesters with theory, practical work, and a school internship. The program offers 13 subject specializations. Regulations specify attendance requirements, grading system, eligibility for exams, and readmission policies. Program outcomes include preparing teachers for a knowledge society and developing values, skills in assessment, entrepreneurship, and other competencies.
The document outlines the student teaching program at a university. It discusses the rationale for student teaching experiences and describes the program's structure. Student teaching is viewed as the most important experience in teacher education. The program provides progressive stages of observation, participation, teaching assistance, and guided classroom teaching. It aims to help student teachers develop skills to manage classrooms and support student learning. The document also provides qualifications for student teaching, assessment guidelines, topics for lesson plans, and tips for student teachers.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA aims to improve the delivery of basic education through five key reform thrusts, with a focus on strengthening school-based management (SBM). SBM is recognized as central to BESRA's goal of empowering schools and communities to improve education quality. The document outlines achievements under SBM including adoption of frameworks, allocation of grants to schools, and increased awareness among schools. Overall BESRA is widely accepted as an important education reform that recognizes local stakeholders as best positioned to identify school needs and drive continuous improvement.
This teaching guide lesson introduces students to the major organelles and structures found within cells, including the endomembrane system, mitochondria, chloroplasts, cytoskeleton, and extracellular matrix. Students will demonstrate their understanding by constructing 3D models of whole cells using local materials that show the endomembrane system, mitochondria, and chloroplasts. The models aim to help students understand the structures and functions of these organelles.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
Pdnhs school improvement plan (sy 2011 2014) 0014-crajnulada
The document is a school improvement plan submitted by Palaca-Damilisan National High School for approval by the Division of Iloilo Superintendent. It includes an introduction outlining the school's vision, mission and values. It also provides details on the school's personnel, curriculum and special programs. The committee that prepared the plan is identified and the school requests approval of its school improvement plan for 2011-2014.
The Department of Education is implementing the 2002 Basic Education Curriculum beginning in school year 2002. The curriculum is the product of 16 years of study and consultation with stakeholders. It focuses on reading, writing, arithmetic, science and patriotism. The curriculum decongests the overcrowded curriculum and stresses integrative teaching approaches. Nearly 500,000 teachers have been trained to implement the new curriculum which has received broad support.
The document provides details about an M.Ed internship program conducted at Aligarh Muslim University. It includes an overview of the internship objectives and duties, supervision of B.Ed interns' practice teaching, activities conducted during the internship including analysis of education planning and evaluation of curriculum framework. Challenges faced during the online internship due to the pandemic are also mentioned. The concluding remarks highlight the importance of internship in providing hands-on teaching experience.
Andrea Twiggs CURRICULUM VITAE February 4th 2015Andrea Twigg
Andrea Twiggs is a British national living in Hertfordshire with over 30 years of experience in education, including 14 years in senior leadership positions. She holds a B.Sc. in Biology, a PGCE, and National Professional Qualification for Head Teachers. Currently she is the Deputy Head Teacher at Sandy Upper School where she has helped improve the school's OFSTED rating from "Special Measures" to "Good." She has a strong background in curriculum development, teaching and learning, and assessment.
This document provides an overview of blended learning, including its components and four classifications of blended learning models. The rotational model has students rotate between online and traditional in-class learning. The flex model delivers content primarily online with flexible teacher support. The self-blended model has students take some courses entirely online to supplement traditional courses. The enhanced virtual model has students attend campus and learn remotely, seldom attending campus every weekday.
North Topsail Elementary School Improvement Plan 2008-2009SJ Hughes
The document outlines North Topsail Elementary School's School Improvement Plan for 2008-2009. It discusses goals such as providing a safe learning environment, empowering students for lifelong success, and using 21st century teaching methods. It also lists specific strategies to meet goals like professional development for teachers, developing rigorous curriculum, and using technology to enhance learning.
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
Outcome-based education (OBE) is a student-centered philosophy that focuses on empirically measuring student performance and outcomes. It is a method that focuses on what students can do after being taught. OBE matches curriculum and teaching methods to desired outcomes, focusing on learner competencies and assessing learning related to all domains. Both teachers and students have defined roles in OBE, with students expected to take on more challenging tasks like analysis, synthesis and teamwork. While OBE aims to ensure quality education, some critics argue it does not allow for flexibility for students from underserved backgrounds or increased teacher workload.
This document provides a profile and resume for Mbakwe Elizabeth Ijeoma, an educational consultant with 14 years of experience in general education programs. The summary highlights her roles developing educational guidance programs and helping schools and students enhance their education. Her experience includes positions as a principal consultant, school principal, department head, and class teacher across several schools in Abuja, Lagos and the UK. She holds qualifications in computer science, English education, and education management.
Samantha Briggs is seeking a teaching position and provides her teaching philosophy, qualifications, and experience. Her teaching philosophy focuses on student-centered learning through inquiry, real-world problem solving, hands-on lessons, and technology to create an inspiring learning experience tailored to individual student needs. She has several years of experience teaching biology and other sciences in secondary schools and holds relevant teaching certifications in Washington and Virginia. Briggs also provides her education background, technical skills, areas of strength, and references.
The document summarizes a study that examined factors affecting the impact of teacher education courses on teacher preparedness. The study aimed to identify effective elements of pre-service teacher education programs based on perceptions of beginning teachers after their first year. The conceptual framework considered teacher background, course structure, in-school experience, opportunity to learn, and school context. Surveys assessed beginning teachers' perceptions of how well their program prepared them in areas like content knowledge, teaching practice, and meeting professional standards. The results could help policymakers determine appropriate standards for accrediting teacher education programs.
This document outlines the curriculum for a 2-year B.Ed. program in Kerala, India. It includes 3 components: theory courses, school-based practical work (CE), and other practical courses. The curriculum aims to equip teachers with the skills needed for the 21st century, including developing teacher competencies, professionalism, and the use of technology in teaching. It is divided into 4 semesters with theory, practical work, and a school internship. The program offers 13 subject specializations. Regulations specify attendance requirements, grading system, eligibility for exams, and readmission policies. Program outcomes include preparing teachers for a knowledge society and developing values, skills in assessment, entrepreneurship, and other competencies.
The document outlines the student teaching program at a university. It discusses the rationale for student teaching experiences and describes the program's structure. Student teaching is viewed as the most important experience in teacher education. The program provides progressive stages of observation, participation, teaching assistance, and guided classroom teaching. It aims to help student teachers develop skills to manage classrooms and support student learning. The document also provides qualifications for student teaching, assessment guidelines, topics for lesson plans, and tips for student teachers.
This document summarizes a study on the Bachelor of Teaching program in Malaysia that trains primary school teachers. The study evaluated the program's achievement of 8 learning outcomes through a questionnaire of 106 final year students. The outcomes included knowledge, practical skills, ethics, communication, social skills, lifelong learning, problem-solving, and entrepreneurship. Most outcomes were achieved at a mean of 3.68-3.76 on a 4-point scale. Ethics, professionalism and communication skills ranked highest, while knowledge and practical skills ranked lowest. The results provide guidance to improve teaching practices and student guidance to better achieve learning outcomes.
PowerPoint Presentation - differentiating literacy instruction to increase st...Marion Piper
The document outlines a plan to improve literacy outcomes for English as an Additional Language/Dialect (EAL/D) students through differentiated instruction. It discusses ensuring creativity, excellence, belonging, and a passion for literacy. Teachers are encouraged to consider curriculum, student opportunities to learn, expected work qualities, and assessment to measure success. Quality teaching, learning, resources, and assessment are emphasized to achieve curriculum outcomes and increase EAL/D student success through collaborative planning and professional development.
ElenaStirbei Resume Education June 2016v2Elena Stirbei
Elena Stirbei is an experienced high school biology teacher seeking a teaching position. She has over 10 years of teaching experience and holds a Master's degree in Teaching Biology from Brooklyn College. Her experience includes teaching Regents Biology, Advanced Placement Biology, and content biology courses for teacher certification. She is skilled in curriculum development, differentiated instruction, and integrating literacy and Common Core standards into science lessons. Her goal is to help students achieve their highest potential through student-centered teaching strategies.
The document outlines the distinctive features of the SEN Initiative 2008-09 teacher training program. It describes two elements: 1) taught sessions that draw on practitioner expertise and electronic resources; and 2) placements including a special school placement and paired classroom placements to develop skills. It discusses the positive impact on new teachers in gaining understanding of individual student needs, learning difficulties, and effective teaching strategies. It also describes a cluster activity to embed special educational needs training across institutions and the goals of developing inclusive teaching practices.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
This document summarizes a thesis submitted by Mohamed Shareef in partial fulfillment of the requirements for a Master's degree in Education. The thesis examines the implementation of inquiry-based learning approaches in the teaching of Environmental Studies at the primary school level in the Maldives. It explores what teachers and students do in ES classrooms and whether this aligns with the ES curriculum's recommendations. Through interviews, observations and literature analysis conducted across three case study schools, the research finds that while teachers use a variety of strategies, they face challenges in fully implementing the inquiry-based syllabus due to factors like resources, training and assessment. The thesis concludes by making recommendations to support inquiry-based learning in Maldivian primary schools.
This document provides information about Grace D. Villarin's class schedule and an overview of the K-12 program in the Philippines. It discusses that K-12 covers kindergarten through 12 years of basic education, with the goal of providing time to master concepts and skills and prepare students for further education or employment. It also lists the subjects taught from kindergarten through 10th grade, including core academic subjects, technical-vocational subjects, and values education. Finally, it defines outcome-based education as student-centered and focusing on measuring student performance outcomes, compared to a traditional input-focused education.
Wenonah Washington has over 30 years of experience in education, including 15 years teaching public school and developing curricula. She holds a Master's degree in Education and post-graduate certificates in Library Media Specialist and Educational Leadership. Currently she is a lead teacher at Armstrong High School, where she coordinates the childcare lab and early childhood education program. She has extensive experience teaching family and consumer sciences, career development, nutrition, and life sciences.
Raymond Husthwaite is a science teacher seeking a teaching or managerial role. He has over 40 years of experience teaching science subjects in various international schools. This includes serving as the Head of Department for Biology at RDFZ in Beijing since 2016, where he oversees 6 teachers. He is trained in various science curricula such as IB, IGCSE, A Level, and AP. Husthwaite has extensive experience developing curriculum and leading departments. He also has a range of interests outside of work such as photography, nature, and community involvement.
1. Page 1 of 5
CURRICULUM VITAE – Marion Hawkins
NATIONALITY: British
YEAR OF BIRTH: 1962
PROFILE
20+ years experience as an educator with expertise as a consultant, deputy principal, IBMYP
coordinator and science teacher (secondary biology, chemistry, biochemistry and biomedicine).
Key skills: School start ups: curriculum planning, course development, implementation and
authorization documentation, teacher training, recruitment, timetabling, budgeting, procurement,
staff appraisals, facilitating student centered learning, feedback and reflection.
Experience gained in the Africa, Middle East and UK.
EDUCATIONAL QUALIFICATIONS
2001 Master of Education
The College of New Jersey, USA
2000 Certificate of Qualification for Physical Science Education
The College of New Jersey, USA
1984 Post Graduate Certificate in Immunology
Chelsea College, University of London, UK
1983 B.Sc. Honours Degree in Biochemistry (2.1)
University of Sussex, UK
1980 3 A Levels, 11 O Levels
Erith School, UK
CAREER HISTORY
Jul 2007 – to date Conhawk, Management Consulting Services, United Kingdom. Partner
Aug 2008 – Aug 2011 The Bournemouth and Poole College, United Kingdom. Science
Lecturer
Jan 2005 – Jul 2007 Educator in Start Up Team, Dubai International Academy, Dubai,
United Arab Emirates. Deputy Principal and MYP Coordinator
Aug 2001 – Jun 2005 Emirates International School, Dubai, United Arab Emirates. High
School Science Teacher and Form Tutor
Email: marion.hawkins@yahoo.com
Telephone: +44 1202904334
Mobile: +44 7954376231
83 St. Brelades Avenue
Poole
Dorset BH12 4JR
United Kingdom
2. Page 2 of 5
Aug 1998 – Jun 2001 International School of Tanganyika, Dar es Salaam, Tanzania. High
School Science Teacher and Homeroom Tutor
Aug 1994 – Jun 1997 Lusaka International Community School, Lusaka, Zambia. Specialist
Teacher
Jan 1988 – Mar 1990 St. Andrews Secondary School, Blantyre, Malawi. Secondary
Chemistry Teacher, House Tutor and Form Teacher
Jul 1983 – Dec 1987 Harefield Hospital, Middlesex, England. Senior Biochemist
AREAS OF EXPERTISE AND EXPERIENCE:
START UP SCHOOLS FROM IMPLEMENTATION TO AUTHORISATION
CURRICULUM PLANNING AND DEVELOPMENT
MANAGEMENT CONSULTING
REFLECTIVE STUDENT CENTERED TEACHING
WORKPLACE LABORATORYSKILLS
START UP SCHOOLS FROM IMPLEMENTATION TO AUTHORISATION
Jan 2008 – Feb 2008 Education Consultant, Havelock Academy, Grimsby, United Kingdom
(Engaged by IBAEM)
As a partner of Conhawk I introduced the International Baccalaureate Middle Years Programme to
teachers, managers and stakeholders of Havelock Academy, an interested school in the UK,
providing introductory workshops to highlight the IB philosophy and the similarities and differences
between MYP and GCSE. I also managed meetings between stakeholders, heads of school and
coordinators to support in the preparation of IB documentation for Havelock Academy to progress to
candidate school status.
Jan 2005 – Jul 2007 Deputy Principal and MYP Coordinator, Dubai International Academy,
Dubai, United Arab Emirates
During the interested school phase, prior to the opening of Dubai International Academy (DIA), I
prepared the documentation needed for the implementation of the International Baccalaureate Middle
Years Programme (MYP), resulting in DIA becoming a candidate school in June 2005. During this
time I introduced prospective parents, students and teachers to the IB philosophy and MYP structure
through workshops and individual interview to clarify comparisons between MYP and GCSE, IGCSE
and junior high for an informed choice to ensure enrolment of sufficient student and staff numbers for
the opening of a new IB school in Dubai. I advised on procurement and recruited staff for the science
department. With the opening of DIA in August 2005 I fulfilled the dual roles of Head of Science and
MYP Coordinator. As Head of Science I established 6 new laboratories, the MYP Science curriculum
for grades 6 to 10 and managed teaching staff and technicians. As MYP Coordinator I lead the
implementation of the MYP, guiding teachers and liaising with the International Baccalaureate
Organization. During this time I ran in-house training workshops for teachers and MYP information
workshops for parents and students. I also developed the Community and Service programme at
DIA. I served as an active member on the academic board of DIA, ensuring the progression of the IB
throughout the learning community. In my role as Deputy Principal I monitored and encouraged
students’ academic and social progress, encouraged and appraised staff, interviewed prospective
students and parents, collated orders and budgets drove curriculum development, prepared
timetables and recruited staff. As MYP coordinator I led the implementation of the MYP, opening
3. Page 3 of 5
lines of communication to allow for the mapping of the curriculum across a year group and the
progression to each of the MYP years to provide an ease of transition to IB diploma. I prepared the
documentation for authorization, allowing DIA to progress from an IB candidate school to an
authorized IB World School in just 2 years.
CURRICULUM PLANNING AND DEVELOPMENT
Jun 2014 – Jul 2014 Moderator, Bournemouth & Poole College, United Kingdom
Consultant responsible for moderating marked Access to Higher Education chemistry assessments
and guiding teachers in assignment writing and portfolio building.
Jun 2012 – Aug 2012 Review of Assignment Scheduling for the Access to Higher Education
Course at Bournemouth & Poole College, United Kingdom
Consultant responsible for reviewing the delivery of the Access to Higher Education course and
recommending tracking and monitoring systems of teaching and student progress and the
subsequent planning for the implementation thereof.
Aug 2008 – Aug 2011 Science Lecturer, The Bournemouth and Poole College, United Kingdom
I led the level 3 BTEC National/Extended Diploma in Applied Science (Medical) as course tutor,
coordinator and lecturer, developing curriculum to ensure course content met industry standard,
identifying resources and developing schemes of work and lesson plans that included variety in both
tasks and assessment methods. I was fundamental in establishing extended pass in class time with
combined year 1 and 2 students to enhance success.
Jan 2005 – Jul 2007 Deputy Principal and MYP Coordinator, Dubai International Academy,
Dubai, United Arab Emirates
As Head of Science I developed the MYP Science curriculum for grades 6 to 10 to include the five
areas of interaction and interdisciplinary lessons and projects. As MYP Coordinator I lead the
implementation of the MYP programme, ensuring the whole learning community- students, parents,
teachers, administrators, support workers and stakeholders had an understanding of the IB
philosophy and hence how the curriculum differed from GCSE and IGCSE in particular. A driving
force for the curriculum development was a need for an ease of transition from IBMYP to IB Diploma
which I achieved by establishing roles and responsibilities to allow for the mapping of the curriculum
across each year group, establishing a clear, traceable progression.
Aug 1998 – Jun 2001 High School Science Teacher, International School of Tanganyika, Dar
es Salaam, Tanzania
I developed, wrote and taught the IBMYP chemistry course for grade 9 and 10 and developed an in-
school science in society course for interested grade 11 students.
MANAGEMENT CONSULTING – BUSINESS DEVELOPMENT, QUALITYASSURANCE, EDITING
& REVIEW, TRAINING OF TRAINERS, COACHING & MENTORING
Aug 2007 – To Date Partner, Conhawk, A Consulting Services Partnership, United Kingdom
As partner I have responsibility for the preparation and costing of bids, the editing and quality
assurance of partnership reports and workshop materials and the lead on literature research.
Aug 2008 – Aug 2011 Science Lecturer, The Bournemouth and Poole College, United Kingdom
As a mentor for PGCE students I carried out lesson observations, giving constructive feedback and
show casing good classroom practice. I regularly shared good practice with colleagues, both formally
and informally.
4. Page 4 of 5
Jan 2005 – Jul 2007 Deputy Principal and MYP Coordinator, Dubai International Academy,
Dubai, United Arab Emirates
During this time I ran in-house IB training workshops for teachers and established a supportive
appraisal system. I became a MYP Workshop Leader in July 2008.
REFLECTIVE STUDENT CENTERED TEACHING
Aug 2008 – Aug 2011 Science Lecturer, The Bournemouth and Poole College, United Kingdom
For both BTEC and Access courses I developed lessons that emphasized workplace skills and
allowed for both student and teacher reflection. A variety of assessment methods were used and in-
depth feedback given, to encourage individual progression.
Jan 2005 – Jul 2007 Deputy Principal and MYP Coordinator, Dubai International Academy,
Dubai, United Arab Emirates
I developed MYP lesson plans in consideration of the five areas of interaction and interdisciplinary
links. As a facilitator of learning I used different teaching strategies, a variety of assessment tasks
and in-depth feedback, to encourage students to be reflective, independent learners.
WORKPLACE LABORATORYSKILLS
Aug 2008 – Aug 2011 Science Lecturer, The Bournemouth and Poole College, United Kingdom
Having been employed in the medical industry I understand the importance of providing young
people with the relevant practical skills for the work place and so I ensured that the BTEC Applied
Science course stressed vocational skills such as spectroscopy and cell culture, providing colleagues
with the necessary training and support.
Jul 1983 – Dec 1987 Senior Biochemist, Harefield Hospital, United Kingdom
As a Senior Biochemist I employed the techniques of radioimmunoassay, immunocytochemistry and
immunoflurorescence, cryopreservation and tissue culture in support of the heart transplant team. As
much of the cell staining techniques had been developed using mouse cell models I had the exciting
opportunity of adapting these methods to work with human cells.
TRAINING RECEIVED
Dec 2010 Mentoring PGCE Students, University of Southampton, UK
Sep 2010 Conducting Lesson Observations, The Bournemouth and Poole College, UK
Jul 2010 Equal Opportunities & Diversity Essentials, The Bournemouth and Poole College, UK
Apr 2010 Safeguarding, The Bournemouth and Poole College, UK
Feb 2010 Managing Behaviour, The Bournemouth and Poole College, UK
Jan 2010 BTEC EDEXCEL Accreditation and Moderation, London, UK
May 2009 Child Protection, The Bournemouth and Poole College, UK
May 2009 OCNSWR Access Grading Descriptors and Moderation, Taunton, UK
5. Page 5 of 5
International Baccalaureate (IB) Courses:
July 2008 MYP Workshop Leader Training, Lausanne, Switzerland.
May 2006 IB MYP in-school training on assessment, interdisciplinary projects,
the Personal Project, moderation and the authorisation visit,
Dubai, UAE
Nov 2005 Middle Years Programme Workshop for Coordinators new to the
programme, Amman, Jordan.
Jun 2005 Introduction to the Middle Years Programme, Dubai, UAE
AWARDS
Jul 2001 Leadership in Building Learning Communities Award, The College of New Jersey, USA
PUBLICATIONS
1. Immunological Monitoring of Heart Transplant Patients, Clinical and Experimental Studies.
M.H.Yacoub, M.L.Rose, J.A.Gracie, P.M.Chisholm, R.J.Griffin, M.I.Coles.
2. Distribution of Dr Antigens in Normal Human Heart and in Cardiac Allografts. M.L.Rose,
M.I.Coles, R.J.Griffin, P.M.Chisholm, M.H.Yacoub. Poster presented at the spring BSI April 1984.
3. Induction of Class I and II Antigens During Rejection of Allografted Human Hearts. M.L.Rose,
M.I.Coles, R.J.Griffin, M.H.Yacoub. Poster presented at the Germinal Centre Conference,
Babrahams, Cambridge August 1984.
4. Mitogenic Response of Lymphocytes to PHA in Cardiac Transplant Patients Receiving
Cyclosporin and Azathioprine. M.L.Rose, M.I.Coles, R.J.Griffin, M.H.Yacoub. Poster presented at
the 10th
International Congress of the Transplantation Society, Minneapolis Minnesota August
1984.
5. Appearance of Cells Bearing the Interleukin-2 Receptor in Peripheral Blood of Cardiac Transplant
Patients and their Correlation with Rejection Episodes. M.I.Coles, M.L.Rose, M.H.Yacoub. Poster
presented at the XI International Congress of the Transplantation Society, Helsinki February
1986.
6. High School Students’ and Teachers’ Perceptions of Students’ Orientation towards Class Room
Science: An Analysis by Gender, Culture and Religion.
M. I. Hawkins. The College of New Jersey press, July 2001.