Aman
ruth has taught english in secondary schools in england and in the usa for over ten years. she has also taught english to further education students and undergraduate students in the usa. ruth has taught in teacher education at columbia university and now at brunel university. socratic seminar, dialogic learning, post-16 education. secondary english pgce.
Dr Ruth Aman
Ruth has taught English in secondary schools in England and in the USA for over ten years. She has also taught English to further education students and undergraduate students in the USA. Ruth has taught in teacher education at Columbia university and now at Brunel university. Socratic seminar, dialogic learning, post-16 education. Secondary English PGCE.
Green
andrew green taught english in a variety of schools in oxfordshire and london before becoming head of english at ewell castle school, surrey. he now leads the ba education at brunel university london. his research interests include literary education, the teaching of english post-16 and issues surrounding the transition between the study of english post-16 and at university. career history presentations green, a. (2015) approaches to developing critical reading. school of advanced study, university of london. green, a. (2014) school direct: ideology and impact. the battle for teacher education: an international conference. university of bergen, norway. green, a. (2012) enhancing the quality of independent study in higher education. learning in higher education symposium. university of akureyri, iceland. green, a. (2012) reimagining poetry. creative approaches to poetry teaching. brunel university. green, a. (2011) the use of audience response systems in the english classroom. nate conference. british library. green, a. (2011) elements of gothic: wuthering heights and macbeth. sutton grammar school. green, a. (2011) the poetry of philip larkin. dulwich college. green, a. (2011) the edmonds lecture: english pastoral and modern verse. wellington college. green, a. (2010) wuthering heights. slough grammar school green, a. (2010) from sixth form to university: supporting transition into higher education. 11th symposium on learning & teaching. brunel university. green, a. (2010) students’ experience of creative writing at a level. nate conference. leicester. green, a. (2009) the poetry of william blake. slough grammar school green, a. (2008) gothic literature. wellington college. green, a. (2008) the problems of independent study. launch event of pedagogy. higher education academy english subject centre. green, a. (2008) creative writing and a level english literature. creative writing and how to teach it. brunel university. green, a. (2007) the poetry of william blake. wellington college. green, a. (2007) use of directed activities related to texts in higher education. renewals conference. royal holloway university of london. green, a. (2006) developing undergraduate reading skills. languages, linguistics and area studies conference. london. green, a. (2005) managing change between school and university. higher education academy national subject centre conference. nottingham. book reviews starting an english literature degree 'this unusual, detailed, and thought-provoking book will help students of english literature come to grips with their studies and take a share of responsibility for their own learning. it thus has the potential to make a major impact on the way english is studied.' - professor ben knights, director, english subject centre 'i liked this book a lot - it covered a vast amount, ranging from applications and interviews, preparatory exercises, through its materials that will prove useful when a student starts their course. great sections on suggestions for group activities that instructors may find useful.' - matthew woodcock, university of east anglia. becoming a reflective english teacher this timely and valuable textbook will be of enormous help to students and trainee teachers on a variety of courses and routes into the english teaching professio0n. its crucial emphasis on the importance of theory and reflection as well as on practice represents a considered and powerful riposte to prevailing reductive approaches to english teaching in our schools. i will certainly be recommending it to my students. (dr andrey rosowsky, director of initial teacher education, university of sheffield) research group(s) pedagogy and professional education (pape) module leader on ba education for ed1065 module leader on ba education for ed2350 module leader on ba education for ed2606 module leader on ba education for ed3705
Dr Andrew Green
Andrew Green taught English in a variety of schools in Oxfordshire and London before becoming Head of English at Ewell Castle School, Surrey. He now leads the BA Education at Brunel University London. His research interests include literary education, the teaching of English post-16 and issues surrounding the transition between the study of English post-16 and at university. Career History Presentations Green, A. (2015) Approaches to Developing critical reading. School of Advanced Study, University of London. Green, A. (2014) School Direct: Ideology and Impact. The Battle for Teacher Education: an international conference. University of Bergen, Norway. Green, A. (2012) Enhancing the Quality of Independent Study in Higher Education. Learning in Higher Education Symposium. University of Akureyri, Iceland. Green, A. (2012) Reimagining Poetry. Creative Approaches to Poetry Teaching. Brunel University. Green, A. (2011) The Use of Audience Response Systems in the English Classroom. NATE Conference. British Library. Green, A. (2011) Elements of Gothic: Wuthering Heights and Macbeth. Sutton Grammar School. Green, A. (2011) The Poetry of Philip Larkin. Dulwich College. Green, A. (2011) The Edmonds Lecture: English Pastoral and modern verse. Wellington College. Green, A. (2010) Wuthering Heights. Slough Grammar School Green, A. (2010) From Sixth Form to University: Supporting transition into Higher Education. 11th Symposium on Learning & Teaching. Brunel University. Green, A. (2010) Students’ experience of Creative Writing at A level. NATE Conference. Leicester. Green, A. (2009) The Poetry of William Blake. Slough Grammar School Green, A. (2008) Gothic Literature. Wellington College. Green, A. (2008) The Problems of Independent Study. Launch event of Pedagogy. Higher Education Academy English Subject Centre. Green, A. (2008) Creative Writing and A level English Literature. Creative Writing and How to Teach It. Brunel University. Green, A. (2007) The Poetry of William Blake. Wellington College. Green, A. (2007) Use of Directed Activities Related to Texts in higher education. Renewals Conference. Royal Holloway University of London. Green, A. (2006) Developing undergraduate reading skills. Languages, Linguistics and area Studies Conference. London. Green, A. (2005) Managing change between school and university. Higher Education Academy National Subject Centre Conference. Nottingham. Book reviews Starting an English Literature Degree 'This unusual, detailed, and thought-provoking book will help students of English Literature come to grips with their studies and take a share of responsibility for their own learning. It thus has the potential to make a major impact on the way English is studied.' - Professor Ben Knights, Director, English Subject Centre 'I liked this book a lot - It covered a vast amount, ranging from applications and interviews, Preparatory exercises, through its materials that will prove useful when a student starts their course. Great sections on suggestions for group activities that instructors may find useful.' - Matthew Woodcock, University of East Anglia. Becoming a Reflective English Teacher This timely and valuable textbook will be of enormous help to students and trainee teachers on a variety of courses and routes into the English teaching professio0n. Its crucial emphasis on the importance of theory and reflection as well as on practice represents a considered and powerful riposte to prevailing reductive approaches to English teaching in our schools. I will certainly be recommending it to my students. (Dr Andrey Rosowsky, Director of Initial Teacher Education, University of Sheffield) Research group(s) Pedagogy and Professional Education (PAPE) Module Leader on BA Education for ED1065 Module Leader on BA Education for ED2350 Module Leader on BA Education for ED2606 Module Leader on BA Education for ED3705
Jones
deborah is reader in education in the school of sport and education at brunel university. having gained a ba degree in philosophy from the university of wales, she went on to complete a pgce in urban studies at the college of st mark & st john, plymouth. subsequently she undertook several roles within schools (both teaching and management) and was part of an eal team. she fuelled her interest in the teaching and learning of literacy by undertaking an ma in linguistics in education. she then joined the inspectorate and advisory service for a london borough where she headed up the national linc (language in the national curriculum) project. following this she coordinated national curriculum assessment for a local authority, developing policy and leading inset for teachers and headteachers. during this time she undertook consultancy for several universities and became an assessor for the npqh (national professional qualification for headship). throughout her time at brunel university she has undertaken a range of management and leadership roles including equality champion for the university and director of teaching and learning within the department. she has run the doctor of education programme and also established the ba programme in hong kong for teachers. her doctorate focussed on gender in relation to the perceptions and experiences of male students within the early years of schooling. subsequently research has explored the lived experiences of both female and male teachers and headteachers in the primary sector. she has a keen interest in oracy in education and was co-investigator on the ‘enhancing mathematical learning through talk’ project which explored subject knowledge and teaching expertise of ks1 teachers, through the collaborative study of spoken language and talk-in-interaction. more recently she has undertaken united kingdom literacy association (ukla) funded research into the nature of interaction between teachers and children in ks2 and the development of high quality dialogue within feedback exchanges. deborah is european editor for the international journal early child development and care and has served on the national primary commitee for the national association of teachers of english (nate). as a member of the american educational research association (aera), british educational research association (bera) and naeycte she has given multiple research presentations in the uk and abroad. subsequent work has taken a phenomenological approach and explored the lived experiences of male and female head teachers. this research explores issues connected with men in a variety of care and educational roles with respect to young children. her book ‘men in the lives of young children’ published by routledge, contextualised this work, drawing upon her network of international contributors. her current research focus is on the narratives of british asian headteachers. additionally, deborah has undertaken research and evaluation for both charities and industry which have investigated the interface between policy and practice. among these have been 2 national british telecom schools literacy projects. the first focussed on ‘reading volunteers’ and explored the quality and level of interaction of bt volunteers with teachers, headteachers, children and the wider school community. the second, ‘partners in communication’ was an innovative quality development scheme which aimed to enable both primary and secondary schools to improve their approach to communication in relation to pupils, staff, governors, parents and external bodies. these projects have provided innovative national models of support and practice. deborah is european editor for the journal early child development and care and is a regular reviewer for a variety of academic journals. she currently has 8 phd students at various stages of their work and has examined doctoral work externally at a number of universities. she has a consistent track record of presenting her work at international conferences including the american education research association (aera), the british education research association (bera), the the national association of early childhood teacher educators (naecte) and inet. research group(s) pedagogy and professional education (pape) deborah has taken a feminist poststructuralist approach to research and enquiry. she is concerned with ways of exploring the production of professional teacher identities both at the initial stage of formation, and also in relation to primary headship. key areas of research have involved the perceptions and experiences of male teachers in the early years of schooling and the perceptions of female teachers who have worked with men in this context. deborah’s career trajectory spans from the teaching of children to the teaching of adults but her philosophy of teaching & learning has remained the same. she is committed to a social constructivist approach where both children and adults are enabled to become independent in educational contexts, to become reflective on what and how they understand and where ultimately, they become empowered as learners. she has a keen interest in the teaching of literacy- specifically oracy and metacognition, exploring this in her books ‘unlocking speaking and listening’ and ‘metacognitive approaches to developing oracy’. additionally she has been chief external examiner at several universities with special reference to english. deborah has a wide experience of teaching, management and leadership both at course team level and across the school of sport and education. she has been programme leader for the ba (qts), the bed in hong kong and currently leads the doctor of education programme within the school of education at brunel. she has been director of teaching and learning for the school and led the pgce primary course through several successful ofsted inspections. deborah has undertaken several roles within the institution through membership of the university teaching and learning committee, disciplinary board and senate. she was part of the university’s strategic plan development group and ran consultation workshops in relation to this. in addition she led a university wide working group auditing provision for cpd culminating in a new vision for its development. as equality and diversity champion for the university she undertook a wide range of duties promoting equality within and beyond brunel’s rich and diverse community.
Dr Deborah Jones
Deborah is Reader in Education in the School of Sport and Education at Brunel University. Having gained a BA degree in Philosophy from the University of Wales, she went on to complete a PGCE in Urban studies at the college of St Mark & St John, Plymouth. Subsequently she undertook several roles within schools (both teaching and management) and was part of an EAL team. She fuelled her interest in the teaching and learning of literacy by undertaking an MA in Linguistics in Education. She then joined the Inspectorate and Advisory service for a London borough where she headed up the national LINC (Language in the National Curriculum) project. Following this she coordinated National Curriculum assessment for a Local Authority, developing policy and leading INSET for teachers and headteachers. During this time she undertook consultancy for several universities and became an assessor for the NPQH (National Professional Qualification for Headship). Throughout her time at Brunel University she has undertaken a range of management and leadership roles including Equality Champion for the University and Director of Teaching and Learning within the Department. She has run the Doctor of Education programme and also established the BA programme in Hong Kong for teachers. Her doctorate focussed on gender in relation to the perceptions and experiences of male students within the early years of schooling. Subsequently research has explored the lived experiences of both female and male teachers and headteachers in the primary sector. She has a keen interest in oracy in education and was co-investigator on the ‘Enhancing Mathematical Learning through Talk’ project which explored subject knowledge and teaching expertise of KS1 teachers, through the collaborative study of spoken language and talk-in-interaction. More recently she has undertaken United Kingdom Literacy Association (UKLA) funded research into the nature of interaction between teachers and children in KS2 and the development of high quality dialogue within feedback exchanges. Deborah is European Editor for the international journal Early Child Development and Care and has served on the National Primary Commitee for the National Association of Teachers of English (NATE). As a member of the American Educational Research Association (AERA), British Educational Research Association (BERA) and NAEYCTE she has given multiple research presentations in the UK and abroad. Subsequent work has taken a phenomenological approach and explored the lived experiences of male and female head teachers. This research explores issues connected with men in a variety of care and educational roles with respect to young children. Her book ‘Men in the Lives of Young Children’ published by Routledge, contextualised this work, drawing upon her network of international contributors. Her current research focus is on the narratives of British Asian headteachers. Additionally, Deborah has undertaken research and evaluation for both charities and industry which have investigated the interface between policy and practice. Among these have been 2 national British Telecom schools literacy projects. The first focussed on ‘Reading Volunteers’ and explored the quality and level of interaction of BT volunteers with teachers, headteachers, children and the wider school community. The second, ‘Partners in Communication’ was an innovative quality development scheme which aimed to enable both primary and secondary schools to improve their approach to communication in relation to pupils, staff, governors, parents and external bodies. These projects have provided innovative national models of support and practice. Deborah is European Editor for the Journal Early Child Development and Care and is a regular reviewer for a variety of academic journals. She currently has 8 PhD students at various stages of their work and has examined doctoral work externally at a number of universities. She has a consistent track record of presenting her work at international conferences including the American Education research Association (AERA), the British Education Research Association (BERA), the the National Association of Early Childhood Teacher Educators (NAECTE) and INET. Research group(s) Pedagogy and Professional Education (PAPE) Deborah has taken a feminist poststructuralist approach to research and enquiry. She is concerned with ways of exploring the production of professional teacher identities both at the initial stage of formation, and also in relation to primary headship. Key areas of research have involved the perceptions and experiences of male teachers in the early years of schooling and the perceptions of female teachers who have worked with men in this context. Deborah’s career trajectory spans from the teaching of children to the teaching of adults but her philosophy of teaching & learning has remained the same. She is committed to a social constructivist approach where both children and adults are enabled to become independent in educational contexts, to become reflective on what and how they understand and where ultimately, they become empowered as learners. She has a keen interest in the teaching of literacy- specifically oracy and metacognition, exploring this in her books ‘Unlocking Speaking and Listening’ and ‘Metacognitive Approaches to Developing Oracy’. Additionally she has been Chief External Examiner at several universities with special reference to English. Deborah has a wide experience of teaching, management and leadership both at course team level and across the School of Sport and Education. She has been programme leader for the BA (QTS), the BEd in Hong Kong and currently leads the Doctor of Education programme within the School of Education at Brunel. She has been Director of Teaching and Learning for the School and led the PGCE Primary Course through several successful Ofsted inspections. Deborah has undertaken several roles within the institution through membership of the University Teaching and Learning Committee, Disciplinary Board and Senate. She was part of the University’s strategic plan Development Group and ran consultation workshops in relation to this. In addition she led a university wide working group auditing provision for CPD culminating in a new vision for its development. As Equality and Diversity Champion for the University she undertook a wide range of duties promoting equality within and beyond Brunel’s rich and diverse community.
Zwozdiak-Myers
paula is an experienced teacher, teacher educator, course director, researcher, external examiner and writer of educational materials. over the past five years she has been an active member of the national advisory group for initial teacher training [itt], convened by the national college for teaching and leadership (nctl), formerly the teacher training and development agency [ta] for england, and chair of the london south east 1 regional network for itt providers. this forum provides the platform for all providers of itt, offering diverse routes into the teaching profession to work with government agencies in shaping the direction of future educational policy and practice. paula currently supports two other higher education institutions through her quality assurance roles as: (i) chief external examiner for the teach first programme [institute of education, london] and (ii) external examiner for the postgraduate professional development programme [manchester metropolitan university]. she is also a member of the steering group and strategic management group within the thames valley schools partnership, an organisation that evolved through the collaborative work and shared vision between buckinghamshire county council and brunel university, to secure the license awarded by the national college for school leadership to deliver levels 1, 2 and 3 of the national professional qualification of headship [npqh]. as course director for secondary initial teacher education at brunel university [former role of responsibility] paula steered multi-disciplinary teams of colleagues in the design, development, dissemination and evaluation of a suite of post graduate certificate in education programmes for trainee teachers in english; information & communication technology; mathematics; physical education; and, science as well as a four-year undergraduate bsc secondary education and physical education course with qualified teacher status. in so doing, she worked collaboratively with course leaders across the school of education at brunel university as well as course directors from three other higher education institutions [heis] within the south west london teacher education consortium [sweltec] to promote high quality pedagogical outcomes in teaching, learning and assessment. paula has undertaken the role of acting course leader for the ma in education and currently is the programme leader for a new and innovative ma in teaching which she steered from inception through to its successful validation and pending launch from september 2014. for the ma in education she leads the specialist pathway in inclusion and special educational needs, the independent study and research methods in education modules and supervises dissertation students. she has also recently assumed the role of acting course leader for the doctor of education [edd] programme and currently contributes to the teaching, supervision and viva voce examinations of phd and edd national and international part-time and full-time research students, pursuing an eclectic blend of topics/subject areas. paula is a member of the pedagogy and professional practice (ppp) research group, which involves working with colleagues on such projects as models of teacher education and pathways to learning as well as the use of ict to support professional development and practice. she regularly attends and supports the research seminar series run by the school as well as those offered across the wider university. prior to joining brunel university paula was: programme leader for the ba (hons) childhood and youth studies degree course at de montfort university, bedford [now the university of bedfordshire] and her book entitled childhood and youth studies reflects the substantive content of this programme; head of professional studies for the ba (hons) secondary physical education initial teacher education course with qualified teacher status; module leader and dissertation supervisor on the ma in education programme; and, lead researcher in mentoring within the institute of education. she was instrumental in training new and experienced mentors for their support roles and responsibilities within university-based and school-based itt partnerships. a major component of this mentor training has been to focus on the outcomes of different models of partnership working with trainees e.g. the impact of single, paired and multiple placements within a range of educational settings on the respective institutions, practitioners and learners as well as the setting of clear, specific, measurable goals both to enable and monitor progression. paula has steered a large-scale research study across five counties in england to investigate how continuity and progression from primary to secondary school is facilitated, and contributed toward the publication of research outcomes to national and european audiences. she is currently working with colleagues from 7 other heis to investigate the knowledge, skills and understanding of trainees, mentors and tutors in relation to lesson planning. other research interests include: reflective practice; models of effective partnership working in ite; mentor training, support and accreditation; removing barriers to achievement; interpersonal relationships and communication skills; management and leadership skills; continuing professional development; links between ict advanced skills teachers’ [ast] and ite as well as harnessing the use of new technologies and resources both to scaffold and accelerate learning. her recently published book commissioned by routledge and entitled the teacher’s reflective practice handbook: becoming an extended professional through capturing evidence-informed practice consolidates much of the work generated from her own phd research. before entering the higher education sector, paula gained considerable experience through teaching a diverse range of learners and assuming numerous leadership roles and responsibilities in management and senior management at urban [inner london], rural and suburban secondary schools in and across the east of england. she has particular interests in assessment for learning, creativity, emotional intelligence, the psychosocial and emotional aspects of behaviour and development, interpersonal relationships, communication skills, independent learning, personalised learning and the co-creation of new knowledge. she values difference and diversity, promotes potential and entitlement, and wholeheartedly supports the inclusive agenda. career history professional organisations/associations universities council for teacher education [ucet] – vice chair of the cpd committee training managers national advisory group [nctl] chair for initial teacher training regional network: london se1 [nctl] thames valley schools partnership: steering group and strategic management group committee member fellow of the higher education academy [fhea] general teaching council for england [gtc – until its recent closure] international professional development association [ipda] bedford college of physical education old students’ association [bpeosa] additional roles/responsibilities education management research group education appeals officer school board teaching and learning committee secondary initial teacher education partnership management group research ethics committee internal phd and edd examiner post graduate research progression panel quality assurance across the thames valley schools partnership school governor for a local academy – curriculum development committee book reviewer for routledge and sage publications article reviewer for the health education research journal paula’s main research interest is to create learning pathways, which capture reflective practice for professional development in student, early career and experienced teachers within her innovative framework designed to structure evidence informed practice. other research interests include: models of effective partnership working in ite; mentor training, support and accreditation; removing barriers to achievement; interpersonal relationships and communication skills; management and leadership skills; continuing professional development; links between ict advanced skills teachers’ [ast] and ite as well as harnessing the use of new technologies and resources to scaffold and accelerate learning. her book commissioned by routledge and entitled the teacher’s reflective practice handbook: becoming an extended professional through capturing evidence-informed practice consolidates much of the work generated from her own phd research. books zwozdiak-myers, p. the teacher\'s reflective practice handbook. becoming an extended professional through capturing evidence-informed practice. routledge. isbn: 978-0-415-59758-6 the teacher\'s reflective practice handbook is an essential source of advice, guidance and ideas for both students and practising teachers. helping you to translate pedagogical knowledge into practice, this handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. it offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve your teaching. including a range of reflective tasks, links to online resources, exemplification material and further reading to help you d paula has steered a large-scale research study across five counties in england to investigate how continuity and progression from primary to secondary school is facilitated, and contributed toward the publication of research outcomes to national and european audiences. she is currently working with colleagues from 7 other heis to investigate the knowledge, skills and understanding of trainees, mentors and tutors in relation to lesson planning.
Dr Paula Zwozdiak-Myers
Paula is an experienced teacher, teacher educator, course director, researcher, external examiner and writer of educational materials. Over the past five years she has been an active member of the National Advisory Group for Initial Teacher Training [ITT], convened by the National College for Teaching and Leadership (NCTL), formerly the Teacher Training and Development Agency [TA] for England, and Chair of the London South East 1 regional network for ITT providers. This forum provides the platform for all providers of ITT, offering diverse routes into the teaching profession to work with government agencies in shaping the direction of future educational policy and practice. Paula currently supports two other Higher Education Institutions through her quality assurance roles as: (i) Chief External Examiner for the Teach First programme [Institute of Education, London] and (ii) External Examiner for the Postgraduate Professional Development Programme [Manchester Metropolitan University]. She is also a member of the Steering Group and Strategic Management Group within the Thames Valley Schools Partnership, an organisation that evolved through the collaborative work and shared vision between Buckinghamshire County Council and Brunel University, to secure the license awarded by the National College for School Leadership to deliver Levels 1, 2 and 3 of the National Professional Qualification of Headship [NPQH]. As Course Director for Secondary Initial Teacher Education at Brunel University [former role of responsibility] Paula steered multi-disciplinary teams of colleagues in the design, development, dissemination and evaluation of a suite of Post Graduate Certificate in Education programmes for trainee teachers in English; Information & Communication Technology; Mathematics; Physical Education; and, Science as well as a four-year undergraduate BSc Secondary Education and Physical Education course with Qualified Teacher Status. In so doing, she worked collaboratively with Course Leaders across the School of Education at Brunel University as well as Course Directors from three other Higher Education Institutions [HEIs] within the South West London Teacher Education Consortium [SWELTEC] to promote high quality pedagogical outcomes in teaching, learning and assessment. Paula has undertaken the role of acting course leader for the MA in Education and currently is the Programme Leader for a new and innovative MA in Teaching which she steered from inception through to its successful validation and pending launch from September 2014. For the MA in Education she leads the Specialist pathway in Inclusion and Special Educational Needs, the Independent Study and Research Methods in Education modules and supervises dissertation students. She has also recently assumed the role of acting course leader for the Doctor of Education [EdD] programme and currently contributes to the teaching, supervision and viva voce examinations of PhD and EdD national and international part-time and full-time research students, pursuing an eclectic blend of topics/subject areas. Paula is a member of the Pedagogy and Professional Practice (PPP) Research Group, which involves working with colleagues on such projects as Models of Teacher Education and Pathways to Learning as well as the use of ICT to support professional development and practice. She regularly attends and supports the research seminar series run by the School as well as those offered across the wider University. Prior to joining Brunel University Paula was: Programme Leader for the BA (Hons) Childhood and Youth Studies degree course at De Montfort University, Bedford [now the University of Bedfordshire] and her book entitled Childhood and Youth Studies reflects the substantive content of this programme; Head of Professional Studies for the BA (Hons) Secondary Physical Education Initial Teacher Education course with Qualified Teacher Status; module leader and dissertation supervisor on the MA in Education programme; and, Lead researcher in Mentoring within the Institute of Education. She was instrumental in training new and experienced mentors for their support roles and responsibilities within university-based and school-based ITT partnerships. A major component of this mentor training has been to focus on the outcomes of different models of partnership working with trainees e.g. the impact of single, paired and multiple placements within a range of educational settings on the respective institutions, practitioners and learners as well as the setting of clear, specific, measurable goals both to enable and monitor progression. Paula has steered a large-scale research study across five counties in England to investigate how continuity and progression from primary to secondary school is facilitated, and contributed toward the publication of research outcomes to national and European audiences. She is currently working with colleagues from 7 other HEIs to investigate the knowledge, skills and understanding of trainees, mentors and tutors in relation to Lesson planning. Other research interests include: Reflective Practice; Models of effective Partnership working in ITE; Mentor training, support and accreditation; Removing barriers to achievement; Interpersonal relationships and Communication skills; Management and Leadership skills; Continuing Professional Development; Links between ICT Advanced Skills Teachers’ [AST] and ITE as well as harnessing the use of new technologies and resources both to scaffold and accelerate learning. Her recently published book commissioned by Routledge and entitled The Teacher’s Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice consolidates much of the work generated from her own PhD research. Before entering the Higher Education sector, Paula gained considerable experience through teaching a diverse range of learners and assuming numerous leadership roles and responsibilities in management and senior management at urban [Inner London], rural and suburban secondary schools in and across the East of England. She has particular interests in assessment for learning, creativity, emotional intelligence, the psychosocial and emotional aspects of behaviour and development, interpersonal relationships, communication skills, independent learning, personalised learning and the co-creation of new knowledge. She values difference and diversity, promotes potential and entitlement, and wholeheartedly supports the inclusive agenda. Career History PROFESSIONAL ORGANISATIONS/ASSOCIATIONS Universities Council for Teacher Education [UCET] – Vice Chair of the CPD committee Training Managers National Advisory Group [NCTL] Chair for Initial Teacher Training Regional network: London SE1 [NCTL] Thames Valley Schools Partnership: Steering Group and Strategic Management Group committee member Fellow of the Higher Education Academy [FHEA] General Teaching Council for England [GTC – until its recent closure] International professional development association [iPDA] Bedford College of Physical Education Old Students’ Association [BPEOSA] ADDITIONAL ROLES/RESPONSIBILITIES Education Management Research Group Education Appeals Officer School Board Teaching and Learning Committee Secondary Initial Teacher Education Partnership Management group Research Ethics Committee Internal PhD and EdD Examiner Post Graduate Research progression panel Quality Assurance across the Thames Valley Schools Partnership School Governor for a local Academy – Curriculum Development Committee Book reviewer for Routledge and Sage publications Article reviewer for the Health Education Research journal Paula’s main research interest is to create Learning Pathways, which capture Reflective Practice for Professional Development in student, early career and experienced teachers within her innovative framework designed to structure evidence informed practice. Other research interests include: Models of effective Partnership working in ITE; Mentor training, support and accreditation; Removing barriers to achievement; Interpersonal relationships and Communication skills; Management and Leadership skills; Continuing Professional Development; Links between ICT Advanced Skills Teachers’ [AST] and ITE as well as harnessing the use of new technologies and resources to scaffold and accelerate learning. Her book commissioned by Routledge and entitled The Teacher’s Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice consolidates much of the work generated from her own PhD research. BOOKS Zwozdiak-Myers, P. The Teacher\'s Reflective Practice Handbook. Becoming an extended professional through capturing evidence-informed practice. Routledge. ISBN: 978-0-415-59758-6 The Teacher\'s Reflective Practice Handbook is an essential source of advice, guidance and ideas for both students and practising teachers. Helping you to translate pedagogical knowledge into practice, this handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you d Paula has steered a large-scale research study across five counties in England to investigate how continuity and progression from primary to secondary school is facilitated, and contributed toward the publication of research outcomes to national and European audiences. She is currently working with colleagues from 7 other HEIs to investigate the knowledge, skills and understanding of trainees, mentors and tutors in relation to Lesson planning.