Curriculum Vitae

Career History

Vice Principal, The St Leonards Academy (2019 – 2025)

I work closely with the Principal and SLT to deliver the Academy’s vision, with a core focus on the quality of education, contributing to improved outcomes:

  • English Language moved above the national average
  • 10-15% improvement in Grades 9-4, including:
    • Science
    • Geography and History
    • DT and Food Tech

Key responsibilities and achievements:

  • ECT Induction Lead, working with Ambition Institute and Step Ahead Teaching School Hub.
  • Professional Tutor for ITT, partnering with University of Brighton, Teach First, KMT and Teach in Kent.
  • Designed and delivered whole-school CPD to improve classroom practice, based on ‘research-informed’ strategies; supported by the ‘Teaching Walkthrus’ toolkit.
  • Led quality assurance of teaching, learning and assessment: observations, work scrutiny, and instructional coaching.
  • Developed a broad and challenging curriculum, overseeing staffing and timetabling.
  • Conducted data analysis to inform self-evaluation and improvement planning processes.
  • Supported middle-leaders to use in-year data to plan interventions and raise standards.
  • Oversaw the planning and delivery of internal and public exams.
  • The implementation of school-wide ICT, including remote education and blended learning; this included the successful delivery of online ‘live lessons’ during the Covid-19 pandemic.
  • Managed parental communication, including reports and teacher meetings.
  • Line managed Middle Leaders, Assistant Principals, the Deputy Professional Tutor, and SENCO; conducted appraisals and staff reviews.
  • Oversaw the recruitment and retention of teaching staff.

Additional leadership contributions:

  • Collaborated with school improvement partners and the Local Authority.
  • Monitoring for key groups, including disadvantaged, SEN, and high-ability students.
  • Oversaw in-year admissions and appeals.
  • Managed unstructured time: duties, canteen access, health & safety compliance.
  • Coordinated the academy calendar, trips, and extra-curricular events.

I regularly deputised for the Principal in their absence; and I completed Designated Safeguarding Lead training, as well as other regular CPD, including safer-recruitment. 

Assistant Principal, The Chalfonts Community College (2014 – 2019)

As a member of SLT, I led on curriculum design, assessment, student outcomes, and a range of operational duties. Key responsibilities and achievements included:

  • Curriculum design and implementation; including alternative provision via outreach and partner schools, ensuring all students achieved the skills and expertise they needed for progression to Further and Higher Education.
  • Student outcomes at KS4 and KS5, contributing to a sustained upward trend in Progress 8:
    • 2017: –0.23 → 2018: –0.06 → 2019: +0.1
  • In-depth data analysis to inform self-evaluation and planning, with strategic oversight of disadvantaged, SEN, and high-ability students.
  • Managed internal and public exams, as well as leading on quality assurance of assessment, data entry, and parent communication (reports, meetings).
  • Supported SLT Lead for ‘Teaching and Learning’ with CPD and quality assurance, including: lesson observations and scrutiny of marking, assessment and feedback
  • Led the GCSE options process, from taster sessions to timetable design.
  • Managed: Middle Leaders, Exams Officer, and Cover Supervisors.
  • Oversaw staff absence, cover, calendar planning, and performance management.
  • Staff appraisal and performance management reviews as well as the recruitment  of new staff.

Additional contributions:

  • Coordinated KS2–KS3 transition and primary partnership projects.
  • Oversaw strategic IT planning, ed-tech integration, and maintained the College website and social media.
  • Responsibility for several key budgets and worked closely with the school ABM to improve my knowledge of whole-school budgeting.

Head of English and Media Studies, The Chalfonts Community College (2013-2015)

As Head of English, I consolidated and improved on the progress made during the previous three years. Key achievements included:

  • The introduction of Accelerated Reader in Years 7–8 (now 7–10), significantly improving literacy and reading engagement as well as ‘access’ to learning across the curriculum.
  • Refocused Key Stage 3 on written literacy to further accelerate progress.
  • Led the department through major assessment reforms at KS4 and KS5 including the end of modular assessments and the introduction of the ‘first-entry’ rule.
  • Recruited and developed staff, resulting in improved departmental strength and a number of internal promotions.

I also completed the ‘Aspiring Senior Leader’ programme, collaborating with other member of SLT to enhance my strategic leadership skills. This contributed to my promotion to Associate Assistant Principal in 2014.

Head of Media Studies and Second in English, The Chalfonts Community College (2010-2013)

Appointed to support the Head of English, drawing on prior success leading Media Studies. Key contributions included:

  • Introduced streaming at KS3 and restructured KS4 to start in Year 9.
  • Improved GCSE English Language results while maintaining strong Literature outcomes.
  • Led planning for new GCSE and A-Level English syllabi.
  • Launched Media Studies as a GCSE subject.
  • Mentored trainee and NQT teachers; involved in appraisals and reviews.

I also became more involved in the strategic development of the school, working closely with other middle leaders and Vice Principal to improve assessment practices and data reporting to parents, SLT, and the governing body. 

During this period, I also completed an MA in Education.

Head of Media Studies, The Chalfonts Community College (2004-2010)

Promoted after one year to lead Media Studies. Key achievements:

  • Redesigned coursework units to betters suit the skills and abilities of the department.
  • Introduced blogging as ‘reflective’ practice and as an e-portfolio; complimented by a department-blog for the sharing of resources.
  • Integrated professional software (Adobe Photoshop, Premiere Pro, After Effects) into the curriculum.
  • Increased academic challenge, using degree-level research and theory, as well as enhancing students’ learning by bringing in experts from the fields of digital and social media via Skype.
  • Year on year, achieved 100% A*–C at A-Level Media Studies, increasing to 100% A*-B between 2007 and 2010.

Moreover, I developed and refined my skills in the use of educational technologies, formative assessment and curriculum design. 

I also participated in cross-curricular work, including whole-school literacy initiatives and the implementation of a school-wide virtual learning environment.

Teacher of English and Media Studies, The Chalfonts Community College (2003-2004)

As an NQT, I taught mixed ability groups at KS3, two challenging GCSE English classes, and A-Level Media Studies to both Year 12 and Year 13. I also contributed to departmental planning and resource sharing.

Pre-Teaching Employment:

Manager, BIG W (Woolworths PLC) (2001-2002)

Following the completion of my degree, I moved from Superdrug and took up a role as Manager for a big-box store. Duties included, managing a large team; recruitment and training; customer service; stock-taking and display implementation; and budget management.

Supervisor / Shop Assistant, Superdrug PLC (1996-2001)

Initially a shop assistant, progressing to supervisor while completing my undergraduate studies. Responsible for shop floor operations, staff supervision, stock management, and overnight store refits.

Qualifications

Higher Education

MA in Education (Distinction), Oxford Brookes University (2010-2013)

During my first year, I undertook a School-based Enquiry investigating the impact online tools like Google Docs can have in terms of fostering collaboration and formative assessment. I also completed units in Assessment for Learning and E-Learning. The former included an Action Research Project testing the use of ‘no-hands up’ in my classroom. The reading material related to the AfL module had a significant impact on both my classroom practice and the direction of the rest of my M.Ed.

My second year began with a stand-alone unit investigating Independent Learning. During the unit, I started to develop a research narrative that linked pedagogical practices related to AfL and Independent Learning. Reflective Professional Development afforded me the opportunity to explore each area further in the context of myself as learner and educator. I then built on this in the Educational Research module setting up the premise of my dissertation.

In my third year I completed my Dissertation seeking to answer the following question: To what extent can virtual courses support the development of independent learning beyond ‘real time’ curriculum delivery? The project took the form of an open online course in which I combined the use of collaborative online tools including Google Docs, blogging and Twitter to encourage and develop the skills associated with Independent Learning and AfL.

PGCE (Secondary English), Nottingham Trent University (2002-2003)

  • Completed modules in teaching & learning, curriculum planning, assessment, and behaviour management.
  • Three teaching placements, including a 12-week final placement teaching KS3 English, GCSE English Literature and GCSE Media Studies.
  • Passed QTS Skills Tests in Literacy, Numeracy, and ICT.

BA (Hons) American Studies (2:2), University of Northampton (1998-2001)

  • Studied US history, politics, literature, and film.
  • Completed a semester at the College of Charleston, in Charleston, South Carolina.
  • Dissertation: Comparative study of The Crucible (Miller) and On the Waterfront (Kazan), exploring responses to McCarthyism.

Secondary Education

A-Levels: Art and Design, English Literature, General Studies, History

GCSEs: Art and Design, Design and Technology, English Language, English Literature, French, History, ICT, Maths, Science (Double Award)

Continuing Professional Development

2024-2025:

  • Safe and effective use of AI in Education (Chartered College of Teaching)
  • ECTP25: Updated ECF workshop (Step Ahead Teaching School Hub)
  • Contributed to research into ECT Induction (DfE)
  • Contributed feedback to updated training documentation for teachers on supporting pupils with SEN through ‘adaptive practice’ (Ambition Institute)
  • Annual ECT Induction Lead workshop and clinics (Step Ahead Teaching School Hub)
  • Annual SLT Lead training (Teach First) and Professional Tutor training (University of Brighton, KMT. Teach in Kent)
  • Annual training in safeguarding (KCSIE; Prevent Duty), safer recruitment, GDPR, cybersecurity, as well as workplace health and safety courses (iHASCO).
  • Maintaining awareness of changes to educational practice, policies and standards (EEF, Key for School Leaders, PiXL, Sutton Trust, etc)

2023-2024:

  • Annual ECT Induction Lead workshop and clinics (Step Ahead Teaching School Hub)
  • Annual SLT Lead training (Teach First) and Professional Tutor training (University of Brighton, KMT)
  • Annual training in safeguarding (KCSIE; Prevent Duty), safer recruitment, GDPR, cybersecurity, as well as workplace health and safety courses (TES Educare).
  • Maintaining awareness of changes to educational practice, policies and standards (EEF, Key for School Leaders, Sutton Trust, etc)

2020-2022:

  • Annual ECT Induction Lead workshop and clinics (Step Ahead Teaching School Hub)
  • Instructional Coaching workshops (Step Ahead Teaching School Hub)
  • Annual SLT Lead training (Teach First) and Professional Tutor training (University of Brighton)
  • Curriculum Management / Timetabling with NOVA-T/SIMS (Capita SIMS)
  • DSL Training (East Sussex County Council)
  • Annual training in safeguarding (KCSIE; Prevent Duty), safer recruitment, GDPR, cybersecurity, as well as workplace health and safety courses (TES Educare).
  • Maintaining awareness of changes to educational practice, policies and standards (EEF, Key for School Leaders, Sutton Trust, etc)

Presentations and Publications

I have presented at a number of conferences and events, focusing on assessment for learning, independent learning and educational technologies. My most well-know presentation is: 

  • ‘Leashes not required’ which explores the need to develop independent and interdependent learning in students. 

A complete list of public presentations can be found on my blog at jamesmichie.com/blog/presentations.

I also contributed to two crowdsourced books: 

  • ‘#MoveMeOn‘ (2009), edited by Doug Belshaw, offered tips and ideas to help new and experienced teachers develop their teaching practice.
  • ‘Purpose/Ed’ (2011), was developed to answer the question: “What is the purpose of education?”. My answer was collected, with many others, and published. The project was also featured in the TES Magazine in April 2011.

Skills and Expertise

  • Leadership, including team building, staff development; appraisal, ECT induction and teacher training
  • Strategic planning and communication, including problem solving, CPD, curriculum design, project management and public speaking
  • Quality assurance and data analysis, including the evaluation of teaching, learning and assessment
  • Educational technologies, including selection, curriculum implementation and innovation
  • Operations management, including planning and implementation
  • Collaborative Computing: Google for Education, including: Google Docs (substantial use for assessment for learning) and Google Classroom; Microsoft Teams and Office 365.
  • Video Conferencing: Adobe Connect, Microsoft Teams, Google Hangouts and Zoom.
  • Learning Management Systems: Moodle (extensive use and development), Microsoft Teams, Google Classroom and Blackboard.
  • Office Applications: Word, Excel, PowerPoint and Outlook (as well as OSX equivalents).
  • Blogging and Web Design: WordPress, HTML5, CSS3, a little JavaScript and PHP.
  • Image Editing and DTP: Adobe Photoshop and InDesign.
  • Video Production and Editing: Adobe Premiere Pro and Adobe After Effects.
  • Various other educational applications: SIMS, NOVA-T, 4Matrix, FFT Aspire, Show My Homework, Class Charts and Accelerated Reader.
  • Screeners and cognitive ability testing software including LUCID Lass/Exact, CAT4 and MidYIS/YELLIS.

References

References are available on request