Daniel

Daniel is a multi-disciplinary teacher-facilitator and leader of departments with over twenty years’ experience of innovating, delivering, and refining course content for a range of students from different backgrounds, including in Adult Education. He excels in developing both human and material capacity, and in adapting specifications to meet the needs of diverse learners. By monitoring and evaluating progress, he has consistently delivered excellent value-added outcomes for his students, contributing to departmental and wider college teams. With a strong background in humanities, social sciences, including Critical Thinking, Daniel’s strength lies in enthusing and motivating students to reach their full potential, facilitating content, activities and progression routes that are engaging, relevant, and contemporary. Well-organised, concise and goal-focused, he is fluent in German, French and English, and led successful teams in several subject areas, coordinated to good effect early years’ career teachers’ probation, forming part of outstanding 6th form teams in terms of attainment, retention and in terms of pastoral, social and moral education including career and university progression of learners. Focused on student progress and the individual learner, Daniel has established, maintained, and built on professional relationship with a range of stakeholders throughout his career path.

Tutoring Experience

• Taught FtF or online learners from a variety of backgrounds, at different levels and age groups in subjects including English (as a second language), Philosophy, Politics, Sociology, Economics, Critical Thinking, French, and German
  
• In addition to GCSE and AL, I also taught on University undergraduate courses in Politics with Philosophy, Economics, Modern History, German interdisciplinary and Adult Education Philosophy
• Built capacity by introducing AL courses from inception to delivery in Philosophy, Applied Travel & Tourism (with Leisure & Recreation), Politics and Critical Thinking, also teaching Sociology, German, and French AL and GCSE in different specifications
• Successfully increased uptake and value-added in his subject areas, maintaining high professional standards. ALPS scores of 1 - 3 in most courses for nearly all cohorts every year
• Led and developed teams of up to eight colleagues, organising extra- and super-curricular schedules of delivery, activities, leading nine joint 6th form study tours with other departments to Berlin, Hamburg, Barcelona, and over 40 domestic study trips and conferences in my subjects
• Continuously updating pedagogy, sharing good practice, keeping ahead in terms of subject expertise in collaboration with colleagues in and outside of college to maximize student outcomes, collectively and individually
• Highly experienced in using data and feedback vehicles to improve outcomes, motivation, students’ engagement, satisfaction, and participation
• Innovating flipped learning for ALs to learners some twenty years ago, which became college template for most other subjects in other departments
• Ongoing staff development, coordinating networks such as the East Sussex Politics AL network and continuous and successful relationships with stakeholders including parents/guardians, outside agencies and local community
• Examiner for several AL- subjects and successful completion of the Leadership Path course (NPQH)
• Taught FtF or online learners from a variety of backgrounds, at different levels and age groups including at Higher Education level as a lecturer in English (as a second language), Philosophy, Politics, Sociology, Economics, Critical Thinking, French, German
  

Tutoring Approach

Individual learners are at the heart of the learning journey. My approach is student-centred, personalised and motivational. The fundamental first step is to gauge the needs, progress to date, and aspirations of a learner of whatever subject matter or area. Audits form a diagnostic tool upon which the learner's pathway can be agreed upon and mapped out in keeping with the requirements of public examinations or, in the absence of these, the desired end-goals of each learner.
In partnership with the learner(s), we set clear, measurable goals and staging posts, short, medium, and long-term, while establishing big-picture contexts. Different individuals have different learning styles. As a teacher-facilitator I always aim to adapt and adjust to remain flexible on how content and skills are covered, discussed, acquired and refined, building on what has been achieved. We agree on regular summative and formative assessments to establish progress undertaken and to identify future learning.
I am extremely passionate about the subjects and areas of expertise I can offer and can draw on an interdisciplinary approach as well as decades-long experience in enabling students at different levels to progress onto different sets of goals, be these in preparation for public examinations and/or for the intrinsic values of learning new skills, knowledge and applying these to the real world and for professional and personal reasons. I am also always eager to learn from my students and gauge what works best for each individual.
In my career to date, as a lecturer, as a teacher and head of department at GCSE, A level, or private tutor, I have always established warm, friendly, and highly professional relationships while thriving on the personal, human dimensions of this incredible vocation.