Aaron is also one of the leading authors in school publishing as well as being a highly regarded and skilled teacher. His energetic and creative style is reflected in both his teaching and his books, which are loved by teachers and their students all over the country.
Aaron has 20 years’ experience working in schools as a teacher, department and faculty leader. He has also taken on pastoral and behaviour management positions within school and, as a consequence of these varied roles, led teams of teachers (trainee teachers, NQTs and experienced full and part-time teachers) through a range of whole-school initiatives. A veteran of many Ofsted inspections, a large number of practices and procedures used within his departments have been initiated across the whole-school and he has run workshops on these in both local schools and other academy trusts and LAs.
He is also the author of one of the best-selling KS3 textbook series in Britain (KS3 History by Aaron Wilkes) and has worked extensively with publishers and GCSE exam boards to develop teaching resources and assessment materials. He has written a number of teaching articles (for the BBC, Oxford University Press and SecEd Magazine, for example) and has run workshops and lectured at a number of teaching/academic conferences.
An exceptionally talented and inspirational teacher and senior manger, Adam Lopez currently works as Assistant Head at a highly successful Federation of Primary Schools in Pembrokeshire, Wales (UK). Adam is responsible for leading teaching, learning and staff development in Key Stage 2 across the federation and is a lead practitioner in Literacy and Numeracy. He has a Masters Degree in Education with a Leadership and Management specialism and a wealth of experience as a learning coach for teachers in the region.
Adam is a forward-thinking professional with a dynamic, yet pragmatic, approach that resonates with audiences. He carefully blends research with real world experiences, developing compelling and inspiring narratives that lead to immediately actionable ideas and initiatives.
Combined with his senior management duties and training activities, Adam also remains full-time in the classroom – so, he fully understands the challenges of balancing teaching and management.
Alan Jervis is one of Dragonfly’s senior trainers having delivered over 1,600 courses to roughly 11,000 teachers. With over 30 years of teaching experience - including seven as an assistant headteacher responsible for teaching, learning and assessment - Alan has extensive experience of employing new teaching and learning strategies. During his time as assistant head, Alan was also tasked with targeting student under-achievement which he did so successfully by overseeing an impressive 36% upturn in GCSE and A level exam results.
Since, Alan has become not only an expert teacher trainer, but also a qualified NLP consultant and an author. Alan’s publications include co-writing the critically-acclaimed ‘Improving Classroom Performance: Spoon Feed No More’ among others. With this incredibly vast experience and expertise, it is no surprise Alan’s Dragonfly courses receive 97% 5 star feedback from all past delegates. Alan has delivered courses for Dragonfly Training in UK, Europe and Asia and is an annual CPD workshop provider at The GESS Show and BSME conference in the Middle East.
Through his work in the classroom, Alan has earned an excellent reputation within computer science education and has a wealth of experience in delivering courses which have been consistently graded by teachers and inspectors as "outstanding". Despite having no previous computer science background, Alan first introduced the subject into his school in 2007 and GCSE computing in 2010. Alan was one of the first DfE Computing At School master teachers, and is the founder of both Raspberry Jam (the global community for people to discover the potential of the Raspberry Pi) and Hack To The Future. Thousands of teachers have used Alan’s resources for teaching computing and his work has featured in The Guardian, TES, The Sunday Times and on the BBC.
Alessio Bernardelli was a head of KS3 science for five years in Wales and has taught physics and science for over nine years. During his career Alessio has delivered a range of projects and CPD programmes for schools across Torfaen and Caerphilly, and has successfully led PLCs on developing thinking and technology-rich learning.
He is a multi award-winning teacher known for his creative and innovative use of technology in education. One of his greatest achievements was winning an award at the prestigious Microsoft Partners In Learning Worldwide Education Forum in 2007. He was also a finalist at the Rolls-Royce Science Prize in 2008. Alessio won the NEN award “Be a reporter for a day” with his year 12 physics class at BETT 2010, the Guardian Classroom Innovation Award at BETT 2011, and the SE Classroom Award for Innovative Teaching through ICT in 2011.
A trained Partners In Learning peer coaching facilitator, Alessio is also a TASC framework specialist and an official iMindMap leader. He has also worked with a range of agencies to develop innovative teaching and learning resources such as Microsoft, Nelson Thornes, The Open University, Oxford University Press, Twig, Brain Pop UK, DCELLS and National Grid for Learning (NGfL) Cymru. He was seconded in 2010-11 to work with WJEC as a field development officer for NGfL Cymru and between 2012 and 2013 he was the science subject lead at TES.
Alessio currently works for CfBT as an NSP partner and is a consultant for the Institute of Physics in the roles of network co-ordinator in Gloucestershire and TalkPhysics.org editor.
Andrew is a SENDco with over twenty years of experience teaching in a range of different Secondary Schools (starting his career as an English and Drama teacher, before progressing onto Head of Department and Pastoral Head in large secondary schools). He is now identified as a Specialist Leader in Education for the Borough of Poole, with a focus on Mental Health and Wellbeing, SEND, Supporting NQTs and Challenging the Most Able (with the majority of his time spent providing Mental Health focussed training to teachers).
His degree is in English Literature, with a Master’s degree in Effective School Leadership, Managing Whole School Behaviour and Whole School Inclusion. Andrew also holds accredited status for Mental Health First Aid and is in the process of publishing a whole School audit – designed to evaluate mental health and wellbeing provision in schools and colleges.
Andrew is passionate about improving the quality of education for all students by creating and sustaining the most effective learning environment in the classroom. He strongly believes in the need to set high levels of challenge, and equally provide high levels of support in order to promote staff growth and development in an educational environment. Throughout his career he has supported staff in order to develop confidence and capability in the classroom.
Barry has a wealth of experience over 35 years in schools as teacher, pastoral leader, faculty leader, deputy headteacher and headteacher. Additionally, he has had the rare experience of being a senior leader in an all through school.
Throughout his career and in a variety of different schools, his knowledge and skills have enabled him to bring about significant change leading to successful outcomes. He never left the classroom and firmly believes that developing the quality of teaching and the systems and processes that support it are paramount in school improvement. Barry has a proven track record of supporting school improvement by coaching, training and developing leaders and managers at all levels, enabling them to increase their effectiveness and improve performance.
Throughout his career, Barry has been keen to balance the quest for improved outcomes with developing a school in which opportunities for enrichment are available, where diversity is understood and celebrated, and achievement of all kinds is rewarded. He has developed particular expertise in; developing teachers, middle and senior leaders, data analysis, improvement planning and school self-evaluation, inclusion, closing the gap, curriculum design and performance management.
Barry describes his delivery style as professional, engaging and infused with good humour.
Bethany is passionate that teachers should make their own learning a priority alongside that of their students. Her approach brings together her philosophical background, experience of a wide variety of independent schools, a creative method and an interest in popular culture. Bethany has worked in education for over 20 years in all, spending all but the first three years in leadership roles.
Her first degree in Theology was from the University of Durham, she has a Master’s degree in Educational Leadership and Management, and is currently undertaking an educational doctorate on leadership, personality and gender. Teaching posts have taken her to different parts of the country, to boarding and day schools, and mixed and single-sex schools.
After 10 successful years of middle management, Bethany moved into senior leadership with two deputy headships covering both pastoral and academic responsibilities. Particular areas of interest in recent years have included mentoring PGCE trainee teachers and NQTs, staff development, establishing leadership groups and researching her own work on women, leadership and personality.
Cherry Hawker is, above all else, excited about children’s learning! She has always been motivated to promote interactive and memorable learning experiences by her conviction that childhood is precious and that we are privileged to be a part of it. Cherry's career has led her from the classroom to working as a Primary Strategy Consultant and to headships in both small/rural and large/urban primary schools.
Most recently Cherry has completed her validation with the British Council to become part of the international team to deliver the 'Connecting Classrooms Project'. Cherry feels passionate about Global Citizenship and empowering teachers to reflect and improve on the craft of teaching and understanding how children learn. She believes her ideas to be based on common sense and, where relevant, cutting-edge too and definitely buzz word free!
Cherry maintains her up to date knowledge of school issues both in the UK and on an international level in her role as Coach for Achievement for All. She enjoys using her well established coaching skills to support schools to bring about sustainable change and improve outcomes for all pupils.
Her hands-on,positive and engaging approach combined with her inventive methods are guaranteed to inspire class teachers to develop new ideas and help children overcome their barriers to learning.
Dave Taylor is one of the most experienced and gifted trainers and school leaders in his field. Throughout years in school leadership, Dave has remained focused on the magic of the classroom, and is often cited as an inspiration to his students and his colleagues alike.
As Head of English, Dave transformed an underperforming team into one which produced the best GCSE results of all similar schools in the country. As Assistant Headteacher, Deputy Headteacher and, most recently, Vice Principal of a Multi-Academy Trust, Dave has transformed the teaching in a number of schools, delivered training to thousands of teachers and mentored a generation of new teachers.
Dave has organised and presented at Teachmeets, conferences and multi-platform festivals. He has presented at the SSAT Achievement Show and sat on the steering group on ‘World Class Schools Status’ in the SSAT’s Leading Edge group of academies.
Dineo has vast and varied experience of working with individuals and groups, in psychology, mental health, education and coaching & development. Having trained with the Institute for Professional Excellence in Coaching (IPEC), one of the most highly regarded coach training programmes in the world, she is now also a Certified Professional Coach (CPC) using Core Energy CoachingTM, a unique and innovative framework to help us understand why we act and react in certain ways. The framework and process are powerful tools to enable clients to reflect on their own behaviours and triggers, become more self-aware and to create action plans in order to move forward in the way they choose.
Dineo’s passion is people and helping them recognise their true potential, enabling them to lead (themselves and others) from a place of consciousness. Her philosophies, experience and tools are used and taught in a variety of courses leading to happier, healthier staff, pupils and whole school communities. With so much external pressure being put on to schools it is easy to lose sight of what is really important and at the heart of what we do. Dineo provides new insights and perspectives to help you reconnect with what matters most to you, then create opportunities and action plans to stay connected.
Donna is a highly skilled and dynamic facilitator, writer and development coach who believes that professional development, like teaching, should be active, practical, challenging and engaging.
She has worked in secondary education for 23 years, 15 of those as a senior leader in a school that moved to outstanding. During this time, she developed extensive skills, knowledge and expertise in continuing professional development, performance management, leadership development, initial teacher training, teaching and learning, coaching and public speaking. Most notably, she has worked as a quality assessor for a national CPD mark and facilitated the Improving and Outstanding Teacher programmes, the Middle Leadership Development programme and Leadership Pathways and more recently NPQML. In her role as Director of Teaching School, she wrote and implemented a CPD framework for an academy trust.
Donna is a Modern Languages’ specialist (French and Spanish) and has used her experience as an Advanced Skills Teacher, and head of an MFL department to coach MFL leaders to successfully lead their teams.
In her current role as a development coach, Donna supports middle leaders working in challenging contexts to put their leadership learning into practice, to develop their leadership skills knowledge and expertise, and maximise student achievement. She delivers leadership training for middle leaders and a variety of one-day courses focussing on teaching and learning, MFL and leadership. Donna also writes training programmes in leadership, MFL and coaching for national providers of CPD.
Francis Jones has extensive experience of teaching and training English, EAL and literacy skills in the UK and across the globe. As one of the first people to deliver interactive whiteboard training nearly 10 years ago, Francis has long since embraced an approach to teaching that blends traditional methodology with technology. He delivers interactive whiteboard training to teachers of all subjects, with a specialism in EAL, and is ever mindful of the need to use technology when it aids learning, not simply because it is fashionable to do so. As an accomplished writer and producer (with numerous comedy, drama and documentary scripts for BBC Radio and television to his name), Fran brings a unique perspective and insightful humour to his courses. His co-authored book for EAL teachers, 400 Ideas for Interactive Whiteboards, is published by Macmillan.
Ian has over 20 years’ experience as a highly successful mathematics teacher in five very different secondary schools, with most of these schools facing very challenging circumstances. He has held a range of leadership posts including head of faculty, assistant headteacher with specific responsibility for training, deputy headteacher and headteacher/head of school. He now works as a freelance coach, mentor and trainer supporting teachers in both the development of teaching and learning and middle leadership. He has a particular interest in active learning strategies which is reflected in the courses he delivers.
Indu Bedi is an experienced UK and international educator. Previously a Director of Learning and Teaching in the UK, Indu was most recently responsible for professional development across across a group of schools in Malaysia. Across her many and varied educational roles Indu’s core focus has always been teacher development – on any of her courses you will be in safe and knowledgeable hands.
Through her work in London and Malaysia, Indu has significant experience working with teaching colleagues who have been internationally and locally trained, and with EAL students. This makes her courses exceptionally relevant to teachers working in international schools or to teachers in local schools offering an international curriculum – she has a deep understanding of the challenges of both. Indu’s philosophy fits neatly with Dragonfly’s trademark approach: every one of her courses is packed with practical strategies aimed to raise achievement. With her own teaching Indu rated ‘Outstanding’ (Ofsted), every one of her lively and inspiring courses will give you the confidence and skills to make a real impact in your own classroom.
Indu’s expertise is in high demand and Dragonfly are proud to have secured her services to offer this exciting series of courses in Malaysia.
Director of the Centre for Innovation and Research in Learning at ETON COLLEGE (London, England), Jonathan Noakes is a forward-thinking educator, active in educational research. Jonathan has a track record of highly successful leadership and change management, combining the most promising innovations and research findings with methods that are tried, tested and proven. Alongside his role at Eton, Jonathan is also a governor and trustee of a variety of state and independent schools and charitable foundations in the UK.
The Tony Little Centre for Innovation and Research in Learning
The Tony Little Centre for Innovation and Research in Learning puts ETON COLLEGE at the forefront of global teaching and learning developments. The centre was created to bring together leading researchers, practitioners and industry experts with the aim of helping young people to learn and develop the skills necessary for success.
In a recent project the Centre worked with the Harvard Graduate School of Education on growth mindsets and prosocial attitudes. Following research by Carol Dweck and others, Mr Noakes and his team used research to help students become more growth-minded in their thinking, enhancing their learning as a result.
Jon is an Emotional Health Consultant who has helped thousands of individuals within hundreds of organisation to improve their ability to cope with stress and pressure, and as a result, be more confident and more focused on whatever it is they need to do well.
Jon is a member of the Human Givens Institute, the International Stress Management Association and the Chartered Society of Physiotherapy, and he holds a full, enhanced Criminal Records Bureau check.
Since 2000 Jon has run courses on Emotional Health, Wellbeing and Pressure/Stress Management in more than 600 organisations including legal practices, medical departments, management consultants, transition consultants, local government, quangos, TV companies, museums, universities and colleges and his work consistently receives rave reviews. He is the Emotional Health training consultant for Dragonfly Training and he has visited countless state schools and many of the top independent schools including Harrow, Fettes College, Millfield, Rugby and Abingdon, where his courses have been universally well received by staff, pupils and parents.
As a chartered physiotherapist Jon used to treat people for physical problems but he now works as a psychotherapist out of his private practice in Penarth where he sees a diverse range of self and organisation-referred clients, helping them to cope with the problems caused by stress and anxiety.
With 20 years experience in the Primary sector Kat has always embraced new opportunities,just as now as one of latest Dragonfly recruits. Kat started her teaching career in London working in primaries in Southwark, Lewisham and Tower Hamlets. She took on senior positions and when she moved to Bath quickly became an 'acting' headteacher of a large, successful primary school. Her subsequent headships include Wells Cathedral Junior School and various state primaries in Wiltshire. Kat holds NPQH and an NVQ L5 in Coaching & mentoring. Her most recent Headship saw her turn around a large state primary from a judgement of 'Inadequate' to 'Good' in 9 months. Kat continues to offer Interim Headship, is a school adviser for the LA and works closely with a Teaching School. Kat is a Governor of an IAPS school and a local state primary.
The Independent sector remains close to her heart and she maintains an active role within the IAPS district group as regional CPD coordinator. Through IAPS she has spoken at conferences, at schools and at hotel based courses on themes such as; Assessment, Lessons Observation, Coaching, Outstanding Teaching & Learning and Subject Leadership. Kat is passionate about supporting teachers who want to improve and strive to be the best they can be for the pupils they serve. She receives excellent feedback from her training sessions and is an inspiring and motivational public speaker.
Laura loves Computer Science. She is an experienced Head of Department and pastoral leader with a broad range of expertise, having worked with students from the full age range from Nursery to Year 13. She redesigned the whole Computing curriculum at both Rugby School and the Royal High School Bath (GDST), supporting staff to deliver new material. As one of the original CAS Master Teachers, Laura has provided support and training for teachers from across the country. Her free A-Level resources are widely used and appreciated, as is her work with CAS #include to provide opportunities for students from a
diverse range of backgrounds to study the subject. Laura wrote and recorded for the OCR GCSE Computing MOOC and is the author of the Cambridge Elevate A-Level Programming materials.
Trained in secondary English, Lisa believes that literacy and numeracy are the heart of every curriculum; she has developed unique curriculum approaches to literacy and numeracy that support every pupil in their progress. Lisa recently published her first book, Manglish, which is Lisa’s approach to an age old problem. Lisa believes that by collaborating as educators, we can develop approaches to curriculum planning that ensures all learning is purposefully used and improved with literacy and numeracy at the heart of our teaching.
Lisa’s most recent role as Advanced Skills Teaching and Learning Leader saw her lead a team of teaching coaches to develop whole school teaching and learning. Lisa led training events on a range of topics such as differentiation, behaviour for learning, effective questioning and reflective practice. This role also included coaching departments, newly qualified teachers, trainee teachers and underperforming staff.
A self-professed learning geek, Lisa loves all things teaching and learning. Lisa is an avid reader of teaching and learning literature and reflects upon her learning in her popular blog, www.learninggeek.com. Lisa is involved with many teacher organisations, regularly meeting with educators to improve practice nationally. She also runs her own successful teaching and learning events for the Pedagoo team in the North of England.
Lisa has been teaching for fourteen years, having completed her Honours degree at the University College of St Mark & St John in Plymouth, qualifying with a Bed Honours in Physical Education and Mathematics.
Lisa started her career as a PE & Maths teacher, she was quickly promoted to Head of Year 7 building lasting relationships with local feeder schools, working with years four, five and six to ensure a seamless transition from Primary to Secondary. In 2012, Lisa was part of the team that transformed the school in to Somerset’s first all-through Academy for 3 to 16 year olds, now known as Bridgwater College Academy.
In 2014 Lisa became Assistant Headteacher at Bridgwater College Academy, In April 2015 she was seconded to a school in Somerset as Acting Vice Principal. She was responsible for implementing whole school behaviour and attendance policies and was part of the team which turned the state school from a judgement of inadequate to good in just over twelve months.
On returning to Bridgwater College Academy, Lisa took up the role of acting Deputy Headteacher, responsible for whole school behaviour and the Designated Safeguarding Lead.
Lisa has previously been and will once again be an assessment associate for Edexcel travelling to numerous schools to carryout external GCSE PE moderations.
Lisa is a keen sportswoman she has completed numerous triathlons, the London Marathon and now trains in karate.
Marcus is an outstanding educator with a proven track record of student-centred innovative teaching. He brings experience from a wide range of educational settings including special schools to his classroom and has sought to develop and enhance the skills of both young people and colleagues. With over 20 years teaching experience, mainly in the sciences, Marcus continues to seek out and utilise new technologies to improve teaching and learning. He is a Google Educator and has delivered bespoke training sessions on improving productivity, creativity and collaboration. He has also worked as a consultant on a number of projects for leading education companies including Discovery Education, 3P Learning, AQA Exampro, Boardworks, Oddizzi and Twig.
Marcus has been a middle leader for 15 years and completed the NCSL Leading from the Middle Qualification. He has also presented sessions at the CES Fall Forum in Washington DC and participated in the TIPD British Council visits to Europe. Marcus has a wealth of experience as a Head of Year, dealing with a wide variety of issues with young people and their families across all Key Stages. Recently, Marcus has also been Director of ELearning with responsibility for developing a whole school digital teaching and learning strategy and excellent social media and E-Safety practice. Marcus has also led an extensive number of outdoor activities in the UK and across Europe. Since 2007, Marcus has also established the I Can Teach brand to bring music to the classroom
Mark Salter is a truly outstanding teacher, trainer and communicator. During a very successful 20-plus year career in Nottinghamshire,as well as being a teacher, Mark worked closely with the local authority's advisory and inspection service, delivering a range of improvement activities on their behalf. These included courses, twilight trainings, conference workshops, subject forums, and departmental insets for schools dealing with the very least able students to the highly academic and motivated.
In 2003 Mark transitioned into the Nottinghamshire AIS as a national strategy teaching and learning consultant. Although this was nominally to support foundation subjects with an emphasis on PE, in reality he worked county-wide across all subjects and age groups.
Whether working in his specialist subject or on general teaching and learning focuses, Mark draws on the very latest educational research and theories to ensure his courses are cutting edge. However, he seeks to leave delegates with a huge range of practical strategies that can be immediately applied in the classroom thus making his training highly effective in terms of raising pupil attainment.
Having joined Dragonfly in 2012 Mark has gained not only national following but is active on the international circuit where his results driven approach to school improvement seems to strike a chord.
Mark's training sessions are always dynamic, interactive, realistic and free of buzz words and jargon.
Mark Bocker was until recently, Headteacher of a successful pupil referral unit which worked collaboratively with 16 mainstream secondary schools and many primaries to support their most vulnerable and often extremely challenging children. During the course of his tenure he became the elected representative of Lancashire PRU's on Schools Forum, High Needs Block and the Chairman’s Group and sat on the Boards of the East Lancashire Secondary Schools Alliance.
Mark has experienced and led through many successful Ofsted and HMI inspections achieving excellent outcomes with reference to leadership, intervention and schools support. Formerly a PE teacher/Head of PE specialising in behaviour management and SEN, Mark moved into the world of residential BESD where his grounding in restorative practice began with Mediation UK alongside developing counselling and solution focussed interventions.
Mark is a registered trainer with the Restorative Justice Council training Youth Offending Team volunteers to become qualified Conference Facilitators. Also training in primary, mainstream, residential units, special and PRU's in restorative approaches. Supporting the training of ITTE students in effective behaviour management in conjunction with a SCITT in East Lancashire and solution focussed coaching of staff in mainstream and special. He is also a registered Packtypes (social fitness system) licensed facilitator and a practising Solution Focussed BRIEF Therapist.
Mark has more than twenty years’ experience of working in education, specialising in the Primary sector.
Much of Mark’s recent work has focussed on improving learning by developing effective talk in the classroom. In 2014, he began to work extensively with The Institute for Effective Education at The University of York and with The Cambridge Primary Review Trust to develop and deliver high quality CPD to teachers in authorities across the country.
With an increasing amount of research evidence becoming available, Mark’s desire is to find ways to translate this into practical, workable solutions for teachers. He has considerable experience of applying pedagogical theory to the hectic and ever changing setting of the classroom. He has lectured in the teaching of science on teacher training courses at undergraduate and post-graduate level as well as delivering CPD courses that aim to distil current evidence and academic thought into practical applications.
While teaching, he established and managed two Comenius projects, gaining and managing funding from The British Council to work in close co-operation with schools across Europe.
Mark is the co-author of Creative Activities for Scientific Enquiry, published by Scholastic and has written articles and devised resources for both Child Education and Junior Education magazines.
Mark has worked with many organisations outside of education, including Smith and Nephew, The Chemical Industries in Education Centre and the construction group GMI to develop and produce a range of educational resources linking education with industry.
Marta has taught Russian in schools for over 13 years and takes every opportunity to extol the virtues of learning this ‘lesser taught language’ – whether to Year 6 pupils at a ‘taster lesson’ or to one of the many of her sixth formers who have continued their Russian studies at university level. She is the co-editor and co-author of ‘Na Start, Vnimanie, Marsh’ – the main GCSE Russian course for schoolchildren in the UK – as well as being one of the editors of the latest edition of ‘Complete Teach Yourself Russian’. She aims to instil a love of both Russian culture and Russian grammar in her students (being successful in the former and nearly always successful in the latter) and is always looking for ways to make her teaching innovative and interesting.
Marta has held a range of positions in a teaching career of 13 years, including that of Head of Russian, Head of Sixth Form, Gifted and Talented Co-ordinator. She is always up for a challenge – when she introduced AS Critical Thinking at her school, she took the examination herself before her first cohort of students were entered for it. When she grew frustrated at the lack of teaching resources for GCSE Russian, she asked her school for a sabbatical and worked with colleagues round the country to produce a course that is now the main one followed in schools across the UK.
Mary is an ILM qualified Life Coach as well as an experienced teacher, who has been teaching English and French in primary and secondary schools for 20 years, including several years as a Head of Department. Mary now delivers a range of highly effective coaching and motivational workshops in schools for students in all years. She also offers personal and professional coaching to teachers through workshops and one-to-one sessions, to support teachers through the challenges of teaching. Mary is described as a 'natural' coach and she is passionate about helping students and adults to find solutions and make changes that can have a considerable and lasting impact on how they feel and how they perform.
Mary Rebelo is a consultant who specialises in aiding teachers in the use of ICT to support the curriculum. Until 2001, she taught across each of the key stages for over 15 years before becoming a full-time ICT adviser for her local LEA. Since 2002, Mary has worked as an independent ICT consultant and delivered training in schools across the UK and in Europe. She teaches diverse groups of pupils from both state and independent schools and from early years to KS4. Mary models creative and innovative ways of using ICT across the whole curriculum. She has unbounded enthusiasm for ICT to support teaching and learning and has convinced many a sceptical or nervous teacher of the merits of its use with simple, practical examples and a lively, hands-on training style.
"Everyone learnt something! Everyone loved Mary!! Everyone says "More please!" Best, most useful smart board training ever!! Thanks Mary." - Jo Scurry, Training and Development Officer at St Hilary's School (Feedback from an INSET on IWB/Smart Board Training)
Neil Atkin has taught for 20 years in the full range of educational establishments. The last nine of these he specialised as an AST in Science and IT, responsible for improving teaching and learning in schools coming out of 'failing' status, and was described by Ofsted as "inspirational" and his work as "outstanding". He is therefore highly experienced in the use of innovative strategies that he knows work in challenging situations. Neil is also at the forefront of developments in the use of ICT to transform the learning experience. He encourages students to 'perform their understanding' by creating a movie, song, picture, podcast, animation or presentation using an iPod Touch.
In science Neil pushes the boundaries with a radical approach and has created a company - 'exScites' - which explores ways of using exciting activities such as surfing, skiing and climbing to teach the science curriculum. Neil is currently working for the Institute of Physics as the SW region teaching and learning coach, supporting top grammar schools and National Challenge comprehensives, and for the National Science Learning Centre as a triple science consultant for physics and e-learning.
Neil is a published author working as a science adviser and digital learning consultant for Hodder Murray and is about to release a revision resource supporting the new curriculum through Phillip Allan. His courses have outstanding feedback as they focus on your needs and give strategies, not just materials. One of the key objectives is to make your students work harder than you!
Nina Jackson is someone who sees the bigger picture and, throughout a long and varied career, has been driven to bring the best out of all children regardless of the issues, challenges and special needs they bring to her classroom. Nina brings to her lessons not only high levels of creativity, innovation and professional rigour but also contagious passion which proves to be a winning formula wherever she works. Apart from her work in teaching, learning, thinking skills and technology for learning, her background in special needs and music has led her to devise specialist therapy programmes for schools. Nina also successfully supports mainstream teachers working with children with anger management issues, disaffection, poor motivation, behaviour and confidence.
Up until very recently, Nina was a director of learning in addition to directing a ‘more able and talented’ programme at a successful comprehensive in South Wales. Since these roles, Nina has developed an impressive career in teacher training in the UK and abroad. She has collaborated with Swansea Metropolitan University where she is a lecturer on the MA (Ed) programme, a senior professional tutor (ITET) and has supported the SARA (Schools Action Research Approach) project for the Education Support and Inspection Service in Wales. In 2004, Nina was the winner of the IPDA International Prize for Education and was described in the Times Educational Supplement as an “inspirational, evangelical preacher of education”. She is currently working on her second book - ‘Access All Areas’ - which focuses on helping schools ensure that all children have access to the full extent of what the curriculum has to offer. Nina is also a certified Apple Teacher.
Pamela John has over 17 years’ teaching experience, most recently as head of English in a comprehensive school. Pamela is an enthusiastic practitioner who is keen to share ideas and strategies with colleagues in order to maximise pupils’ learning experiences. Pamela, who is a Master of Education, still teaches Key Stages 3, 4 and 5, as well as being an examiner for GCSE English literature and a consultative moderator for GCSE speaking and listening.
"Fantastic content, professionally delivered. Very engaging delivery. I have come away with several practical strategies which I will use this week." - Simon Dalton, Bishop Hedley High School (Feedback from Pamela's hotel-based course 'Improving Marking, Feedback and Assessment in English'.)
Paron Mead is a trained and experienced art teacher and artist. He has worked as a curriculum consultant, a lecturer for undergraduate programmes, both in Bangkok and in London, and has delivered unique art engagement opportunities both in and out of the classroom environment.
In 2014, he founded the Paron School of Art, offering professional and impactful programmes in the Visual Arts for children, adolescents and adults. His students have received ‘Top in the World’ and ‘Top in Thailand’ awards at recent Cambridge examinations. Paron knows how to get the best out of students, whatever their age, enabling them to produce images that are being recognised for their creativity, innovation and quality – he will teach you to do the same.
Paul is a Primary educator with 15 years experience in a variety of schools and education systems. While he has experience of teaching the UK National Curriculum in London, Wales and in an International setting in Brunei, the majority of his experience and approach to education is founded on the International Baccalaureate system. He has worked in the IB PYP (Primary Years Program) for 10 years in International Schools in Portugal and Italy.
Paul is a trainer in Inquiry-driven and Concept-based pedagogy. These constructivist, student-centred approaches have a marked effect on motivation, engagement and responsibility, while teaching Understandings of wide scope which can be applied across different situations.
Paul strongly agrees with John Hattie’s research findings, that the biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers. Therefore, all his workshops are focused on pedagogy and empowering teachers to develop and refine their skills, reflecting and evaluating. He has a strong background in mentoring teachers through making the transition toward teaching with an inquiry approach.
Paul cultivates his theoretical and practical understanding of global and local issues in education by continued engagement with the International Baccalaureate and being a part of the British Council Connecting Classrooms global Core Skills project. He enjoys using his wide range of experiences to support and empower teachers to make changes to their approach to make their classes relevant, engaging and challenging.
Paul Michael is an outstanding educator whose passion for creating cultures of continual improvement while effectively managing change has been the consistent feature of his 15 years in a variety of teaching and leadership roles.
Currently Head of Sixth Form in Amsterdam, Paul has also taught in South Wales, Japan, Bath and Thailand and excels at ensuring that both staff and students thrive in their international and local contexts.
From achieving several 'Best in the World' accolades with his 17 strong English faculty to spearheading whole school staff and student mindfulness initiatives, Paul's focus as an educator is on empowering leadership and growth at all levels. Whether enhancing EAL provison for Prep School pupils, securing world class results for A Level and FE students, or delivering training in schools and on university PGCE programs, Paul is an expert at presenting new approaches and solutions in an accessible and achievable manner.
A Fellow of the Royal Society of Arts, Paul has both an MA Literature and an MSc in Educational Leadership and has written for several international educational publications. Originally from Swansea, Paul's own experience in both a UK and international environment continue to shape his belief in the importance of striking a balance between the pastoral and academic elements of teaching as much as the operational and strategic approaches to education.
Peter Dawes is an engaging and enthusiastic trainer with a broad repertoire of practical ideas. He has 17 years’ experience of teaching MFL in a variety of schools and has taught English abroad. He has also run highly successful residential courses in Somerset and Wiltshire and has developed extensive German and French materials for educational blogs. He has spoken at numerous conferences such as ALL, ECIS and MFL Teachmeets. There is a common strand running through all of his Dragonfly courses – whether at home or, increasingly, abroad in Europe, Africa and the Far East - they offer practicality and involve minimal teacher preparation time.
Peter spent a week at Apple HQ in Bangkok, delivering iPad courses to hundreds of teachers in South East Asia. His courses have evolved to embrace new technologies, from IWB through to Web 2.0 and now iPads. Yet his guiding principle through these changes has always been pedagogy before technology. When post-it notes or mini-whiteboards are the best for the job, he’ll be the first to recommend them!
"Peter is an excellent trainer. He was able to engage with even the most sceptical of participants and to make them enthusiastic about using the IWB. He is open and friendly and we all learned a lot. He is also very approachable and the light-hearted discussion was just what was needed at the end of a busy term. Thank you very much." - Barbara Garde, EF Academy Oxford (Feedback from Peter's INSET on IWB Training)
Philippa has over 15 years’ experience in education with 10 years primarily in special needs. She now works in a wide variety of settings. This includes SEN consultancy work for a mainstream school. Alongside holding the SEN role on a consultancy basis, she leads the Additionally Resourced ‘ARMS’, which caters for 10 children with physical disabilities. These children are managed within the normal mainstream classes.
Philippa still works four days a month in her previous setting, which is a specialist behaviour school for SEMH in which she was Assistant Head for over four years and held the SENDCo role for over six years. In addition to this she led English as a subject for over 8 years. In this role Philippa helped to meet the challenge of engaging reluctant learners - mainly boys - in writing. She played a pivotal role in developing learning plans and creating writing weeks to enthuse and engage learners.
In her current role at this specialist behavioural school, Philippa manages all the assessment of specific needs (dyslexia), plans interventions, delivers training to staff and sources the best intervention products available. Outside of this school, Philippa delivers CPD on Dyslexia and behaviour management and provides behaviour advice to mainstream schools, using the ‘Boxall profile’, to support learning plans and work with teachers to devise new and bespoke strategies.
Robert Pike is an experienced trainer, author and teacher of French. He recently co-authored a new ‘A level’ French textbook for AQA, as well as several products for the new GCSE. He has worked on many other French products such as Allez, Studio and Clic
An experienced MFL teacher and former Head of French, he delivers training courses across a broad range of topics including effective differentiation, outstanding teaching and getting results at GCSE and A level. He delivers courses that are interactive, discursive and up to date with curriculum changes.
Whilst teaching full-time he led the way with the use of technology in the classroom. An early adopter, he developed simple ways of making it work for himself, his colleagues and his pupils. Central to his teaching has always been an interest in the development of effective methods of challenging learners of all levels. He is also part of the ITT team at the University of Worcester where he helps develop the next generation of language teachers.
Sarah is currently Head of Computer Science at an Independent school in West Berkshire. She teaches Computer Science courses at A level and iGCSE from AQA and CIE. Sarah studied Theoretical Physics as an undergraduate at London University followed by a PhD in Mathematics (Infinite Dimensional Representations of Lie Superalgebras). Sarah was appointed a Visiting Scholar to MIT and has spent time doing research in Belgium and CERN. 15 years ago she turned to teaching and after obtaining her PGCE from King’s College London in Mathematics has been a teacher of Mathematics, ICT and Computing since 1998.
Sarah's passion is for Computational and Algorithmic Thinking and how to ‘wake-up’ this talent in children. She runs encryption classes at school which look at the history of cipher code from the time of Julius Caesar to now. One of her all time computing heroes is Alan Turning and she is very passionate about the teaching of Turing Machines to her A Level students.
Studied at universities of Salford, Reading and Leicester.
Over 25 years in teaching and management in a variety of schools nationally and internationally, state and independent, primary and secondary.
Now work as an educational consultant as a teacher trainer for publishers and training organisations as well as curriculum development for ministries.
Passionate in equipping teachers with the confidence and skills to pass on their subject knowledge to their learners.
Steve Garnett has been a teacher for 24 years. He has delivered INSETs to over 7,000 teachers over the past 10 years in the UK, Ireland and across Europe, the Middle East and the Far East. Teachers who have attended Steve's courses have regularly described them as 'inspirational'. Steve is an award-nominated author whose book 'The Subject Leader' was shortlisted for Best Secondary Resource in the prestigious BESA awards. He has also written 'Using Brain Power in the Classroom' which a TES Review described as 'strong in its resume of the latest research into what constitutes effective learning'. Steve is also co-author of 'Spoon Feed No More - Improving Classroom Performance' - which is a definitive guide to the philosophy and practice of Dragonfly Training.
Stephen Chapman is the managing director of Dragonfly Training and has delivered training courses at over 400 schools in the UK with great feedback from them all. He has also delivered training at schools in Monaco, Cyprus, Kuwait, Qatar and Dubai to the same very positive reaction. He has studied at the Universities of Liverpool and Cambridge and taught at schools in Kenya, the Caribbean, the USA and as head of department at a London comprehensive for several years.
He was specially selected as a member of the Richmond Borough School Improvement Task Force due to the success his department had with exam results and numbers of those opting for the subject. His long awaited book on education - "Improving Classroom Performance" - has received superb reviews and his totally practical approach to teaching and learning is based upon what he believes works, not ticking boxes and putting buzz words together.
Steve is well known to many teachers as being one of the best trainers in the world and is well known for his highly practical and realistic views. He remains jargon and buzz word-free as well extremely enthusiastic. He remains in touch with classroom practice by teaching at two local schools: Evenlode Primary School and Stanwell Secondary School, where his 'narrative frameworking' approach to creative writing has yielded spectacular results.
Stephen Badger is currently deputy head at an 11-18 mixed independent school in Hampshire. He runs the whole-school inset programme, organises and runs work experience trips to France, coaches sport, prepares the school for inspections, organises cover and runs appraisal. However, he says that his primary role is still the one he came into the job for - teaching children! Over the 20 years he has been teaching, Stephen has variously been responsible for re-introducing German into the curriculum, running German, French and MFL departments and challenging staff and children with innovative approaches to teaching and learning. Steve also has 20 years of boarding experience and has been a resident and non-resident tutor, as well as working with houseparents in preparation for the recent ISI inspection. As a current teacher, all of the ideas he presents are being used with his classes (some of them probably the day before!), and are accessible to teachers of all vintages!
As an Accredited therapist, with over 15 years’ clinical experience, Tara brings an understanding of children’s needs in a variety of settings. Currently offering psychological support services in her own private practice, as well as at a leading child and adolescent mental health clinic in Bangkok, Tara’s previous roles have included working as a whole-school school counsellor at a diverse International School – a position which brings know-how about the challenges faced by students, boarders and teachers alike. Prior to this Tara worked in the UK as a crisis counsellor offering support to street homeless adults and teenagers and female sex workers.
As an experienced trainer, Tara has delivered a wide range of workshops and courses to meet the needs of a variety of professionals including: doctors, psychiatrists, social workers, teachers, parents, boarding staff, therapists and MA students (Mahidol University).
Tara is a founding member of Baby Bonding Thailand, an organization which works to support positive infant mental health in families in Thailand and offers accredited training to practitioners and not-for-profit organisations working with vulnerable infants and young children.
Having lived and worked in Thailand since 2008, and written a research paper on Parenting in Thailand, Tara feels very comfortable working within a mutli-cultural environment, adapting training and clinical services to meet the needs of those utlising her expertise.
Tara is passionate about supporting adults who work with children to understand how to get the best out of them, with a core emphasis on the importance of relationships and how an adult professional can truly influence the outcome and potential of the young people in their care.
Thomas Packer has been teaching for over 30 years in a variety of settings: Maintained and Independent Schools, Secondary (11 – 19) and all-through (3 – 19) Schools, Day and Boarding, Boys’, Girls’ and Co-educational. His specialist subjects are Physics, Mathematics and Further Mathematics. Tom was a School Leader for 17 years and his last post was as Founding Headmaster of the West London Free School, the first Free School, to sign a funding agreement with the Secretary of State. Thomas was for a time one of Her Majesty’s Inspectors of Education, specialising in Science, Maths, Music and Leadership & Governance. He has advised the Department for Education and the All Party Parliamentary Committee for Education on curriculum matters and school finance. Recently he worked with the National College for School Leadership, devising modules for the NPQH Programme.
A graduate of University College, Durham in Physics and Maths, it was in 1986 that Thomas first started to lead educational CPD, preparing teachers for the then novel Coursework requirements for GCSE, prior to its general introduction two years later. He has continued to provide quality training ever since. After leaving full time teaching Tom has specialised in providing relevant courses of value to the Education Sector, together with useful up-to-date resources, tailored to the needs of the group. Thomas is also much in demand as a speaker at National Education conferences.
Thomas has published articles for the National College for School Leadership and the Institute of Physics as well as writing a chapter in Leading Schools in the 21st Century published byJohn Catt.
Tony Woolstone has been running modern foreign languages and other courses for many years and his dynamic and eccentric style will be familiar to many. He has over 40 years of classroom experience and although nominally retiring in 2008, returned to the classroom in 2011 where he continues to teach both French and Spanish from Year 5 to Year 13. He has been a head of department and deputy head, is chair of languages for a major examining board. His courses guarantee a thought-provoking day from which you will return almost certainly enriched and very probably exhausted!