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.
Alessio is currently completing an MSc in Teacher Education at University of Oxford. This Master Degree has given him further insights into effective professional development of teachers and STEM learning.
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.
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.
Julie is an incredibly enthusiastic and inspirational trainer, having gathered a wide range of experiences teaching and training for the past 16 years. In addition to Advanced Skills Teacher status, Julie has worked as a local authority school improvement consultant, Graduate Teacher Programme trainer, primary languages consultant and was a certified trainer for CiLT (The National Centre for Languages). She currently trains nationally and internationally, on some of the most up to date concepts relating to research and impact on learning.
As a former SENCo and Inclusion Manager, working with children within the care system has inspired in her a very practical approach to the very challenging topics of inclusion, safeguarding and dealing with all levels of behaviour. Undertaking her MA qualification in this field has led to an interest in current approaches to differentiation with a particular focus on raising boys attainment.
Research in education has become a particular area of specialism for Julie, as considering the impact of a whole range of approaches to learning, raises so many questions with regards to the established culture of teaching, and the direction it must take in the future. Developing thought provoking moments and reflective practitioners are Julie’s clear aims, through training which requires delegates to consider expert challenge. Similarly, understanding how children learn and what motivates learning in any field drives her passion for all areas of primary education, hence leading events on subjects such as creating independent learners, behaviour management and outdoor learning both in the UK and overseas.
Julie’s training style shares elements of theory and oceans of practical activities to get teachers moving, talking and most importantly thinking! She believes strongly in the motto ‘learning is memorable when it is fun’ and adopts this strategy for adults as well as children.
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.
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.
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)
Pamela Fisher taught as a full-time English teacher for twenty years, most recently as Head of English at a comprehensive school in Wales. In order to further her professional development, she also studied part-time for a Master of Arts degree in Education which afforded her the opportunity to research, amongst other areas of interest, ways of improving boys’ achievement levels in English.
Working now as a Dragonfly trainer and consultant, Pamela has run many courses throughout the various regions of the UK. Her courses have covered a variety of aspects of English teaching including those dealing with more able students, differentiation, improving marking, feedback and assessment, less able students, Assessment for Learning, and improving exam success.
On an international level, Pamela has run workshops in Prague for British International School teachers throughout Europe covering elements of both KS3 and KS4 English teaching.
Having had many years’ experience as a GCSE English Language and also Literature Examiner, Pamela now works as a GCSE Oracy Moderator. In addition to this, she tutors groups of KS3 and GCSE students. Pamela runs workshops for students who are following a post-graduate teaching course, and works with overseas undergraduates at a University Summer School equipping them with the confidence and speaking skills they need to participate fully in their degree courses.
Pamela is an enthusiastic practitioner who is always keen to share her passion for English teaching in a non-threatening, inclusive and humorous way!
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 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.
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 in over 400 schools in the world, with outstanding feedback from them all. As well as providing in-school and venue based training throughout the UK for the past 18 years, Steve has also delivered training at schools across Europe, the Middle East, Africa and South East Asia. He has also worked with many organisations such as the HMC, IAPS, GDST, BSME and the UAE Ministry of Education.
Steve studied at the Universities of Liverpool and Cambridge and his teaching career took him to schools in Kenya, the Caribbean, the USA and he gained his initial fame in education as Head of Department at a London comprehensive where he had the highest number of pupils opting to take History of any state school in the UK. In addition, one of his pupils gained the highest mark in the then London Exam Board. As a result he was specially selected to be a member of the Richmond Borough School Improvement Task Force.
His book '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 buzzwords together.
Steve is well known for his highly practical and realistic views. He remains jargon free as well extremely enthusiastic about what he passionately believes should be the joy of teaching with creativity and flair. He remains in touch with secondary education by constantly working in this area, however he also became a Primary Teacher some six years ago, teaching every week at Evenlode Primary School, where his unique approach to creative writing has yielded spectacular academic results and gained him Wales’ highest teaching award of ‘Sector Leading Practice’ two years ago.
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!
Susan has been a successful headteacher in both UK and International Schools. She has
successfully led schools in very different circumstances, taking schools out of special measures
and good schools to outstanding. Susan is a Lead Improvement partner for COBIS and a BSO
inspector. Susan has facilitated the COBIS Middle Leader’s Programme and also facilitates the
NPQH, ML and SL programmes. She delivers Level 3 accredited Safeguarding training both
internationally and in the UK and is passionate about ensuring all children have the best learning
opportunities. She has been a School Improvement Partner and a Local Leader of Education,
coaching and mentoring headteachers. She is a Fellow of the Institute of Leadership and
Management coaching other leaders.
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.
To Be Confirmed
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!