Case Studies of Staff Professional Development at Chellow Heights
Many of the staff at Chellow Heights have started out in different roles and through Professional Development have progressed to other things.
It is important for us to have high aspirations for you but you have to 'dare to dream' and be proactive and go out and get your dream job! We will help you all we can but you have to find the opportunities for yourself. Good luck!
Case Study 1
I started out my career as a volunteer helping out with swimming in a special school. I went on to get a part time support assistant post and met a teacher of the deaf who inspired me to progress in my career.
I trained as a reception infants teacher and as a teacher of the deaf and my first job was teaching in a secondary school English, maths and Art and supporting 5 profoundly deaf children access the mainstream school for the rest of the week.
I moved on from there to a nursery and assessment centre part time and for the rest of the week I was a peripatetic teacher of the deaf.
Over 20 years in education I worked in a variety of roles in a variety of settings. I trained as a deafblind intervenor and as a Teacher of Multi Sensory Impairment. I became an assessor and trainer for the Bradford Calderdale Kirklees Deafblind Consortium before going back into a mainstream school to run a resourced provision and then become deputy head.
My work took me into special schools but most of my work was in mainstream until I was asked to help set up a brand new special school. From there, I came to Chellow Heights as Headteacher.
If I can do it, what's stopping you?
Case Study 2
I came to Chellow Heights from one of the closing special schools as a classroom support assistant. I am now doing the job I love working with pupils who have physical developmental needs 1-1. This includes delivering physio programmes designed by physiotherapists.
Case Study 3
I came to Chellow Heights straight from school. It was my first job. I have worked hard with my class teacher to develop my skills and have progressed from a level 1 SNTA to a level 2 SNTA.
Case study 4
I came to Chellow Heights as a level 1 SNTA. I have been supported to follow my interests in supporting children with challenging behaviours and I am now a Behaviour Support Worker working with the Haven Team
Case Study 5
I came to Chellow Heights from Heaton Royds Special School where I was a nursery nurse. The governors supported me to complete my foundation degree.
I came as the Behaviour Manager but only lasted a term before I was put into a class as a non qualified teacher for a group of pupils who were autistic and had some social and emotional difficulties.
The governors then supported me to go on to the Graduate Teaching Programme so that I became a qualified teacher. I then went on to do a Masters in Austism and I am now a TLR Teacher and just been accredited with Specialist Leader of Education Status.
Case Study 6
I came to Chellow Heights as a support assistant. Chellow Governors gave me the opportunity to cover for a teacher's long term absence as a non qualified teacher and then to go on to the Graduate Teaching Programme. Governors appointed me as a TLR and supported me to complete the Aspiring Special School Leaders Programme and the Leader of Excellent Practice Status. I am have recently been accredited with Specialist Leader of Education status.
As well as leading aspects of school improvement through my TLR post I also lead on Early Years Assessment in School and in the DAP.
I am now the lead practitioner for Chellow's Outreach and Training Support (OATS) programme. Delivering training and support to other schools, particularly mainstream schools alongside recently taking up the role as the staffing governor.