CV
Oriel Alexandra Butcher
E-mail: orielbutcher@icloud.com
Please contact me by email if more details are required.
Professional info
Personal Statement
My employment history has been quite varied. This has given me an excellent breadth of experience in many different settings, and with a wide demographic of people. In every situation I have been able to learn and find opportunities to extend my skills. I also actively seek out these opportunities and have not only attended as many workshops, events and training courses as possible but have also self-taught a number of skills including IT and video editing.
I am currently taking a break from full time education employment in order to complete a Masters in Online and Distance Education with the Open University. The final module, 'Openness and innovation in e-learning' is nearing completion. This MA has enabled me to link my practical experience to theory and I have found myself to be totally inspired by the course with a particular interest in how technology is changing our global society and education in both positive and negative ways. I am extremely interested in further exploring questions of how education needs to adapt in order to best support our students gain the skills they need in our rapidly changing world, and specifically, the influence of technology on the democratisation of education and how to harness and extend this.
My childhood and early years were spent in Sierra Leone, Ghana, Uganda, Kenya, Indonesia and Bangladesh - my father was an applied social anthropologist who spent much of his life working for the United Nations. This nomadic upbringing, living amongst so many different peoples in both local and international communities, has, I believe, given me a unique perspective which influences every aspect of who I am and how I approach life. I have an insatiable curiosity which drives me to want to explore situations, concepts and people and to try and understand from as many different angles as possible. In my pursuit for understanding I tend look at problems from a variety of perspectives and am fortunate in having the ability to help others to do the same.
I have a passion and drive for anything I choose to undertake and once committed will always strive to do my best.
Introduction to previous roles:
My previous role with Open Doors International Language School was varied and extensive, so complex that it may be useful to have some background context. Please follow the link to read a full introduction: http://orielbutcher.wixsite.com/professionalprofile/introduction-to-previous-role
Languages
English
- Fluent native speaker
Spoken Spanish
- Was fluent, now Intermediate
Spoken French
- Elementary
Spoken Indonesian
- was fluent, now beginner
Skills
- Course design and delivery
- Online teaching and learning
- Moodle
- Educational applications
- Video making
- Customer service
- Leaflet, brochure & handbook design.
Memberships and roles
Fellow Member of Society for Education and Training (FSET). Membership number AB070721
Board member South West Centres for Excellence in Teacher Training (SW CETT)
Board member for Devon Director of Studies Association
Work experience
CURRENT:
Job title: Part time Marketing and PR Manager at Dazcat Catamarans and Multimarine Manufacturing.
August 2016 - present
Main duties include responsibility for website and social media content, video filming and production, quarterly newsletter production and distribution, liaison with press and member organisations keeping them up to date, customer relations and production of advertisements and brochures.
Business development: Supporting innovation through grant identification and applications. Working with the directors to generate and pursue new and creative opportunities to keep us competitive.
Dazcat Catamarans and Multimarine Manufacturing LTD are a locally based partnership which designs and builds high performance racing and cruising catamarans.
PREVIOUS:
Job title: Part time Mentor of Teacher Training Open Doors International Language School, Plymouth, UK.
August 2016 - June 31st 2018
Main duties include mentoring and support for the new team who took on my previous roles.
Job title: Part time Project manager for 'Transforming Teaching Learning and Assessment' Research, Open Doors International Language School as Lead Project Partner.
February - June 2017
Funded research based around enhancing student access to learning and improving outcomes at Levels 1 & 2 Functional Reading using a Moodle Mobile app. Research centred around setting up the app, creation and uptake of resources developed around the embedded theme of British Values, a key theme across current curriculums. Collaboration and networking with other organisations has been an important part of this project, coordinated by The Education and Training Foundation.
Job title. Director of Teacher Training and Project Coordinator. Open Doors International Language School, Plymouth, UK.
September 2010 - July 2016
Roles and responsibilities included in job:
1. Full development, verification and delivery of accredited teacher training courses including: Trinity College London LTCL Diploma TESOL (level 7/ Masters level) and Certificate TESOL (Level 5/ Foundation degree level),
Duties include all aspects and levels of involvement including course validation, design and marketing, overall and running administration, session design and delivery, trainee support, delivery team training and management, maintaining standards, communication with overseeing bodies and school management team, costing and budgeting, reporting and providing feedback and impact assessments.
The Trinity courses are specialist qualifications for English language teaching. The Diploma in TESOL can account for 60 credits on specific Masters programmes and includes three areas of research. I was responsible for preparing candidates for this, providing mentoring and guidance as well as the internal marking.
I was also responsible for set up of the school Virtual Learning Environment using a Moodle platform and full conversion of the Diploma TESOL course from face-to-face to online delivery.
Other teacher training courses I developed and delivered include:
Trinity College London. Level 5 Certificate in FE TESOL, stage 3 (TESOL), Trinity College London, Level 4 Certificate for Adult ESOL Subject Specialists, EDI Levels 3 & 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS), Plymouth University Mentor Training and National Institute of Adult Continuing Education (UK) (NIACE) E-guide training.
The EDI PTLLS qualification, which we have stopped delivering in order to rewrite the course in line with changes, is a generic qualification for all those delivering education or training on government funded courses. This has meant I have had occasion to teach a wide range of professionals from many different contexts.
http://www.odils.com/index.php/en/english-fe-teacher-training
2. Development, delivery and marketing of bespoke teacher development courses including: Use of Technology in the classroom, Creating and Using Individual Learning Plans, Mentor training, Grammar and the English Language, Teaching and Learning through Fun and Games, Embedding Equality and Diversity in the Classroom, Planning for Session Delivery and M-learning. Duties include all aspects of course conception, marketing and delivery. Through these courses I was able to build strong links with other organisations.
Example presentation for workshop on Individual Learning Plans for English Language Teachers: https://prezi.com/umk24x9k3afs/individual-learning-plans-ilps/
3. Management, costing, budgeting and marketing of other fee paying courses including private English language classes, Ascentis Level 3 Community Interpreters and International English Language Testing System (IELTS) courses and bespoke courses and teacher development. As part of this role I was responsible for maintaining the standards and ongoing accreditation of the school in line with British Council requirements. I was the point of contact for inspections and manage all aspects of inspection visits.
4. Contact and person responsible for ongoing accreditation by the British Council. It was my responsibility to submit our annual declarations, inform the British Council Accreditation unit of any changes and to arrange inspection visits including preparation of all the paperwork.
5. Development, administration and maintenance of the school Virtual Learning Environment Moodle platform. As part of my vision for accessibility, sustainability of the charity and the potential for global reach, I chose to set up and begin using the VLE in my own time so as to demonstrate the power of such a platform. Initially I used it as additional support for our face-to-face courses, moving into the delivery of the LTCL Diploma TESOL online. At the time of my resignation I was in discussion with the British Council in Hong Kong and Hanoi and Ho Chi Minh City in Vietnam, and Bogota, Columbia, regarding training their teachers via our VLE. Ownership of the VLE was taken on by the school in 2012.
http://www.odilet.org.uk/moodle/
Guest access to courses can be given on genuine request to view my work.
6. Development of partnerships. Through working with existing networks, as well as forging new relationships, I was able to help the charity to move into new areas of business. I built relationships with the TESOL department at the University of St Mark and St John, hosting visiting students at our school and arranging for observations and student profiling. Open Doors will be one of two schools offered for internship on their new MSc TESOL. http://www.marjon.ac.uk/courses/tesol/msc-tesol-internship/
Working closely with our CEO, I helped to build a strong relationship with Plymouth College of Art. Open Doors now has agreements in place stating that the school is preferred provider for English Language components for their International students.
I also maintained close links with other local language schools as well as regularly networking with teacher educators from other areas and disciplines.
I represented the school at the Plymouth Chamber of Commerce meetings and was able to follow up some useful business strands as a result of attending these meetings. I have also received training and support from the UK Trade and Industry (UKTI) including a two day 'Passport to export' training workshop centered aound generating and sustaining international business.
I shared a seat on the board of South West Centres of Excellence for Teacher Training (SW CETT) with our CEO. I attended and greatly benefitted from a great many professional development and networking sessions with them, some of which are outlined on my professional development page..
I was a board member of the Devon Director of Studies Association (DDOSA) which put on professional development talks and events for teachers from across the county.
I forged personal links with language schools within the city and the county and have promoted mutual support.
7. Maintenance and updating of school website. I generated the content for, and populated the school website almost entirely alone, including the multi-media and attachments. I selected the webhost in the first instance and was the official site owner until the school took over ownership in 2012.
8.Responsible for the Continuing Professional Development of internal staff. I also worked with external organisations, including work on strategic planning and implementation at national level. This role included identifying need, either through observation and discussion or individual/ organisation-identified need, and responding accordingly through the provision of one to one support, workshops or resources.
In 2013 - 14 I represented the Third Sector National Learning Alliance, through Open Doors (our CEO is chairman of the TSNLA), on the steering committee that set the new Professional Standards for Teachers and Trainers in England. The steering committee was made up of heads of post compulsory education and training institutions in England including individual colleges and universities as well as their regulating bodies, OFSTED (the government inspectorate for schools and colleges), the MOD (Ministry of Defence), BIS (Department for Business Innovation and Skills) and the Prison Services. I later produced an e-workbook designed to support organisations, primarily Third Sector, to implement effective CPD for their staff through using the Standards. The Standards and the workbook are published on the Education and Training website and Excellence Gateway.
http://www.et-foundation.co.uk/supporting/support-practitioners/professional-standards/
9. Management and administration of school volunteers. The school began as a purely voluntary organisation. However, as it became busier, and subject to tighter regulations required of government funded organisations, management was at capacity and there was no one available to take on the role. My department was producing good, qualified teachers, a significant proportion of whom wanted an opportunity to refine their knowledge and skills before moving into paid work. At the same time, the employed teachers often struggled in classes with mixed ability groups or students with specific learning needs. It seemed logical that the two could support each other and so I took on the role of volunteer co-ordinator. This involves initial contact, following up references, interview, placement and on-going mentoring. I am currently in the process of handing over some of the administration associated with this role.
Within a short time of re-instating volunteers at the school, external individuals with specific interest in what we do began to contact me. In addition, our higher-level students were seeking opportunities to extend their English practice and build skills to help them to gain employment or access higher education. We have been able to place them in classes with lower level learners so student is now able to support student. I also mentored and supported four students directly in administration roles. Two have gone on to the careers of their choice and two are still mentees. Until January 2016 I oversaw the monthly Student Newsletter which is published by student volunteers.
Shortly before my resignation I started an extensive volunteer led 'Creative Project' incorporating creative writing, performing arts and fine art. The aim of the project is to give students a platform to tell their stories through linking to the history of migration in Plymouth. Stage one, including a published book and performance is due to be completed by June 2016.
volunteers: http://www.odils.com/index.php/en/about-us/volunteers
newsletter: http://www.odils.com/index.php/en/news-and-stories
10. Marketing and Social Media. In addition to the school webpage and VLE I also set up, populated and administered the school Facebook pages and You Tube Channel. I produced all the brochures, leaflets and videos used in marketing at the school.
Page for teachers, trainees and others: https://www.facebook.com/Opendoorsinternationallanguageschool/
Page for students: https://www.facebook.com/odilsplymouth/
You tube marketing playlist:https://www.youtube.com/playlist?list=FLRIAQxKolHKqazgUPF-krpw
11. Occasional management and delivery of general English classes. Due to other work pressures I gave up teaching my own language class on a regular basis but ran two six week classes during the period. I also regularly delivered lessons for teacher observation purposes as well as the teacher training delivery sessions.
12. General IT troubleshooting. Although the school has locally based server support technicians, the system was ancient until a revamp began, with stage one in February 2016. This coupled with the varying skills levels among the teachers and the government drive to embed increasing amounts of technology into lessons, meant that I became the 'go to' person when something is not immediately working as it should. If I was unable to resolve the issue we call out the technicians.
13. Other. Due to circumstances I also worked on updating the school policies and adapting these for students, teachers, trainees and volunteers for inclusion in the handbooks. I developed the Student, Teacher and Trainee and Host Family handbooks for use at induction. Towards the end of my time at the school I was also doing the induction for new teachers as well as registering them on the server and for school emails.
I kept the staff picture board up to date.
I liaised with the academic and office managers on matters concerning the school as a whole and reported directly to the CEO, working closely with her on many projects.
I have also received training on writing funding bids and have written many successful funding bids including equipping the school with laptops and other IT equipment, e-guide training for all the teachers and other smaller projects. I am confident in the skills of being able to identify and measure both qualitative and quantitative outcomes.
Self-employed freelance English Language Teacher, Teacher Trainer and Computer Literacy.
2008 - 2010
I left my employment at Open Doors in order to better develop my own skills and experience. During this period I undertook my e-guide and advanced e-guide training and I set up the Moodle now used by the school, for delivery of courses.
Employers during this period:
Open Doors International Language School. Although the teacher training department at Open Doors was closed down during this period I was employed by them on a free lance basis to deliver Level 4 EDI Preparing to Teach in the Lifelong Learning Sector (PTLLS) courses.
Cornwall Adult Learning. Development and delivery of Level 4 City & Guilds PTLLS courses.
Mayflower College, Plymouth. Private language school. General English language teacher, some 1-1 specialist business and aviation classes and some IELTS preparation courses. I delivered specialist classes for European teachers wanting to improve their skills and update methodologies and visiting the school under the European Socrates and Comenius funding scheme. I also began to rework these programmes and put them online while with Mayflower.
Plymouth Mind. National mental health charity. Delivering computer skills to residents from the local community including groups for over 65s and clients with mental health issues. These courses were delivered using the government initive course 'My guide' through UK Online.
I have also done some limited collaboration with Mind on European funded projects.
Peninsula Centres for Excellence in Teacher Training: I was comissioned to create a video series to be used in all teacher training courses including PGCE for secondary teachers. The series was to focus on the protected characteristics covered under the new Equality Act of 2010. It's purpose was to familiarise teachers with equality law as well as providing an overview of some of the issues presented by people with protected characteristics and a resource which trainers could design tasks and workbooks around.
I have never quite been able to understand the rationale behind offering me this opportunity. Most obviously, I had no previous video making (planning, filming or editing) experience at all. Due to my total lack of experience I had no way of knowing that the allocated three months was an impossible target to achieve, even for professionals in this area. I also had no equipment and this also needed to be selected and purchased within the timeframe.I was responsible for identifying and contacting individuals and organisations to interview, conducting and filming the interviews, editing and producing the videos.
Again, due to my inexperience, I accepted this challenge wholeheartedly. While the final videos have never been quite completed and are not up to the standard I had imagined when I embarked on the project, they have been used by universities and training organisations as planned. The link to the resulting series: https://vimeo.com/user4327457/albums
Collaboration with East Midlands Centres of Excellence for Teacher Training: part of a working group looking at planned changes to the public sector post-compulsory teacher education qualifications, including online delivery methods.
Teacher of English/ Teacher Trainer Open Doors International Language School.
2005 - 2008
General English Teacher. Course design and delivery for adults learning English as a second language (ESOL), including all levels from pre-entry to advanced. Other responsibilities included tracking students through their assessment journeys' and exam preparation. This involved designing schemes of work and materials, working with students to put Individual Learning plans to place and signposting to other agencies as necessary.
Teacher Training. In 2007 as part of a government initiative to 'professionalise' the post compulsory education sector through standardisation of teaching qualifications. The school placed, and won, a bid to receive funding to run teacher education courses. Another tutor and I were tasked with the setting up, preparation and delivery of the Trinity College London suite of qualifications for language teachers. We developed the Cert TESOL, the Combined Trinity Certificate for teaching in FE (Further Education) and Trinity Subject Specialism for teachers already qualified in FE and in need of an ESOL qualification. Involvement included every aspect from course validation to marking of trainee work.
Self-employed teacher of English.
2003 - 2006
Plymouth English Centre. Although I was self-employed I worked through the established Plymouth English Centre who found students for me to teach and provided classroom space. Students were mostly one-to-one, needing give specific focus to their English for a range of personal and professional reasons including university entrance. There was a crossover period when I started work at Open Doors.
Part time self-employed in a variety of roles with different employers.
2001 - 2003
I returned to the UK to support my sister, who suffers serious mental health problems. She had been sectioned and was having a difficult hospital admission. My purpose was to maintain my own financial stability in as stress free and flexible way as possible, reducing committments that could not be changed when necessary. In this way I was able to spend large amounts of time with my sister while she was in hospital and in the early stages of her return home. I attended therapy with her, as a support and prompt, was present at ward rounds, sat in on and contributed to medication and care plan reviews, acted as communicator/ interpreter and next of kin in her dealings with the mental health team and other relevant professionals. There were, and have continued to be over the years, a number of instances where it became necessary to defend her rights so as to ensure she was getting appropriate statutory care.Once I could be sure she no longer needed my attention on a daily basis I began to move back towards more demanding and regular employment.I enjoyed my time doing this odd mix of work and above all was able to develop new skills and learn more about people.
Free lance gardener, cleaner, handy-woman and event catering. Devon &
Cornwall, UK.
Fibreoptics factory operative - component testing. Nortel, Paignton, UK.
Freelance private and charter yacht crew - luxury market.
1999 - 2001
Chef, M/Y Take It Easy. Based in Antibes, France. This private motor yacht was owned by David Dein, then vice-chaiman of Arsenal. the premier league football club. I catered for planned and spontaneous events including for family members and celebrities from the footballing world and entertainment industries. We cruised primarily along the South coast of France and Monaco.
Chef, S/Y Sintra. At the time this exclusive private sailing yacht was based in Antibes and had been used for her female owner, a well know US business woman, and her family to cruise the world. She was awaiting sale, refit and delivery back to the US when I worked aboard during her wind-down period. Sintra is currently chartering for over £34,000/ week. http://www.charterworld.com/?sub=yacht-charter&charter=sintra-sailing-yacht-1372
Deckhand, S/Y PK Boo II. I took this position as deckhand as I wanted the experience while crossing the Atlantic and cruising the Carribean. With just three deck crew, including myself and the captain, sailing this 90 foot sloop provided just the experience I had been hoping for.When we had paying guests aboard my role included stewardessing as well as sailing the boat. PK BOO II currently charters for Euros 30,000/ week ex Vat. http://www.bernard-gallay.com/yacht-for-charter/PK-BOO-II-323
Chef, S/Y Ikra II. Catering for groups up to eight, including owners and charter guests aboard this well known classic sailing yacht. My responsibilities included victualling the boat for up to a week at a time, preparing exceptionally high quality on-board dining experiences tailored to the individual tastes of the guests, three times each day as well as catering for the four crew. I frequently provided a three course meal, preceeded by canapes, within minutes of anchoring after cruising all day under exhilarating and often challenging sailing conditions.
I believe Ikra II has been through some unfortunate times and having been completely stripped out is currently for sale as a project . http://www.boat-projects.co.uk/
General English Teacher, Torbay Language School, Paignton, UK..
1994 - 1999
I returned to the UK when my father was diagnosed with terminal cancer. During his illness my sister became mentally unwell and I made the decision to stay on to provide support for my mother and sister.
In my role at the school I taught all levels and types of classes from Beginner to Proficiency, groups and one to one primarily focusing on business English. I also prepared candidates for Cambridge exams PET - Proficiency as well as TOEFL examinations.
While at the school I was elected secretary for the Teachers Association. It was during this period that new European legislation on minimum wage and statutory holiday and sick pay came into employment law. I was able to negotiate between the teachers and our employer to everyone's satisfaction.
Self-employed teacher of English, Bayona, Spain.
1990 - 1994
Teaching adults and children on a self employed basis. I built up a florishing business and was able to rent my own premises.
Some supply teaching to private schools as well as delivering training in the Communicative Approach to state school teachers on behalf of a government funded teachers’ consortium and Oxford University Press.
I was a member of the 'Seminario Permanente de Professores del Inglais' and despite being very newly qualified found that being a native speaker was in high demand among the local teachers. This was an excellent mutual exchange opportunity - they had the experience in teaching and I had native speaker knowledge of the language and the latest methodologies. We met monthly for professional discussion and development.
I was on the verge of expanding and employing other tutors when my father became ill and I returned to the UK.
Chef aboard archaeological dive ship, Philippines/ South China Seas.
1986 - 1990
Working on a collaborative project with a French dive team, UK ships crew and the Philippine National Museum I worked aboard a small fleet of reclaimed ships that ran and serviced the dive sites. The partnership was working to archaelogically excavate the wrecks of East India Company sailing vessels that had become wrecked off the islands.The initial site of the 'Griffin' wreck was 60 miles offshore. Support vessels carried divers, crew and marine experts to and from the site, along with supplies. Periodically we handed the main dive ship over to relief crew while we took a different vessel to Malaysia or Singapore to stock up on repair essentials, supplies and also to generate income in order to contine operations - we supplied oil rigs within the South China Sea area with fuel.
Roles included:
Chef. For a crew of up to 40 men including French and American divers and British, Dutch and Filipino crew, international under-sea experts. We sometimes worked for periods of six months without resupplying. This meant extensive planning and careful storage and use of supplies. The divers and crew worked hard physically in an isolated environment where much remained the same on a day to day basis. consequently, mealtimes important not only to provide a balanced and healthy diet but also as a focus of the day. I always went out of my way to produce wide variety of dishes with attention to individual tastes and dietary requirements. It was an interesting and worthwhile experience being the only female crew member.
Ship's Purser. I was responsible for maintaining the ship's budget, outside of dive operations.
Watch crew. I stood watch arond the clock while on passage as did all the crew.
One of the ships we excavated: http://www.franckgoddio.org/projects/ancient-trade-routes/griffin.html
1990 Raid Mer De Chine logistics organiser. Following the previous event, the organisers had decided that the race crews did not need sumptuous feasts at every stop. Instead they purchased a variety of 'boil-in-the-tin' meals which could be heated and served easily and would assisit the sense of being on a difficult adventure. I was co-opted to assist the event organisers and was tasked with a number of jobs. Initially, I joined Gérard d'Abboville (https://de.wikipedia.org/wiki/Gérard_d’Aboville) in travelling by local outrigger boats to find suitable beaches for the race stop offs. In the later planning stages I helped with administration and co-ordination for the bookings and arrival of the crews and support teams and the press as well as tracking the shipping of their boats and customs clearances, organising support vessels including the local coast-guard and safety boats and systems and preparation for the 'catering'.
During the race itself, having ended most of my roles when the race began, I was delighted to be able to step in as crew on the catamaran 'Foltene' when the skipper broke his arm. Although not allowed to be oficially counted within the race, we raced alongside the others for 10 days over 300 miles stopping each night on one of the beaches I had helped to find. An unforgettable experience.
1989 Raid Mer De Chine, Event Catering Manager. In this first international event of its kind, 40 two man Hobbie Cat racing catamarans took part in a two-week, 300 mile, island hopping race, each night stopping to camp at a different beach, on a different island. My role was to provide the food for around 400 people including race crews and organisers, support teams and safety crews, coastguard, sponsors and press. I employed and managed the catering team as well as planning the menus to fall within budget and suitable to the challenging locations in which we would be working. Breakfast and dinner were served on the beach, crews were provided with packed lunches that could be eaten while sailing and containing high energy foods, sponsors, press and other support teams were catered for onboard the mother support ship. Meals on the beach were based around large barbeques, serving a variety of freshly marinaded meat and fish and gigantic woks with noodles, fried rice and vegetables. Maintaining this for two weeks was exauhsting yet exhilarating and also highly successful.
Housekeeper and relief chef aboard M/V Res Nova, Dartmouth, UK.
1986
This beautifully renovated 120 foot Dutch Barge was the only floating bar/ hotel in the UK that was not attached to land and sat in the middle of the estuary to the River Dart. I was one of just two permanent live-aboard staff and was responsible for the Housekeeping of guest rooms and public areas. I also took bookings, occasionally helped at the bar and covered the chef on her days off.
Chef, Brioche Cafe, Totnes, UK.
1986
Chef in a busy, daytime vegitarian cafe in the centre of this bustling market town. I was responsible for preparation of morning and lunchtime menus and ensuring supplies were ordered in good time to maintain stocks.
Freelance private and charter yacht crew, Mediterranean.
1985 - 1986
Chef, deckhand and first mate first aboard S/Y Shibumi and later S/Y Lady Papillon. Both these yachts took paying charter guests on one, two or three week holidays in the Agean Sea, including the Greek Islands and the Turkish coast.
I was responsible for planning and preparing all meals for the crew and guests, housekeeping below decks and working on deck during passage.
Lady Papillion was chartered as the lead boat among three. The three often travelled together. and I was responsible for the budgeting and book keeping for all three yachts. I was also responsible for arranging and booking day trips ashore based on the interests of our guests.
Private Chef, London, Uk..
1985
Live-in chef for a young, wealthy and well connected family based in Kensington, London. The head of the family had recently suffered a heart attack. My remit was to cater for both the family and their regular society dinner parties, preparing healthy food that looked and tasted like the rich food they and their friends were accustomed to. I also occasionally took care of their young son and two dogs when they were both away.
The family warmed to me and realising I would not stay with them for long, they arranged for me to stay aboard their charter yacht, based in Rhodos, Greece. With the help of the skipper who ran the boat with his wife as chef, I was able search for a suitable position.
Unpaid work experience/ apprenticeship. Jakarta International Hilton Hotel.
1982
Trainee in the following departments: Housekeeping, Laundry, Food and Beverage/ Kitchen, Purchasing, Receiving, Food and Beverage Store. This experience allowed me to prepare for college and gain experience in a practical setting. The access I was given to the inner workings of an international, extremely busy, five star hotel along with the guidance, support and help I was given by the staff, has proved invaluable throughout my career.
Housekeeping assistant, M/V Egremont, Salcombe, UK.
1982 - 1984
Summer job over three summers aboard a floating barge set up as a sailing school. The barge was, and still is, moored in the centre of Salcome Harbour and offeres a wide selection of different craft for customers to prepare for a range of RYA (Royal Yachting Association) certificates. Some of the courses were residential and I helped with the housekeeping, kitchen work and maintenance of the boats in return for my keep and the opportunity to sail in my free time.
Education
Post compulsory Education
Open University Masters in Online and Distance Education (F10) - in progress
Masters in Online and Distance Education (F10)
1st Module: Technology Enhanced Learning (H800): Distinction 83%
2nd Module: Educational Leadership: agency, professional learning & change (EE811): Pass 78%
3rd Module: openness & innovation in e-learning (H817)
Two assignments completed to date (June 2020) graded at 77% & 92%. Completion of MA Sept 2020
EDI Level 3 in Educational use of ICT.
2009
This qualification has since been upgraded to level 4 .
This course included both traditional research and action research components and covered:
Benefits of ICT and Use of Delivery Technologies
Selecting and Developing ICT based Resources
Planning, Preparing and Applying ICT to Teaching and Supporting Learning
Trinity College London. Level 5 certificate in FE TESOL, stage 3 (TESOL) (Cert. Ed.)
2006 - 2007
This qualification enables teachers to work within the post-compulsory public education sector and contributes to Qualified Teaching and Learning Status (QTLS).
I was able to complete the certificate as a 'top-up' to my Level 7 Diploma in TEFL. and completed it alongside the cohort I was training for the same qualification. This situation arose when the school was in preparation for the reforms in the law regarding FE teacher qualifications.
I did specific research on literacy among ESOL learners, including those who are pre-literate in their own languages as part of this qualification.
Trinity College London, Level 4 Certificate for Adult ESOL Subject Specialists.
2006 - 2007
This enables teachers to work within the post-compulsory public education sector.
I was able to complete the award as a 'top-up' to my Level 7 Diploma in TEFL. and was a candidate alongside the cohort I was training for the same qualification, in preparation for the reforms in the law regarding FE teacher qualifications.
Generic, statutory requirements are covered within the scope of this qualification as well as subject specifics..
International House, Piccadilly Branch, London, UK. RSA Dip. TEFL . Level 7 (Masters equivalent)
1996- 1997
Accredited by the Royal Society of Arts (RSA) Cambridge, this qualification is equivalent to Level 7 or Masters Degree on the UK qualifications and Curriculum Framework. Enrolment is open only to previously qualified and practising English as a Foreign Language teachers with a minimum of two years post qualification experience.
It is rigourous in its requirements for teachers to evidence linking of theory to practice.
I was fortunate in my choice of school in that many of the now well known names in the industry were based here at that time, many developing resources that we are now all familiar with as EFL/ ESOL teachers.
International House Barcelona, Spain. Cambridge Certificate in Teaching English as a Foreign Language to Adults. (CTEFLA / CELTA) Level 5 (Foundation degree equivalent)
1992
This highly intensive and practical course is the most internationally recognised English as a foreign language teaching qualification. It is an entry level qualification for new and inexperienced teachers.
I was fortunate in my choice of school in that the now acclaimed Scott Thornbury was Director of Studies at the time and I benefited hugely from his influence.
South Devon Technical College. City and Guilds 706 1, 2 & 3 Professional Chef and Restaurant Service
1983 - 1985
At the time of doing my course this college was rated as the third best catering college in the country. With theory and practical lessons focusing on classic cooking techniques, including all aspects of food preparation and storage we were also able to put our skills to genuine use in the two college run restaurants. Twice a week we cooked for the fixed menu and A la Carte restaurants while learning about portion control and ordering food, and twice a week we worked in the restaurants dealing with all aspects of front of house service, from knowledge of wines to silver service of genuine customers. This excellent experience provided me with the confidence and skills that have served me throughout my career.
Other Accreditations:
Online teaching, 2015 - NIACE. 6 week online course covering fundamental aspects of online delivery.
E-guide trainer/ advanced e-guide, 2009 - NIACE and the Quality Improvement Agency. covered all aspects of delivering lessons using ICT to create interactivity, accessibility, student motivation and content generation.
School:
1977-1982 Dartington Hall School. Totnes, Devon, U.K..
1975-1977 St. Margaret’s School for Girls. Edinburgh, Scotland.
1973 - 1974 Jakarta International School
1970 - 1973 Junior School, Jinja, Uganda
1968 - 1970 Infants Primary school, Akasombo, Ghana