As a father and teacher, Mark’s fundamental belief, which underpins his way of working with learners, is by judging things against the standard of, ‘is this good enough for my daughter?’. If this isn’t the case then why should / would he do it? This means that he doesn’t do things simply to follow a trend or populist movement, but analyses education developments with a moral purpose.
Graduating from University of Exeter under the tutelage of Ted Wragg, Mark is in his 18th year of teaching, experienced both the primary and secondary sectors. In this time Mark has taught a range of subjects to learners from Year 4 to Year 13 and held a range of responsibilities. In 2006-8 Mark also worked with the SSAT on whole school curriculum design and was involved in the removal of Key Stage 3 SATs.
Mark’s work in both the state and independent sectors has provided him with a different experience to many colleagues and he has a tremendous perspective into what works best for learners, staff and schools and how to achieve this. His diverse range of experiences also allows him to view a bespoke model of intervention, recognising the needs of the individual context, not simply applying a ‘best fit’ model.
All of this work, as well as still working as a teacher, places Mark uniquely to be able to support individuals, groups or institutions to challenge, develop and ultimately achieve their vision.