About

Shane Clark – EDUCATION ADVISER

2015 Shane

I’m a passionate and enthusiastic teacher and leader whose underlying motivation and drive has always been in making a difference to improve people’s life chances by ensuring that they get the opportunity to learn and develop, whether in school or more informal situations, from teachers, leaders and mentors who are properly trained and supported.

I have over 16 years’ experience of teaching in a variety of educational settings including Comprehensive, Upper, Academy, and Primary schools. He has had a range of successful leadership roles including Primary Headship, Assistant Headteacher in two challenging schools, and Assistant Principal with line management responsibilities for science, work related learning, business studies and technology.

In every leadership role, I have contributed to improvements in academic progress – moving from inadequate to outstanding educational provision, and from special measures to good and outstanding in overall school judgements. More recently as a School Improvement Adviser, I took on a role acting as interim Headteacher, supporting a school in a category of concern. I am a strong believer in continuous educational development, and have self-funded several further qualifications, including a diploma and Masters, to ensure his skills and expertise remain current.

Over the last 8 years, as a consultant and Adviser, I have developed and applied my expertise in the education sector providing rigorous support, advice and guidance in science, curriculum development, leadership and management, assessment, school governance and whole school improvement. I’m always happy to roll up my sleeves, working alongside school-based colleagues, to drive change and improvement.

I have recently been with the Buckinghamshire Learning Trust since its establishment as a School Improvement Adviser. But now establishing a new educational company Thames Valley Science Network (TVSN) to support the development of science education across the Thames region as well as developing an ‘alternative’ education curriculum.

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