“Take nothing on its looks; take everything on evidence. There’s no better rule.”
Mr Jaggers, ‘Great Expectations’ by Charles Dickens
Great Expectations Education
Bespoke tutoring designed to exploit the latest research in teaching and learning.
About Me
My name is Joanna, and I’m a qualified secondary English teacher. I spent nine years taking students through the joys of English Language and Literature. Where possible, I tried to share my interest in all things etymological and linguistic. It was a job I loved. I enjoyed the honour of being able to share my subject with my students, and I loved the privilege of being a part of their education and story. I learned as much from them, as I hope they did me.
Prior to training as an English teacher, I completed a degree in ‘Linguistics with the English Language’ - this doesn’t mean, though, that I can speak a lot of languages. Rather, it is the study of language - its history, its builiding blocks, and how we learn language. Even as an undergraduate, I had an interest in additional needs, and completed a module with the renowned linguist David Crystal entitled ‘Language Disorders’. My P.G.C.E dissertation analysed the reading opportunities presented to dyslexic students in mainstream schools.
Whilst working full time as an English teacher, I completed a specialist post-graduate Level 7 qualification in dyslexia, which meant I could gain A.M.B.D.A (a prestigious qualification for those in dyslexia teaching). I also became a Lead English teacher (we were later known as a Glos Ed Leaders) for the Gloucestershire Local Education Authority. After I completed my dyslexia qualifcation, I continued studying, and completed a Masters in Inclusive Education, as part of this qualification, I looked at how children learn to read and write at Key Stage 1, and my dissertation looked at the way in which autistic students are supported by the English curriculum at Key Stage 2 and 3.
I gained a new perspective in 2013, when my oldest son was diagnosed with Williams Syndrome at the age of 6 months. Since then, increasingly over the years, I’ve had to maintain a balance between understanding the workings of education, and being a professional myself (albeit one who is now operating independently), and being an advocate for my children. I now have four children, and we also count dyslexia and autism amongst our family diagnoses.
In my spare time, I have set up and coordinate a support group for parent carers who have children with additional needs. I serve on the Williams Syndrome Foundation Professional Advisory Panel, and I am also a governor in a local primary school, and a vicar’s wife.
I have a DBS certificate, and am registered with the DBS update service. I am a member of PATOSS, a professional organisation for dyslexia specialists. I am also registered with the ICO.
Research and reflection, as a professional, is an important part of my practice. An overview of some of my recent reading, and pedagogical influences can be found here.
Qualifications
B.A Hons (2:1) Linguistics with the English Language from the University of Wales, Bangor (2002)
P.G.C.E. Secondary English from the University of Wales, Bangor (2003)
Masters of Inclusive Education (2011), including a Level 7 P.G. Cert. in SpLD from the University of Gloucestershire.
A.M.B.D.A (2011) with the British Dyslexia Association
Patoss Teaching Practice Certificate (renewed every 3 years)
Accredited trainer for the ‘Reading and Language Intervention for Children with Down Syndrome’ (Down Syndrome International).
Level 5 dyscalculia specialist teacher (OCN accredited with the Dyscalculia Association)