Kenneth Drummond

I am primarily interested in Educational Leadership and research surrounding this. I am hoping to specialise my own research in the balance between ambitious, young leaders and older, more experienced leaders specifically in middle leadership.

I also have an interest in Mathematics education and specifically the pedagogical approaches which are most effective in Mathematics classrooms.

I am a teacher of young people first and the subject I happen to deliver is Mathematics. I believe that school is about providing a holistic educational experience which looks to the academic and the social development of a young person. I am committed to delivering quality learning and teaching and always looking for academic success and progression for all. I have taught all levels and have had significant success. I have led a department for three years and have a record of SQA success and improvement in attainment both in terms of pass %’s and numbers presented. I subscribe to PPB policies, having worked with Pivotal education, and encourage my colleagues to participate fully in restorative practice.
Learning and Teaching is the foundation of any department. Learning Intentions and Success Criteria have been incorporated into lesson plans in my department and are regular features for discussion with students. In addition, I have lead discussion and impact of HGIOS 4 within the department. The QIs and benchmarks for Mathematics and Numeracy inform my teaching practice and continually promote changes in delivery in all classes.
Self-evaluation is the cornerstone of best practice and the leader of a team must firstly be able to generate feedback and motivate fellow colleagues to reflect on their current practice and the curriculum. One of my biggest projects was leading the department through a restructure of BGE curriculum. I used my full skill set to engage in formal and informal professional discussion with colleagues at all levels within school, formulated plans including timelines, allocated resources and project managed the change to its conclusion. I have, and will continue to, analyse the departmental data to provide clarity for the department on progress in achieving a closing of the attainment gap, the quality of passes and the impact on future attainment and, I believe most importantly, a guide to support better departmental planning and improvement.
Attainment is a key driver in any school and department and to promote and deliver an opportunity for focused reflection and study along with some fun is a cornerstone of my teaching philosophy. With this firmly in my mind, I introduced Maths Camp and “Away Days” to the schools I have led at NQ levels. It was an opportunity to engage with students outside a school setting and provide expert advice to 70 students. I planned, organised staffing, allocated tasks to staff to produce resources.
Quality Assurance is the bedrock of a successful department. I lead the development of the departmental QA Calendar which encompasses the departmental records, the M&T programme, UASPs, key dates, attainment and progress checks as well as the standards of marking through jotter checks and classroom visits.
Career long professional development is an essential attribute to allow me to constantly improve not only as a PT but as a classroom teacher.
I have engaged in the theory of leadership having just completed a Masters in Educational Leadership and I am now embarking on my Doctoral Studies at the University of Strathclyde. This shows my commitment to my career and my desire to continue to be a leader within education.
I am an excellent classroom teacher who has delivered on attainment, learning and teaching and have now three years experience leading a Mathematics department. I am organised, diplomatic, confident and honest. I strive to be a role model as a leader and a team player and I am very able to form excellent long term professional relationships with young people, staff, parents and partners. I empower people to bring their best efforts to the table for the benefit of young people.