I believe that all children should have access to high quality education. Before becoming a teacher I was made aware of the demand for science teachers and the under representation of black female scientists [in particular]. Having grown up in [a diverse] London, one of the only Black teachers I had was my science teacher. Her presence alone in the classroom, served as one of my biggest inspirations to not only become a teacher but to peruse a career in STEM.  

I believe it’s important for children to see people like them in a variety of roles, but also told how to achieve their goals and feel supported.  

My route into teaching was via Teach First, which has been intense but perfect for me, because I have learnt a great deal and felt supported through the large network of people with similar ideals. Teach First are aware of the racial imbalance in education and speak on issues about disadvantages in education.  

To ensure my teaching practice is always to the best standard, I am regularly observed and coached by my mentor and other leaders within my school and Teach First, who provide feedback aimed at targeting and developing my practice.  

My pedagogical knowledge is assessed via assignments, where I articulate and reflect on empirical academic research and able to use my local school’s community to inform my understanding of socio-economic factors and its impact on education.  

One of the biggest challenges in my first year, was adapting to how demanding teaching can be, It can easily take a toll oneself. However, I look forward to continuing professionally, as I am constantly learning more. The school I work in has amazing pupils who are motivated and inspiring.