Jose Luis Alvarez Aranda

To Whom It May Concern:


I am currently a Secondary Class Teacher at Cambridge School(SEN), where I have been working since September 2021. My experience at Cambridge School, the solid teaching practice I developed in my previous teaching positions (Foundation & Primary stage), and my strong interest in special education combined make me, I believe, an ideal candidate for this position. It is my goal to combine my range of experiences and abilities in order to continue growing as a compassionate, enthusiastic and dedicated teacher who will make a positive contribution to our school, district and the larger community. In all aspects of my role as a teacher, I work towards the whole school vision - it is our belief that all our students can be responsible and resilient citizens in control of their own lives.

Effective communication with all stakeholders in the Cambridge community plays a crucial role in achieving pupils’ full potential. During my service year at Cambridge School, I have furthered my ability to communicate both empathetically and professionally with pupils, colleagues, parents, and therapists.

Effective communication with pupils has helped me to develop an understanding of their needs. Additionally, I have put into practice a wide range of communication strategies, such as Makaton signing or communication aids to help them to achieve their full potential in their academic, social, creative, personal, physical and moral development.

Communicating with colleagues is crucial especially when we face uncertain times such as we have this past years, dealing with Coronavirus. I feel that I have been able to promote a collaborative working relationship with my colleagues where we were able to openly share ideas, asking for and providing assistance when we have needed it. What's more, these moments of contact with them have empowered me to achieve higher standards of teaching and learning for the benefit of all the pupils and staff, thus ensuring a positive contribution to the school and the wider community.


Regarding planning, monitoring, evaluating, and recording teaching and learning as a Teacher at Cambridge School, I strongly believe these are essential skills that I possess and continue to develop and refine with the assistance of more experienced teachers.

One week in advance, I plan an overview of each teaching week, and I adapt the lessons and teaching approach according to individual learning plans in order to foster and maintain pupils’ interest in each subject. Additionally, I plan other out-of-class activities (including remote learning) to consolidate and expand the knowledge and understanding pupils have acquired. Reflective practice is fundamental, which is why I do an informal assessment after every lesson to monitor each student's progress and to understand the effectiveness of my teaching.

Based on Cambridge's evaluation system, I use different assessment tools to help me to monitor pupils’ progress and to further develop their targets. These tools include EHCP reviews, AQA Life skills expected learning outcomes, liaising with therapists, or using interactive games such as Kahoot! or quizzizz.


To work effectively in an organisation such as Cambridge, it is important to develop the ability to work both independently and as a member of a team.

As a teacher, I am self-directed in terms of planning, preparing and assessing class lessons as well as reflecting on how to support children's learning process as much as possible to the best of my ability.

During the current academic year, I have maintained a good working relationship with everyone with whom I have collaborated at Cambridge school, and I also managed a small team. My confidence in leadership and management has grown significantly, having gained the respect of my colleagues that I have worked with thus far and having seen that I can inspire confidence. I am able to apply a range of teaching strategies with the Teaching Assistants assigned to my class, and then apply these to the classroom or to the wider school team, liaising to complete EHCPs and finding suitable behaviour management strategies for the benefit of specific students.

Moreover, I am excited about the prospect of developing my skills and experience as a teacher through further training, as I have already learned extensively from attending numerous professional development training courses (see attached), all of which have contributed to my practice and ability to maintain the QTS standards. With my background, having worked with pre-formal, semi-formal and formal learners, I have developed an understanding of how to differentiate my teaching style to suit individual learners. I set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions, and I implement a consistent behaviour management program in my classroom.

I also participate in reflective practice, where I review and reflect upon my current teaching methods and respond appropriately to where I believe I need to improve.

As a foreign person, I'm proud of being part of an inclusive atmosphere at Cambridge school as well as promoting equality and diversity, which is essential for both teachers and students. The British values of mutual respect and tolerance of different faiths and beliefs form a fundamental part of my understanding of what it means to be a teacher: all people, regardless of any personal characteristic, have the right to an education. This includes the equal opportunity of access to educational opportunities and inclusion in all aspects of society (including the classroom). One small but essential way I do this in every lesson is through providing activities that involve sharing and collaboration, differentiation of right from wrong and resilience promotion.

Cultural acceptance in the classroom environment is another important aspect. An open classroom culture can positively affect how students reach their fullest potential as well as the way they interact with others. In my classroom, I ensure that my team and I build a strong culture of tolerance, inclusion, and mutual respect; any action taken by students or staff that fails to meet these expectations is quickly dealt with appropriately, constructively, and in a restorative manner.


In my current teaching position, I deliver a broad and balanced curriculum that meets the needs of my students and supports them to achieve their full potential.
The curriculum I deliver reflects the school's principles, exploits the potential of first-hand learning experiences, and provides life skills.
Furthermore, it covers the foundation subjects as well as the core, although English and Maths are assessed more in depth and more frequently. Additionally, each of these subjects is taught in a way that allows pupils their processing time, helps them to generalise skills in different contexts, and nurtures a good learning process.


Conclusion:

In short, I truly believe I am an ideal candidate and a perfect fit for the role of Tutor . Additionally, It would be a pleasure to bring a new set of Skills and fresh energy to such a well-known school community.
I have a deep passion for education, I possess the relevant skills and qualifications, and I have demonstrated the ability to teach the National Curriculum to an equally high standard, aided by my strong leadership experience.

I look forward to hearing from you soon.

Yours faithfully,

Jose Luis Alvarez Aranda