Curriculum Vitae

Rhys Tranter

BA (Hons), MA (Dist.), PhD, AFHEA

Publications • Qualifications • Teaching Certifications • Research Awards • Employment History • Editorial and Advisory Boards • Memberships • Conferences • Additional Academic Services • Volunteer Work

Publications

Books and Edited Volumes

Beckett’s Late Stage: Trauma, Language, and Subjectivity (Stuttgart: Ibidem Press, 2018). Distributed by Columbia University Press.
(Co-Editor) The Beckett Circle/Le Cercle De Beckett. Issues: 40:1 (2018), 39:2 (2018), 39:1 (2017), 38:2 (2016), 38:1 (2016), 37:2 (2014), 37:1 (2014), 36:2 (2013), 36:1 (2012).
(Co-Editor) Intersectional Perspectives: Identity, Culture, and Society. Issues: 1:1 (2010), 1:2 (2010).

Articles and Book Chapters

‘”without solution of continuity”: Beckett’s That Time and Trauma Memoir’, Samuel Beckett Today / Aujourd ‘hui, Vol.27 (2015), pp.115-128.
‘Late Stage: Trauma, Time and Subjectivity in Samuel Beckett’s Footfalls’ in Samuel Beckett & The Encounter of Philosophy and Literature, ed. Arka Chattopadhyay and James Martell (London: Roman Books, 2013), pp.118-135.

Selected Reviews

‘Beckett and Modernism’, Olga Beloborodova, Dirk Van Hulle, and Pim Verhulst (eds.), Beckett and Modernism, in James Joyce Literary Supplement, 33:1, pp.16-7, Spring 2019.
‘The short of it’, Michael Chabon, Bookends: Collected Intros and Outros, in the San Francisco Chronicle, 23 January 2019. [Online]
‘A Life of the Mind’, Cynthia L. Haven, Evolution of Desire: A Life of René Girard, in the San Francisco Chronicle, 1 July 2018, p.32. [Online]
George Craig, Martha Dow Fehsenfeld, Dan Gunn and Lois More Overbeck (eds.), The Letters of Samuel Beckett 1966-1989, in Studies in Theatre and Performance, 39:1, pp.94-6. July 2017. [Online]
Roberto del Valle Alcalcá, British Working-Class Fiction: Narratives of Refusal and the Struggle Against Work, in The Times Literary Supplement, 24 February 2017, p.31. [Online]
Jean-Michel Rabaté, Think, Pig! Beckett at the Limit of the Human, in The Times Literary Supplement, 14 October 2016, p.34. [Online]
Joseph Anderton, Beckett’s Creatures: Art of Failure After the Holocaust, in Studies in Theatre and Performance, 38:1, pp.97-8. October 2016. [Online]
‘Reading Research Day Seminar’, The Beckett Circle/Le Cercle De Beckett, 34:2 (Fall 2011), pp.12-13.

Selected Interviews

Tamar Jeffers McDonald, ‘What Makes When Harry Met Sally… A Classic?’, RhysTranter.com, 31 September 2018. [Online]
John Samuel Bolin, ‘John Samuel Bolin on Writing, Beckett, and Publishing His First Novel’, RhysTranter.com, 26 September 2018. [Online]
Emilie Morin, ‘Samuel Beckett’s Political Imagination’, RhysTranter.com, 5 July 2018. [Online]
Emily Blewitt, ‘Emily Blewitt: A New Voice in Contemporary Welsh Poetry’, RhysTranter.com, 8 June 2018. [Online]
Marc Farrant, ‘J. M. Coetzee and the Archive’, RhysTranter.com, 23 February 2018. [Online]
Hannah Fitzpatrick and Anindya Raychaudhuri, ‘Tuning in to the State of the Theory Podcast’, RhysTranter.com, 12 November 2017. [Online]
Michelle Boulous Walker, ‘Could “Slow Philosophy” Offer An Antidote to Modern Academia?’, RhysTranter.com, 11 October 2017. [Online]
Tim Rhys, ‘Tim Rhys on Writing for the Stage’, RhysTranter.com, 6 September 2017. [Online]
Catherine Morley, ‘How Do Writers Make Sense of An Event Like 9/11?’, RhysTranter.com, 24 August 2017. [Online]
Daniel James’, ‘Writer Daniel James on publishing his first novel’, RhysTranter.com, 23 August 2017. [Online]
John Corbett, ‘A Listener’s Guide to Free Improvisation’, RhysTranter.com, 20 July 2017. [Online]
Jeffrey R. Di Leo, ‘Is Critical Theory Dead? Does it Have an Afterlife?’, RhysTranter.com, 18 July 2017. [Online]
Angela Moorjani, ‘Beckett in Conversation, “yet again”’, RhysTranter.com, 12 July 2017. [Online]
Séan Richardson, ‘Tuning in to the Modernist Podcast’, RhysTranter.com, 10 July 2017. [Online]
Anthony Uhlmann, ‘J. M. Coetzee and the Ethics of Ideas and Things’, RhysTranter.com, 3 July 2017. [Online]
Robert Cohen, ‘The Writer’s Reader: A Creative Writer’s Anthology’, RhysTranter.com, 14 June 2017. [Online]
Lorraine Sim, ‘Modernist Women’s Literature and Photography’, RhysTranter.com, 24 May 2017. [Online]
Robert Doran, ‘The Ethics of Theory’, RhysTranter.com, 5 May 2017. [Online]
David Lloyd, ‘Samuel Beckett and Painting’, RhysTranter.com, 28 March 2017. [Online]
Rachele Dini, ‘Consumerism, Waste, and Re-Use in Twentieth-Century Fiction’, RhysTranter.com, 14 March 2017. [Online]
Michael Richardson, ‘Torture in Modern Literature and Culture’, RhysTranter.com, 7 March 2017. [Online]
Daniela Caselli, ‘Meet the New President of the Samuel Beckett Society’, SamuelBeckettSociety.org, 6 March 2017. [Online]
Tom Harman, ‘Tom Harman on Painting and Critical Theory’, RhysTranter.com, 2 March 2017. [Online]
Aimee Pozorski, ‘Falling After 9/11: Crisis in American Art and Literature’, RhysTranter.com, 27 February 2017. [Online]
Neil Badmington, ‘The Afterlives of Roland Barthes’, RhysTranter.com, 20 February 2017. [Online]
Ann Basu, ‘Surveying Philip Roth’s Post-War America’, RhysTranter.com, 14 February 2017. [Online]
Adam Weiner, ‘Ayn Rand and the Literary Origins of the Financial Crisis’, RhysTranter.com, 13 February 2017. [Online]
Peter J. Beck, ‘Revisiting The War of the Worlds‘, RhysTranter.com, 6 February 2017. [Online]
Alice Kaplan, ‘Looking for Albert Camus’ The Stranger‘, RhysTranter.com, 11 January 2017. [Online]
Bethany Rose Lamont, ‘A Visit to Doll Hospital‘, RhysTranter.com, 29 December 2016. [Online]
Sarah Hammerschlag, ‘Levines & Derrida: The Literary Afterlife of Religion’, RhysTranter.com, 28 December 2016. [Online]
Michael Lackey, ‘Reading Biographical Fiction’, RhysTranter.com, 20 December 2016. [Online]
Will Brooker, ‘Batman Unmasked: Analyzing a Cultural Icon’, RhysTranter.com, 13 December 2016. [Online]
Rosalind E. Krauss, ‘A Fresh Look at Willem de Kooning’, RhysTranter.com, 9 December 2016. [Online]
Calum Gardner, ‘Roland Barthes and Poetry’, RhysTranter.com, 7 December 2016. [Online]
James Peacock, ‘Examining Brooklyn’s Fictions’, RhysTranter.com, 29 November 2016. [Online]
Carolyn Cocca, ‘Celebrating the Rise of Superwomen’, RhysTranter.com, 17 November 2016. [Online]
Catherine Belsey, ‘Why Criticism Matters: An Interview with Catherine Belsey’, RhysTranter.com, 16 November 2016. [Online]
Vera Graziadei, ‘Vera Graziadei on performing Dostoevsky’s Nameless Nobody‘, 11 November 2016. [Online]
Terence McSweeney, ‘American Cinema in the Shadow of 9/11’, RhysTranter.com, 10 November 2016. [Online]
David Hering, ‘David Foster Wallace: Fiction and Form’, RhysTranter.com, 3 November 2016. [Online]
Francis O’Gorman, ‘Worrying: A Literary and Cultural History’, RhysTranter.com, 1 November 2016. [Online]
Gemma Peppé, Patrick Hughes, Harriet Horton, and Rowan Newton, ‘Contemporary Artists discuss the Art on a Postcard Project’, RhysTranter.com, 27 October 2016. [Online]
Christopher John Müller, ‘Günther Anders: A Philosopher for the Modern Age’, RhysTranter.com, 26 October 2016. [Online]
Darren Anderson, ‘Imaginary Cities: An Interview with Darran Anderson’, RhysTranter.com, 21 October 2016. [Online]
Stacey Abbott, ‘How to Navigate the Undead Apocalypse’, RhysTranter.com, 3 October 2016. [Online]
Jan Wilm, ‘J.M. Coetzee and the Art of Slow Reading’, RhysTranter.com, 29 September 2016. [Online]
Lauren Elkin, ‘Lauren Elkin on her new book, Flâneuse‘, RhysTranter.com, 23 September 2016. [Online]
Katie Gramich, ‘Distinctively Modern: The Poetry of Edward Thomas’, RhysTranter.com, 21 September 2016. [Online]
Lisa Stead, ‘Women Writers at the Movies’, RhysTranter.com, 16 September 2016. [Online]
Lara Pawson, ‘Lara Pawson discusses her memoir, This Is the Place to Be‘, RhysTranter.com, 8 September 2016. [Online]
Sean Albiez and David Pattie, ‘Q&A: | Brian Eno: Oblique Music’, RhysTranter.com, 7 September 2016. [Online]
Rick Cluchey, ‘San Quentin and Samuel Beckett: An Interview with Rick Cluchey’, A Piece of Monologue, 4 May 2013. [Online]
Dan Gunn, ‘The Dan Gunn Interview’, The Quarterly Conversation, Issue 31, March 2013. [Online]
Robert Darnton, ‘An Interview with Professor Robert Darnton’, Cardiff Book History, January 2012. [Online]

Translations

Spanish translation of ‘San Quentin and Samuel Beckett: An Interview with Rick Cluchey’. ‘San Quintin y Samuel Beckett: una entrevista con Rick Cluchey’, trans. José Eduardo Latapi Zapata, Paso De Gato, October/December 2016, pp.44-5.
Spanish translation of ‘An Interview with Professor Robert Darnton’. ‘La República Digital del Conocimiento. Entrevista a Robert Darnton’, trans. Mercedes García Lenberg, Trama &Texturas, Vol. 17, May 2012, pp.21-34.

Selected Shorter Pieces

‘@SamuelBBeckett: Tweets for Everyday Life’, Lincoln Center, NYC, 10 October 2016. [Online]
‘What HBO’s The Night Of and David Lynch’s Eraserhead have in common’, RhysTranter.com, 1 September 2016. [Online]
‘A Guide to David Bowie’s Favourite Books’, RhysTranter.com, 29 August 2016. [Online]
‘Paying Tribute to Rudy Van Gelder, Jazz Icon’, RhysTranter.com, 27 August 2016. [Online]
‘Why Stranger Things is More Than ’80s Nostalgia’, RhysTranter.com, 26 August 2016. [Online]
‘50 Tough Books for Extreme Readers’, A Piece of Monologue, 7 November 2013. [Online]
‘Titillating Titians and Dirty Old Men’, 3:AM Magazine, 26 July 2012. [Online]
‘Should art tell us what to think?’, A Piece of Monologue, 28 January 2012. [Online]
‘Not the Booker’, Spurious, 31 October 2011. [Online]
‘Speaking of Dostoyevsky…’, The Spectator (Books), 8 August 2011. [Online]
‘A 19th Century Writer for Our Times’, The Spectator (Books), 1 August 2011. [Online]
‘Being Beckett’, The Spectator (Books), 27 July 2011. [Online]
‘Something You Must Do’, The Spectator (Books), 1 July 2011. [Online]
‘A Treat from the Beats’, The Spectator (Books), 13 May 2011. [Online]
‘Being with Beckett’, The Spectator (Books), 11 May 2011. [Online]
‘Essential Jewish fiction’, The Spectator (Books), 17 February 2011. [Online]
‘Laying the ghost to rest’, The Spectator (Books), 27 January 2011. [Online]
‘Is Modernism Boring?’, The Spectator (Books), 10 January 2011. [Online]
‘Book to the Future’, The Spectator (Books), 18 November 2010. [Online]
‘“Freedom To and Freedom From”: 25th Anniversary of Margaret Atwood’s The Handmaid’s Tale’, The Spectator (Books), 17 November 2010. [Online]
‘Visions of the Future’, The Spectator (Books), 9 November 2010. [Online]
‘How to Stop Living and Start Worrying’, A Piece of Monologue, 15 September 2010. [Online]

Qualifications

2010-2014

PhD in English Literature (AHRC-funded).
Cardiff University, UK.
Supervisors: Professor Neil Badmington and Professor Paul Crosthwaite.
Examiners: Professor Peter Boxall and Professor Irene Morra.
Thesis: Ill Seen Ill Said: Trauma, Representation and Subjectivity in Samuel Beckett’s Post-War Writing.

2009-10

MA (Distinction) in English Literature (AHRC-Funded).
Cardiff University, UK.
Dissertation: Waiting for Beckett: Interpreting the Author and the Subject in Samuel Beckett’s Three Novels.

2003-7

BA (First Class Honours) in English Literature and Cultural Criticism.
Cardiff University, UK.

1997-2003

3 ‘A’-Levels and 11 GCSEs (A*-C).
Lewis School, Pengam, Mid Glamorgan.

Teaching Certifications

2013

Associate Fellow. (AFHEA)
The Higher Education Academy, UK.

2011-13

‘Learning to Teach in Higher Education’ (20 M-Level credits)
Cardiff University, UK.

2010

‘Small Group Teaching in the Humanities’.
Cardiff University Graduate College, UK.

2010

‘Helping Students Produce Better Written Work’.
Cardiff University Graduate College, UK.

Research Awards

2010-13

Arts and Humanities Research Council.
Studentship Award (PhD: 3 Years).

2009

Arts and Humanities Research Council.
Studentship Award (MA: 1 Year).

Employment

2023—

Head of Religious Education and Chaplaincy Coordinator.
St. David’s Catholic Sixth Form College, Cardiff, UK.

Selected Duties and Responsibilities:

Assisting the Vice Principal for Catholic Life by coordinating, leading and developing the college Religious Education programme: ‘Spiritual Reflection’.
Assisting the Vice Principal for Catholic Life by coordinating, leading and developing opportunities which enhance the Catholic Life and Mission of the College as well as its Prayer and Liturgy provision.
Demonstrating an applied understanding of the college ethos, mission and vision.
Leading by example as a Servant Leader, always putting others first and consciously seeking out and serving the needs of followers.
Manage the development, implementation and further refinement of the RE programme (Spiritual Reflection) throughout the college, to include up to date year plans, schemes of work and supporting resources.
Refresh and circulate lesson resources to all team members on a weekly basis.
Support other Spiritual Reflection staff in their teaching formally and informally, as and when required.
Administer and maintain a uniform system of Assessment which includes setting assessments for the Agored Qualifications, keeping appropriate records of assessment achievement, maintaining records of internal verification, and submitting Credit claims to Agored Cymru for successful students.
Keep up to date with recent material / ideas / developments and to share this information with staff (including the Religious Education Directory (RED) and Catholic Schools Inspection framework).
Foster a positive attitude towards the subject and its value within the college.
Assist in the monitoring of the quality of teaching and learning in Spiritual Reflection.
Assist the Vice Principal for Catholic Life with the audit and review of RE provision in the college in line with Diocesan practices
Attend local partnership termly Heads of RE meetings with the DRE to share ideas and offer / receive support.
Liaise with Archdiocesan Director of Religious Education through regular communication and attendance at Diocesan events and training.
Support the rollout of the Spiritual Reflection programme in the National Catholic College with regular updating of resources and training of staff.
Liaise with Agored Cymru in the further development and quality assurance processes of the Level 3 Award and Extended Award in Religious Education.
Contribute to the Catholic Self Evaluation Document by assisting the college in the review, evaluation and improvement of the quality of Religious Education provision in line with diocesan expectations, and the Catholic Schools Inspectorate framework.
Work with the Vice Principal for Catholic Life on relevant strategic issues.
Support the implementation of relevant Strategic Objectives according to the Mission Statement and work closely with the Vice Principal and Priest / Chaplain.
Coordinate opportunities for Prayer and Liturgy through: a) Management of the Chapel and its environment; b) Organisation of Mass, seasonal assemblies and Reflections; c) Support of other Prayer opportunities through the various liturgical seasons
Ensure all such Prayer and Liturgy opportunities meet the requirements set out in the Prayer and Liturgy Directory.
Assist the Priest / Chaplain in the coordination and promotion of opportunities for spiritual development e.g., Confession, Days of Recollection, Retreats, Pilgrimages, etc.
Develop the Catholic Life and Mission of the college through Student Chaplaincy engagement groups, such as Faith in Action and Religious Life and Practice.
Promote engagement with groups such as Lasallian Projects, Aid to the Church in Need, CAFOD, etc.
Promote Chaplaincy, Catholic Life and Mission opportunities through: a) Spiritual Reflection lessons; b) College Communications e.g., Briefing, Student Newsletter, etc.
Support and assist Chaplaincy team members with their duties and responsibilities.
Support the Vice Principal for Catholic Life in the induction of new staff on Catholic Ethos.
Provide regular updates for SLT and Governors on Catholic Life and Mission, Religious Education, and Prayer and Liturgy.
Contribute to the Catholic Self Evaluation Document by assisting the college in the review, evaluation and improvement of the quality of provision of Catholic Life & Mission, and Prayer & Liturgy opportunities in line with diocesan expectations, and the Catholic Schools
Be prepared to give living witness to what they teach.
Recognise that they share in the teaching office of the Church exercised in the person of the local bishop and enshrined in the trust deed of the college.
Take care continually to deepen their own knowledge and understanding of the Catholic faith.
Present engagingly a comprehensive content which is the basis of a good understanding of the Catholic faith as revealed to and taught by the Catholic Church.
Enable students continually to deepen their religious and theological understanding and be able to communicate this effectively.
Adhere to the teaching and learning requirements listed in the college job description for Subject Teachers.
Take a leading role in the RE and Chaplaincy Teams and facilitate, organise, and chair their regular meetings in an atmosphere of inclusion towards all who wish to be involved, staff or students.
Attend and contribute to other related meetings, where relevant.
Evaluate, with the active participation of staff within the RE & Chaplaincy Area, the service that is provided to learners.
Act as line manager for Spiritual Reflection tutors within the RE & Chaplaincy Area.
Lead Performance Management processes for RE staff within the RE & Chaplaincy Area.
Conduct Performance Management Reviews for RE staff within the RE & Chaplaincy Area and liaising with HR to arrange appropriate supportive CPD as necessary.
Arrange cover in the case of the absence of RE staff.
Work closely with the Vice Principal for Catholic Life in strategic planning for the development of the Chapel and Chaplaincy.
Foster and lead a sense of responsibility in the Team for the maintenance and use of the Chapel and nearby rooms, in such a way that will combine maximum helpfulness to students and staff with strong links to the wider Catholic community.
Oversee the ongoing development of the Religious Education (Spiritual Reflection) course and syllabus through monitoring and developing quality resources.
Observe college procedures regarding the quality assurance of Religious Education delivery across the college in cooperation with the Vice Principal for Student Experience.
Ensure, in so far as is practical, that equipment and resources provided for RE and Chaplaincy are maintained in good order and that rooms and offices allocated for use are cared for and offer an attractive and educationally stimulating environment for learners.
Manage and monitor any budget that may be delegated for their purposes.

2022—2023

Acting Coordinator of Spiritual Reflection & Acting Head of Chaplaincy.
St. David’s Catholic Sixth Form College, Cardiff, UK.

Acting Spiritual Reflection Coordinator: Selected Duties and Responsibilities:

Managing the development, implementation and further refinement of the RE programme (Spiritual Reflection) throughout the college, to include up-to-date year plans, schemes of work and supporting resources.
Updating and circulating lesson resources to all team members on a weekly basis.
Supporting other Spiritual Reflection staff in their teaching, formally and informally, as and when required.
Administering and maintaining a uniform system of Assessment throughout the college, which includes setting assessments for the Agored Cymru qualifications, keeping appropriate records of assessment and achievement across college, maintaining records of internal verification, and submitting Credit claims to Agored Cymru for successful students.
Keeping up to date with recent material / ideas / developments and to share this information with staff (including the new RE Curriculum Directory and new inspection framework).
Fostering a positive attitude towards the subject and its value within the college.
Assisting in the monitoring of teaching and learning in Spiritual Reflection throughout the college by the Assistant Principal for Catholic Life.
Assisting the Assistant Principal for Catholic Life with the audit and review of RE provision in the college in line with Diocesan and college expectations and quality assurance requirements.
Attending local partnership Heads of RE meetings to share ideas and offer/receive support.
Liaising with diocesan Director of RE adviser through regular communication ad attendance at Diocesan events and training.
Liaising with Agored Cymru in the further development and quality assurance processes of the Level 3 Award and Extended Award in Religious Education.

Acting Head of Chaplaincy: Selected Duties and Responsibilities:

Working with Learning Area Managers and Subject Leads to promote and apply the principles of Catholic Social teaching in their areas, where relevant, both in the culture in which they operate and in the content of what they teach in lessons, where appropriate.
Guiding individual subject areas and teachers on potential opportunities for including and developing principles of Catholic Social Teaching within their schemes of work and lesson delivery.
Working with particular groups of students, including Catholics & Friends Society and Student Chaplaincy team, to promote and apply the principles of Catholic Social Teaching.
Working with or help to establish other student/staff groups which will help to promote and apply the principles of Catholic Social Teaching e.g., Eco group, Racial Justice group, Human Rights groups etc.
Drawing on education resources from CAFOD, Aid to the Church in Need, Missio, and other Catholic organisations to inform college developments and campaigns.
Raising awareness generally throughout the college of Catholic Social Teaching principles and related current campaigns through various media: staff briefing; student newsletter; College Newsletter; social media channels; college posters etc.
Engaging with any additional related activities as reasonably requested by the Principal or Assistant Principal for Catholic Life and Mission after due consultation.
Working closely with, and be supported by, the Assistant Principal for Catholic Life & Mission and the College Principal.

2019—2021

Pastoral Tutor; Teacher of English; Teacher of Spiritual Reflection.
St. David’s Catholic Sixth Form College, Cardiff, UK.

Teacher of Spiritual Reflection: Selected Duties and Responsibilities:

Establishing and maintaining positive relationships which promote the achievement of learning.
Setting learning in the context of what has gone on before and make clear the intention as to what it to be achieved.
Seeking to ensure that the interest and engagement of learners is achieved and maintained.
Developing a range of approaches to learning and teaching which are appropriate to the learners’ needs and encourages learners to work independently and in groups.
Reinforcing learning through the use of relevant learning aids such as Moodle.
Possessing a sound and up-to-date knowledge of the subject that they teach.
Facilitating learning at a pace and level which meets the needs of the learners in their care.
Planning schemes of work and learning materials, if appropriate with the involvement of other deliverers.
Demonstrating a commitment to continuous improvement by completing relevant quality assurance and review documentation, receiving guidance from their line manager as appropriate.
Planning, preparing, and reviewing lessons.

Teacher of English: Selected Duties and Responsibilities:

Monitoring and encouraging excellent studentship of learners under my care.
Communicating with parents about areas of concern by any appropriate means, including the College’s eILP system.
Maintaining clear and accurate records of student progress, including any extraordinary contact with students.
Deploying College systems for monitoring, safeguarding and discipline with a view to encouraging high levels of studentship.
Working with the Learning Area Manager for English to ensure compliance with the demands of the different elements of the course, and generating a positive attitude on the part of students towards it.
Following the prescribed scheme of work, teach effective English lessons, assessing assignments and submitting results via Moodle in a timely manner.
Maintaining availability for admissions, enrolment, and progression, interviews, as well as periodic parents’ and recruitment evenings.
Attending departmental meetings as called.
Participate in all relevant CPD opportunities offered by the College.
Understanding and sympathising with the Catholic ethos of the College, and seeking to manifest at all times in all dealings with students.
Participating in departmental reviews, and identifying support and development needs.
Attending relevant staff development opportunities.
Engaging in personal development opportunities, including further academic study, and professional qualifications.

Pastoral Tutor: Selected Duties and Responsibilities:

Acting as personal tutor to students within the pastoral programme at St David’s Catholic College. The tutor role includes monitoring behaviour and attendance, delivering pastoral related topics to classes, as well as UCAS and other relevant work as it arises. The role encompasses all aspects of pastoral care including safeguarding.
Monitoring and encouraging excellent studentship of learners under my care.
Communicating with parents about areas of concern by any appropriate means, including the College’s eILP system.
Maintaining clear and accurate records of student progress, including any extraordinary contact with students.
Deploying College systems for monitoring, safeguarding and discipline with a view to encouraging high levels of studentship.
Working with the Welsh Baccalaureate Coordinator to ensure compliance with the demands of the different elements of the course, and generating a positive attitude on the part of students towards it.
Following the prescribed scheme of work, teach effective Welsh Baccalaureate lessons, assessing assignments and submitting results via Moodle in a timely manner.
Maintaining availability for admissions, enrolment, and progression, interviews, as well as periodic parents’ and recruitment evenings.
Attending departmental meetings as called.
Participate in all relevant CPD opportunities offered by the College.
Understanding and sympathising with the Catholic ethos of the College, and seeking to manifest at all times in all dealings with students.
Participating in departmental reviews, and identifying support and development needs.
Attending relevant staff development opportunities.
Engaging in personal development opportunities, including further academic study, and professional qualifications.

2018-2022

University Teacher in Humanities, Media and Culture.
Continuing and Professional Education, Cardiff University, UK.