Katie Figueira

• Improved curriculum consistency and content quality across a department of 18 staff supporting 2,000+ students, as measured by alignment to achievement targets and quality standards, by leading end-to-end instructional design projects from planning through delivery. • Increased engagement and accessibility of learning materials, as measured by adoption across the department as scalable, reusable resources, by designing synchronous and asynchronous learning content in Canva, applying adult learning principles to structure content for varied learner needs. • Kept multiple concurrent instructional design initiatives on track, as measured by on-time delivery against shifting priorities and deadlines, by applying project management practices to plan, sequence, and monitor deliverables. • Closed learner skill gaps, as measured by improved performance on targeted assessments, by analyzing learner performance data and designing evidence-based instructional interventions. • Accelerated onboarding and early-career performance for newly qualified teachers, as measured by faster ramp-up to independent practice, by designing structured onboarding programs and coaching cycles with reflective feedback. • Aligned learning solutions for diverse learner populations across departments, as measured by improved cross-team consistency in support planning, by influencing without formal authority across guidance, special education, and ESL teams.

• Improved learning outcomes for English-language learners across a range of proficiency levels, as measured by learner progression through course content, by designing blended synchronous and asynchronous instruction grounded in adult and adolescent learning principles. • Increased instructional relevance and content quality over time, as measured by learner completion and performance data, by managing course content and learner tracking in Brightspace (LMS) and iterating designs based on that data. • Improved learner access and retention, as measured by integrated support plan adoption, by partnering with cross-functional stakeholders (guidance, special education, ESL) to co-design learning materials.

• Increased GCSE and A Level uptake in subsequent years, as measured by enrollment growth, by redesigning curriculum frameworks and translating organizational goals into new instructional strategies for departments of up to 15 staff. • Achieved a 73.6% exam pass rate (above the national average), as measured by Year 11 cohort (~75 students) results, by designing and facilitating live virtual and in-person exam-skills training. • Strengthened staff capability in assessment literacy and educational technology, as measured by adoption of new practices across trainee and early-career educators, by developing and delivering structured staff training programs and coaching frameworks. • Contributed to improved OFSTED inspection ratings, as measured by school-wide inspection outcomes, by leading instructional improvement projects and coordinating multiple stakeholders.

• Maintained accuracy and accountability in a regulated environment, as measured by audit-ready caseload documentation, by managing caseload tracking, reporting, and formal correspondence on behalf of senior leadership. • Developed subject matter expertise in professional regulatory frameworks, informing a strong understanding of governance and compliance-aligned program design.