12 minute read
Our new leads
Introducing our lead examiners, assessors and lecturers.
Lead examiners
As part of our Dance Department strategy, the new roles of lead and deputy examiners were created in 2021 to ensure that we have the subject experts and robust procedures in place to safeguard standards in our examinations and to maintain those standards over time.
The key responsibilities for the Lead Team members are to set and maintain standards of marking in their portfolio areas by supporting examiner progression and consistency of marking. They also advise the Dance, Examinations and Quality Assurance departments on the suitability of examiners post-standardisation and provide their faculty expertise and advice on standards-related initiatives, activities, and enquiries.
Working closely and in tandem with examiners, committees and heads of faculty development, the lead and deputy examiners monitor the effectiveness of standardisation and marking processes and ensure that the mark schemes are applied consistently. They also provide consistent support mechanisms for examiners and nurture progression and professional development through the provision of oneto-one feedback during all standardisation training.
Our lead examiner teams are highly valued examiners with significant prior experience in ISTD examinations and an in-depth faculty knowledge, excellent understanding of the syllabus, standards, and teaching in the relevant examinations, and a firm commitment to equity, diversity, and inclusion.
Insights from our lead examiners and deputies
Key factors that contribute to good teaching
“Being able to communicate, listen, adapt, and motivate all contribute to good teaching. Patience is also essential.”
Helen Green
“A good teacher is always an effective communicator but more importantly should be passionate about sharing their knowledge with everyone and admits they never stop learning.”
Alison Jenner
“There are many factors that contribute to effective teaching but essentially, all dance teachers must have the ‘eye’ to see the dancer’s execution of their work, how to impart any information that may improve the technical, musical or artistic skills and deliver this with encouragement to build confidence and trust. Also important is the ability to give purpose and the reasons why certain exercises or movements are necessary to develop the dancer’s demonstration and performance.”
Lyn Richardson
“A passion for the subject. Knowledge must be there but inspiration is vital.”
Vivienne Saxton
Key factors that contribute to effective learning
“The student’s willingness to learn, participate with enthusiasm, self-discipline and be a positive member of the class to enable a healthy working atmosphere and environment for all.”
Lyn Richardson
What do our lead examiners hope to achieve?
“In my role as Lead Examiner, I hope to achieve respect from examiner colleagues and faculty members and to work in close collaboration with the ISTD in the faculty's best interest. Ultimately the role is to promote and oversee examination standards within the faculty. If I’m perceived as approachable, willing and able to support teachers and examiners in their roles then my position will be worthwhile.”
Alison Jenner
“I hope to build a high level of trust and confidence with all examiners to enable a healthy working relationship in all areas of examining; reach a common level of acceptance that the marking criteria is logical and understood when delivering standardisation tasks; be impartial when dealing with any enquiries and/or complaints from members regarding results and conduct, and support examiners and teachers.”
Lyn Richardson
“To make sure that all candidates have a good experience in the exam room and to ensure that marks are fair.”
Vivienne Saxton
Post pandemic advice for teachers to keep motivated
“Consider what it was that sparked your passion when you first started out on your teaching journey and see if you can re-kindle it.”
Alison Jenner
“Attend as many CPD courses as possible! Go to see (live or online) musical theatre shows, ballets and plays to re-ignite the reason why we went into teaching in the first instance. Never give up but try different angles and avenues and seek advice from other trusted teachers. Reach out! As teachers we should want to assist anyone in our profession.”
Lyn Richardson
Our lead examiners and deputies
Cecchetti Classical Ballet
General graded exams, class exams, performance awards, Intermediate, and Intermediate Foundation
Lead: Alison Jenner
Deputies: Gillian Hurst and Sandra Powell
Advanced 1 and 2, Advanced 1 and 2 Analysis, professional and higher professional (DDE, Associate, Associate Diploma, Licentiate, Fellowship), and Enrico Cecchetti Diploma
Lead: Gillian Hurst
Classical Greek
All Classical Greek dance qualifications
Lead: Kay Ball
Classical Indian Dance – Bharatanatyam
Primary and general graded exams
Lead: Chitraleka Bolar
Vocational graded exams, and professional and higher professional exams
Lead: Nina Rajarani
Classical Indian Dance – Kathak
All exams
Lead: Sujata Banerjee
Contemporary Dance
All contemporary dance qualifications
Lead: Penny Meekings
Deputies: Amanda Butcher and Irela Strachan
Dancesport
All dancesport qualifications
Lead: Vernon Kemp
Deputies: Jill Bush and Yvonne Taylor Hill
Imperial Classical Ballet
Class exams and general graded exams
Lead: Vivienne Saxton
Deputies: Joanne Evans and Linda Shipton
Vocational graded exams
Lead: Vivienne Saxton
Deputies: Helen Steggles and Irela Strachan
Professional and higher professional exams
Lead: Vivienne Saxton
Deputy: Alexandra Barnes
Modern Theatre
Primary, general graded exams, and jazz awards
Lead: Lyn Richardson
Deputies: Helen Green and Penny Meekings
Vocational graded exams
Lead: Lyn Richardson
Deputies: Jackie Barnes and Linda Sweetzer
Professional and higher professional exams
Lead: Paddy Hurlings
Deputy: Lyn Richardson
National Dance
All national dance qualifications
Leads: Heather Burns and Barbara Simons
Tap Dance
Pre-Primary, Primary, general graded exams, and medal tests
Lead: Paddy Hurlings
Deputy: Pauline Ash
Vocational graded exams and popular tap tests
Lead: Nick French
Deputies: Pauline Ash and Linda Sweetzer
Professional and higher professional exams
Lead: Heather Rees
Deputy: Helen Green
Lead assessors
The new role of Lead Assessor was introduced in 2021 as part of the strategy by our Quality Assurance team to ensure that we have the subject experts in place to safeguard standards in our assessments for the regulated teaching qualifications.
The key responsibilities for the lead assessors are to set and maintain standards of marking for their respective units within the teaching qualification. They support our Quality Assurance team in monitoring the effectiveness of standardisation and marking processes and ensure that the mark schemes are applied consistently. As an important part of this activity, they also provide consistent support for assessors and nurture progression and professional development through the provision of one-to-one feedback during the standardisation training and assessment periods.
We work with outstanding teams of practitioners with significant subject expertise and an excellent understanding of teaching qualifications, and a firm commitment to equity, diversity, and inclusion.
Insights from one of our lead assessors
Key factors that contribute to good tutoring
“Building a relationship of collaboration with students through patience, listening, having a positive attitude, and a flexible approach that adapts to their needs and guides them into drawing their own conclusions.”
Catherine Jameson
Post pandemic advice for tutors to keep motivated
“During the pandemic, we have re-invented many of the ways we teach, highlighting our capacity to adapt quickly and find new solutions, which, as we move forward, we must take with us and embrace openness to change.”
Catherine Jameson
Our lead assessors
ISTD Level 4 Diploma in Dance Education (DDE)
Unit 1 – Preparing for Safe Teaching Practice
ISTD collaboration with Safe in Dance International (SiDI)
Unit 2 – Observing, Assisting and Teaching Practice
Lead Assessor: Catherine Jameson
Unit 3 – Vocational Graded Examination in Dance: Intermediate
Lead examiner teams
Unit 4 – Dance Practice
Lead examiner teams
Unit 5 – Child Development
Lead Assessor: Siobhan Mitchell
Lead lecturers
The role of Lead Lecturer is an exciting one for us at the ISTD and enables us to further focus on teaching and learning with experienced practitioners who are passionate about ISTD work.
Lead lecturers work closely with their teaching teams to develop new courses and explore further teaching strategies to model best practice. Our Education and Training team is working with leads to embed new ideas for Continuing Professional Development (CPD) and increase the portfolio of courses so that teachers can be inspired and prepared for the work they deliver in the dance studio.
Our leads are responsible for planning the development of courses, training the teaching teams, aspiring to excellence, and modelling best practice in all areas of diversity and inclusion.
We are delighted to be working with four outstanding practitioners in the first year who are working collaboratively with us to ensure that we continue to raise the standards of teaching and learning and offer the right CPD that is supportive for our teachers so that we continue to be creative and forward thinking.
Insights from our lead lecturers
Motivation for becoming a lead lecturer
“I’ve always loved teaching teachers. Good teachers make better students! I’m passionate about imparting the technical details of tap to as many as possible, regionally, or internationally.”
Alison Forrester
“I have worked with the creator of the ISTD Contemporary Dance syllabi, Dr Ross McKim, in various roles over our years together. From training at Rambert School under his direction, to principal artist and rehearsal director in his company Moving Visions Dance Theatre. I have always felt lucky and humbled to work closely with someone so generous with their time and knowledge and with so much to share with the dance world. When the role of Lead Lecturer came up, it felt like a wonderful opportunity to grasp, to be able to continue sharing the legacy of the work and the experience I have gained through studying this for the last 20 years.”
Sian Hopkins
“A large part of my role is to work closely with our Education and Training team to create a suite of courses that will have consistency in their delivery. It is also my responsibility to train an outstanding teaching team and develop a broad spectrum of skills, particularly how to teach teachers how to teach. This goes beyond having an accurate knowledge of a syllabus, involving insight into how children, pupils and students all learn differently while exploring a range of effective teaching methods.”
Tereza Theodoulou
What do our lead lecturers hope to achieve?
“To assist and support our teachers with as much detail and understanding as possible, which will enhance their knowledge in teaching our syllabi. Create a stronger tap team with a wider variety of exciting lectures to offer to teachers worldwide.”
Alison Forrester
“To continue exploring and ensuring best practice within the community of artists we get to work alongside. I would like to see that the more we invest in the opportunities we create for professional development, the more empowered teachers feel in what they can offer not only their students, but themselves and other colleagues.”
Sian Hopkins
“Inclusivity is key for good teaching and learning. Planning classes to include everyone so all dancers can access the learning, this includes race, gender and different abilities and learning styles, creating a safe and exciting environment which fosters kindness, positivity and celebrates achievement. I hope to increase awareness about inclusivity and good teaching practice to all Imperial Classical Ballet teachers. I also aim to create inspiring CPD courses that deliver what our members need, and where we can share ideas, thoughts, experiences, and friendship.”
Jackie Styles
“My hope would be to help our members develop the desire to dig deeper, to ask questions regarding the purpose of each exercise and how to get the best from each pupil. As a teacher, the desire to share knowledge and see the evidence of ‘lightbulb moments’ from my own students has been matched by the constant reward of knowing that, when delivering CPD courses, a teacher will take away new concepts and a new understanding back to their studio to share with their own pupils.”
Tereza Theodoulou
Post pandemic advice for teachers to keep motivated
“Get into a dance class and do what you love face-to-face again. Feel the support of being back in the room with dancers and teachers alike. Rediscover the community vibe we get from being able to discuss our problems together.”
Alison Forrester
“Personally, I have made an increased effort to encourage the joy of moving together. Facilitating an awareness of the effects we can have on each other, motivating individual development by progressing together.”
Sian Hopkins
“We know your course experience will ignite a new passion for you to share with your pupils. Do take advantage of courses the Society is offering. We have many that are free for all and if you cannot attend due to teaching or other commitments, you can watch the lecture in your own time by logging into the My ISTD section of our website. So many interesting subjects are covered that will give insight into matters related to teaching, safeguarding, and keeping up to date with developments in equity, diversity, and inclusion.”
Tereza Theodoulou
Key factors that contribute to good teaching and learning
“I believe open communication of needs encourages a space where students can gain autonomy and ownership over the material, acknowledging that their choices matter.”
Sian Hopkins
Our lead lecturers
Contemporary:
Sian Hopkins
Imperial Classical Ballet:
Jackie Styles
Modern Theatre:
Tereza Theodoulou
Tap:
Alison Forrester
