Developing a creative learning community across the school
To have knowledge, understanding and enthusiasm for creative teaching and learning as a key to raising achievement, aspiration and motivation to build a community of creative learning practice across the school, involving all departments as appropriate to involve parents, Governors and other members of the community extensively throughout the programme.
To develop, through dialogue with the wider school community, an enquiry based approach which addresses a range of issues relevant to the broader developmental needs of the school and its learners and is linked to the school improvement plan.
To facilitate the long-term development of creative teaching and learning at a structural and systemic level, using the Creative School Development Framework and other resources.
To establish a Creative Partnerships programme plan on an annual basis, linked to the Creative School Development Framework self-assessment process Programme and project management.
To act as a facilitator in school, able to translate the school’s vision for creative learning into practical implementation.
To ensure that children and young people play a meaningful and active role in learning that can truly reflect their interests, needs and enthusiasms.
To take overall responsibility for programme and project management, delegating extensively across the school community and ensuring roles and responsibilities are understood clearly by all.
To coordinate, in partnership with the Creative Agent, meetings and activities with creative practitioners, school staff and other partners.
To ensure that external partners engaged in the programme are able to develop appropriate communications across the school community.
Assisting with identifying and recruiting potential Mentor Teachers.
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Resume Keyword Practices to Avoid
We’ve established that using resume keywords throughout your application boosts your chances of a human hiring manager seeing it.
However, be careful not to overdo it.
Packing your resume full of keywords is almost as bad as not including any at all.
Don’t forget that a real person will (hopefully) see your resume at some point. So use natural language that engages that person.
Tip
Make sure you balance hard skills vs soft skills on your resume to show you’re a rounded candidate.
Otherwise, they’ll think you’re either a bad writer — which indicates your communication skills aren’t good — or assume you’re trying to beat the ATS, making you seem dishonest.
Keyword Stuffing
Keyword stuffing refers to using the same keyword again and again in an unnatural way to get your resume past the ATS.
People engage in keyword stuffing because some ATS software gives applications a higher ranking when it detects a keyword is used more. For instance, an ATS might assign a higher score to a candidate who mentions “search engine optimization” six times over one who mentions it three times.
Here’s an example of how one applicant tried to stuff the keyword “customer satisfaction” in their resume:
Boosted customer satisfaction by 47% by implementing customer satisfaction methods as part of company-wide effort to increase customer satisfaction rates.
Trained 7 new staff members in all aspects of housekeeping, ensuring that they meet health and safety standards
An applicant stuffs the keyword “customer satisfaction” on their resume.
See how extreme this is?
This technique might get your resume past the ATS, but will immediately turn off the hiring manager — ruining your chances of getting hired.