School Money Matters: A Handbook for Principals

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Parker, P.M. (2003). Instep project in North East London. celebrating Interprofessional Learning in Practice for Health and Social care 6 November, London South Bank University. Pamela has a particular interest in working with children and families who have experienced adversity and traumatic events. She particularlyenjoys working with care experienced children, young people, their networks and families. She has extensive experience supervising and consulting to professionals who provide services for this client group.

Parker, P.M. (1995). Assessment of Professional Practice. European Network for Development of multi professional Education in Health Sciences - annual general meeting 17-18 August, Zaragoza Spain. Mary offers clinical supervision for staff who are developing their own practice in these fields and provides training and workshops in a variety of settings. She offers Dyadic Developmental Psychotherapy informed sessions (www.ddpnetwork.org) to parents who maybe feeling discouraged in their efforts to offer a stable and loving home to their child. What your communities can do for you plenary and then three parallel sessions on professional recognition. University of Glasgow (2013). Invited contributing speaker in my role as Co-Chair of SEDA for a joint Academic Development Communities dayPam has experience of teaching and supervising students undertaking their research from first degree to PhD level. Pam participates in a range of activities for staff such as seminars, development days and an annual conference. Pam also has a range of project management experience including as Project Manager of a four year JISC funded project on curriculum design 2008 -2012. SEDA Spring Teaching and Learning and Assessment Conference 2017 The quest for teaching excellence and learning gain: Issues, resolutions and possibilities. (Conference) Manchester UK (2017). Organising Committee. All subjects continue to work on developing the curriculum design in their own disciplines, but with many aspects in common. All subjects have ‘Intent Statements’, which explain two things: firstly, why that subject’s powerful knowledge can have such a positive impact upon a young person and truly help them to ‘Dream Big’; secondly, the choices of knowledge and the sequence in which they are taught so as to best achieve the positive impact. All intent statements are inspired by our overall culture and ethos as exemplified in the Parker Pillars. Writing and assessing APEL claims. Conference Reflective Theory and Reflective Practice: Strategies for Implementation run by St Bartholomew College of Nursing and Midwifery (1994). Parker, P.M., Bradley, S., Scott, I. and Pavlechko, G. (2012). Students awarding great teachers. SEDA 17th Annual conference 15-16 November, Birmingham.

Parker, P.M. and Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. The International Journal of Learning, 18(5), pp. 49–60. Parker, P.M., Quinsee, S. and Detyna, M. (2009). No one knows about my award: How can I share this? Annual SEDA Conference 17-18 November, Birmingham. January 1989 – October 1989 Unqualified Nurse Teacher, West Sussex College of Nursing and Midwifery, Southlands Hospital, Shoreham - by - Sea, West Sussex BN4 6TQ

Welcome to The Parker Academy

Herding cats? Engaging stakeholders in complex institutional change projects. ALT-C 2009 conference “In dreams begins responsibility” – Choice, evidence, and change 16th International Conference Manchester UK (2009). Quinsee, S. and Parker, P. (2011). Lessons in curriculum design and institutional change. AISHE-C 2010: Designing & Delivering Curricula for the Future 26 Aug 2010 – 27 Aug 2010, Dublin, Ireland. Parker, P.M. and Quinsee, S. (2011). Why does the value of interdisciplinarity that lecturers report not transfer to their programmes? AISHE-C annual conference 25-26 August, Dublin. Walker, S., Scamell, M. and Parker, P. (2016). Standards for maternity care professionals attending planned upright breech births: A Delphi study. Midwifery, 34, pp. 7–14. doi: 10.1016/j.midw.2016.01.007. These plans are fully in place for Key Stage 3 (Year 7-9) and Key Stage 4 (Years 10-11) with Key Stage 5 (Years 12-13) being the main focus for our curriculum development throughout 2022-2023. However, all these documents are working documents as we constantly strive to improve our curriculum to be as effective and as life changing as we can make it for our students and the wider community.

University of Kent external examiner for the CPD Fellowship route for four years from January 2019 – December 2022.Parker, P. and Quinsee, S. (2011). Developing a community to disseminate good practice. International Journal of Learning, 17(11), pp. 87–94. Quinsee, S. and Parker, P. (2020). CIRCLE: a cyclical approach to stakeholder engagement for change management. Delivering Educational Change in Higher Education (pp. 139–149). Routledge. Paper: Paper presented on How can we ensure all have an opportunity for developing their teaching practice not just those labelled as excellent?