Gordon Baillie
Senior Lecturer
Gordon Baillie is an English teacher of more than twenty years’ experience in a wide variety of Cheshire schools and beyond, with experience of working as a member of SLT leading teaching and learning, staff development (CPD), Literacy and a variety of other aspects whole school as well as subject leadership. He is a certified Advanced Skills Teacher in English and Assessment for Learning, having worked across schools supporting teachers, departments and senior leaders to raise attainment and improve practice through mentoring, coaching and a variety of other mediums often bespoke to the individual institution. Gordon has an MA in Teaching & Learning from the University of Chester and is passionate about teaching English in an engaging and creative way, utilising strategies that work and result in excellent attainment and progress. Gordon is currently studying for a Doctorate in Education at the University of Chester. What brought Gordon to the teaching of English is a deep and passionate love for words, stories, books, language, literature and the way that we express ourselves in many modes: spoken, written and beyond. This was in combination with a real desire to make a difference to lives of young people through fostering a love of these same things, through introducing them to the stories that shape our worlds but also giving them the tools through which they can understand their own worlds and, in doing so, promoting social justice. On the PGCE English course, we aim to nurture teachers of English who are passionate about the transformative nature of the subject but who are also keen to engage with all elements of what it means to become a teacher of English within both the broad educational landscape but also the specialist nature of teaching the subject we love and value.
I teach across the Secondary PGCE Programme, Professional Studies and Secondary English focused sessions across two Masters level modules.
Currently completing my EdD focused on how English teachers construct their identity within the context of the "knowledge rich" curriculum.