Staff Profiles


Mrs Jennifer Shearman

Faculty Lead, Enterprise and STEM Partnerships

School: Secondary and Post 16 Initial Teacher Education (ITE)



Profile summary

Senior lecturer, mathematics education
Enterprise Lead, 09/2019-present
Partnership Development Lead, Medway Region, 10/2014-07-2019
Programme Direc Mathematics tutor, INSPIRE PGCE, 09/2015-present
Course co-ordinator, Subject Knowledge Enhancement Courses (SKE), 09/2015-present
Programme Director, Teach First Programme, South East Region.  07/2012 – 10/2014
Teach First National Curriculum Lead for Mathematics.  09/2011- 08/2012

Research and knowledge exchange

National Centre for Excellence in Teaching Mathematics (NCETM)
Principal Evaluator, 09/2018-present, income generated iro £120K
Lead Evaluator, 10/2017-07/2018, income generated iro £20K
Professional Development Lead accreditation curriculum team member, income generated iro £5K
Work Group Lead, 09/2016-07/2017, income generated iro £10K

Partner-led Action Research and Development
Action Research projects for Medway Council, Primary First Trust, South East Surrey Teaching Schools Alliance and Kings Hill School, income generated iro £20K

Teacher Subject Specialism Training
Income generated iro £20K

Teaching and subject expertise

Teaching expertise
Mathematics Education at all levels (Foundation year-Masters)
Inspiring Minds, STEM Outreach

Doctorate in Education, 'Mathematics teachers' meanings of mastery' due for completion Spring 2021
MA Education: 'Can a Lesson Study adaptation have a positive impact on the development of trainee Teach First Mathematics teachers?' June 2014.
Postgraduate Certificate in Learning and Teaching, 2013
Qualified Teacher Status (Teach First route) 2005

Professional Membership
Fellow, Chartered College of Teaching
Member of Teaching and Learning Academy
Fellow of Higher Education Academy
Professional Development Lead for National Centre for Excellence in Teaching Mathematics
Member of Association of Teachers of Mathematics

External activities

International Society for the Scientific Study of Subjectivity (ISSSS) annual conference, September 2019: 'Meanings of Mastery: A Q methodology study'

National Centre for Excellence in Teaching Mathematics Standard Holders conference, February 2019: “What are we learning about Mastery and how do we know?”

Institute of Mathematics and its Applications Scholars Conference, July 2018: “What is Mastery anyway?”

Kent and Medway Mathematics Hub conference, June 2018: “What do secondary teachers need to know about Mastery?”

British Congress of Mathematics Education, April 2018:“A Blended approach to developing teacher Subject Knowledge: successes, challenges and opportunities.”

Canterbury Christ Church University, June 2016:“Engagement in Action Research to develop teacher leadership skills, the impact of the Medway Action Research Leadership project”.

Beyond Levels Learning First, January 2016:“Collaborative Professional Development: The power of Lesson Study”.

World Association of Lesson Studies, September 2016: “The impact of Lesson Study as a methodology for improving the teaching of mathematical reasoning in Key Stage 3 pupils.”

Teach First Impact Conference, July 2016: "The importance of narrowing the gap in development of key strengths including Character and Wellbeing between children from high and low income backgrounds"

World Organisation for Early Childhood Education (OMEP), May 2016: “The Power of Partnership for Social and Emotional Health – a different kind of teaching”.

Canterbury Christ Church University, April 2016: “The possible impact of Lesson Study as a form of teacher Professional Development.”

Canterbury Christ Church University, July 2015: “Can a Lesson Study adaptation have a positive impact on the development of trainee Teach First Mathematics teachers?”

Teacher Education and Advancement Network, June 2014: “Can a Lesson Study adaptation have a positive impact on the development of trainee Teach First Mathematics teachers?”

British Educational Research Association, September 2011: “Learning to Teach First: participants’ perceptions.”

Publications and research outputs

Yardley, F. Hazeldine, L. and Shearman, J. (2019) ‘Flexible Autonomy: how online resources and live tutorials have been used successfully to develop and enhance subject knowledge in trainee teachers.’ Impact: Journal of the Chartered College of Teaching, EdTech special issue

Hazeldine, L., Yardley, F. and Shearman, J., (2018) Flexible autonomy: an online approach to developing mathematics subject knowledge for teachers. Research Proceedings of British Congress of Mathematics Education #9, p.64.

Shearman, J. and Stevenson, B. (2017) 'Whole school, whole person, whole lot of Impact', Every Child, 6(1), pp. 48-54.

Fair Education Alliance (2017) Reflections on emotional health, wellbeing and character in education. London: Fair Education Alliance.


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Last edited: 29/01/2019 15:27:00