Summary
Overview
Work history
Education
Skills
Timeline
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Marie Black Watson

Abu Dhabi

Summary

Highly skilled and effective instructional leader with both national and international experience in academic, operational oversight and directional leadership. I have been involved with the designing, implementation and monitoring of large-scale academic initiatives across a cluster of 110 schools and 135,000+ pupils in Abu Dhabi and Dubai, United Arab Emirates. Key duties and responsibilities include fostering collaborative partnerships, engaging key stakeholders in data-driven decision making, and providing support for school improvement to accelerate student outcomes. I am a critical thinker with exceptional communication and organizational problem-solving skills with over 25 years in Educational Instruction and Leadership and proven results in raising student achievement and closing the gaps of underachieving learners.

Overview

30
30
years of professional experience

Work history

ASSISTANT HEADTEACHER

Taaleem Charter Schools
Abu Dhabi
05.2023 - 04.2025
  • Use instructional and transformative leadership skills to manage and inspire teachers and SLT members across the school to maximize their full potential in achieving the Taaleem Charter school Key Performance Indicators, through the robust implementation of key pedagogical determinants, planning and delivering bespoke PDs and coaching and mentoring.
  • Under my guidance, 100% of underperforming teachers identified at the start of the term demonstrated measurable improvement in lesson delivery, progressing from weak to acceptable or good within one term.
  • Collaborate with a team of 9 SLT members in the implementation of core pedagogical systems and procedures most of which I initiated and led, thereby addressing the wide reading gap indicated from recent 2023 MAP data.
  • These include restructuring and refining the Talk for Writing model; initiating the Implementation of a new approach to the teaching of guided reading; working with Curriculum leads to unpack curriculum standards across all subjects; initiating the whole class feedback strategy, one of the many changes made in my revision of the marking policy.
  • I initiated, organized and implemented the whole school Fasttrack to Reading Progress program and the home-school reading program, intended to accelerate reading progress in preparation for MAP and PIRLS exams (this was an extensive undertaking); I have also introduced the implementation of the blended approach to whole class teaching.
  • Introduced the extrapolation of data for specific gaps in learning from MAP scores and advised and guided SLT on how to use gap analysis to target layered intervention programs such as booster sessions run by all teachers in one of their non-contact sessions.
  • Analyze whole school data to inform pedagogical decisions and make recommendations about but not limited to budget, recruitment, and resources.
  • I have extended some of this expertise to other Taaleem schools, where I have carried out training sessions and workshops with staff, middle leaders, and members of SLT.
  • Student achievement and attainment in core subjects across the school have seen a significant upward trend in internal and external assessment over the two years of my tenure.
  • The highest it has been since the inception of the school (insert data).
  • Development of sustained, coherent written products across the school-an improvement noted by Taaleem/ADEK inspection.
  • Staff feedback and performance evaluations indicate a deeper understanding of contextual ELA pedagogy, with the development of extended writing skills becoming more robust and systematically embedded across the school—an improvement noted in a recent external inspection.
  • Students actioning of feedback is now consistently evidenced in books and feedback from ADEK inspectors who observed this practice in lessons have stated it is powerfully impacting in addressing learning gaps.
  • Parent surveys indicate strong support for the home-school reading program, with many praising it as a valuable initiative that fosters shared reading and promotes a love of reading at home.

Primary School Instructor (Grades 1-6)

01.1995 - 04.2025
  • Contributed to a 15% increase in students meeting national literacy standards over two academic years, with targeted intervention groups showing accelerated progress and improved cross-departmental instructional alignment.

DEPUTY CLUSTER MANAGER-ACADEMIC AFFAIRS

Ministry of Education
08.2018 - 12.2022
  • Mobilize instructional leaders to support and implement key pedagogical approaches of the Emirati School educational reform initiative.
  • A member of a six-participant team of Deputy Cluster Managers instrumental in observing, interviewing and appointing qualified Lead teachers in 110 schools in Abu Dhabi and Dubai by June 2021.
  • Engage collaboratively with Principals, Academic Vice Principals, and Senior Leadership Teams to identify focus areas for continuous school improvement.
  • Provide guidance and support in the monitoring of teaching and learning according to the UAE Inspection Framework (identify gaps across groups of students and target interventions and supports accordingly).
  • Facilitate data-driven processes at the school and district level to improve the outcomes of all groups of students.
  • Research and identify best practices from regional and international educational bodies.
  • Co-developed and monitored Balanced Literacy program in 26 schools in the Abu Dhabi region.
  • Design and deliver professional development to 200 + Lead Teachers monthly on curriculum, assessment, pedagogy and shared leadership models.
  • Exceeded target for meeting council goal of 90 % of schools with qualified middle leaders by end of June 2021.
  • As a result of providing targeted inspection support, 9 out of 26 schools in the Al Dhafra region moved from weak/very weak to acceptable or better in 2-year cycle ending in 2019.
  • 29 out of 52 schools in Abu Dhabi moved from weak/very weak to acceptable and better during AY 2019-2020.
  • 25 schools moved from high dependency to medium dependency during AY 2019-2020.

Lead Teacher

Muzdalifa Cycle 1 School
08.2012 - 08.2022
  • Improved teacher performance and instructional quality across the school, resulting in more consistent student progress and positive outcomes, as evidenced by observation data and assessment results.

Phase Leader/ Advanced Skilled Teacher/ Literacy Coordinator and Local Education Authority Mentor for Qualifying and Newly Qualified Teachers (Key Stage 1 & 2)

Brent Education Council
London
09.2008 - 07.2012
  • Contributed to a 2–4% increase in borough-wide literacy and numeracy rates; 69% of Year 2 students reached literacy proficiency; over 50% of targeted students achieved more than one year’s reading growth within a year.

Education

M.A SCHOOL EFFECTIVENESS & SCHOOL IMPROVEMENT -

UNIVERSITY OF LONDON

B.A. EDUCATION - undefined

UNIVERSITY OF LONDON

DIP.ED. PRIMARY EDUCATION - undefined

UNIVERSITY OF THE WEST INDIES

Skills

  • Education Leadership
  • Strategic and Organizational Planning
  • Project Management
  • Quality Assurance
  • Staff Development
  • Data Analysis
  • Curriculum and Literacy Development
  • Analytical thinking
  • Accuracy and attention to details
  • Problem Analysis
  • Negotiation and Delegation
  • Communication
  • Critical thinking
  • Creativity
  • Adaptability
  • Teamwork and collaboration
  • Problem solving
  • Organization
  • Strong work ethic
  • Emotional intelligence
  • Customer service
  • Time management

Timeline

ASSISTANT HEADTEACHER

Taaleem Charter Schools
05.2023 - 04.2025

DEPUTY CLUSTER MANAGER-ACADEMIC AFFAIRS

Ministry of Education
08.2018 - 12.2022

Lead Teacher

Muzdalifa Cycle 1 School
08.2012 - 08.2022

Phase Leader/ Advanced Skilled Teacher/ Literacy Coordinator and Local Education Authority Mentor for Qualifying and Newly Qualified Teachers (Key Stage 1 & 2)

Brent Education Council
09.2008 - 07.2012

Primary School Instructor (Grades 1-6)

01.1995 - 04.2025

B.A. EDUCATION - undefined

UNIVERSITY OF LONDON

DIP.ED. PRIMARY EDUCATION - undefined

UNIVERSITY OF THE WEST INDIES

M.A SCHOOL EFFECTIVENESS & SCHOOL IMPROVEMENT -

UNIVERSITY OF LONDON

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