Mohammed Ismail

School Principal (MEd, NPQH, MinstF)

Education / Training

Bradford, Bradford

About Mohammed Ismail:

Dynamic and Visionary Educational Leader with a Passion for Transforming Schools

With 14 years of proven experience as a highly effective school leader, I am excited to bring my expertise, passion, and innovative mindset to a new school. Throughout my career, I have consistently demonstrated the ability to lead and inspire, implementing strategic initiatives that drive exceptional outcomes for students and foster a culture of excellence. I possess a strong track record of transforming schools, improving teaching and learning practices, and maximizing student potential.

A National Professional Qualification for Headship (NPQH in England) and a Master’s in Education

Experience

Led through a successful transition to a new curriculum framework, ensuring alignment with current educational standards. Developed a systematic implementation plan, provided ongoing support and training for teachers, and monitored progress to ensure 18% increase effective curriculum delivery and 15% positive student outcomes

Led in achieving significant improvements in student outcomes, resulting in a 28% increase in overall examination pass rates. Implemented targeted interventions and personalized support strategies to ensure every student reached their full potential.
Spearheaded a successful school-wide literacy initiative, resulting in a 25% improvement in reading levels among students. Implemented evidence-based literacy practices, provided ongoing professional development for teachers, and collaborated with parents to create a culture of reading at home and in the community.
Transformed a struggling school to one that was achieving outstanding outcomes for children with an increase of 48%.
Successfully implemented a comprehensive student support system,, resulting in 18% improved well-being, behavior, and academic progress.
Implemented a data-driven approach to T&L utilizing robust data analysis to inform teaching practices and improve student outcomes. Introduced regular data meetings with teachers to analyze student performance data, identify areas of improvement, and tailor teaching accordingly. This resulted in a 15% increase in student achievement and a 10% decrease in achievement gaps among student subgroups