Teacher Training: 2021 – 2022 Margaret Warner has run five virtual webinars on Multiple Intelligences (MI) for teachers in India, the United Arab Emirates (UAE), the Kingdom of Saudi Arabia (KSA) and Cyprus. In 2018 Margaret Warner set up MAW On-line Academy where teachers can complete a three-module accredited on-line course, based on MI theory, to improve their teaching skills. 2006 – 2016 Margaret Warner visited India thirteen times, working with The Achievers’ Programme and leading workshops for teachers on ‘Applying Multiple Intelligences Theory to Classroom Practice’ in 64 Independent Schools across the country, and visited a further 14 schools.  In 2008 Margaret Warner made a short visit to Fèras Abbes University in Sètif, Algeria to contribute towards the fourth-year students’ training to be teachers by giving lectures and conducting workshops. In 2006, she visited Qatar, for four months, as part of a team from the UK, training teachers for the new Government Independent Schools.

Consultancy, Inspection & Training – International: 2022 – Margaret Warner contributed a paper (which included a section of Multiple Intelligences) to a conference (carried out virtually) in Djelfa, Algeria.  2009 – 2017 Margaret Warner worked in the United Arab Emirates, Inspecting 46 schools in Dubai and Abu Dhabi. UK 2000 – 2006 Margaret Warner was one of the trainers of Headteachers at the initial conference in London, introducing Performance Management to UK schools in 2000. She has run in-service days for London and Qatari schools planning to set up their own Performance Management systems. She mentored trainee inspectors during her UK inspections.  Coaching: Margaret Warner carries out life coaching using Zoom. Clients lived in various parts of the UK and Romania.

HLTA Assessments – UK: 2006 – 2022 Margaret Warner has carried out 630 assessments for teaching assistants in state schools, in the south of England, who aim to become Higher Level Teaching Assistants (HLTA). 150 of these assessments have been carried out virtually.

Inspections – UK: Margaret Warner has taken part in one hundred and ninety inspections of a wide range of primary (aged 3 -11), middle (aged 7-12), secondary (aged 11-16) and special schools, schools with special units and a pupil referral unit (PRU aged 15-16). She has led and written up reports for over eighty primary school inspections as the Registered Inspector, in inner city, rural, very large and very small, high and low achieving schools across England. In secondary schools she has been responsible for inspecting the religious education departments in thirty-three secondary schools and has supported the Registered Inspector with pre- and post-inspection writing. She has inspected specific aspects of secondary schools such as ‘provision for the spiritual, moral, social and cultural development of pupils’, ‘the quality of teaching’ and ‘the school’s partnership with parents and the community’. She is also qualified to inspect Citizenship in secondary schools. She has experience of inspecting main stream schools with special units, special schools and pupil referral units (PRU).

Management experience: Margaret Warner was headteacher/principal of a Church of England primary (3-11 years) school for ten years in London’s developing Docklands area. (1979-1989) The school had a nursery class, and she set up a pre-school playgroup which parents could attend with their children as young as 18 months. Land adjoining the school was bought and a nature park designed and developed which was opened by the naturalist David Bellamy. The school is in an area surrounded by water – the disused docks and the River Thames – so an attractive detached brick building, housing a learners’ swimming pool was also built. Before leaving, she began to introduce the National Curriculum to the school. Three of her teachers were promoted to headships whilst she was at the school. Margaret Warner returned to college in 1990 to study for an MA in Education. She then became head of departments in a girls’ high school and in a large comprehensive school. Following that she set up the religious education department in a new secondary special school.  From 1994 to 2005 she inspected schools across England, leading primary teams for eight of those years. This involved planning inspections, managing teams and writing up inspection reports.

Paperback Book
‘Changing Education’ 2012 published by Good Luck Publishers, India

Teacher Template Booklets 2012
Multiple Intelligences and Assessment
Multiple Intelligences and Lesson Planning

Articles 2008
‘Developing Multiple Intelligences’: Education World, India. February 2008
‘Bringing Multiple Intelligences into the Classroom’: Teacher Plus, India. March 2008

E-Book 2005
‘Introducing Multiple Intelligences’ (http://www.discover-multiple-intelligences.com) brings
together previous articles, such as the history of research into Multiple Intelligences, different authors’ understanding of MI and reading and writing through Multiple Intelligences.

Articles 2005
– ‘An introduction to five publications which include excellent activities for classroom use, on Multiple Intelligences and activities which introduce students to their amazing brains; A pen picture of a famous educationalist – Froebel; Spelling, handwriting and word-processing skills – of particular interest to teachers of young children.’
– ‘The history and development of MI theory – an overview of how and why Dr. Harold Gardner’s original project began; (now included in the introductory newsletter) A pen picture of a famous educationalist – Montessori; Teaching spelling and handwriting – as promoted by Charles Cripps.
– ‘ Multiple-Intelligences and the teaching of reading and writing – a critique and comments on Thomas Armstong’s book The Multiple Intelligences of Reading and Writing – Making the Words Come Alive.

Reports 1996 – 2005
Seventy-eight full length Inspection Reports and three short Inspection Reports.

Chapters published in books edited by Ron Best of the Roehampton Institute, Surrey University.
‘Reflections on Inspections’ in ‘Education for Spiritual, Moral, Social and Cultural Development’ – Ed. R. Best – Continuum 2000. The chapter in this book is based on her experience of inspecting provision for pupils’ spiritual, moral, social and cultural development in schools across the country, in different social and cultural contexts.
‘Headteachers’ perceptions of their role in spiritual education’ – in ‘Education Spirituality and the Whole Child’ Ed. R. Best – Cassell l996 The chapter in this book is based on the research for her Master Degree dissertation into ‘The Head’s role in providing for the spiritual life of young people’.