Her work is grounded in evidence-informed teaching, practitioner enquiry, and digital innovation, with a particular focus on language learning. She has been actively involved in interdisciplinary, research-aligned initiatives, including projects delivered in partnership with the University of Stirling and SCILT, the Scottish Centre for Information on Language Teaching. Central to her practice is a commitment to equity, learner wellbeing, and meaningful engagement.

 

She is leading the development of AI in language learning within her department, drawing on emerging research to support ethical, pedagogically grounded classroom use. This work has informed professional learning at school and local authority level, and is underpinned by ongoing practitioner enquiry. Her research into language anxiety has shaped classroom strategies that promote confidence, inclusion, and learner voice.

 

Alongside her school role, she is a member of Education Scotland’s Languages Curriculum Improvement Core Group, contributing practitioner insight to national curriculum development. She also holds Chartered Marketer status, bringing a strategic, evidence-based approach to communication, engagement, and change.

 

Prior to teaching, she held senior leadership and consultancy roles across industry and higher education, including with Howden Group and BT Global Services, where she led large-scale stakeholder engagement, organisational change, and strategic development programmes within complex systems. She later worked at Glasgow Caledonian University and the University of Glasgow’s Adam Smith Business School, leading research-informed external engagement and knowledge exchange initiatives that connected academic expertise with professional and community partners. This cross-sector experience continues to shape her approach to educational leadership, collaboration, and the translation of research into practice at classroom, school, and system level.

Practitioner Enquiry and Research-Informed Pedagogy

Exploring how practitioner enquiry can support reflective practice, improve learner engagement, and translate educational research into meaningful classroom change. Particular interest in teacher agency, professional judgement, and collaborative enquiry models.

 

Researching strategies to reduce language anxiety and build learner confidence through inclusive pedagogy, learner voice, and supportive classroom cultures, with attention to equity and participation.

 

Examining interdisciplinary approaches—such as sport- and culture-based contexts—to increase engagement, address gender disparities, and improve uptake and attainment in Modern Languages.

 

Exploring effective models of professional learning, middle leadership, and cross-sector partnership working that build coherence, capacity, and sustainable improvement across schools, local authorities, and higher education.