Teacher Associate (0.4), Centre for Teaching Excellence, University of Glasgow
Classroom Teacher (0.6)

With over 15 years of post-probation experience, my work has been grounded in socioeconomically diverse school communities. My practice is shaped by strong relationships, high expectations, and a deep belief in the potential of every learner. I am recognised for an inclusive, relational, and reflective approach to teaching, underpinned by a sustained commitment to professional enquiry and continuous improvement.

Alongside my classroom role, I hold a 0.4 Teacher Associate post with the Centre for Teaching Excellence at the University of Glasgow. This role involves contributing to teaching-focused research, practitioner enquiry, and system-level dialogue around pedagogy, innovation, and professional learning.

My work also extends to the Digital Education and Artificial Intelligence (AI) Hub, hosted by the University of Edinburgh, where I contribute to research-informed professional learning and practitioner collaboration in digital, data, and AI literacy for teachers across Scotland.

Central to my approach is a strong belief in collaboration across sectors, and in research as a process undertaken with teachers, supporting meaningful, manageable improvement in learning and teaching.

My interests centre on creating learning environments where children and young people feel safe, motivated, and empowered to become confident, effective learners for life. I am particularly interested in how thoughtful pedagogy, school culture, and professional learning can work together to support equity, wellbeing, creativity, and attainment across diverse socioeconomic contexts.

My key areas of interest include:

• School culture, routines, and relational approaches to regulation and wellbeing
• Supporting children and young people to become effective, self-regulating, lifelong learners
• Play-based pedagogies across all stages, including innovative practice at Second Level and beyond
• Project-Based Learning (PBL) design, with a focus on developing skills for learning, life and work
• Innovation and creativity in education, and developing a deeper, shared understanding of what these mean in practice
• Practitioner enquiry as a manageable, empowering tool for improving learning and teaching
• Professional learning that builds teacher agency, confidence, and reflective practice
• Digital pedagogy and innovation
• The ethical and purposeful use of AI to reduce teacher workload and enhance learning experiences
• Using digital tools and AI to personalise learning, amplify pupil voice, and ensure learning is relevant and meaningful for each learner

Through a successful £3,000 grant award from the British Biochemical Society, I collaborated with the University of Strathclyde to plan and deliver a programme of STEM learning across the school. The project enhanced the outdoor learning environment through the development of a pond, supporting high-quality learning in science, sustainability, and interdisciplinary learning. Practice and impact from the project were shared nationally through publication in Pharmacology Matters magazine.

Past projects

Family Learning and Community Partnership Programme: Designed and delivered a sustained family learning programme in partnership with a local school and an Early Learning and Childcare Centre (ELCC). The programme engaged eight families through a structured eight-week intensive phase (3pm–8pm), embedded within a wider year-long approach to family engagement. Families participated as equal partners in learning, including shared meal preparation and facilitated sessions. The programme was delivered collaboratively with external agencies and specialist practitioners and focused on play-based approaches, wellbeing, regulation, and family confidence. Approaches included mindfulness, cognitive behavioural strategies, movement and dance-based therapy, yoga, juggling linked to growth mindset, parkour, and other therapeutic and creative practices. The programme strengthened home–school relationships, supported regulation and wellbeing, and increased parental engagement in learning.

STEM Partnerships and Interdisciplinary Learning: Leadership of interdisciplinary STEM learning projects developed in collaboration with Strathclyde University. This work focused on creating authentic, real-world learning contexts that support curiosity, problem-solving, and learner engagement, while strengthening links between primary education, secondary partners, and higher education.

Practitioner Enquiry into Growth Mindset and Engagement: Undertook a practitioner enquiry examining the impact of growth mindset approaches on learner engagement and perseverance. The enquiry used juggling as an embodied learning strategy to support resilience, motivation, and self-efficacy, informing the development of inclusive classroom practice.

Current

School Garden Project-Based Learning (PBL) Programme: A two-year interdisciplinary PBL initiative involving two classes, developed in collaboration with a permaculture expert. Learners led the co-design and development of a school garden, integrating sustainability, outdoor learning, and skills for learning, life and work across the curriculum. The project included regular opportunities for parental involvement through weekly drop-in sessions, supporting community participation and shared ownership of learning.

Regulation, Routines and Relational Practice: Ongoing development of classroom approaches that embed clear routines, relational regulation strategies, and trauma-aware practice. This work is grounded in seeing the child or young person first, before the learner, and in creating learning environments where children feel safe, supported, and ready to learn.

PGDE Primary-Glasgow University

Master’s-level Professional Learning (SCQF Level 11)

        West Partnership

        Completed postgraduate module: [Mindset in Education]

School Experience

• Classroom Teacher across Early, First and Second Levels
• Design and delivery of high‑quality, inclusive learning experiences
• Strong focus on health and wellbeing, behaviour, and relationships
• Development of play‑based  and PBL pedagogies at Second Level
• Mentoring and support for student teachers
• Delivery of professional learning at school, cluster and local authority level

My work is underpinned by the principles of the UN Convention on the Rights of the Child and the UN Sustainable Development Goals. I am particularly committed to ensuring that children and teachers feel safe, valued, and empowered within learning communities.

I am passionate about bridging the gap between research and classroom practice, supporting teachers to ask meaningful questions about their work, and creating professional learning spaces that are reflective, collaborative, and hopeful.

Working days: Thursday and Friday