Since October 2025, I have held the role of Teacher Associate with the Centre for Teaching Excellence (CfTE). In this capacity, I contribute to national work on practitioner enquiry, professional learning and evidence‑informed policy. My involvement includes supporting the development of professional learning activities, contributing to opportunities and policy discussions and engaging with wider research communities.

Alongside this national role, my work as a classroom teacher at Taylor High School remains central to my professional identity. I have been Modern Studies and History teacher here since 2020 and contribute to the wider development of inclusive, research‑engaged practice. I am committed to designing intellectually rigorous, engaging and accessible learning experiences that promote critical thinking, active citizenship and meaningful pupil participation. My teaching practice is informed by a strong grounding in curriculum design, assessment, differentiation and reflective enquiry, ensuring that learning is both challenging and responsive to the diverse needs of pupils.

During the 2024–2025 academic year, I served as Principal Teacher of Mental Health and Wellbeing, leading strategic initiatives to strengthen pastoral support, embed evidence‑informed wellbeing practices and promote an inclusive school culture. This academic year, I am undertaking a leadership course in Learning, Teaching and Assessment, further developing my capacity to lead pedagogical improvement and support colleagues in enhancing classroom practice.

I am currently completing an MEd in Professional Practice at the University of Strathclyde, with a focus on practitioner enquiry, health and wellbeing, equality and diversity. My postgraduate research, including a distinction‑awarded enquiry into food security and the role of breakfast clubs in supporting pupil wellbeing, reflects my broader interest in the intersection of educational policy, social justice and pupil experience. This work strengthens my ability to integrate academic research with classroom practice and contribute to evidence‑informed professional learning.

Across my career, I have supported early‑career teachers, led professional learning, contributed to local authority initiatives and helped cultivate collaborative, enquiry‑driven professional cultures. My work is underpinned by a commitment to equity, inclusion and the continuous improvement of teaching and learning.

My research interests focus on practitioner enquiry and the role of research‑informed pedagogical practice in improving outcomes for young people. I am particularly interested in health and wellbeing within educational settings, with a specific emphasis on poverty proofing and the structural factors that shape pupils’ lived experiences. This includes work on food security, breakfast provision, uniform banks and the wider support systems that enable equitable participation in school life. I also engage with questions of inclusion, equality and rights‑respecting education, examining how schools can reduce barriers to learning and ensure that all pupils feel valued, represented and able to succeed.

My interests extend to professional learning and teacher development, including mentoring, collaborative enquiry and the cultivation of research‑engaged professional cultures.

Further areas of focus include curriculum design and assessment within Social Subjects, as well as the digital dissemination of educational evidence to support accessible and meaningful knowledge exchange across the education community.

My teaching practice is grounded in inclusive pedagogy, critical enquiry and curriculum alignment. I specialise in Modern Studies and History, delivering courses across the Broad General Education, National 5 and Higher levels. My approach emphasises conceptual understanding, real‑world application and the development of analytical and evaluative skills.

Key areas of expertise include:

• Curriculum planning and delivery within Social Subjects

• Differentiated instruction to support diverse learner needs

• Assessment and national standards, informed by experience as an SQA Marker

• Mentoring probationer and student teachers in curriculum design, assessment and professional standards

• Targeted support for learners through small‑group interventions and wellbeing programmes

My teaching is consistently informed by reflective practice, practitioner enquiry and a commitment to improving outcomes for all learners.

In addition to classroom teaching, my role as a Teacher Associate with the CfTE enhances my contribution to pedagogical development. Through this work, I engage with national conversations on practitioner enquiry, professional learning and policy, and bring these insights back into my own practice and school community. This dual engagement - as both classroom practitioner and research‑informed associate - enables me to support colleagues, contribute to professional learning and help shape evidence‑driven approaches to teaching and learning.

Beyond my classroom practice and research engagement, I contribute extensively to whole‑school improvement, equity initiatives and wider professional communities. I lead a range of poverty‑proofing strategies, including the coordination of a Uniform Banks, “Help Yourself” trolleys, breakfast provision and holiday hunger support, ensuring that all pupils can participate fully in school life regardless of socioeconomic circumstance. I have played a central role in advancing rights‑respecting and equality‑focused practice, contributing to the school’s achievement of the Rights Respecting Schools Silver accreditation and supporting initiatives that promote respectful relationships, anti‑bullying cultures and inclusive learning environments. My leadership extends to programmes such as Mentors in Violence Prevention (MVP), public‑speaking development for pupils and targeted wellbeing interventions. I also contribute to digital knowledge‑sharing through the creation of mental‑health resources and the management of the Social Subjects blog.

At local authority level, I have produced PEF reports, delivered professional learning and engaged with cross‑school collaborations.

Through my role as a Teacher Associate with the Centre for Teaching Excellence, I further support national work on practitioner enquiry, professional learning and evidence‑informed policy, strengthening connections between classroom practice, research communities and system‑level improvement.