Ms Evelyn Hart

Teaching Fellow


Personal statement

I started my teaching career in 1984, spending 31 years working as a class teacher in Easterhouse and Maryhill, Glasgow before accepting a secondment position at the University of Strathclyde. At the end of this secondment I was offered a permanent position in the School of Education. I have a wealth of school experience across all stages. Within the school setting, I had additional remit for Citizenship across the whole school; with particular responsibility for promoting positive ethos, mental, social and emotional wellbeing and the wider life of the school. I taught Physical Education across the whole school, led annual residential trips to a variety of outdoor education establishments and had responsibility for school sports clubs.

In my role at the University I work enthusiastically with colleagues and module leaders to collaborate on the design and delivery of a range of modules on the BA Primary Education and PGDE courses; using my specific strengths in Primary Physical Education but also my broader knowledge and skills in general education and classroom practice. I have responsibility for leading the Pedagogy and Placement Learning module for PGDE. I play an active role on the management team for the PGDE course and also engage in regular collegiate activity with the wider health and wellbeing team.  My particular interest is building teacher confidence in the teaching of Physical Education in the Primary school. 

I am proactive in building strong partnership links with primary schools supporting both BA and PGDE students on placement. I encourage staff and pupils from schools on to campus to deliver input, on a range of approaches to pupil voice activities, in student workshops for BA, PGDE and visiting international students. I feel it is important to secure and maintain relevant and meaningful links with a range of partner agencies and to acknowledge the mutual benefits of a partnership approach to teacher education.



Renfrewshire Council Classroom Assistants Training
Hart, Evelyn (CoI)
During the 2018/2019 academic year I will be working with Renfrewshire Council on the second phase of a classroom assistant’s course which was piloted last year as part of The Scottish Attainment Challenge. The aim of the course is to produce well-motivated and highly trained classroom assistants who understand the aims of the curriculum, and how to promote the development of Literacy, Numeracy and Health and Wellbeing in all children, but particularly those from economically disadvantaged homes. This project is an example of how establishing links with our partners in local authority can be used to navigate best pathways for co-constructing and knowledge exchange.
Clackmannanshire Raising Attainment
Hart, Evelyn (Research Co-investigator) Wannerton, Rob (Researcher)

This project ran across the 2017/18 school year, looking at the process of
transition between a cluster of primary schools and their designated secondary school within a Scottish local authority. I worked with a research associate and a group of newly arrived S1 pupils, for whom it was anticipated that transition would be problematic, the aim was not to run a longitudinal study about individual experiences but rather, to gather pupil feedback on how the process had been for them, and to obtain their views on how it could be improved for others. The project involved staff and pupils in the secondary school and associated primaries.

I conducted questionnaires and interviews with pupils, in groups and individually, across both sectors. This allowed us to not only hear, but also act upon pupil voice. The focus group of pupils were encouraged to lead presentations for the S1 cohort which encourage a writing group to design a leaflet for new P7s. The focus group were then empowered as leaders as they visited feeder primaries; to share this information and engage in Q&A sessions. Throughout this process I worked with school staff to explore activities, approaches and a timeframe for a successful transition programme.

Alongside this was engagement, with both sectors, in discussion on the importance of the sharing of relevant information through consistent, cluster –wide, learner-focused profiles. I provided examples of transition activities and a suggested timeline for these, a school assembly presentation to gather written evidence from the S1 cohort and examples of pupil profiles for the primary schools to use. It is hoped that, as school staff become agents for change, a cross-cluster working group will take ownership of a review and development of transition activities and work collaboratively to design a more comprehensive and robust transition programme which includes P6 and P7 children. I provided comment for the final written report and also had the opportunity to provide verbal feedback to representatives from the local authority on both the successes and challenges of the project.

05-Jan-2017 - 26-Jan-2018
University and School Partnership
Hart, Evelyn (CoI)

In the last three years I have worked to build meaningful relationships with a group of partnership schools in East Dunbartonshire Council. Each academic year I organise two, after school sessions, with my allocated schools. I am mindful that it is important to revise and update the materials, to acknowledge that, each year, some teachers will be attending for the first time but others may have been at meetings in previous years. In addition to ensuring the important details of placement requirements and assessment procedures are shared, I encourage schools to submit ideas for content and discussion. Developing positive relationships, with individual class mentors and also senior management teams, in schools, is important in helping to reduce contentious situations with students.
At the end of last academic year, I furthered this engagement with my partnership schools to gather feedback on the subject of “Student Support.” I used this feedback evidence to contribute to a PGDE working party, as we planned for a collegiate professional development event in August and created a Professional Practice Handbook for students, staff and schools.


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