Personal statement

I joined the University of Strathclyde’s Institute of Education as a Teaching Fellow in 2022, following a career in primary education. Prior to joining the University, I held a range of teaching and leadership roles across both primary and additional support needs sectors, including six years as a Depute Head Teacher where the main focus of my remit was child protection and safeguarding. I also previously held a development role within the Local Authority that I worked, where I led the development of a research-informed, holistic approach to numeracy and mathematics. My experience of school leadership, particularly in relation to safeguarding, supporting children and families, professional learning and school improvement, continues to shape my teaching, research and knowledge exchange activity.

Since joining the Institute of Education, my work has focused particularly on educational leadership, Initial Teacher Education, professional learning and safeguarding. I am privileged to be the Course Leader for the BA (Hons) Primary Education programme, which is the largest undergraduate ITE programme in Scotland. My programme leadership includes a strong focus on curriculum development, inclusive practice, professional learning and strengthening connections between university-based learning and practice in schools.

I also play a lead role in the development and delivery of the Into Headship programme which is Scotland's National Qualification for Headship, as well as contributing to the National Into Headship Design Group, working closely with Education Scotland, associated HEIs and other partners. Having completed Into Headship with Distinction in 2021 and achieving the GTCS Standard for Headship, I bring to this work the perspective of a former programme participant and school leader alongside my current experience as a university tutor and programme designer. I also co-founded and co-lead the Strathclyde Into Headship Alumni Network, creating opportunities for sustained leadership learning, professional connection and knowledge exchange beyond formal programme completion.

Professional learning and leadership development are central strands of my work. I leads and contribute to professional learning with schools, local authorities and wider professional networks, including leadership development work with South Lanarkshire Council. I also contribute to the Institute's strategic project, 'Habits of Mind', which aims to develop critical thinking in student learners. This includes the development of associated professional learning for staff.

I have a particular interest and commitment to safeguarding and the role of education in supporting children and young people experiencing adversity. I co-lead the Strathclyde Safeguarding Network, bringing together colleagues across disciplines (Social Work and Speech and Language Therapy) and professional contexts (CELCIS, SCRA, OHOV) to strengthen safeguarding learning, practice and knowledge exchange within and beyond the University. My work in this area builds on extensive experience of child protection and safeguarding within school leadership and informs my teaching, research and wider professional engagement.

I am currently undertaking a Doctorate in Education (EdD). My doctoral research explores schools as places of safety for children affected by domestic abuse, with a particular focus on children’s lived experiences and the leadership responses that shape their safety, wellbeing and sense of belonging. I am working closely with Women's Aid using a Community-based Participatory Research approach, and I am deeply commited to this work. 

I co-lead of the SERA Ethics in Education Network and contributes to the wider academic community as an editor for the journal 'Leadership, Scholarship and Praxis in Education' (LSPE), and through external examining for the University of Brighton's Initial Teacher Education Programmes. 

Across my work, I am particularly interested in strengthening connections between research, policy and professional practice, and in creating opportunities for practitioners, students and academic colleagues to learn with and from one another. My work is underpinned by a commitment to collaborative, inclusive and evidence-informed educational practice.