Our associates bring experience from right across the education system
Our associates bring experience from right across the education system
Emma Andrew has been a teacher for over ten years in primary schools in Edinburgh, Midlothian and the Scottish Borders. She is now a teacher in East Lothian. Although most of this time has been spent as a class teacher across the range of stages, Emma has also been a peripatetic literacy and numeracy support teacher and a Curriculum Support Teacher, focusing on French and literacy. A life before teaching involved working in charity fundraising and marketing. Emma’s interest in professional enquiry, teacher agency and leadership has led to presenting at, and organising, enquiry and TeachMeet events in schools and universities. Her own experience of professional enquiry has encouraged her to seek more opportunities to share practice and make links with other teachers.
Emma has a Masters in Education in Children’s Literature and Literacies from the University of Glasgow. She has given feedback on BBC Scotland’s online literacy material, and had input into the book list for the First Minister’s Reading Challenge.
Rosie Campbell is primary school teacher with almost 20 years experience in Scottish education. She has taught a range of stages within primary and her present post is as a behaviour support teacher. This current role reflects her strong commitment to supporting the social and emotional needs of all pupils and promoting an inclusive approach. Rosie has always enjoyed taking a leadership stance to her practice within her own school and at a cluster level. This has included leading cluster work on areas such as Assessment is for Learning and Co-operative Learning as well as supporting probationers and recently qualified teachers to develop their own skills to become confident leaders of learning within their own classrooms. Rosie also has a strong belief in taking an active role in developing her own professional learning and has recently completed her Masters of Teaching at the University of Edinburgh.
Christine Forde is an Emeritus Professor at the University of Glasgow. Before retiring, she held a personal chair in Leadership and Professional Learning in the School of Education. A key area of Professor Forde’s research and teaching is leadership and teacher development and she has written extensively on leadership, change management, professional learning and teacher learning. Her other area of research is in equality in education and she is currently part of an international research project on social justice leadership. She publishes regularly in academic journals in these areas. Professor Forde was a member of the Task Group established to undertake preliminary work in a revised headship preparation programme and then was part of the SCEL’s Design Group developing Into Headship programme. More recently she has been working with SCEL on a consultancy programme with the Centre for School Leadership in Ireland looking at building leadership capacity across educational systems.
During her career Professor Forde had a wide portfolio of teaching particularly in designing and delivering practice-based masters programmes for serving teachers and school leaders including teacher leadership and middle leadership. A particular area was headship preparation and Professor Forde was part of the development team for the Scottish Qualification for Headship, SQH Flexible Routes and was a member of the research team the National Flexible Route to Headship Evaluation and the Recruitment and Retention of Headteachers in Scotland.This current work with SCEL builds on an important part of Professor Forde’s work with policy communities to develop policy, strategies and programmes related to leadership and professional. She was involved in a range of working groups for the Scottish Government, A Framework for Educational Leadership in Scotland, the General Teaching Council Scotland, Professional Standards; and for the Scottish Educational Leadership College on headship preparation programmes.
Professor Forde is an experienced academic leader having previously held the post of Head of Department for Educational Studies and served as the Associate Dean for Teaching and Learning in the School of Education. She was involved in the University quality assurance programme reviewing teaching and learning for different subjects. and on the University’s Human Resource Committee. Within the School of Education was a member of the School Executive and the School Research Committee. Prior to her retirement Professor Forde was a Senate Assessor, serving as a staff governor on the University Court.
Sharon has held a variety of school-based posts within Glasgow City Council. She has been head teacher in three schools of differing size and context within the city and has always worked with pupils living in areas of deprivation seeking to meet their needs creatively and holistically.
Following a SCIPD trip to Winniepeg, she was invited to chair Glasgow’s Assessment Strategy Group, providing policy and guidance for colleagues in assessing progress within the Broad General Education. Sharon is committed to establishing a dialogue-rich and bureaucracy-light approach to assessment and explored this during her work with Scottish College for Educational Leadership with whom she is a Fellow.
Her latest role as Attainment Advisor for The Scottish Attainment Challenge, working with colleagues in Glasgow, allows her to extend her skills beyond the school into the system.
Joyce has 30 years of experience working in the education sector. A former PE teacher, Joyce combines extensive classroom and leadership practice with facilitation, coaching, writing and consultancy work. Joyce was a PE Advisor in the Newcastle School Improvement Service with responsibilities for school improvement and pedagogical development across 81 schools serving 64,000 young people.
Joyce’s unique qualification and experience of working in primary and secondary settings has led to her facilitating professional development with a range of different types of schools including Archdiocese, Church of England, private, state, day and boarding schools. She has worked with state education leaders from India, school leaders and teachers in Malta, ‘Star Teachers’ and School principals from China, future leaders from Canada, School Principals from Brunei, School Principals from Japan and a range of Headteachers, teachers and non-teaching school staff in the UK.
Joyce works as an Associate with a range of different partners including University College London’s Institute of Education, The Scottish College for Educational Leadership and The National College for Teaching and Leadership in England, designing, facilitating, assessing and quality assuring teacher leadership and facilitator development programmes.
Louise has been working as a head teacher in small primary schools in the Scottish Borders for the past nine years. Prior to that she managed a support centre for children with additional needs.
Louise achieved her SCEL Fellowship in March 2016 and since then has been increasingly involved in the work of SCEL, including writing learning activities for the Framework for Educational Leadership and helping to facilitate the Excellence in Headship programme. She left her post as head teacher in June 2017 to become an associate tutor with Glasgow University where she works with middle leaders and MEd students. Through SCEL Louise supports participants on the teacher leadership programme as an associate programme tutor.
Louise lives in the Scottish Borders with her husband and has two sons at University.
Andrew was appointed Head Teacher of Meldrum Academy, a 940 student secondary school in May 2008. Prior to this he held a number of leadership positions in north-east schools after starting his career as a teacher of chemistry and science. He holds a Master in Education (Educational Technology) and was seconded by his local authority to review provision of information technology.
Andrew has been a Flexible Route to Headship coach and field assessor and is currently the head teacher supporter of an Into Headship participant. He has been a participant and coach on the Strategic Leadership Development Programme. He has a strong interest in coaching and continues to develop his work in this area as a SCEL Associate.