My Story & Philosophy

International education. Educational leadership. Teacher development. Inclusion.

For more than 25 years, I have worked across UK and international education, as a teacher, curriculum leader, senior school leader, teacher educator, educational consultant and international school inspector. My career has taken me from classrooms in Birmingham to international schools across the Middle East and North Africa, and now into higher education and global teacher education. Across every stage of that journey, one principle has remained constant:

Every student deserves an Exceptional Educational Experience.

I call this the 3Es. For me, an Exceptional Educational Experience means combining excellent teaching, ambitious leadership, inclusive practice and high expectations so that every learner has the opportunity to succeed and develop as a confident, informed and globally minded citizen.

My Story

My relationship with education began in Paris, France, where I was raised. I completed my French Baccalaureate before undertaking studies in Law and International Relations, followed by postgraduate study in European Geopolitics and International Studies in Paris. My early professional experience also included working at the French Consulate in Los Angeles, giving me an international perspective well before I entered the education profession. I later moved to the UK, completing an MA in International Studies at the University of Birmingham and gaining UK Qualified Teacher Status (QTS). 

Teaching became my vocation.

I began my career in the classroom and progressed through Modern Foreign Languages leadership, curriculum leadership and school senior leadership, eventually taking on international leadership positions in the United Arab Emirates and Egypt. Those experiences taught me that great schools are built not simply through policies and structures, but through great teaching, strong professional cultures and leaders who develop people.

From Teacher to International Education Leader

My professional journey has spanned the UK, Europe, the Middle East and North Africa.

I have served as:

Head Teacher in Abu Dhabi
Deputy Head Teacher with GEMS Education in Egypt
Assistant Head Teacher in Birmingham
Head of Modern Foreign Languages
MFL Educational Consultant
PGCE Mentor and Teacher Educator
Senior Lecturer in International Education
International School Inspector / Peer Accreditor

As a school leader, I have led work in teaching and learning, quality of education, staff development, curriculum development and whole-school improvement. As a teacher educator, my focus has evolved towards developing the next generation of teachers and exploring how high-quality teacher education can be made more accessible across borders. As an educational consultant and inspector, I continue to work with schools and educators to strengthen quality, pedagogy, leadership and educational standards.

Education Without Borders

My own background has shaped my interest in international and multilingual education. Growing up in Paris and subsequently building a career across different educational systems has given me a strong appreciation of how language, culture, identity and educational opportunity intersect. Today, my academic and professional work focuses on questions such as:

How can we develop excellent teachers across different countries and cultures? How can international schools maintain high educational standards while responding to their local context? How can leadership improve teaching and learning at scale? How can education become more inclusive and accessible for disadvantaged and migrant communities? How can technology and distance learning expand access to high-quality teacher education? These questions sit at the heart of my work in international education.

Developing Teachers. Improving Schools.

I believe that teacher development is one of the most powerful forms of school improvement. Throughout my career, I have worked with teachers at different stages — from trainee teachers and early career teachers to experienced classroom practitioners, middle leaders and senior leaders. My work has included professional development, instructional coaching, curriculum design, mentoring, leadership development and evidence-informed pedagogy. I am particularly interested in the relationship between leadership and classroom practice: how leaders create the conditions in which teachers can continually improve and students can thrive. My approach is practical and evidence-informed. I believe educational research should not remain in journals.

Research should improve practice. Practice should inform research.

My Work at the University of Sunderland

I am currently a Senior Lecturer in International Education at the University of Sunderland, where I lead the development of the pioneering PGCE Education (French Medium) programme. The programme represents an important part of my wider professional mission: to expand access to high-quality UK teacher education internationally. It brings together my experience of teacher education, international schools, multilingual education and distance learning, creating an innovative model for developing teachers through French-language delivery.

My academic interests include:

International Education, Global Teacher Education, Educational Leadership, School Improvement, Teacher Professional Learning, Curriculum Design, Digital and Distance Pedagogy, Inclusive Education, Social Justice and Equity, Multilingual and MFL Education, Global Citizenship and International School Quality Assurance

I am particularly interested in how educational systems can combine quality, equity and internationalisation while remaining responsive to local cultural and linguistic contexts.

Inclusion Is Personal

My commitment to inclusion is not simply professional — it is rooted in my own experience. Growing up in a diverse, multilingual environment in Paris shaped my understanding of the importance of identity, belonging and educational opportunity. I have subsequently worked extensively with diverse and disadvantaged communities and contributed to initiatives focused on improving outcomes for students from migrant and underprivileged backgrounds. I was proud to contribute to the European project “School 4 Inclusion”, developing an inclusive curriculum framework focused on migrant children and contributing to wider thinking around inclusive education and policy. This continues to influence my work today.

I believe that a student’s background should never determine their educational destiny.

Education should be one of the most powerful mechanisms for social mobility, equality and opportunity.

My Research

My emerging research interests sit at the intersection of international education, educational leadership and inclusive school improvement. I am particularly interested in how educational systems operate across national, cultural and linguistic boundaries, and how leadership, teacher education and curriculum innovation can contribute to more equitable educational outcomes.

My research interests include:

International Education & Global School Systems: Understanding how international and UK-linked educational models adapt to different cultural and national contexts.

Educational Leadership & School Improvement: Exploring leadership for teaching and learning, professional development, implementation and sustainable whole-school improvement.

Teacher Education & Professional Learning: Investigating innovative approaches to initial teacher education, PGCE development, distance learning and global teacher training.

Inclusive Education, Social Justice & Equity: Examining how schools can reduce attainment gaps, support migrant and disadvantaged students and promote social mobility.

Curriculum, Pedagogy & Teaching: Connecting evidence-informed pedagogy with effective curriculum design and classroom practice.

Language, Identity & Global Citizenship:: Exploring multilingualism, language policy, cultural identity and the role of education in developing globally minded citizens.

My Philosophy

I believe high expectations and inclusion belong together.

The answer to educational inequality should never be to lower expectations.

Instead, we should provide the best teaching, strongest support and greatest opportunities to those who need them most.

I believe in schools and universities where:

Excellent teaching is expected. Teachers are continually developed. Leaders develop people, not simply manage systems. Research informs practice. Diversity is recognised as a strength. Students are challenged, supported and inspired and Education creates opportunity and social mobility.

Ultimately, my purpose is simple:

To develop people, improve education and transform life chances.

That is what has driven me for more than 25 years — and it remains at the heart of everything I do.