About

I am Programme Lead for the Secondary Provider-Led School-Based PGCE with QTS and a Senior Lecturer in Teacher Education, with over twenty-four years of experience across secondary education, teacher education, educational leadership, and school improvement.

My career began in secondary education, where I taught Physics, Mathematics, and Science before progressing into a range of senior leadership roles focused on curriculum development, teaching and learning, assessment, and organisational improvement. These experiences have given me a strong understanding of the relationship between educational policy, leadership, and classroom practice, which continues to shape my work in higher education.

In my current role, I build on my previous experience as Science Route Lead at Kingston University, providing strategic leadership for teacher education programmes at Levels 6 and 7. My work centres on designing and delivering high-quality teacher education that supports the development of beginning teachers and aspiring educational leaders.

Central to my work is a commitment to leadership, teacher agency, and professional autonomy within an increasingly system-led educational landscape. I am particularly interested in how teachers and leaders can exercise professional judgement while navigating complex organisational and policy environments. I believe that effective teacher education should equip educators with the knowledge, skills, and critical understanding needed to make informed decisions that improve outcomes for learners, strengthen communities, and contribute to sustainable educational improvement.

Teaching responsibilities

MX1BJ - Provider Led School-Based PGCE (with QTS) Secondary Programme:

• What is effective learning? (6QT590 & 7QT570)
• How do we all learn, what is our role? (6QT591 & 7QT571)
• How do we plan for and evidence learning? (6QT592 & 7QT572)

MX2AB – PGCE (without QTS):

• Learning Theory to Practice: Reimagining Educational Futures (7QT542)
• Understanding Diverse Learners: Theory, Policy and Practice (7QT544)
• Developing Subject Leadership (Curriculum and Subject Pedagogy Focus) (7QT543)

Professional interests

• Educational Leadership and Imposterism
• School Improvement and Educational Change
• Curriculum Design and Development
• Artificial Intelligence in Initial Teacher Training and Education (ITT/E)
• Physics Education
• Academic and Teacher Professionalism and Identity
• Research-Informed Professional Practice

Research interests

My research interests focus on educational leadership and imposterism, school improvement and educational change, and physics education. I am particularly interested in how leadership, professional culture, and research-informed practice shape teacher development, professional identity, and educational outcomes.

A growing area of my work explores the role of artificial intelligence in Initial Teacher Training and Education (ITT/E), examining how emerging technologies can enhance teaching, learning, curriculum design, and professional development. Drawing on my background in physics education, I also have an interest in subject-specific pedagogy and curriculum development.

Across all areas of my work, I am committed to supporting reflective, evidence-informed practitioners and advancing high-quality, inclusive educational practice that improves outcomes for learners.

Membership of professional bodies

• Fellow of the Higher Education Academy (FHEA)
• Member of the Institute of Physics (MInstP)
• Member of the Chartered College of Teaching (MCCT)

Qualifications

• BSc (Hons) Physics, University of Warwick
• PGCE (QTS) Secondary Science (Physics), University of Leeds
• Postgraduate Certificate in Innovation in Educational Leadership (PGCIE), University of Warwick
• MA (Education) Leadership and Management, The Open University
• National Professional Qualification for Headship (NPQH), Ambition Institute

Recent conferences

• British Educational Research Association (BERA)

Experience in industry

With over 24 years of leadership experience, I have worked across schools, multi-academy trusts, higher education, and community-focused organisations, leading improvement, curriculum development, organisational change, and professional learning initiatives.

My expertise includes strategic leadership, project and quality management, coaching and mentoring, safeguarding, and workforce development. I have led large-scale improvement programmes, supported organisational transformation, and worked closely with senior leaders, governors, university partners, and regulatory bodies to improve outcomes and strengthen professional practice.

Alongside my educational leadership roles, I have worked with the Association of School and College Leaders (ASCL) in union representation, professional advocacy, and policy negotiation, supporting leaders and organisations in navigating complex educational, employment, and regulatory issues.

This breadth of experience continues to inform my teaching, research, and leadership, with a particular focus on educational improvement, professional development, and the preparation of future teachers and leaders.

Additional interests and activities

Outside of work, I enjoy Karate, Brazilian Jiu-Jitsu, and running, which help me maintain discipline, resilience, and a commitment to continuous improvement.

Recent publications

English, J. and Allen, M. (2024) Can artificial intelligence chatbots help us become better teachers? Primary Science, Issue 181. Available at: https://www.ase.org.uk/resources/primary-science/issue-181/can-artificial-intelligence-chatbots-help-us-become-better [Accessed 6 Nov. 2026].