Angela teaches on the Foundation Degree and the BA honours programme in Professional Studies. She has professional experience within a number of different roles and settings. These include secondary school teaching, family support training, youth and community work and SureStart Children Centre leadership.
Angela’s practice has incorporated extensive collaborative approaches to providing services to children and young people. She is particularly interested in practice enhancing and supporting good mental health and well-being and is in the final part of her training in psychotherapy.
Angela has supervised and supported JNC University students as well as providing mentoring and carrying out assessments on leadership as part of a National Professional Leadership Qualification.
Angela holds a post graduate certificate in education as well as a post-graduate diploma in youth and community work and an MSc in leadership and management in education, which includes an advanced certificate in early years. She also gained the National Professional Qualification in Children Centre Leadership (NPQICL). Angela is a Fellow of the Higher Education Academy.
Angela is interested in national and international perspectives on practice and she has consistently throughout her career prioritised opportunities to visit innovative projects and settings.
- Professional Studies (Early Childhood) (Grantham)
- Professional Studies (Education) (Grantham)
- Professional Studies (Childhood & Youth)
- FdA Childhood, Youth and Families in Practice
- Professional Studies (Early Childhood)
- FdA Early Childhood Education in Practice
- Professional Studies (Education)
- FdA Education in Practice
- Professional Studies in Childhood & Youth
- BA (Hons) Childhood, Youth and Families in Practice
- Professional Studies in Early Childhood
- BA (Hons) Early Childhood Education in Practice
- Professional Studies in Education
- BA (Hons) Education in Practice
Angela’s research has mainly been carried out whilst in professional practice and has included parenting and education, thinking skills within educational environments, multi-agency approaches to leadership and multi-agency systems to support innovative working practices. She has also had opportunities to carry out consultations and small scale research projects involving colleagues and community participants within a variety of educational, community and social care settings. This incorporated a variety of methods to support engagement in processes which have facilitated change in different ways and included Participatory Appraisal approaches. Currently, she is undertaking a doctorate investigating co-production of knowledge to support leadership practice with children and young people.