My vision is to help school leaders and teachers continue to develop professionally and personally through coaching, mentoring and training.

LEADERSHIP DEVELOPMENT

Space to Lead: Investing in Your Growth as an Educational LeaderIn the fast-paced rhythm of a school year, it’s incredibly easy to get swept up in daily operational demands. You spend your days solving immediate problems, supporting staff, and ensuring everything runs smoothly. But in the midst of looking after everyone else, how do you ensure you are continuing to develop? For many educational leaders, carving out time to invest in themselves is a genuine challenge.The shift from managing the daily administrative grind to leading sustainable, strategic change requires stepping back. You certainly don't need anyone to tell you how to do a job you already know inside out. What is often needed is simply the time and space to think clearly.Taking time to invest in yourself allows you to focus on the bigger picture:⚬ Refining your strategic vision: How do you move beyond day-to-day problem-solving to actively shape the future of your school?⚬ Prioritizing wellbeing: How are you nurturing your team’s resilience, as well as your own?⚬ Building leadership capacity: How are you developing the educators you lead so they can confidently share the load?

This is where leadership coaching can serve as a strategic resource. It isn't about instruction or adding another task to your plate; it's a dedicated space for reflection and growth. Working with a thinking partner gives school leaders a rare, structured pause. It provides a confidential, supportive environment to step out of the noise, talk through complex challenges, and ensure that your daily actions align with your long-term goals.Because to effectively develop your school and the people you lead, you must first make time to develop yourself.

INSTRUCTIONAL COACHING

Instructional Coaching creates an environment where teachers can openly discuss challenges and refine their practice without fear of penalty.To make these partnerships effective, they require structure rather than just informal observation:⚬ Targeted focus: The coach and teacher agree on a specific, actionable area to observe beforehand (e.g., questioning techniques, pacing, or behavior management).⚬ Objective data: Feedback is grounded in concrete evidence gathered during the lesson, rather than broad or subjective opinions.⚬ Continuous cycle: The process relies on an ongoing loop of goal-setting, observation, targeted feedback, and practice, rather than isolated drop-ins.For this model to succeed, continuous improvement must be normalized across the school. When veteran, highly skilled teachers actively participate—especially by inviting peers to observe and coach them—it reinforces the message that professional growth is an ongoing necessity for everyone, not a remedial step for underperformers.This shared commitment builds collective expertise and directly improves the quality of teaching school-wide.

More experienced teachers can learn to develop the skills to implement instructional coaching & mentoring to peers who are developing and growing.

STUDENT PEER MENTORING

Peer Mentoring programmes pair older, more experienced students with younger peers to provide guidance, encouragement, and a listening ear.While some schools specifically use these initiatives to support students who are struggling academically or have Special Educational Needs (SEN), many offer the opportunity to any student seeking the reassuring presence of a "big brother" or "big sister." This relatable, peer-to-peer dynamic creates a safe space for younger students to navigate the social and academic challenges of school life.There is no one-size-fits-all approach to mentoring in the UK and beyond. Some programmes rely entirely on internal student mentors who intimately understand the school’s culture. Others bring in external mentors from the wider community or partner organizations to offer fresh perspectives and specialized support. Ultimately, each school tailors its project to best serve the unique needs of its student body.The advantages of these programmes are highly reciprocal. While mentees gain confidence and a stronger sense of belonging, the mentors themselves experience significant personal growth. By guiding others, mentors develop crucial life skills such as empathy, active listening, and leadership. Furthermore, research consistently highlights that students who take on mentoring roles often see a boost in their own academic performance, as supporting others reinforces their own focus, responsibility, and communication skills.

ABOUT ME

Professional Profile
With over three decades of experience in international education, mentoring, and coaching, my career has been dedicated to empowering educators, students, and leaders. What began in 1989 as an English teaching role in Portugal naturally evolved into broader pedagogical leadership, curriculum development, and educational consulting.Educational Leadership & Mentoring
Building on 15 years of experience as an Assistant Director and Pedagogical Director, a central focus has always been teacher development. This includes authoring English language textbooks for the national state school system, lecturing at the University of Porto, and presenting at the APPI conference over 20 times.A strong commitment to mentorship led to consulting for state schools, coordinating NGO mentoring projects like MENTORART, and organizing the Mentoring in Schools Conference at the Faculty of Education, University of Porto.Currently, this community commitment continues by serving as a School Governor at Blackwood Comprehensive School.Coaching & Intercultural Intelligence
Equipped with EMCC Senior Practitioner and ICF PCC credentials, current work centers heavily on executive coaching and intercultural training. This involves designing ICF-accredited coach training for international organizations and delivering intercultural intelligence programs for the University of Porto, corporate clients like SBM Offshore, and internationally with OM (Belgium, UK, OM Ships, South Africa, Ukraine, Portugal).Education & Credentials
⚬ MSc Psychology of Mental Health & Wellbeing (Currently Enrolled) – University of Wolverhampton
⚬ Degree in Education – University of Porto
⚬ ILM Level 7 – Executive & Senior Leader Coaching & Mentoring
⚬ EMCC Senior Practitioner & ICF PCC (International Coaching Federation)
⚬ PGC Mentoring & Coaching in Education – University of Gloucestershire
⚬ PGC Educational Tech & TESOL – University of Manchester