Current Professional Identity
I am a Learning Support / SEND practitioner specialising in capability‑based learning architecture, AI‑powered Self‑Regulated Learning (SRL), metacognition and neurodiversity‑aligned design. My work focuses on helping learners understand how they learn, build strategic independence, and strengthen the cognitive and metacognitive processes needed to thrive in academically rigorous environments.
I design learning systems that make thinking visible, build flexible cognitive pathways, and support learners in planning, monitoring, evaluating and adapting their learning with increasing independence. My practice is grounded in evidence literacy, neuroscience and systems thinking, creating environments that build capability rather than compensate for deficits.
I am currently open to roles aligned with SRL‑driven practice, capability‑building, inclusion, learning support and learning architecture.
Professional Strengths
Learning Architecture & Metacognitive Design
I design SRL‑aligned learning systems that make thinking visible and strengthen cognitive clarity. My approach helps learners plan, monitor, evaluate and adapt their learning, building strategic independence across subjects and tasks.
Capability‑Building & Strategic Independence
I develop capability pathways that strengthen learners’ ability to manage complex demands, transfer strategies and act independently. The focus is on building authentic learning capability through feedback‑informed decision‑making and adaptive strategy use.
AI‑Powered SRL
& Cognitive Visibility
I integrate AI tools to enhance SRL processes, model thinking, scaffold planning and support retrieval‑based revision. AI strengthens cognitive visibility and helps learners evaluate and adapt their strategies with greater precision and independence.
Neuroscience-Aligned & Evidence-Led Practice
My approach is evidence‑based and informed by neuroscience. It strengthens how learners think, plan and regulate their learning through retrieval, meaning‑making and adaptive strategy use, building durable cognitive pathways in flexible, research‑aligned environments.
most recent role
MYP Learning Resources Teacher
Marymount International School London, 2020 - 2026
I led and delivered a highly successful Learning Resources Centre (LRC) Programme for MYP students in Grades 6–10, designed to meet the specific demands of the IB Middle Years Programme — an inquiry‑driven, concept‑rich, academically rigorous and process‑focused curriculum. The MYP requires learners to navigate open‑ended tasks, manage complex workloads, think critically, and demonstrate independence across multiple subjects.
To align with these demands, I delivered and further developed a support model grounded in Self‑Regulated Learning (SRL) research, neuroscience of learning and metacognitive development. Rather than a remedial or deficit‑based approach, the LRC Programme strengthened the learning processes students need to succeed in an academically challenging IB environment: planning, monitoring, evaluating, managing cognitive load, and sustaining independent inquiry.
The programme enabled diverse learners — including those underachieving or with diagnosed learning needs — to access a demanding curriculum with increasing autonomy. By focusing on capability‑building rather than remediation, the LRC Programme equipped students to thrive within the MYP’s inquiry‑driven structure and to meet its high expectations with confidence, agency and self‑regulation.
Direct Student Support & Teaching
Direct Student Support & Teaching
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Deliver the Learning Resources Programme (Grades 6–10)
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Teach ATL strategies (time management, revision, reading, AI as tutor, organisation)
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Provide mindset coaching (confidence, resilience, capability)
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Teach self‑advocacy and metacognitive awareness
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Adapt teaching to workload and curriculum demands
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Provide consultation lessons to the wider student community
Key Responsibilities
Individualised Plans & Referrals
Individualised Learning Plans & Documentation:
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Develop and review IEPs, Action Plans, Informal Action Plans
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Hold IEP/Action Plan meetings with students and parents
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Maintain e‑Portfolios documenting progress and strategies
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Monitor progress and adjust plans
Referrals & Learning Needs Identification:
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Manage the full referrals process (Grades 6–10)
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Conduct file reviews (records, assessments, reports, data)
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Consult with teachers, tutors, Heads of Year
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Meet students to understand profiles and needs
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Engage parents for background and shared understanding
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Liaise with boarding staff
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Produce referral documentation and recommendations
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Decide on programme entry, Action Plans, or external assessment
Collaboration & Community Alignment
Collaboration With Families, Teachers, and External Professionals
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Work closely with families, teachers, and students
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Communicate regularly with parents
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Liaise with private tutors
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Liaise with external agencies (EPs, advisory teachers, medical professionals)
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Support teachers with IB pedagogy and UDL‑aligned planning
Admissions Liaison & Applicant Screening
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Work closely with the Admissions Team to review prospective student files for Grades 6–10, ensuring early identification of learning needs prior to enrolment.
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Conduct file reviews for applicants, including academic records, specialist reports, and previous support plans.
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Interview applicants (and parents when appropriate) to assess learning profiles, support needs, and suitability for the school’s programmes.
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Provide professional recommendations to Admissions and Senior Leadership regarding suitability for entry, required support, potential adjustments, and whether the school can meet the applicant’s needs.
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Contribute to transition planning for new students joining the LRC Programme.
Systems Leadership & Whole‑School Responsibilities
LRC Register Management
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Maintain and update the LRC Register
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Add/remove students and document changes
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Monitor progress and update entries
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Align register with IEPs, Action Plans, and access arrangements
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Provide updated information to staff
Exam Access Arrangements
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Arrange and document exam concessions
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Ensure compliance with policies
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Organise End‑of‑Year Assessments (Grades 6–8)
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Coordinate with teachers and MYP Coordinator
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Oversee administration and invigilation
Whole‑School Support & Professional Development
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Present to faculty and parents
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Support teachers with inclusive pedagogy and UDL
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Contribute to whole‑school understanding of learner variability
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Deliver PLCs
Professional Growth & Research‑Informed Practice
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Maintain up‑to‑date research knowledge
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Attend workshops and conferences
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Integrate evidence‑based strategies
Audited Impact
A six‑year audit demonstrated significant gains in learner capability, independence, SRL behaviours, metacognitive awareness and academic progress. The data showed that capability‑based models outperform traditional remediation approaches and offer a sustainable pathway for SEND support.
Inclusive Pedagogy & Learning Support
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Delivered interventions for students with literacy, cognitive, behavioural, and pastoral needs
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Maintained SEN registers and learner profiles
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Collaborated with teachers to plan for learner variability and inclusive access
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Provided 1:1 support, including long‑term work with a child with global developmental delay
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Adapted quickly to varied settings through supply teaching roles, strengthening professional versatility
Multilingual & Cross‑Phase Teaching
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Taught English, German, and Portuguese across primary, secondary, and adult education
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Supported multilingual learners and newly arrived pupils through targeted intervention and differentiated instruction
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Designed resources that respond to learner variability and strengthen curriculum access
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Developed deep expertise in EAL, literacy development, and language‑rich pedagogy
International, Multilingual & Cross‑Phase PRevious Experience
My practice is grounded in multilingual, cross‑phase experience across Portugal, Germany, and the UK. Across a diverse range of international contexts, I have built a rich foundation in language teaching, EAL and learning support, and inclusive pedagogy. These roles shaped my understanding of how language, culture, and identity intersect with learning — and how responsive, research‑informed teaching can transform a student’s sense of capability.
These experiences laid the groundwork for my current practice: a commitment to inclusive, research‑informed, learner‑centred education that empowers students to become confident, independent, self‑regulated learners.
Cultural & Community Engagement
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Strengthened home–school communication through translation, interpreting, and pastoral support
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Contributed to multicultural initiatives and cross‑department collaboration
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Coordinated cultural programmes that celebrated linguistic and cultural diversity
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Built strong relationships with families, supporting transitions and community integration
Qualifications & Professional Development
Recent Courses
August 2026
AI in the World of Work | BCS, The Chartered Institute for IT
August 2026
Getting Started in AI for Education | BCS, The Chartered Institute for IT
January 2026
PreK-12: Artificial Intelligence for UDL | CAST
April 2025
PreK-12: Universal Design for Learning – Beyond the Basics | CAST
May 2024
Introduction to Universal Design for Learning (PreK-12) | CAST
June 2024
Equality and Diversity Workshop | IBSCA
October 2023
Learning Diversity and Inclusion Workshop | IBSCA, Warwick University
PROFESSIONAL PHILOSOPHY
My practice is grounded in the belief that learners thrive when they understand themselves, feel capable, and have access to strategies that make learning meaningful. Self‑Regulated Learning provides the architecture for this work — a framework that strengthens autonomy, metacognition, and adaptive habits. Universal Design for Learning offers the design principles that ensure every learner can access challenge with clarity and dignity.
I integrate research‑informed approaches with relational, culturally responsive practice, helping students build the confidence and agency they need to navigate complex learning environments. My role is to design systems that reduce friction, expand possibility, and cultivate long‑term independence.
Explore my Approach
If you’d like to learn more about my work or discuss collaboration, I’d be happy to connect.
