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Teacher Training Staff Profile

Jacqueline Vaughn - Head of Teacher Training, Learning and Development

Dr Elizabeth Newton - Deputy Head of Teacher Education

Liz has taught in the secondary, FE and HE sectors since 1992. She initially taught English as a Foreign Language in schools and colleges in Bordeaux and Nancy in France and worked as a teacher, school manager and teacher trainer in Yokohama and Zushi in Japan, subsequently returning to university to undertake postgraduate research. Her PhD was in French, and she also taught French language and culture at the Universities of Leeds and Sheffield for nine years, during which time she delivered research papers at French studies conferences in the UK, USA and Canada, as well as publishing research internationally in an encyclopaedia and in various academic journals. She also worked at the University of Leeds as editorial assistant for the journal Al-Masāq in the Centre for Mediterranean Studies before being appointed to a post-doctoral role in the French Department. Following this, Liz taught ESOL and EAP in the FE and HE sector for ten years, working as a lecturer, course leader, mentor and learning leader, prior to moving into teacher education.

Recent conference papers:

  • Haan, N., and Newton, E. (2016) , “Coaching for Sustainable Learning”, presented at NATECLA Yorkshire and Humberside conference, 31 03 16, Leeds Beckett University, and at Autonomous Literacy Learners – Sustainable Results international conference, 17 06 16, South and City College, Birmingham.

Dr. Nena Skrbic - Educational Research and Development Manager

Nena has been a teacher in the Education and Training Sector for thirteen years. Her doctorate is in English Language and Literature and she has taught English to ESOL learners and native speakers in an FE environment from 2002 to 2004. Her journey into training other teachers began in 2005.

One of Nena’s key research interests is teacher education and the preparation of trainee teachers for practice and she has written about the issues surrounding this topic in a book titled Post-Compulsory Teacher Educators: Connecting Professionals, to be published by Critical Publishing in October 2016. Another research interest is learning design and Nena has co-authored a chapter titled “Specifying Learning Objectives” in the text Learning and Development in Practice: Strategies for Action (2014), a best practice guide for practitioners in the further education and skills sector and for those involved in professional organisational learning.

Recent publications and conference papers:

  • Skrbic, N. and Powell, D. (2017), ‘Capturing the "polyphonic" voices within teacher educator collaboration: a messy process resolved through "Secondary Text” ’, paper presented at the Association for Teacher Education in Europe (ATEE) Annual Conference: Changing Perspectives and Approaches in Contemporary Teaching, Dubrovnik, Croatia, 23-25 October.
  • Robinson, D., and Skrbic, N. (2016) ‘Invisibility or Connecting Professionals?’ in Jim Crawley (ed), Post-Compulsory Teacher Educators: Connecting Professionals. Critical Publishing.
  • Wormald, J., Brown, D., Skrbic, N., and Terry, R. (2015), “ ‘No research is insignificant’: Implementing a Students-as-Researchers Festival”, Widening Participation and Lifelong Learning, Vol.18, No.1, UALL Special Edition, pp.74- 89.
  • Brown, D., Skrbic, N., and Wormald, J. (2015), ‘“No research is insignificant”: bringing vocational students into the world of research’, paper to be presented at the Journal of Vocational Education and Training – 11th International Conference, Worcester College, University of Oxford, 3-5 July.
  • Kelly, R., Skrbic, N. and Wormald, J. (2015), ‘“Students as Researchers’ Festival: Collaboration in Practice”, paper presented at the Universities Association for Lifelong Learning Annual Conference: Making the Lifelong Learning University a Reality, University of Strathclyde, Glasgow, 12 March.
  • Robinson, D., and Skrbic, N. (2015), “Positioning College Based Higher Education in the Future Landscape of Learning”, keynote speech presented at the Higher Education: Learning and Teaching Conference, Hull College, 19 February.
  • Skrbic, N. (2014) “Specifying Learning Objectives”, in Lyn Ashmore and Denise Robinson (eds), Learning and Development in Practice: Strategies for Action. London: Sage.

Dr. Mervyn Lebor, Lecturer

Mervyn has been a lecturer since 1975, teaching Language, Literature, Media, Art and Education. He has taught at all levels from basic literacy up to Masters, including GCSE and A level. He has led 5 degree programmes in different contexts and worked for several different universities. He has published over 45 articles at national level, including ten in the Times Education Supplement. He has been an external moderator for over 50 schools and colleges in Yorkshire and is currently a national, external moderator for the Level 3 Award in Education and Training. His overriding approach has always been to help support individuals achieve their potential. Mervyn has spoken at national conferences on behaviour management, including for the NHS and University of Huddersfield. He has just recently brought out a book on this topic and his recent publications are listed below.

Recent publications:

  • Lebor, M. (2017) Classroom Behaviour Management in the Post-School Sector: Student and Teacher Perspectives on the Battle Against Being Educated. Palgrave Macmillan: London.
  • Lebor, M. (2016) “So what do managers say about classroom management?” Journal of Further and Higher Education, Vol.40, Issue 4, pp.568-83.
  • Lebor, M. (2015) “The fear of being assessed: an auto-ethnographic case study on attempts to engage and motivate an individual disaffected access student”, Teaching in Lifelong Learning: a Journal to Inform and Improve Practice, Vol.6, No.2, pp.5-15.
  • "Survey of student voices?”, Teaching in Lifelong Learning: a Journal to Inform and Improve Practice, Vol.6, No.2, pp.16-24.
  • Lebor, M. (2015) “How managers can support teachers dealing with behaviour issues”, Intuition, Issue 21, pp.26-27.
  • Lebor, M. (2014) “War stories: how experienced teachers said they responded to disruptive students in the lifelong learning sector”, Teaching in Lifelong Learning: a Journal to Inform and Improve Practice, Vol.5, No.2, pp.12-21.

Amber Barnitt - Lecturer

Amber started her working life in the NHS as a State Registered Biomedical Scientist, specialising in medical microbiology. She returned to education when her children started school and gained a BSc(Hons) from Leeds University and followed this with a PGCE in Further Education.

She has taught a variety of ages and subjects, which range from setting up and running science clubs at junior schools to teaching mathematics in prisons and teaching science on degree courses. She has been an assessor for public examinations for many years and had assessed for OCR, CIE and Edexcel in science and mathematics.

Amber is currently teaching mathematics in a Further Education College and is a Senior Assessor for OCR. She also teaches and assesses on Initial Teacher Education courses and has written several courses including the L3 Award in Mathematics for Numeracy Teaching at Leeds City College.

Susan McGarroch, Lecturer

Susan has been a teacher in the Education and Training Sector for fourteen years. Initially Susan taught literacy and numeracy in the workplace as well as within an FE environment before moving into training other teachers in 2005.

Adam Ryding - Lecturer

Adam has over 13 years’ experience teaching in Further Education across a range of levels. Adam is an Advanced Practitioner as part of Leeds City College’s Teaching, Learning and Assessment team. The role involves running staff development sessions, mentoring staff and leading on the Getting Ahead CPD programme aimed at teaching staff who are within the first two years of the profession. Adam teaches in the Higher Education department on the Teacher Education programme.

Angela Gelder - Lecturer

Angela has worked in Teacher Education for over ten years. She has worked with Higher Education courses primarily.  Before this, Angela worked as a programme leader for the Supporting Teaching and Learning in Schools programme supporting students working or volunteering in a range of different education settings.  In additional to this, Angela delivered and assessed on the Higher Level Teaching Assistant (HLTA) programme.  Angela is interested in the psychology of teaching and in digital literacies.

Karen Banks - Lecturer

Karen began teaching young people with learning difficulties and disabilities at Joseph Priestley College in 2007 and qualified to teach in post-compulsory education and training in 2009. She gained specialisms in the teaching of literacy and the teaching of numeracy in 2014 and 2015 respectively while continuing to teach on courses designed for learners with Special Educational Needs and/or Disabilities (SEN).

Karen is particularly interested in making mathematics and English concepts and curricula accessible to students with Special Educational Needs and/or Disabilities. She is also interested in the assessment of non-accredited learning, educational interventions for young people with autism and additional educational needs and restorative practice in education. Her Masters dissertation is entitled The Potential of Restorative Practice: A Systematic Literature Review. She is in the first year of an Education Doctorate at the University of Leeds. Her research proposal is a study of the impact of a curriculum based on PEERS (Program for the Education and Enrichment of Relational Skills) on student participants’ social functioning.