Emmajane Milton

Emmajane has worked in Education for 18 years, enjoying a wide range of senior leadership roles within academia, policy development and the statutory school sector. Across all these roles, inclusion and working to ensure equality of opportunity have always been central to her belief system. She believes providing outstanding educational experiences is fundamental to opportunity and knowledge creation. Impact of work Having made a successful transition into academia she has exhibited sustained and effective leadership of a significant education portfolio, which has had demonstrable impact on the development and delivery of the Masters in Educational Practice - a Welsh Government funded masters programme for Newly Qualified Teachers across Wales. In addition, Emmajane has been instrumental in leading learning and teaching developments for Cardiff University's academic staff. Her work is underpinned by a strong sense of 'moral purpose' in supporting the learning and development of educators, who inspire, educate and nurture learners (whether pupils, students or colleague scholars). The student experience is central to all her work as she fully believes education can and should have a transformative effect.  In a variety of roles within Cardiff University Emmajane has extensively supported colleagues with regard to teaching practice and influenced their support of student learning and wellbeing, which in turn has had a significant impact on the quality of student experience. Within these roles she has aspired to communicate her dedication and enthusiasm for education to colleagues because she cares deeply about their own professional development and the development of the learners they respectively educate. She firmly believes that educators should facilitate learning and should be fostering and promoting the qualities, characteristics and dispositions that will enable students to navigate a highly complex and changing world. Plans for the future Emmajane continues to proactively engage in and contribute to the field of teacher education in all sectors, enquiring into her own practice and adopting a scholarly and research-informed approach to all her activities. This has been recognised internationally through successful submissions to international academic journals, conferences (HEA, BERA, ECER and IPDA), invited keynotes and collaborative work with colleagues across the UK and in India and New Zealand.