Education Consultancy

Offering

My work as an educator, researcher and leader is grounded in reflective and inclusive practices, which work towards addressing issues of social inequality and valuing the diversity of learning communities. 

I am available for a range of education teaching and consultation work including: individual tutoring and mentoring, sessional teaching, curriculum design and consultancy, education programme evaluation and consultancy, Equality, Diversity and Inclusion workshop design and delivery, evaluation and consultancy. 

If you would like to explore ways that we could work together please contact me

Experience

As an educator for over 15 years, I have experience of teaching and leading modules across KS3, KS4, KS5, undergraduate and postgraduate programmes, and prison education programme. I have experience in a range of education leadership roles including KS4 and KS5 Subject Lead, Undergraduate Course Director, Placement Lead, Research Group Lead, Equality, Diversity and Inclusion Faculty Lead and External Examiner. 

As a researcher and evaluator, I have contributed to and led on a range of projects, including as an academic advisor to the Youth Violence Commission, evaluation of adult education programmes for women furthest from education, evaluation of place-based programmes for young people and families, evaluation of youth music leadership programme. 

I am a Trustee for Spitalfields City Farm, supporting the farm in its vision to create a space for all, that empowers people to make positive change to their lives, our community and the planet.

Publications

Leadley-Meade, Z. (2018) Working with lesbian, gay and bisexual children and families in schools, in: Knowles, G. (ed.) Supporting Inclusive Practice and Ensuring Opportunity is Equal for All. Oxon: Routledge, pp. 37-51

The Youth Violence Commission, (2018) The Youth Violence Commission interim report. Available from https://www.yvcommission.com/ 

Leadley-Meade, Z. and Goodwin, R. (2019) Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates, The Journal of Inclusive Practice in Further and Higher Education, 11 (1), pp. 4-13.