Mrs Loren Rolinska
- Affiliate (School of Education)
Biography
I am a teacher seconded to the Centre for Teaching Excellence, based at the University of Glasgow, where I work as part of the Teaching‑Focused Research Hub on Mondays and Tuesdays each week. In this role, I contribute to work that supports pedagogical improvement, research‑informed practice and professional collaboration, drawing on my experience from primary education. Alongside my secondment, I am an Acting Principal Teacher in an East Dunbartonshire primary school, where I lead and support learning and teaching, work collaboratively with colleagues, and contribute to leadership for sustained improvement.
A significant focus has been embedding rights‑based education within whole‑school practice, leading this work as UNCRC Rights Respecting Schools coordinator and supporting the achievement of Gold accreditation. Alongside this, I have a strong interest in play‑based and enquiry‑based pedagogy, with a particular focus on the role of play in supporting social and emotional wellbeing alongside academic progression. I have worked collaboratively with colleagues across Primary 1 to 7 to develop practice in play‑based learning, the effective use of digital technologies, and approaches that enhance learner engagement, inclusion and progression, building shared understanding and supporting sustainable improvement in learning and teaching.
I continue to develop my leadership practice through ongoing professional learning, including the completion of a Master’s degree in Educational Leadership at the University of Glasgow, which informs my commitment to evidence‑informed practice and collaborative leadership.
Research interests
My professional interests focus on supporting and developing colleagues across the profession and on strengthening the connection between educational research and classroom practice. I am committed to advancing research‑informed professional learning that supports sustained pedagogical improvement and meaningful change. My interests include developing effective coaching and mentoring models, fostering practitioner enquiry, and supporting collaborative approaches to curriculum and pedagogy, including play‑based and enquiry‑based learning and the purposeful use of digital technologies, to promote equitable and high‑quality outcomes for all learners.
