expert partner biographies - education...

Expert Partner Biographies

To follow is an alphabetical panel of Expert Partners who are available to work

with a CoL| Kāhui Ako Leader, or a CoL| Kāhui Ako who are still in formation

and have yet to formally appoint a leader.

CoL Lead Advisors will make CoL| Kāhui Ako Leaders aware of this panel of

Expert Partners.

To access information for a particular Expert Partner, click their name on the

following page to be directed to the correct page in the document.

CoL| Kāhui Ako Leaders are to phone the Partner they would like to work with.

The phone number for each Partner is listed.

At the first meeting between Partner and CoL| Kāhui Ako Leader, the Partner

will show you a Memorandum of Understanding. This needs to be signed by

both parties and returned to National Office; to

[email protected]

mailto:[email protected]

Absolum, Michael

Aman, Amira

Annan, Brian

Annan, Jean

Arnold, Pip

Bendikson, Linda

Berryman, Mere

Birch, Kate

Bonne, Linda

Broadwith, Mark

Brown, Lesley

Burgon, Jacky

Cameron, Marie

Cooper, Irene

Davis, Alison

Duncan, Jacqui

Dungey, Beth

Dyson, Lisa

Eaton, Joy

Edwards, Steve

Egan, Margaret

English, Carolyn

Faaea-Semeatu, Aiono Manu

Fickel, Letitia

Ford, Andrea

Ford, Therese

Gardiner, Puti

Gorinski, Ruth

Hannah, Kevin

Henderson, Chris

Herewini, Leeana

Highfield, Camilla

Hinchco, Brian

Hinchco, Selena

Hitchcock, Denise

Hodson, Kathryn

Holmes, Marilyn

Hotere-Barnes, Alex

Hynds, Anne

Irving, Earl

Jesson, Rebecca

Johnson, Cathie

Joseph, Sandra

Karatea, Mākere

King, Michael

Laybourn, Ben

Leonard, John

Lunn, Jill

Major, Nick

Martin, Jan

McCarthy, Marie

McDowall, Sue

McIlraith, Gayle

McNae, Rachel

Mills, Mary Anne

Mitchell, Nigel

Moore, Wendy

Morrison, Michele

Newbold, Ella

O'Connell, Pam

Parfitt, Jill

Patuawa, Jacqui

Pearce, Gary

Penniall, Kay

Postlethwaite, Miriama

Powell, Allan

Puketapu, Te Tiwha Brendon

Purves, Anna

Pym, Cheryl

Rangi, Morgan

Rau, Cath

Reweti-Martin, Marama

Rice, Kate

Riki-Waaka, Janelle

Roberston, Jenny

Robertson, Jan

Robson, Joanne

Rolleston, Charles

Rutherford, John

Savage, Catherine

Scott, Julia

Sinclair, Mary

Smith, Derek

Smith, Richard

Smith, Rosemary

Stevenson, Liz

Sullivan, Anna

Sweeney, Rebbecca

Taniwha, Rosina Maria

Taylor, Garry

Te Maro, Pania

Thompson, Jenny

Thompson, Mal

Turner, Joan

Turner, Martin

Twyford, Kaye

Vester, Bernardine

Waitere, Hine

Whatman, Jenny

Williams, Stephen

Wilson, Aaron

Wilson, Jo

Wootton, Mary

Wylie, Cathy

Michael Absolum

021 899 922

Michael is the founder and director of Evaluation Associates, a thought-leader in assessment for learning, the author of ‘Clarity in the Classroom’ and co-author of the influential 2009 paper, Directions for Assessment in New Zealand (DANZ), commissioned by the Ministry of Education. Michael has a deep knowledge of the New Zealand education system and what it takes to lead an effective school, create inspired and inspiring teachers and enable students to become powerful engaged learners. He has significant skill in setting up cross-organisation collaborations. Michael has worked with the Education Council of New Zealand to design and implement nationwide teacher and principal appraisal workshops, and has recently been contracted by the Education Council to re-write the professional standards for New Zealand teachers. He is a member of the Professional Learning of Aotearoa New Zealand (PLANZ) executive, is currently directing the Consortium for Professional Learning (CPL) Leadership and Assessment PLD in the Ministry of Education's Southern, Central South and Northern regions. Michael is also the co-national lead for the Ministry of Education’s Māori-medium aromatawai (assessment) project.

In the past Michael has held positions as a teacher, a psychologist, and within the Education Review Office.

Company Evaluation Associates

Education Master’s degree in science and a post-graduate diploma in educational

psychology

English Medium

Amira Aman

027 448 5518

Amira is an experienced teacher, middle leader, and mentor who has

worked in the secondary sector for almost 20 years, predominantly as

HOD English. Her Masters of Education focused on teacher professional

development (mentoring). She is experienced in setting up quality

learning circles and professional learning groups and is particularly skilled in holding

professional learning conversations which explore the means by which to improve

outcomes for all students. Amira has worked and walked alongside teachers, middle leaders

and whole staff groups to achieve the goals and aspirations they hold for their students,

themselves as teachers and their communities.

Amira brings the following expertise to her work with schools and kura:

turning theory to practice in school leadership and management

strategic planning and review

diagnosis of achievement challenges

implementing systems to embed change

constructing action plans which include appropriate pedagogy

coaching the leadership of mentoring/coaching

facilitation of clusters of schools

creating protocols for data management

support for leadership/teacher inquiry to address challenges

expertise in professional learning conversations that support effective professional relationships and respectful challenging conversations

expertise in formative and summative assessment design

analysis of data for impact assessment

expertise in NCEA assessment and moderation

teacher appraisal to develop teacher practice.

Company

CORE Education

Qualifications

2014 M.Ed. (First Class Hons.) University of Canterbury

1995 Dip. Tchg. Christchurch College of Education

1994 B.A. (English and Classical Studies) University of Canterbury

English-medium

Brian Annan, PhD

021 659 302

Brian is highly skilled at supporting school leaders and enthusiastic

lead teachers to identify and address achievement challenges. He

acknowledges strengths within the team and provides advice to build

on what your group already know. It is one thing to identify academic challenges; it is

another to pin-point academic, social and emotional needs that underlie those challenges.

Brian supports groups to get beyond surface features and test possibilities until student

learning and well-being is on track. Brian’s expertise in schooling improvement will provide

you with foundation advice about becoming sharply focused on student strengths and

needs, conducting disciplined inquiries and evaluating for impact. Brian is equally skilled at

energising groups to create innovative learning environments, which focus on collaborative

networking and lateral learning among teachers, students, families and whānau.

Brian’s recent developments that will help support your CoL, o Programme Director, Learning and Change Networks (LCN). Overall impact was a 24

percent positive gain towards National Standards among priority learners (MoE, Milestone 5, 2015). http://www.education.auckland.ac.nz/en/about/learning-and-change-networks.html http://community.scoop.co.nz/2015/10/nz-minister-launches-oecd-education-report/

o Co-director with Mary Wootton for Infinity Learning/Engagement Maps at http://infinitylearn.org/

o Represented NZ at the Global Education Leaders Partnerships (GELP). http://gelponline.org/

o Co-ordinated NZ’s team in OECD Innovative Learning Environments (ILE) project. http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm

Company Infinity Learn Ltd

Qualifications PhD, MEdAdmin (Hons), BA, Fulbright Scholar

English Medium

http://www.education.auckland.ac.nz/en/about/learning-and-change-networks.html

http://infinitylearn.org/

http://gelponline.org/

http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm

Jean Annan, PhD

021 688 533

Jean has successfully supported networks of schools to conduct

systematic, evidence-supported inquiries, skilfully working with

leaders to generate purposeful, effective relationship-building

activity.

Her approach to the expert partner role is unobtrusive, positive and strongly supportive. She

recognises diverse views and experiences of students, teachers, leaders, family and whānau,

allowing her research and community-building expertise to complement the extensive

knowledge already held within networks. Her work alongside networks adds value while

ensuring that leadership remains within the group. The direction of development is shaped

with regard to the network’s preferences.

Jean is skilled in supporting teachers and leaders to collaboratively analyse large amounts of

qualitative and quantitative data, rendering it sufficiently manageable to guide networks

toward focused, purposeful activity. She strongly supports participants through challenging

but pivotal points in network development. These include identifying challenges, designing

inquiries, determining measures and methods of collaborative analysis and preparing

proposals/reports.

Experience relevant to the expert partner role includes:

Research support for three current TLIF initiatives

Community-of-Practice development in Children’s Teams

Facilitation of LCN networks in mainstream and special education schools

Senior Lecturer coordinating the Educational Psychology Programme, Massey

University

Research in Communities-of-Practice/Professional Development/Supervision

Supervision and examination of postgraduate education-based projects

Extensive school-based experience as teacher/psychologist/inter-professional leader

Company

Positively Psychology

Qualifications

PhD, MA (Hons), DipEdPsych

English Medium

Dr Pip Arnold

027 626 8286

Pip has been one of the project directors for the primary mathematics

contract for the North Island from 2012–2016. She led a team of 45

facilitators who collectively work in over 100 schools each year

providing in-depth tailored mathematics PLD. Pip has strengths in setting up the project

theory of action and project management processes. She has led the data collection and

collation process to ensure accurate diagnosis of the primary causes, presenting needs, and

accurate and focused reporting of impact. In addition she has led a team of facilitators to

develop evidence plans which identify key aspects of school capability building to support

sustained improvements in outcomes for students.

Pip has previous experience in curriculum and assessment development. She was a member

of the mathematics and statistics curriculum writing team and has been involved in many

aspects of achievement standard development. Pip led the development of the secondary

senior guides for mathematics and statistics on TKI. Formerly Pip was head of mathematics

at Auckland Girls Grammar School. This was followed by five years as the secondary

mathematics advisor in Auckland. Since early 2010 Pip has been a principal consultant at

Cognition Education.

Company Cognition Education Ltd

Qualifications

PhD (Statistics), MEdStu (Mathematics Education), BSc, Dip Tchg

English Medium

Dr Linda Bendikson

021 0203 3322 I have past experience as a primary school principal and Ministry of Education

Regional Manager. I completed my PhD on the effects of secondary principals

on school performance in 2011. Since my appointment to UACEL as Director in

2011, I have facilitated numerous groups of schools who collaborated in

improving outcomes including Learning and Change networks, and working

with Professor Helen Timperley in Australian schools. Building off these experiences, I have

also developed a structured course (Growing Great Leaders™ level 2) to support school

leaders, either individually or in CoLs, who are seeking to improve. I support leaders to

develop a theory for improvement that is strongly linked to causal analysis of the ‘problem’

they are trying to solve, and to develop an action plan that has short term indicators of

progress built into it so that all parties know they are making progress. I am an accredited

Open-to-learning™ (OTL™) Leadership facilitator and using these skills, try to make people’s

theories overt and testable in the process of examining causes and likely strategies for

improvement.

Company: The University of Auckland

Qualifications: M Ed; PhD

English Medium

Mere Berryman

(07) 577 5314

Mere is Ngāi Tūhoe, Ngāti Awa and Ngāti Whare. She is currently an

Associate Professor at the University of Waikato in the Faculty of Education.

Mere has

● undertaken research focussed on schools collaborating with Māori

students, their families and home communities through relational and responsive

literacy and behavioural interventions in both Māori and English medium settings

● developed oral Māori language and literacy assessment tools

● worked across the range of education settings from primary to tertiary and in special

education settings

● provided leadership in the conceptualisation of Te Kotahitanga and Kia Eke Panuku

and taken this theorising into professional learning and development to bring about

school-wide reform aimed at benefitting Māori students and all students

● worked with a range of stakeholders across the sector, including iwi, to develop

understandings of how kaupapa Māori and critical theories implemented in

association with a socio-cultural view of the mind can assist school leaders to

accelerate pedagogy and school reform

● worked in these areas with indigenous and minoritised groups from other parts of

the world

● written extensively and presented in these areas.

Mere can

● assist school leaders to develop critical understandings of the importance of this

work as well as practical ways to accelerate more effective learning relationships and

culturally responsive pedagogy across the curriculum.

Company: Te Kura Toi Tangata Faculty of Education: The University of Waikato

Qualifications: ONZM, PhD, M.Ed (First Class Honours), BA, Trained Teachers Certificate

English/Māori Medium

Kate Birch

027 296 0579 I am an experienced educator in the primary and secondary

sectors. As a literacy specialist, I was a facilitator in the Literacy

Professional Development Project. I have been an education

consultant in the Cognition Visible LearningPlus team, working

with Professor John Hattie to develop and deliver collaborative

impact programmes within New Zealand and internationally. In 2016 I have worked as an

Expert Partner with the University of Auckland E2 team, supporting Communities of Learning

across New Zealand.

I have:

a proven record in leading schools in evidenced-based change processes for schooling

improvement

experience in evaluating progress on quality of teacher/leader practice and student

outcomes over time.

expertise in coaching and mentoring teachers, leaders and system leaders in change

management.

an understanding of theories of change for a diverse range of schools, including low

decile with high Māori/Pasifika populations

experience in working and collaborating with school leaders around issues of equity

and excellence

experience working with whānau & school to build powerful partnerships for learning

My focus is on:

Promoting and supporting evidence-informed, collaborative inquiries

Building evaluative capability, using a range of data to investigate and plan for focused

improvement, and to monitor and evaluate progress and impact.

Building relational trust to enable robust debate and critique of current practice for

improvement and innovation.


Qualifications: MEd (Spec Ed) (Hons), Dip Tchg

English Medium

Linda Bonne

04 802 1629

Linda is a Senior Researcher at NZCER. She is a critical friend to three

Teaching Learning Research Initiative (TLRI) project leaders, and a member

of NZCER’s TLRI selection panel. Linda leads a team that conducts regular

national surveys of schools, and has up-to-date knowledge of the work

schools are doing and the issues they are encountering. She has a sound

understanding of assessment, not only of achievement but also of students’ beliefs about

themselves as learners.

Linda worked as a mathematics adviser for 6 years, working alongside school leaders and teachers to

identify specific areas for inquiry, and to use an analysis of evidence to develop teaching practice to

improve student learning. She has used this expertise to support a school during the development of

their Teacher-Led Innovation Fund (TLIF) proposal. While she was an assistant principal in a primary

school, Linda initiated a TLRI project that involved bringing together teachers from different schools

to work collaboratively to investigate their practice.

As a member of NZCER’s team of Expert Partners, Linda is able to draw on the wider expertise of the

organisation.

Company New Zealand Council for Educational Research (NZCER)

Qualifications

PhD (Ed), Victoria University of Wellington MEd, Wellington College of Education

BEd (Teaching), Wellington College of Education

Diploma of Teaching, Wellington College of Education

English Medium

Mark Broadwith

021 661 271 I have worked through the University of Auckland Centre for Educational

Leadership (UACEL) on the Starpath Project researching leadership

behaviours and perceptions. These findings informed our leadership

interventions with schools under that project, and other contracts.

Analysis of this data on leadership perceptions allowed us to reflect back

to leaders a fresh perspective on problems, so that they could generate

better improvement strategies.

I have worked this year, as Board Chair of a member school, to help establish the Far North

Community of Learning. I have worked across schools to analyse data and formulate

succinct goals for our tightly focused Achievement Challenge.

As an Accredited Open-to-learning™ Leadership Facilitator, I bring a ‘theory-of-action’ lens

to how CoLs collaborate, govern, and strategise. My theory of improvement is that

engagement with existing theories and contexts, based on a shared critical evaluation of

barriers, is a prerequisite if we are to effectively and sustainably build trust and improve

student outcomes. This transformation, motivated by a clear moral imperative, calls for a

change in our patterns of competitive, inter-school isolation.


Qualifications: Masters of Professional Studies in Education (University of Auckland)

English Medium

Lesley R Brown

027 586 4295

Lesley has 30 years experience in the education sector. She has experience as

Head of Department, Head of Faculty, Dean, Assistant Principal, Specialist

Classroom Teacher and Raising Achievement for All Coordinator. She has

supported collaboration between schools and teachers as the Director of South Canterbury

Extending High Standards Across Schools cluster.

She is currently the National Director for Secondary Student Achievement PLD contract. This

contract has provided PLD to leaders and teachers by way of national workshops,

newsletters and across school inquiry clusters.

Lesley has experience in coaching and mentoring leaders in schools as a Leadership and

Management advisor. She has lead and facilitated Principal Inquiry Clusters, Depurty

Principal Clusters, SCT Clusters and NZC - Networked Learning clusters. She has led whole

staff/faculty and across school forums on Teaching as Inquiry, strategic planning and change

management.

She has completed post graduate research in Schools and Society, Educational Leadership

and School Improvement. Her current interests include educational leadership from a

positive psychology perspective.

Company

University of Canterbury, Education Plus

Qualifications

Bachelor of Arts

Post Grad Dip Design

Master of Arts (Hons)

Diploma in Teaching

Teacher Practising Certificate number: 172799

English Medium

Jacky Burgon

021 249 9992

Jacky is currently co-leading a project to develop ways of reporting

progress and achievement for students learning long term within one

level of NZC.

From 2010 to 2016, Jacky was General Manager Research and Development at NZCER. Her

areas of interest are: inclusive practices; students with additional learning needs;

educational leadership; and curriculum and assessment.

She has extensive experience working with the school sector, including six years in the

Ministry of Education’s special education management team and seven years management

in Research at the Ministry of Education. Prior to that Jacky was primary teaching, teaching

in a women’s prison, and providing educational assessment advice at NZCER.

Jacky has demonstrated:

• Ability to create a common pathway/framework to investigate issues

• Ability to create fast turnaround syntheses of information/data/literature to enable

identification of the issues, discussion, and development

• Up-to-date knowledge of assessment tools in schools

• Up-to-date knowledge of research and, development in NZ schools

• Strong communication skills, and good working relationships within the sector.

Jacky is part of the NZCER team and our collective approach ensures high quality, and an

ability to resolve complex problems.


Qualifications

M.A (Dist), Victoria University of Wellington

B.A. Hons (1st Class)

Dip Tchg, Wellington

English Medium

Marie Cameron

021 184 8770

Marie had broad experience in primary and secondary schools as a teacher and

middle school leader before becoming an educational psychologist, teacher

educator, educational researcher and consultant. She has a practical and

informed approach to her work.

Marie has expertise in working alongside school leaders and teachers to

improve their practice through the process of disciplined inquiry. She is able to support them to

design ways to get evidence that is relevant to student learning, and collect, interpret, and use the

evidence to develop practice in ways that impact on student learning. From 2009-2011 she was the

project researcher for an Intermediate and Primary school EHSAS partnership.

She is a panel member and monitor of the Teacher-Led Innovation Fund which contributes to her

current appreciation of the challenges that schools face in working together on shared inquiry.

As a member of NZCER’s team of Expert Partners, Marie is able to draw on the wider expertise of

the organisation.


Qualifications

Post graduate Diploma in Educational Psychology, University of Auckland

Master of Philosophy (First Class Hons), University of Auckland

Bachelor of Education, University of British Columbia, Canada

Diploma of Teaching (NZ)

English/Maori Medium English Medium

Irene Cooper

(07) 838 4458

Irene has had an exemplary career as a primary school principal (19 years)

leading a partnership school in the development of initial teacher education.

Her educational work nationally has been extensive and recognised through

the New Zealand honour of MNZM.

Irene has

● expert leadership practice which has been honed through

professional learning where theory and practice are woven together

● mentored her own staff and management team as well as other experienced

principals

● facilitated the design of research informed practice responses that are innovative

and accountable within an inquiry framework

● held national leadership positions in NZEI Te Riu Roa and the New Zealand Teachers’

Council

● been part of the development of teacher standards and the Code of Ethics, Kiwi

Leadership frameworks, InService Teacher Education Practices (INSTEP) mentoring

programme, responses to an OECD country report and the NZ Curriculum

● convened working groups, led workshops and represented the country in

international fora.

Irene can

● offer an in-depth understanding of current educational direction which she has been

able to contextualise, demonstrate and engage others in, to challenge collective

thinking, geared towards transformation of teaching and learning

● manage relationships, review evidence, analyse materials and develop cogent plans

creating momentum from disparate views.

Irene currently works as a professional on the Education Council Review and Approvals

Panel for Initial Teacher Education and as a consultant to the Institute of Professional

Learning (IPL).

Company: NZ Education Council

Qualifications: M. EdL, B.Ed, DipT

English Medium

Dr Alison Davis

09 5287827

Alison is Director of Vision Education, providing mentoring, support and

PLD in the areas of literacy, assessment, inquiry and school self- review. In

this capacity she has been involved in four large schooling improvement

projects, the PEN project (Huntly/Ngaruawahia 2003-2008; the Papakura

Achievement Initiative 2008-2011; the Literacy Professional Development

Project (2011-2016, Programmes for Students: Accelerating Literacy

Learning 2012-2016).

Alison is also a member of the Teacher Led Innovation Fund selection and monitoring panel

(2015-current). Her PHD thesis inquired in to characteristics associated with raising the

reading comprehension achievement of underachieving students years 4-9. Alison has

subsequently authored nine professional texts for teachers and use in classrooms (see

www.alisondavis.co.nz or www.visioneducation.co.nz for information on these resources)

and was a member of the lead writing team who developed all major MOE literacy

resources 2003-2013. This includes both Effective Literacy practice texts, the content of the

literacy progressions and national standards literacy descriptors, the oral language

handbooks and some exemplars in the PACT tool.

Alison has also been active leading a range of inquiry initiatives through the PLD projects she

mentors. This includes a project in Queensland between three secondary schools and

contributing primary inquiring in to raising literacy achievement in cross curricula context

and a wide range of inquiries on raising achievement for priority students within NZ primary

and intermediate schools. Alison has also published a range of professional papers on this

work and has been a keynote and workshop presenter for a large number of NZ and

international conferences. For further information please email Alison –

[email protected]

Company Vision Education

Qualifications PHD Auckland University (2006), MA Ed Admin (1st class hons), Bright Futures

scholar 2003-2006, Dip tchg

English Medium

http://www.alisondavis.co.nz/

http://www.visioneducation.co.nz/

Jacqui Duncan

021 257 2161 Jacqui has been a teacher and primary school principal for more than

more than 40 years, finishing in 2015. She is passionate about

leading schools where research informs practice. She has expertise

in leadership, school review and evaluation, leadership and teaching

as inquiry, and performance review. These areas have been

significant learning focuses for her while on a Canterbury Primary

Principals’ Association Fellowship in 2013, principal sabbatical in 2010, and on a Woolf

Fisher fellowship at Harvard University’s Principal Leadership Centre in 2003. Jacqui’s other

areas of expertise include change management, governance, strategic planning,

performance review, and evidence-based practice.

Jacqui has the skills to advise, mentor, and support school leaders and she is experienced in setting up professional learning groups and professional learning conversations. Jacqui understands the theory of embedding and sustaining initiatives through shared vision, shared beliefs, co-construction, collaboration, sharing, dialogue, resource allocation, professional support, and the cycle of school improvement. She has proven expertise in implementing these practices. She values highly whanaungatanga, the importance of relationships school-wide and in the community, with high expectations demonstrated through:

ako – practice in the classrooms and beyond

wānanga – communication, problem-solving, and innovation tangata whenuatanga – place-based, socio-cultural awareness and knowledge manaakitanga – the values of integrity, trust, sincerity, and equity.

Company

CORE Education

Qualifications

1997 M.Ed, University of Tasmania 1994 National Diploma in Educational Management, Christchurch College of Education 1992 Advanced Diploma of Teaching, Christchurch College of Education 1975 Teaching Diploma specialising in the Education of the Deaf, Christchurch College of

Education 1971 Teaching Diploma, Christchurch College of Education

English-medium

Beth Dungey

(07) 838 4458

Beth is a primary trained teacher and has been a principal in New Zealand for 11

years. Beth has been project leader and facilitator for the Leadership and

Assessment PLD contract, and lead mentor for the First Time Principals’

programme in Central North Region for the last six years.

Beth is

● a master trainer for the Ontario Principals’ Council International School

Leadership Certificate

● the New Zealand coordinator for the Ontario LEAP principal exchange programme

● an accredited coach.

Beth can

● work with school leaders to develop leadership capacity and capability for school

improvement

● support schools to generate solutions for achievement challenges from data and

evidence

● coach teachers to develop effective practice through inquiry into accelerating the

achievement of target students.

Company: Institute of Professional Learning: Te Whai Toi Tangata

Qualifications: Post graduate diploma in Educational Leadership

English Medium

Lisa Dyson

027 533 0075 Lisa Dyson has 10 years’ experience in programme evaluation in the education and social

service sectors, helping organisations build their evaluation capacity. Along with Helen

Timperley, she has acted as a critical friend to the Rotorua Central CoL, assisting them to

develop a strategic action plan, a theory of improvement, and an evaluation and monitoring

framework linked to their achievement plan. By using evidence to inform teaching and

learning, Lisa can support educational improvement by facilitating the development of

evaluative questions and setting up systems and processes for collecting, analysing and

interpreting evidence. She is familiar with utilising a Results Based Accountability (RBA)

evaluation approach, a widely-used model in government contracts that emphasises

continuous improvement and outcomes. She is currently pursuing a PhD at the University of

Auckland studying the way effective school self-evaluation processes contribute to school

improvement in secondary schools. Lisa’s background is in secondary English teaching

overseas. She has a particular interest in collaboration theory and evaluating collaborations.


Qualifications: Postgraduate Diploma in Social Sector Evaluation Research, Massey University. MA in Education, The Ohio State University. BA in English, Georgetown University, Washington, DC, USA

English Medium

Joy Eaton

021 468851 Joy is currently working alongside Communities of Learning as an expert partner

in the Kia Tu Te Maramatanga, Supporting Communities of Learning project. This

work has involved field testing tools, processes and protocols to build strong,

successful CoLs. From this work she has a good understanding of how to:

build collaborative trust

develop a theory improvement that responds to an identified achievement challenge

develop a spiral of inquiry based on enhanced innovative and evaluative capabilities.

Joy is currently the Director of School Engagement for the University of Auckland’s Starpath

Project, a partnership for excellence focused on improving achievement outcomes for Māori

and Pasifika students, especially those with aspirations for university study. In this role she

acts as a critical friend to school leadership teams as they implement and evaluate a

programme designed to open opportunities for students to reach their ambitious goals.

Joy joined the University after 30 years teaching in secondary schools. She had 15 years’

experience in senior leadership including the Principal’s role.


Qualifications: BA, Dip Teaching, Dip School Management

English Medium

Steve Edwards

021 283 4741 Steve is the Southern Team Manager of Evaluation Associates Ltd. He comes from a teaching background including primary principalship and is a very highly regarded education consultant. His portfolio has included leading the Christchurch based Assess to Learn (AtoL) programme; leading the Southern Team for the Consortium for Professional Learning – CPL; establishing cluster-based PLD in greater Christchurch, in partnership with the MoE and another PLD provider. During 2016 he has worked with a number of CoL to support their establishment. He has also had an instrumental role in supporting the Southland Leadership Advisor processes. Steve has worked on several Ministry reference groups including e-asTTle and The Assessment Focus Group. Using evidence as a key part of Steve’s theory for improvement has involved large data sets and large groups of participating schools. Steve assists schools to effectively set up and deliver PLD programmes that support teachers, students, family and whānau. Steve is Evaluation Associates’ leader in the Grow Waitaha project. This innovative, future focused programme, supports schools involved in the rebuild process to looks at how best to provide engaging, collaborative opportunities for students to learn in new ways.


Education Post graduate paper (UoA) on effective facilitation (Developing Professional

Expertise) - First in Class Academic Award.

English Medium

Margaret Egan

(07) 838 4458

Margaret is an Academic Director and facilitator for the University of

Waikato team working in Kia Eke Panuku: Building on Success. She has

extensive experience in secondary schools in both middle and senior

leadership and a focus for a more socially just, equitable and bicultural

Aotearoa.

Margaret has

● experience as a regional and research co-ordinator with the Te Kotahitanga research

and professional development team

● collaborated within and across schools throughout New Zealand to develop and

implement culturally responsive learning contexts.

Margaret is

● active in supporting school leaders and teams to sustain iterative cycles of inquiry

focused on developing culturally responsive practice at multiple levels (classroom

pedagogy, leadership, connecting with whānau and learners)

● focused on testing the impact of practice against outcomes for learners, with the

specific focus of Māori learners enjoying education and succeeding as Māori.

Margaret can

● provide schools with an opportunity to engage and connect with theories, views of

learning and research that underpin principles and effective practices for leaders and

teachers

● support schools to identify and prioritise areas of strategic focus, and collaboratively

develop context specific plans and review processes to promote school and

community aspirations

● assist leaders and teams to develop, implement and evaluate culturally responsive

practices that support learners to pursue their potential.


Qualifications: MSc (Hons), PGDip Ed, BSc, DipT

English Medium

Carolyn English

021 227 6581

Carolyn has extensive experience in the design, implementation and evaluation

of cluster schooling improvement. Carolyn’s knowledge of improvement science

as a way of learning-by-doing is both practical and theoretical. She has used this

knowledge to design professional learning with at all layers of the system to understand

what was working, for whom and why. This involved developing data protocols, analysing

and interpreting system wide data; student achievement, teacher practice, leadership,

school self review, and facilitation, to deeply understand the achievement challenge and the

impact of changes to bring about accelerated progress.

Carolyn’s areas of professional knowledge include:

Inquiry, evaluation and self review principles, models that support inquiry (spirals of inquiry, teaching as inquiry, action research, inquiry and knowledge building cycles, design thinking) and smart tools to guide the measurement of impact and progress.

Practice analysis conversations to support people to explore the impact of their practice, the theories and assumptions that sit behind it, and ways to strengthen practice.

Curriculum design and development based on the principles of The New Zealand Curriculum.

Strategic leadership that focuses on understanding the system and collaborating with others to ensure that the right people are engaged in developing the best solution.

Company

CORE Education

Qualifications

2015 Cert of Proficiency: Programme Evaluation, University of Auckland

1996 M.Ed, Victoria University of Wellington

1987 Dip Tchg, Auckland College of Education

1982 BSc University of Canterbury

English-medium

Aiono Manu Faaea-Semeatu

021 390 336

Aiono Manu’s (Manu) teaching experience has been in Auckland secondary schools in Music, Social Studies, and English. She was a member of Komiti Pasifika with PPTA from February 2005 to November 2012. In this role she helped create submissions and provided consultation feedback for the Pasifika Education Plan for the Ministry of Education, the Pacific Languages Framework for the Ministry of Pacific Island Affairs and the Pasifika Strategy for the New Zealand Qualifications Authority. Over the years she has provided expert advice and PLD across the sector focusing on improved outcomes for all learners, including adults, emphasising parallel learning pathways.

Aiono Manu’s expertise covers:

Surfacing and addressing assumptions using the cultural intelligence (CQ) framework in dual-medium and kura settings.

Bringing together the vision, principles and values of the NZC with the goals, targets and actions of the Pasifika Education Plan.

Engaging schools with their wider communities to foster successful transitions through collaboration.

Cultivating and connecting evidence-based practice into action through assessment audits.

Enhancing the pedagogy through the effective use of digital technologies. Leading Professional Learning Groups. Connecting ERO dimensions with school charters, strategic plans and foci specific to

school improvement. Monitoring and evaluation plans created via parent community consultation.

Company

CORE Education

Qualifications

2016 (in progress) Doctor of Philosophy in Education, University of Auckland 2013 Master of Professional Studies in Education(2nd class 1st division) , University of Auckland 2011 Graduate Diploma in Teaching English to Speakers of Other Languages , University of Auckland 2007 Post Graduate Diploma in Education, University of Auckland 2004 Graduate Diploma of Teaching (Secondary), Auckland College of Education 2000 Bachelor of Arts (Honours), University of Auckland 1998 Bachelor of Music, University of Auckland

English Medium

Professor Letitia Fickel

027 450 4513

Letitia is currently the Head of the School of Teacher Education, and is an

experienced academic, researcher and program evaluator in the area of

teacher professional development, teacher learning, educational innovation

and culturally responsive practice. She has worked closely with schools and PLD providers to

enable their evaluation capacity building related to teaching as inquiry, implementation of

innovations, and other continuous improvement/data-informed practices.

Experience working collaboratively with schools engaged in Teacher Lead Innovation

Fund projects.

Experience in supporting lateral collaboration and networking among schools,

including facilitating shared inquiry related to implementation of innovations.

Collaborates with schools, networks or COLS to support self-evaluation of PLD or

change initiatives.

Supports leaders and teachers to develop culturally responsive practices.

Company


Qualifications

Ed.D. Educational Supervision in Teaching and Learning, University of Louisville

Middle School Endorsement, Post-Graduate Education, University of Louisville

Business Management, Boston University, Brussels, Belgium

Master of Arts in Education, University of Kentucky

Bachelor of Arts in Psychology, University of Kentucky

English Medium

Andrea Ford

022 3581310

Andrea Ford is a primary trained teacher and has been a principal in New Zealand for 11 years. Andrea has been a facilitator for the Leadership and Assessment PLD contract. She is a qualified coach and has led considerable development on coaching both nationally and internationally.

Andrea has

● extensive national and international experience in evaluative practice and data driven decision making

● worked closely with the Ministry of Education to design needs analysis processes for individual schools through to countrywide policy and systems

● a strong capability in leading and fostering collaborative inquiry in and across schools

● worked closely with the Abu Dhabi Education Council to design Emirate wide needs

analysis processes and systems for collating data

● designed and facilitated leadership development programmes both nationally and

internationally

● mentored and coached leaders in New Zealand within schools and for the Ministry of

Education Principals’ Development Planning Centre

● has carried out research on leadership development and been an online mentor for

Master in Educational Leadership papers.

Andrea ensures

● critical analysis of data is used to plan and facilitate PLD programmes that are needs based and context specific

● regular and critical review is used to inform and modify learning and development support.


Qualifications: M.EdL, B.Ed, DipT

English Medium

Therese Ford

(07) 838 4458

Therese is of Ngāi Takoto decent and is an Academic Director and

Facilitator within Kia Eke Panuku: Building on Success.

Therese has

● experience in senior leadership in both primary and secondary

school settings

● been a member of the senior leadership team in Kia Eke Panuku and contributed to

the academic and strategic development of the project

● led the University of Waikato regional facilitation team to provide professional

learning and development in secondary schools across New Zealand

● undertaken doctoral research that explores how mainstream schools can work in

culturally responsive ways to develop educationally powerful connections with

Māori whānau and communities in order accelerate the achievement of Māori

students

● published academic papers in the area of culturally responsive pedagogy, leadership

and research and has presented at conferences on these topics both here in New

Zealand and overseas.

Therese can

● provide professional development opportunities that enable regional facilitators,

school leaders and teachers to engage with academic theories and to understand

how the principles of these theories play out in practice

● support leaders, boards of trustees and teachers to critically understand and activate

their agency across five dimensions of school reform, namely: Leadership, Evidence-

based inquiry, Culturally responsive and relational pedagogy, Connections with Māori

communities and Literacy, Te reo and Numeracy

● facilitate learning opportunities for schools and whānau that strengthen home-

school partnerships particularly in the area of literacy.


Qualifications: M.EdL (First Class Honours), PGDipEdL (Distinction), B.Ed, DipT

English Medium

Puti Gardiner

021567367 No Ngaiterangi, NgatiRanginui, NgatiPukenga

‘Ruia taitea kia tū ko taikaka anake’

My experience as a principal, an E-Fellow and a Primary Science

Teaching Fellow has led to the development of skills in a range of

areas. My practice has evolved as a result of research, reflection and inquiry informed by a

Matauranga Maori lens, as demonstrated below.

Wānanga Āta wananga kia tika - research and reflection; via discourse and debate demonstrate my approach to working with kahui ako (COLS) This will be an important part of strengthening evidence gathering practices

Mahi Tahi Āta kōrero - Working with participants toward a shared vision is an important part of my methodology. Working collaboratively with a range of groups and offering support to define problems, ensures informed and relevant action planning.

Whanaungatanga Āta tohutohu – Highlighting the importance of ‘creative tension’ within a group, challenges provides the impetus to move from the current reality to a vision for the future. Carefully designating roles and responsibilities will be a key part of developing the evaluative capacity of the group. My support for this process as a ‘critical friend’ would include applying a critical lens to the intention and rationale of the achievement challenge to accelerate student achievement

Rangatiratanga Āta whakamārama – Providing guidence for COL leadership to ensure focus on developing robust and quality achievevement challenges informed by data.

Ako and Mātauranga Māori: learning in context; changing context and engaging in continuous and sustained learning.

Company: Kia Atamai Educational Trust

Qualifications: Bachelor of Education, Post Graduate Diploma (Literacy and Assessment)

English and Maori Medium

Ruth Gorinski

0272707243 35 years’ experience in education working across ECE, primary,

secondary and tertiary sectors. Over 20 years demonstrable

experience working as an agent of change with teachers,

principals, parents/whānau and communities. Focus of work on

building collective capacity and capability and facilitating stakeholder engagement in cyclic

inquiry/action research that seeks to address persistent achievement challenges. All work is

underpinned by a strong research and evaluation methodology.

Prior experience as:

Student Achievement Function Practitioner

National Director and Director of Research and Evaluation Te Kauhua Initiative –

Raising Māori learner achievement in mainstream

Research and Evaluation Consultant MoE (numerous projects)

Editor Ka Hikitia

Senior Researcher Pacific Coast Applied Research Centre

ECE Childcare owner

Ruth’s work is centred upon building positive, reciprocal, ako based relationships

(whakawhānaungatanga) focused on effective and sustainable change. Priority focus of all

Ruth’s work is leading complex change in the following contexts:

Māori learners, parents, whānau, communities, iwi

Pasifika learners, parents/communities

Mentoring/coaching principals and leaders through:

developing relational capability and leadership capacity

raising leadership quality and BOT capability to interrogate data and identify

root causes that underpin achievement challenges and problem definition

appraisal

Working to connect seamless transition from ECE to school – able to work across

sectors to bridge the curriculum

Company: RMG Consultancy Ltd

Qualifications: PhD (Ed); MEd (Hons); BA (Ed); Dip Tchg; Cert. Adult Lng & Tchg; Academic

Auditor Cert.

English Medium with working knowledge of & experience in Te Marautanga o Aotearoa

Kevin Hannah

(03) 369 3493

Kevin has significant experience working collaboratively with primary,

intermediate and secondary schools in developing mathematics teaching practice through

in-depth whole school PLD, workshops, co-teaching and mentoring. He is the regional leader

for mathematics PLD and mathematics interventions across Canterbury, West Coast, Nelson

and Marlborough, and was part of the writing team for the Mathematics and Statistics

Curriculum.

Experience working collaboratively with schools to determine PLD responses through

discussion with principals, senior management, teachers and students to provide

information about the culture, strengths and learning needs of staff and students.

Experience in primary, intermediate and secondary schools with bringing together

teachers from different schools to develop the leadership capability in schools in

relation to mathematics.

Works intensively with schools using the Teaching as Inquiry cycle to assist in the

development of communities of inquiry.

Experience in assisting schools to strengthen assessment practices to inform

teaching and learning programmes and Overall Teacher Judgements.

Supports teachers to develop culturally responsive practices that acknowledge the

identity, language and culture of all students.

Company


Qualifications

Master of Science (distinction) in mathematics

Master of Education (distinction)

Diploma of Teaching



English Medium

Christine (Chris) Henderson

027 273 7058

Chris is a passionate educationalist who has held teaching and leadership

positions in schools and presently, facilitating and leading the delivery of

Professional Learning and Development. She is currently a joint National Leader of

Programmes for Students: Accelerating Learning in Literacy. She has worked successfully

with both clusters of schools and individual schools over recent years to develop trusting

and collaborative relationships while remaining focussed on improvements for learning

through strong leadership and effective teaching.

She is experienced in:

Recognising and appreciating the unique contexts of schools and is adaptable and

flexible in her response to these while utilising the existing knowledge and skills in

and across schools.

Working across schools to develop and support planned approaches to

improvement.

Using a range of ‘smart tools’ and achievement data to generate better

understanding of what may be happening for leaders, teachers and students across

schools and to support on-going development and self-review.

Supporting leader and teacher development through iterative cycles of inquiry

building on the internal capacity of schools.

Placing cultural and linguistic responsive practice at the heart of learning, to ensure

identities/languages/cultures are valued and integral to teaching and learning.

Company


Qualifications

Master of Teaching and Learning, University of Canterbury



English Medium

Leeana Herewini

(07) 838 4458

Leeana is currently the Deputy Director Māori Medium of Te Whai Toi Tangata:

Institute of Professional Learning at the University of Waikato. She has worked

extensively in both Māori Medium (MM) and Dual Medium (DM) settings in the

Waikato region.

Leeana is highly regarded for her expertise, research and skills, particularly in

the areas of Pāngarau and Gifted Education. She has also been the National Lead for

Pāngarau PLD for the past two years. Consequently she has been involved in several

national reference and advisory groups including

● Te Marautanga o Aotearoa (TMoA), Te Wāhanga Ako Pāngarau

● Ministry of Education Mathematics and Statistics including Numeracy Projects

● He Kāhui Pumanawa (Giftednz).

Leeana has led research projects with an interest in pāngarau and Māori medium education

pathways. She is also interested in how ākonga and whānau voice can be utilised to guide

and promote sustainable change within kura.

Leeana can

● support kura to develop processes to collate, analyse and use data accurately to

improve outcomes for all ākonga

● form positive relationships with a focus on getting the best outcomes for tumuaki,

kaiako and ākonga

● work with tumuaki and school leaders to develop leadership capacity and capability

for school improvement

● support tumuaki and kaiako to embed high quality Pāngarau programmes in their

kura.


Qualifications: M.Ed, BA, HDipT, DipT

Māori Medium

Dr Camilla Highfield

0276882881 Dr Camilla Highfield is the Director of Professional Learning and Development

at The University of Auckland’s Faculty of Education. This role involves leading

staff in delivering large Ministry of Education professional learning and

development contracts in New Zealand schools. She has initiated and

developed courses for Communities of Learning (CoL) leaders to strengthen

their theoretical knowledge as practitioners. Participants have used this knowledge and

experience to develop their own CoL teams, plans and actions toward achieving the joint

achievement challenges. Camilla’s evaluation skills have been employed to ensure

intervention strategies to enact positive change are well understood, monitored, evaluated,

enhanced and new practices adapted where appropriate. Camilla has a strong

understanding of qualitative and quantitative methodologies used to demonstrate the

impact of working directly with teachers and leaders in schools linked to academic

outcomes for students. Camilla is part of a team providing academic leadership of Kia Eke

Panuku to develop intervention strategies aimed at improving Māori students achievement

as Māori. Camilla was recently deputy chair of the Board of Trustees of a large secondary

school for five years.


Qualifications: Doctor of Education, MFA, Dip Tch (Secondary)

English Medium

Dr Brian Hinchco

021 626 788

Brian has held the role of regional director for the Ministry of Education

New Zealand Curriculum PLD contract. This followed his involvement as

a member of the New Zealand Curriculum (NZC) reference group

(2005–2007), and sector representative on the Ministerial National Standards Sector

Advisory Group (2009–2012). During his time as an intermediate school principal and

principal consultant he has provided significant leadership in curriculum development

including leading a number of school cluster curriculum initiatives.

Most recently Brian has worked on a major educational reform initiative where relevant

research informed the approach for working with schools and clusters of schools to identify

achievement challenges and then to design and implement a strategic action plan approach

to develop teaching capacity to address the identified challenges.

Brian has an in-depth understanding of working with diverse communities. He was first

involved with Te Kotahitanga as a lead principal in one of the Rotorua cluster of schools

(2001–2004). From 2012 he has been a foundation member of Cognition’s Culture Counts

Relationship-based pedagogy building on the research work of Professor Russell Bishop .This

followed extensive work with the cultural diversity team based in the Auckland Ministry of

Education office (2009–2012).


Qualifications

Ph.D in Education, Waikato University, Dip. Ed. Admin., Dip. Sch. Mang., Dip. Tchg.

English Medium

Selena Hinchco

021 256 8155

Selena has worked directly with clusters and ran network-wide workshops on

evidence-based practice and leadership. As a school leader, she was part of a

cluster of schools working together to raise student achievement in reading

where they analysed and used collective student achievement data, created

shared targets and ran joint PLD. Other clusters she has worked with include a small rural

cluster with a focus on writing and Mutukaroa home-school learning partnership clusters.

Selena has an in-depth understanding of assessment for learning theory and approaches

and has worked with many school leaders and teachers to develop assessment and data

expertise. She has strengths in the area of the National Standards and was part of the

national team running Ministry of Education workshops about making and moderating OTJs,

establishing National Standards and moderation procedures, and using the Aspects

Framework within the PaCT tool. She supports schools and clusters in introducing,

understanding, implementing and making use of assessment tools especially e-asTTle, STAR

and PATs. Selena is skilled in coaching and supporting leaders in practice analysis

conversations and effective collaborative inquiry, including the establishment of

Professional Learning Communities (PLCs), and designing effective systems and processes to

support authentic inquiry.


Qualifications

Master of Education (1st Class Honours), University of Waikato, Dip. Tchg.

English Medium

Denise Hitchcock

021 912 947 Denise was the Secondary Literacy National Coordinator and regional facilitator for the Secondary Student Achievement contract from 2012-2016. She is experienced in working from a culturally responsive disposition with senior and middle leaders, within a culture of inquiry, to collate and analyse data, and to develop evidence based responses to identified needs. Denise has worked extensively in schools and inquiry clusters to guide leaders and teachers through inquiry based practice. Denise’s doctoral thesis (Hitchcock, 2013), incorporated a mixed-method research design involving the collection and analysis of a wide range of data from secondary school contexts, including literacy and NCEA achievement data, interviews, observations, and documents. Based on the evidence gathered, Denise worked collaboratively with leaders and teachers to design literacy intervention programmes to improve student achievement, continuously monitoring teacher practice, student progress and subsequent outcomes for students. Denise is skilled in bringing together research and practice in order to inform proposals, plans and pedagogy. Company Education Support Services, University of Otago

Qualifications PhD (Curtin)

English Medium

Kathryn Hodson

(07) 838 4458

Kathryn is the national project manager for the PB4L Restorative Practice

implementation team and currently manages a team of seven regional and

national coordinators who work with over 120 schools in New Zealand.

Kathryn has

● a wide range of experience in education settings including teaching and senior

leadership in rural and urban schools in New Zealand

● has worked as an education consultant in the Middle East and Asia

● skills in developing achievement and evaluation indicators, feedback surveys and

other qualitative measures

● been a member of research teams providing research and evaluation skills for New

Zealand government organisations and NGOs.

Kathryn brings

● strong experience in project management, monitoring and evaluation and

assessment

● skills in adapting curriculum to meet the needs of the learner (adult or young

learner) and utilises student voice to ensure authentic real world learning

experiences.


Qualifications: BTching & Lng, PGDip(EdMgmt), PGCert Eval

English Medium

Marilyn Holmes

021 191 2400

Marilyn is a senior adviser following many years as a primary classroom teacher, senior management and senior lecturer. She is the regional coordinator in mathematics in Professional Learning and Development (PLD) and Programmes for Students (PfS), and facilitates in mathematics in schools. Her work in schools involves raising student achievement through raising the capability of teachers through collaborative, culturally responsive, inclusive approaches. Marilyn is experienced in data analysis, teaching as inquiry, supporting strong leadership practices, curriculum understanding, classroom management and organisation, content workshops, observations and can demonstrate different strategies/approaches in teaching mathematics. Although Marilyn has not worked in an established CoL, each year she supports a cluster of Lead Teachers in North Otago. She has initiated and supports a strong network of twelve schools in Australia which include early childhood, primary, and early secondary teachers.

Company Education Support Services, University of Otago

Qualifications MSc (Curtin)

English Medium

Alex Hotere-Barnes

027 309 2977

Alex is an experienced evaluation practitioner in Māori, dual and English-medium settings.

His expertise is in applying Māori-centred and developmental evaluation approaches to enhance teaching and learning in Māori-medium and other settings. Alex has a particular interest in building research and evaluation capabilities of organisations which are building engagement with Māori communities on educational issues.

As well as his experience in a range of educational settings Alex has experience in supporting organisational learning, community development and advancing hapū wellbeing initiatives.

The knowledge, skills and approaches that Alex brings to his evaluation practice include:

culturally congruent evaluative approaches to provide feedback, generate learning, and support changes in direction

designing qualitative and survey methods to capture system dynamics, interdependencies, models and emergent interconnections

producing context-specific evidence about what can enable and constrain innovation

collaboration tools and methods with those engaged in order to strengthen organisational philosophies, visions and practices

evaluation approaches that support ongoing learning, enable a project to sustain positive changes and enhance its reach into the future.

Company

CORE Education

Qualifications

2006 M.A. Hons, University of Waikato 2004 B.A. Hons, University of Waikato

2002 B.A. Victoria University of Wellington

English and Māori-medium

Associate Professor Anne Hynds

0278077966 Dr Hynds is an experienced teacher and researcher at the Faculty of

Education and Social Work. Her work is grounded in the context of

contemporary schooling and the contribution that quality teaching can make

to a socially just society. Her work centres on understanding how solidarity

develops between schools and marginalized communities, leading to

improved practice and student outcomes. She was a Director for the Kia Tu Te

Maramatanga, Supporting Communities of Learning (CoL), E2 Equity and Excellence Project,

for the Ministry of Education. This included a focus on developing the relational, evaluative,

innovation capabilities of CoL leaders and teachers to achieve equity in educational

outcomes. She was the Director of Research for the Starpath Project for Tertiary

Participation and Success, and led the summative evaluation to identify impact and

effectiveness of Phase 2. She is an Editor in Chief for the Oxford Bibliographies in Education,

Oxford University Press. At Victoria University of Wellington, she led the National Evaluation

of He Kākano: Culturally responsive leadership in 84 secondary schools and was a lead

researcher for the National Evaluation of Te Kotahitanga.


Qualifications: PhD, MA (Distinction), BA, DipTeaching

English Medium

Earl Irving

021 047 8077 Expert Adviser to three Communities of Learning, 2016. Advising and working alongside

these Communities as an independent critical friend, bringing both academic knowledge

and practical experience to build a theory of change that will guide them towards achieving

their goals (achievement challenges).

Expertise in data utilisation – building longitudinal student achievement databases, and

using this as evidence for school improvement. Building capabilities within schools to use

multiple sources of evidence (quantitative and qualitative) to improve student outcomes

and teacher capabilities.

Senior Research Fellow, Starpath Project, 2009-2015. Responsible for collating and using

data to inform school improvement in 39 low to mid decile schools.

Member of development team for asTTle and e-asTTle, with responsibility for items and

curriculum alignment. Comprehensive knowledge of assessment tools, and the effective use

of these to inform teaching and learning, formatively and summatively. High school teacher

of mathematics and deputy principal for 29 years, in low decile schools.


Qualifications: BA, BEd, MEdAdmin, PhD, DipTchg

English Medium

Dr Rebecca Jesson

0274 714 690 Rebecca is Associate Director of the Woolf Fisher Research Centre at the Faculty

of Education and Social Work at the University of Auckland. Rebecca’s expertise

involves leading Design Based Research processes that result in improvement

for schools seeking to address disparity of outcomes in literacy. She works in

research-practice partnerships, supporting schools to analyse evidence of

student achievement alongside measures of teaching, parent, student and teacher voice.

Combined, these sources of evidence provide shared hypotheses about changes to provision

that will result in improving learning processes and outcomes for students. Her approach

requires analysing variation in educational outcomes and teaching processes to build new

understandings in particular contexts. In this way, the solving on the ground problems

contributes to theoretical and empirical understandings about literacy learning. Rebecca’s

approach is to seek out what is effective for groups of students within specific contexts.

With colleagues at the Woolf Fisher Research Centre, Rebecca has contributed to a model of

successful Design Based Intervention which we call the ‘Learning Schools Model’.

Implementing and refining this approach the team have worked closely with over 85 schools

in New Zealand, 20 in Parramatta, Australia, and am currently working in 45 schools in three

Pacific Nations.


Qualifications: B.A., M.Ed., Ph.D.

English Medium

Cathie Johnson

04 802 1386

Cathie offers considerable experience in working with school leaders and teachers to

support educational improvement.

As NZCER’s Education Adviser for Assessment, Cathie’s advice and support is research

informed and practical. She challenges and supports the evaluative capability of practitioners toward

a shift in thinking about how focused inquiry improves learning and teaching. An ex-principal, Cathie

draws on experience as the informal leader of the Moutere Hills cluster (8 schools) over three years.

The Cluster focus was on interpretation and implementation of the NZC and the development of

effective pedagogy for focused inquiry.

Cathie responds to both individual and across-school inquiries from primary, intermediate and

secondary school leaders who want to undertake review of their data use in their assessment

practice. She guides them through tactical, focused questions to identify

- relevant starting points

- effective evidence gathering for signposts and direction

- individual school and CoL-wide problem definition

- focused inquiry action plans/maps

- transition information to ensure the learning pathway is seamless.

Developing viable action plans becomes coherent and manageable once the starting point is

meaningful to school leaders.

As a member of the NZCER team of Expert Partners, Cathie is able to draw on the wider

organisation’s expertise.


Qualifications

Masters Papers – Educational Futures Part 1 & 2

Experienced Principals’ Programme

Diploma of Educational Management, Canterbury Bachelor of Education, Canterbury

Diploma of Teaching, Wellington


Sandra Joseph

021 903 947 With thirty years of experience in education and a background in primary school teaching, Sandra has worked in various leadership roles both within schools and as a facilitator supporting schools. Sandra’s teaching and school leadership experience has been mainly in low decile, large urban schools. Her current work in Education Support Services has enabled her to develop a deeper understanding of Teaching as Inquiry, developing self-sustaining models for building competence and reflective practices including supporting teachers and leaders to use assessment data for improving student outcomes. Facilitation has been across various regions in the North Island of New Zealand. Previous work in School Support Services (2008-2010) involved supporting the effective implementation of the New Zealand Curriculum through Network Learning Communities (NLC), a Ministry of Education initiative. These NLCs were based on partnerships between school leaders across schools in the Northland and Auckland regions. Functions within this initiative included supporting school leaders with change management, collaboratively establishing requirements for school strategy and action plans going forward. Company Education Support Services, University of Otago

Qualifications MEd (Hons) (Auckland)

English Medium

Mākere Karatea

0223265961 Mahi Tahi: Āta kōrero - carefully and deliberately work together.

Establish meaningful, respectful and culturally responsive relationships

Use of Rukuhia Rārangahia to underpin inquiry and capability building Broker effective and complementary learning communities within and between kura

Wānanga: Āta wānanga kia tika - research and deeply reflection

Ability to critically analyse local school and aggregated data across schools to identify achievement challenges, to make evidence based professional and strategic decisions

Critique local theory of action to examine the impact of teacher practice and school systems on ākonga outcomes

Whanaungatanga: Āta tohutohu - carefully designate roles and responsibilities. Ability to: build robust leadership and evaluative capabilities to sustain and facilitate further

transformation

have the challenging conversations in order to focus on student engagement and achievement

Rangatiratanga: Āta whakamārama - clarity about what is to be done. Ability to: support the development of a localised theory of action co-constructing rubrics and quality indicator scales to measure shifts make information understandable for multiple audiences

Ako and Mātauranga Māori - engaging in continuous and sustained learning. Ability to: manage interactions effectively by using e technology unpack Māori medium education initiatives at local and national levels develop personal and localised ways of capturing achievement

Company Kia Āta Mai Educational Trust

Qualifications Post Graduate Diploma (Education)

Māori Medium

Micheal King

027 272 0704 Micheal is currently working with 15 school leaders in the Northland

region to deepen and develop their leadership, pedagogical

understanding and reflective practice. He is responsible for driving

inquiry practice, collaboration and effective leadership approaches across the group and

across their schools.

Micheal is the regional director for Auckland and Northland and the cultural responsive lead

director for the National Aspiring Principals programme. NAPP is focused on developing

cultural responsive leadership dispositions for 21st Century learning environments.

Micheal was the project manager for an extending high standards project to build cultural

responsive practices with school leadership teams and classroom practitioners. He

facilitated professional coaching and mentoring with principals; professional development

with classroom practitioners to support classroom observations; developed self-review tools

and led in-depth scoping and the evaluation of school effectiveness reviews.

Micheal has undertaken both Iwi and community consultation as part of his governance

facilitation role, when working with the Establishment Board of Trustees of new schools.

Micheal has been responsible with working alongside Iwi chairs and hapū representatives to

ensure that Māori perspectives, input and ways of working are acknowledged and used to

ensure that schools and iwi based outcomes are reached, using the appropriate manner.


Qualifications

Bachelor of Tchg

English Medium

Ben Laybourn

027 641 7249 Ben is a team leader for Evaluation Associates and has worked in education for 18 years, with the last three in professional learning and development in the area of school leadership and assessment. He has a background as a secondary deputy principal and a primary and secondary teacher.

Ben’s core expertise is in effective leadership. He has supported principals, middle and senior leaders to build collective visions and embed robust learning cultures across and between schools, showing real depth in strategic thinking and planning. One of Ben’s strengths is supporting leaders and teachers to develop robust inquiry processes and plans to address achievement issues. Ben has worked with a number of CoL to help them analyse their data and make evidence-informed decisions - he is many school’s go-to person on all things involving data and analysis, both across schools and within schools, with skill in taking large data sets and distilling them down to patterns and trends. Ben has also led literacy and curriculum development in secondary schools, focusing on effective pedagogy across all curriculum areas and for all students.

Ben has an unrelenting on improving outcomes for students. As a facilitator with Evaluation Associates he has been training in both open-to-learning methodologies and evaluative practices and assessment for learning.

Evaluation Associates

Bachelor of Science degree (Biochemistry and Chemistry) and a Diploma of Teaching

(Primary).

English Medium

John Leonard

027 722 0777

John (Ngāti Rangiwewehi, Ngāti Raukawa, Ngāi Tūhoe) has had 16 years

experience as school principal and led school reform and change in

collaborative teaching, restorative practice and culturally responsive

pedagogies. John has previously held the position as the Kaiārahi of the

Southern Professional Learning consortium for Te Tapuae o Rehua.

During this time John managed Professional Learning and Development contracts working

with the directors of UC Ed Plus and UO Education Support Services, team leaders and

facilitators. He led the process of Iwi engagement with mana whenua in Te Tau Ihu and

Central South regions.

John is well versed in post-earthquake leadership and received a Canterbury Earthquake

Award for services to his school community. In 2013 he receieved the Canterbury Primary

Principals Association Fellowship and travelled to Alaska and Hawai’i to investigate their

approach to culturally responsive practice.

He has been the leader of the Waitaha Māori Medium Cluster in 2015 and provides expert

support for a Teacher Lead Innovation Fund project that involves eight Māori Medium

programmes.

In partnership with Te Rūnanga o Ngāi Tahu, John leads the implementation of Huakina Mai

in Canterbury Schools. He is a member of the Canterbury Māori Rugby Council.

Company: Kaha Education

Qualifications: Diploma of Primary Teaching 1989, Hoaka Pounamu Graduate Diploma in

Bilingual and Immersion Teaching 2008, Bachelor of Teaching and Learning 2009,

Postgraduate Diploma in Education 2016.

English/Maori Medium

Jill Lunn

(07) 838 4458

Jillian (Jill) is primary trained teacher and had been a successful principal in New

Zealand for 10 years. She has also been the National Director of the National

Aspiring Principals’ Programme (NAPP) 2011-2016.

Jill has

● been a Leadership and Management facilitator in Auckland working to

support schools with the development of the New Zealand Curriculum

and culturally responsive practices

● managed the NAPP which included up to 200 aspirants each year and a staff of 20

kaiarahi to ensure the development of leadership capability to improve school

outcomes

● been an international educator working in and with diversity to lead change and

improve outcomes

● been trained by the School Trustees Association to be a STA BOT trainer.

Jill has

● an extensive knowledge of building leadership capability for improved outcomes in

schools, and innovative thinking

● experience to support the development of the New Zealand Curriculum in schools.

Jill can

● work collaboratively with teachers and leaders to design and develop innovative

processes for evidence informed action planning

● support and guide collaborative review and improvement processes

● coach educational leadership at all levels of schooling to grow inclusive practice and

moral purpose for equity.


Qualifications: M. EdL (Hons), Grad Dip, Ed.Leadership, TTC

English Medium

Nick Major

027 350 5434

As a primary school principal for 21 years, Nick is passionate about

working alongside school leaders at all levels to guide and facilitate

their personal and professional growth, and to support them to

navigate the challenging, complex, and often competing demands of

leading teachers, schools, and CoLs. He has recently worked as a leadership coach with the

National Aspiring Principals’ Programme. Nick understands the need for leaders to develop

new pedagogical understandings and insights, and adopt new and innovative leadership

practices.

Nick has expertise in:

Providing school leaders with effective leadership coaching and mentoring, (face-to-face and online) to guide, support, and strengthen their practice.

Facilitating school leaders to plan, implement, and evaluate Leadership as Inquiry and leading change initiatives, using theory of action/action plan frameworks and processes.

Facilitating and advising school and CoL leadership performance appraisals. Conducting performance appraisals and 360 feedback reviews, using on-line surveys

and face-to-face interviews. Facilitating team-building and developing shared understandings and effective ways of

working together. Facilitating effective strategic planning and review. Guiding leaders in planning, implementing and maintaining transformative change. Facilitating school effectiveness reviews, using ERO’s six dimensions framework. Advising boards on principal appointment processes. Facilitating professional learning groups within schools and clusters.

Company

CORE Education

Qualifications

2016 Dip. Professional Coaching (pending), Southern Institute of Technology

1990 M.Ed. (Dist.), University of Canterbury

1974 B.Sc. University of Canterbury

1976 Graduate Dip. Tchg Christchurch Teachers’ College

1975 Dip. Tchg. (with Commendation) Christchurch Teachers’ College

English-medium

Jan Martin

(07) 838 4458

Jan is the Director of the Institute of Professional Learning: Te Whai Toi Tangata

and the Associate Dean, Professional Learning at the University of Waikato. She

began her leadership career as a sole-charge principal.

Jan has

● extensive experience as an educational leader and project manager

● directed the national pilot programme for aspiring and potential principals

● led professional development programmes as a school principal, as the

coordinator of the School Support Services Leadership and Management team, as

Director, Continuing Education and in her current role

● worked with adult educators in REAP programmes, in Community Education, as a

school principal and as a school adviser

● researched issues facing education in rural and remote areas

● qualified as a master trainer for the Ontario Principals’ Council International School

Leadership Certificate

● worked with clusters of schools in both Wairoa and Kawhia, supporting them to

work collaboratively to improve teaching and learning.

Jan can

● work with school leaders to develop leadership capacity and capability to improve

student outcomes

● understand the special nature of rural and remote schools

● activate the involvement of parents, whānau and the wider community in

educational organisations.


Qualifications: M. EdL (Hons), BA SocSci, DipT, DipEd, HDipT, DipT, Grad Dip Dispute Resolution

English Medium

Marie McCarthy

027 55 33 082/ 09260 4363 I am both Maori and Samoan and have worked as a lecturer in the tertiary

education sector for the past sixteen years (Education, Teacher Education and

Maori Development). I started my career in primary school teaching and have

taught both in NZ and abroad. In addition to such I have also worked in both

the public and private sector as a researcher, this includes research work with

Colmar Brunton International, TNC Market Research Company and Gravitas

Research Strategy. I have also held a Senior Research Fellowship with the

University of Auckland on the pilot of the Growing in New Zealand: Longitudinal study. I

have two children who have been in Immersion Maori education and during that period

have been a Board of Trustees member and a participating whanau member in their

education. I currently lecture on the Bachelor of Teaching degree for Te Whare Wananga o

Awanuiarangi and in the process of completing my PhD on the impact of economic policies

on Maori participation in education.

Company Te Whare Wananga o Awanuiarangi

Qualifications Trained Teacher Certificate (1983); Diploma of Education (1984(); Bachelor of

Education (1984); Master of Education (1994); PhD (enrolled)

English and Maori medium

Sue McDowall

04 802 1393

Sue McDowall is a senior researcher at NZCER with recognised expertise in literacy

teaching and learning, and experience working with school leaders and teachers.

Her research in literacy has covered: curriculum literacies; multiliteracies; integrating key

competencies into guided reading programmes; literacy teaching and learning in e-learning contexts;

and literacy home-school partnerships. Sue has led evaluations of the Literacy Professional

Development Project and Reading Recovery.

Sue has a deep knowledge of The New Zealand Curriculum and has been involved in research

projects on: the key competencies; future–oriented education; and games for learning. She was a

co-author of the book Key competencies for the future.

Sue has extensive experience with teacher/researcher partnerships through over a decade on the

TLRI selection panel and as a critical friend to the leaders of many TLRI projects in primary and

secondary schools. She has worked alongside teachers on many research projects, including the

teacher-led, e-fellow inquiries into teaching language, literacy, and the arts in e-learning contexts.

She recently led a project for the Ministry on the Teacher-Led Innovation Fund projects:

Implementing teacher-led inquiry: What matters?

As a member of the NZCER team of Expert Partners Sue is able to draw on the wider organisation’s

expertise.


Qualifications

M.Ed (Distinction), Victoria University of Wellington

BA Hons: English (First class), Victoria University of Wellington

B.Ed: Education and English, University of Canterbury

Dip Tchg, Christchurch College of Education


Gayle McIlraith

027 555 4600

Expert partner in:

Working with a Learning and Change Network cluster to enable

the cluster to build a strong collective commitment to lead

learning informed by critical thinking, developing hunches and

challenging beliefs and assumptions

Building teacher and leader collaborative inquiry and evaluative capability to shift

student outcomes

Change leadership and the building of relational trust and respect

Using data to improve practice and accelerate student achievement

Developing student agency that impacts positively on student engagement,

participation and accelerates student learning

Enabling schools to work collaboratively in order to co-construct their theory of

improvement, problem solve strategically and challenge existing practices

Supporting school leaders to develop their collaborative inquiry to improve learning

at all system levels

Working with leaders and teachers to integrate modern learning pedagogy and

digital technologies that impacts positively on student learning

Working with clusters of schools to regularly monitor and evaluate progress through

the use of qualitative and quantitative data based on in-depth knowledge of

assessment practices


Qualifications: Masters in Educational Administration (Massey University), Advanced

Diploma of Education( Auckland Teachers College)

English Medium

Rachel McNae

(07) 838 4458

Rachel is Director of the Centre for Educational Leadership Research and

Associate Professor of Educational Leadership at the University of Waikato.

Rachel is

a trained and fully registered teacher, an experienced facilitator and academic researcher

President of the New Zealand Educational Administration and Leadership Society (Waikato)

Coordinator of the postgraduate programme of Educational Leadership Director of the Waikato Young Leaders Academy.

Rachel has

significant experience in teaching, innovative research design, project management, facilitation of change processes, and monitoring and evaluation

extensive professional networks to establish and support innovation in education worked with schools to support individuals and groups through change processes

and organisational cultural shifts. In her work Rachel

creates educationally powerful connections with professionals across and within contexts of learning

values dialogue and professional autonomy commits to matters of social justice and evidences a clear and inclusive

understanding of leadership as a relational phenomenon contributes to the academic and strategic development of educational leadership at

national and international levels through her work in the professional learning area.

Rachel’s work is research-informed and her academic papers shared both in New Zealand and overseas, focus on innovative learning environments - implications for educational leaders, school leadership for social justice, women in leadership, global citizenship, learner agency, youth leadership and student voice and culturally responsive leadership formation.


Qualifications: PhD, EdD (Part 1), PGDip Ed (distinction), B.Ed, B.LS, DipT

English Medium

Mary Anne Mills

021 823 955

Mary Anne has extensive professional knowledge and a strong national

reputation from working across the education sector in design,

development and implementation of PLD programmes, particularly

focused around curriculum and pedagogical change. She has been

involved in strategic leadership of many national and international

projects.

She has held leadership roles in the secondary and tertiary sectors, as well as in the Ministry

of Education as the project manager for the redevelopment of the draft New Zealand

Curriculum (NZC).

Mary Anne has expertise in a number of areas:

As a curriculum design specialist she has:

deep knowledge of the New Zealand Curriculum

led a number of whole school curriculum reviews (primary and secondary)

designed local curriculum with schools and communities

worked with schools implementing curriculum and pedagogical change

She has deep experience in the use of tools:

self-review frameworks and models including the use and application of tools to identify, map and measure impact and progress and to contribute to review and visioning.

She works with schools and boards to:

develop Education Plans that outline the vision and pedagogy that drives school

planning for rebuilds or new schools.

develop and implement strategic plans with strong focus on achievement outcomes.

Company

CORE Education

Qualifications 2005 M.Ed. Deakin University, Melbourne

1974 Dip. Tchg. Christchurch Teachers’ College

1973 B.A. University of Otago

English-medium

Nigel Mitchell

021 277 6664 Nigel was Secondary English Facilitator and National Coordinator in the Secondary Student Achievement contract from 2013-2016. This involved working with senior leadership teams, middle leaders and members of the school community to analyse quantitative and qualitative data to develop a shared understanding of specific achievement challenges from which to develop achievement plans, teacher PLD programmes and changes of practice, using the Teaching as Inquiry process. Nigel’s practice is informed by the knowledge that challenging assumptions in a collaborative, safe environment is an essential part of facilitating meaningful change that can result in shifts for priority learners. Co-constructing a culturally responsive kaupapa in which the mana of all participants is acknowledged and in which their voices can be heard, opens the way to genuine dialogue about achievement data. Nigel has also facilitated inquiry clusters of middle leaders from secondary schools within regions, and talanoa with key members of a school community, including leaders of contributing primary schools, church leaders and Tokelauan, Samoan, Nuiean and Maori whānau. In the latter setting, Nigel was able to use a culturally appropriate approach (talanoa) to open dialogue between stakeholders that lead to a mutually agreeable action plan.


Qualifications MA (Hons) (Canterbury)

English Medium

Dr Wendy Moore

021 306 933

Wendy is an education consultant for Evaluation Associates. During 2016 she has supported CoL in a critical friend role through their establishment phase. She works in a range of schools in the areas of school leadership, assessment practices, appraisal and she is also an experienced evaluator.

Prior to joining Evaluation Associates Wendy was the Bachelor of Education (primary) degree programme leader and practicum leader at the School of Education, AUT. She was also a senior lecturer within this programme. She has a lengthy history of working with teachers to support their professional development and lectured for over 10 years on professional inquiry and practice.

Wendy has supported a wide range of leaders to develop their leadership skills. Leaders appreciate her first-hand experience as a leader herself and her ability to promote effective relationships with high expectations.

Wendy has published papers and presented at a range of conferences nationally and internationally. In 2013 she won the outstanding early researcher award at the British Education Research Association conference in Manchester, UK and in 2012 she won the Vice Chancellor’s academic staff doctoral study award.

Wendy is highly experienced in appraisal pedagogy and practice and provides workshops for leaders on teacher appraisal, focusing on the pedagogy and practices of effective appraisal.


Education Doctor of Education (EdD), Master of Educational Management (MEdM), Bachelor

of Education (BEd) and Diploma of Teaching (DipTchg).

English Medium

Michele Morrison

(07) 838 4458

Michele is a senior lecturer in educational leadership at the University of Waikato and is Informed by extensive practitioner experience.

Michele has

● developed and taught postgraduate coaching and mentoring qualifications

● researches tertiary pedagogies for leadership formation ● co-facilitated three biennial, cross-sectoral leadership institutes with educational

leaders from New Zealand and abroad. Michele can

● assist school leaders and leadership teams to develop and implementing coaching and mentoring cultures

● explores the centrality of context in change leadership, leadership for social justice, and educational governance

● prioritise educative processes that privilege lived experience and a concern for the humanity of leadership.

Michele’s research, teaching and professional activities focus on the professional formation of educational leaders through dialogic praxis. Recently published work focuses on mentoring for personal transition, school context, and school leadership for social justice.


Qualifications: M.EdL, PGDipEdL, BA Hons, BA, DipT

English Medium

Ella Newbold

0275880440

Ella is of Te Whanau a Rakairoa and Ngati Tipa descent. In the last 12 years

she has worked with school leadership teams in Kura Kaupapa Māori and a

range of Māori medium settings to lead change using strategic planning,

systems management and build evaluative capability in teachers and leaders.

This work has required an inquiry based approach inclusive of all

stakeholders that meets their needs. In order to meet these needs, an analysis of data

according to agreed identified needs is conducted, action plans to address needs are co-

constructed, developed, implemented and monitored. The collection of qualitative and

quantitative data across the implementation and delivery of the action plans enables

ongoing critical evaluation of both the project, its delivery and the impact. This is necessary

for ensuring that the inquiry approach remains a responsive and an iterative model that

pays attention to those aspects of practice most important to focus on.


Qualifications: Diploma of Teaching, Secondary. Masters of Science (Honours). Bachelor of

Science

Maori Medium

Dr Pam O’Connell

027 589 1480

Pam is a principal consultant at Cognition Education.

She is currently co-director of Te Kākahu, an iwi-led PLD response in the

Whanganui rohe. She works alongside five iwi in this mahi which focuses on educational

success as Ngā Iwi. The project supports schools to better understand iwi education plans,

implements relational pedagogies, and connects curriculum design to place-based learning

contexts.

Pam has wide experience relevant to the role of expert partner to CoL. She has:

deep knowledge of assessment tools and valid approaches for monitoring teacher

and leadership practices and accessing and analysing student, whānau and

community voices as part of inquiry for schooling improvement. (LPDP, 2004–2010,

Teacher Led Innovation Fund panel 2015-2016)

managed national literacy PLD programmes, undertaken research and evaluation

activities alongside project implementation (LPDP, 2004–2010)

designed system level interventions for literacy and leadership (MFAT, Tonga,

Solomon Islands and Cook Islands, 2013)

co-written national-self review tools, (NZ MOE for teachers, school leaders and BOTs

(2012)

facilitated relational pedagogies (Culture Counts, 2013–2014)

worked on the issue of youth disengagement in New Zealand schools, closely

focusing multiple and seamless pathways for all learners (Pathways, 2014–2015)


Qualifications

2010: PhD in Education, University of Auckland

English medium

Jill Parfitt

021 512 580

Jill has worked with many schools on PLD over the last 15 years, after working

as a secondary and intermediate teacher.

Collaboration across partnerships to improve learning

Jill has worked across multiple organisations to establish and maintain collaborative learning,

cohesion, focus on improvement and providing quality PLD to schools and kura including: working

with English and Māori medium experts to improve outcomes for Māori learners; culturally

responsive inclusive communications and actions; active listening; asking challenging and supportive

questions.

System development and change management leadership

She has experience in developing systems through collaborative self-review to evaluate capability

against expected outcomes; strategic planning, implementation, monitoring and evaluation to

ensure change in practice; monitoring to identify cross-organisational needs and ensure they are

responded to.

Building evaluative capability and data literacy

Jill led reviews of data about the impact and influence of PLD. Data analysis informed decision

making, design and monitoring of PLD action plans, coaching and mentoring, to strengthening

evaluative capability.

Quality assurance and project management

Jill was responsible for developing, leading and monitoring quality assurance processes across

multiple organisations to ensure quality facilitation across 18 PLD contracts.

As a member of NZCER’s team of Expert Partners, Jill is able to draw on the wider expertise of the

organisation.


Qualifications

M.Ed (Honours), The University of Auckland

Postgrad diploma business administration: The University of Auckland

B.Ed: Massey University

Dip Tchg, The University of London


Jacqui Patuawa

0274482661 I have had a varied background as a principal, mentor, facilitator at the

Principal Development Planning Centre, and as Director of the First-time

Principals’ Programme, and am now the Associate Director of The University

of Auckland Centre for Educational Leadership (UACEL). During my time as a

principal I led an ICT PD Cluster and shared the leadership of an EHSAS

Cluster. My most recent work has focused on mentoring principals, developing leadership

tools and workshops, and designing school improvement programmes. My approach to

leadership development is grounded in a strong research and evidence base. I believe that a

strong focus on effective problem solving (identifying and evaluating theories-of-action)

through conversations that are simultaneously tough on performance issues and

maintaining relationships and that are explicitly linked to focussed goal / target setting will

enable better outcomes for all students. I am an accredited Open-to-learning™ (OTL™)

Leadership facilitator and trainer of others, an experienced mentor and have supported

numerous schools in their school improvement journey.


Qualifications: Masters of Educational Leadership (1st class honours). Doctorate in progress

English Medium

Gary Pearce

021 624414 I have over twenty years’ experience as a school Principal in a variety of schools.

As a leader, I successfully led change focused on improving social and academic

outcomes for students.

I worked as a facilitator and mentor for the First-Time Principals’ Programme

from its inception in 2002. I mentored over thirty Principals as a critical friend,

working with them to develop and implement action plans to improve student achievement.

Since 2013 I have worked as a contractor to schools and the UACEL. I worked for two years

with Learning and Change Networks to formulate theories of improvement relevant for

particular contexts and to develop, implement, and evaluate improvement plans for student

achievement. I facilitated workshops for CoL Leaders at the Education Council Forums in

2016 and have experience and understanding of the processes CoLs work through as they

establish themselves and begin to operate. I have facilitated for the UACEL Growing Great

LeadersTM programme and am an accredited trainer for Open to Learning LeadershipTM.

Currently I am also working as a leadership development advisor in the Solomon Islands.


Qualifications: B.A., M.Ed. Mgmt (1st Class Hons), Grad. Dip. Tchg.

English Medium

Kay Penniall

0275554637 I have extensive experience working with school leaders to collate and interpret

data with an emphasis on collaboratively developing appropriate change

strategies to raise student achievement with a particular focus on Maori and

Pasifika students. Much of this work has been in low decile, multicultural schools

where I have maintained a focus on developing culturally sustaining pedagogies.

Theories for improvement have been co-constructed using evidence based practice.

Evaluative cycles have been set up by myself and school leaders to monitor the impact of

changed practices on student engagement and achievement. My role has often been that of

a critical friend supporting leaders to evaluate the effectiveness of their actions in leading

change.

I have worked with clusters to develop consistent approaches for

National Standards evaluation

culturally responsive pedagogy and inclusive curriculum

interpreting data

developing theories for improvement, gathering evidence to evaluate improvement

developing professional learning communities

change management

In 2016 I worked with three Team Solutions facilitators to plan and deliver a series of nine

workshops to support CoL leaders to develop theoretical and practical knowledge relevant

to leading in a CoL environment.


Qualifications: Med(Hons), PGDipEd, BEd

English Medium

Miriama Postlethwaite

0273061627

I am of Maori descent and have worked as a lecturer in the tertiary

education sector for the past twenty years (Education, Initial Teacher

Education and Treaty of Waitangi Education). I started my career in primary school teaching

in South Auckland, trained as a reading recovery teacher and one of the first trained Maori

reading recovery tutors based in Invercargill working with Primary teachers in the Southland

region. In addition, I have worked in the area of quality assurance managing and developing

academic policies in the Academic development Unit at Unitec in Auckland and the Maori

Development Unit (MAIA) assisting Maori learners with their studies. I have three children

who have been through kohanga reo and Kura Kaupapa Maori schooling and during that

period have been a Board of Trustees and most recently as a ministerial appointment on the

establishment board of trustees for Tarawera High school in Kawerau. I am on the New

Zealand Ethics Committee currently reviewing ethics applications and policies in relation to

Maori cultural ethics in research. I presently lecture on the Bachelor of Teaching degree for

Te Whare Wananga o Awanuiarangi and the Bachelor of Humanities degree, also having

completed my PhD on motivations of Maori scholars during doctoral study.

Company Te Whare Wananga o Awanuiarangi

Qualifications Bachelor of Arts (1980); Diploma in Teaching (Primary) (1990); Master of

Education (2002); PhD (2016)


Allan Powell

021 595 484

Allan is a team leader and experienced education consultant for Evaluation Associates, with over a decade of experience in professional learning and evaluation. Allan has worked as a leadership and assessment facilitator for a number of years and has a wealth of knowledge of assessment-for-learning principles, how to grow students’ ‘learning to learn’ skills, and the skills leaders need to build a learning-focused schools and communities of learning.

One of Allan’s strengths is in supporting leaders and teachers to develop robust inquiry processes to address achievement issues. Allan has a great deal of skill in collecting, collating, analysing and interpreting assessment information, and how to use it to meet the diverse needs of students. He has a wide range of experience in both developing programmes to meet agreed outcomes and the evaluation of those programmes.

Allan has specialist expertise in Open-to-Learning (OTL) conversations. In addition to supporting schools in this area, he has acted as tutor and marker for post-graduate studies in OTL conversations and supported Viviane Robinson in OTL research at the University of Auckland. His Master’s degree dissertation focused on OTL theory and practice. In 2016 he has supported a newly formed CoL through the establishment process.


Education Masters of Professional Studies in Education (First Class Honours), Bachelor of

Music Education and Diploma of Teaching (Primary) from the University of Auckland.

English Medium

Dr Brendon Te Tiwha Puketapu

022 696 4197

Te Tiwha has been a principal consultant for Te Puna Mātauranga o Whanganui

since 2010. He provides leadership, direction and executive management

capability for iwi education strategy and policy, research and initiatives. Te Tiwha has led iwi

and whānau partnerships with education providers focused on learning support systems,

achievement and success as Ngā Iwi. These initiatives have included attention to the

following:

whānau, iwi and tauira voices contributing to improvements in delivery and results

Māori literacy – identity, culture and language

learning relationships between tauira, whānau and pouako

governance training for boards of trustees

curriculum design, place-based learning and learner pathways

whakapapa, tikanga, wānanga understandings and practices in education.

Te Tiwha is the co-director for Te Kākahu, an iwi-led PLD response for secondary schools in

the Whanganui region. He is responsible for negotiating and activating purposeful

collaboration with multi-iwi, schools and agencies. There are five iwi in this relationship

alongside nine secondary schools with a focus on educational success as Ngā Iwi.

Te Tiwha leads Ka Hikitea Express Hubs, an iwi-driven project to support tamariki and

mokopuna focused on needs and gaps in order to achieve NCEA Levels 1–3. This project

involves six secondary schools with a high percentage of Māori and Pasifika on the school

roll.


Qualifications

Ph.D in Philosophy, Massey University


Anne Purves

021 446 860 Anne is an experienced education leader and professional development specialist. She has worked as a leadership and assessment for learning PLD facilitator for a number of years. Anne, in her assessment for learning work, has had years of experience in providing high quality reporting for Ministry contracts that has included the reporting of shifts in leader and teacher practice as well as shifts in outcomes for students.

Anne's has deep knowledge of curriculum development with particular curriculum strengths in science and technology. She has expertise in inquiry learning and creating authentic learning opportunities for students. Her strengths include supporting schools to develop culturally responsive pedagogies to address the needs of diverse learners. She has great skills in supporting schools with high levels of underachievement to develop evidence informed inquiry to drive change Study and learning in open-to-learning theory, to an advanced level, has supported Anne in her work in schools.

Anne works effectively with leaders to improve learning outcomes for students through inquiring into their leadership capability and through principal appraisal. She is skilled at developing learning communities within and across schools.


Education Diploma of Teaching (Primary), Graduate Diploma in Technology Education,

Masters of Education (with a thesis on Science Teaching and Learning)

English Medium

Cheryl Pym

021 190 1317 Cheryl’s work as national facilitator demonstrates understanding of the contextual influences on PLD. This informs the use of teaching as inquiry, coaching methodology and data analysis to identify what is happening for the students focussed on achievement, engagement, curriculum design, embedded discipline specific literacy, pedagogy and assessment matters. She has successfully established and maintained inquiry clusters across Otago, Southland and Taranaki focused on evidence and data to improve student outcomes. Problem definition is part of each individual’s action plan and the cluster has an overarching goal and action plan to guide the work. Collaborative and individual inquiries are guided with specific feedback given to maintain acceleration of student achievement. Diagnostic tools and practices are used to ascertain the focus using an appreciative approach to draw together the range of needs in the group. Smart tools are developed and used to monitor the progress in the cluster. This keeps the focus on student achievement over time. Tracking of students using NCEA and other achievement data has been a specific focus of the work to ensure the acceleration of focus students. Cheryl’s experience in Research and Development in the Ministry of Education Instep project rounded in Activity Theory and Intervention Logic. Company Education Support Services, University of Otago

Qualifications MEd (Massey)

English Medium

Morgan Rangi

027 807 7956

Morgan is currently working alongside Communities of Learning as an expert

partner in the Kia Tu Te Maramatanga, Supporting Communities of Learning

(CoL), E2 Equity and Excellence Project development work, for the Ministry of

Education. This project has involved field testing of tools, processes and protocols to

develop relational, evaluative, improvement and collective capabilities across Communities

of Learning. One of Morgan’s specialty areas of expertise is around data utilisation, data

analysis and the development of data tools to assist schools with tracking and monitoring of

student achievement. Morgan also offers in-depth knowledge and experience in course

design, assessment and student achievement in Mathematics and Statistics while working as

a facilitator for the senior secondary achievement contract, Team Solutions, the University

of Auckland.


Qualifications: Diploma of Teaching (Secondary), University of Auckland. Bachelor of

Science, University of Auckland

English Medium

Cath Rau

021 420 666

Ngāti Awa, Ngai Tūhoe

My approach to supporting Kāhui Ako and COLs to transform

practice in the service of ākonga is based on the following

principles and values.

Āta wānanga kia tika - Regularly inquiring and deeply reflecting on the moral purpose and

effectiveness of the work through wānanga to ensure we are making a real difference for

the ākonga who need it the most in real time

Mahi Tahi - Committing to working collaboratively together and learning from each other in

ways that recognise everyone has a contribution to make while being prepared to give

priority to the approaches and solutions that are in the best interests of ākonga

Whanaungatanga- Understanding that the quality of outcomes from kaupapa that have

been jointly constructed are a direct reflection of the quality of the relationships of

everyone committed to the work

Rangatiratanga – Strengthening everyone’s capability in mana enhancing ways in to order to

achieve desired outcomes and sustain new ideas and approaches moving forward.

Company Kia Ata Mai Educational Trust

Qualifications Masters of Education with First Class Honours (University of Waikato) 1994

Māori Medium

Marama Reweti-Martin

(07) 838 4458

Marama is a PLD facilitator and Regional Coordinator for Tumuaki and

Management at Te Whai Toi Tangata: Institute of Professional Learning. She is

primary trained with over 15 years’ experience as a Principal in English and Māori

medium settings.

Marama has

● supported kura leaders to develop key leadership, management and

strategic attributes and implement critical systems that enhance student success and

achievement in their schools and communities

● had an integral role in the research and promotion of pakirehua - a Māori

perspective and approach to inquiry

● been a principal mentor and appraiser, supporting them to navigate the many

demands of their role and responsibilities

● supported schools to develop school based curriculum which integrate a dual

medium approach.

Marama is

● exploring Māori frameworks for inquiry with an emphasis on collaborative inquiry

● using and sharing Māori theoretical perspectives to enhance thinking and learning in

both Māori and English medium contexts.

Marama can

● provide in-school PLD support for leadership, management and assessment for

tumuaki, middle and senior leaders in Māori medium and Dual medium contexts.


Qualifications: M.Ed, BA, DipT, PGDip(School Mgmt)

Māori Medium

Kate Rice

021 793 771 Through her work in Assessment to Learn (AtoL) as well as primary and secondary science facilitation, Kate has honed her data gathering and analysis skills to support decision-making processes to identify areas of concern and develop strategic action plans to improve achievement in years 7 -13. The key to this work has been engaging school leaders and teachers in the development and implementation of action plans to address these problems. Ongoing monitoring and evaluation has strengthened teachers’ responses and inquiry into identified problems and led to evaluative reports that compare the progress made by management, teachers and students as a result. Kate’s National Coordinator role in Sciences has recognised her skill base in building scientific literacy across all levels of science. Her Doctorate in Education research on effective professional learning approaches for Science, resulted in Kate refining her facilitation approaches in Primary and Secondary Science to incorporate culturally responsive learning and assessment contexts such as formative assessment, NCEA, National Standards. This includes facilitating teachers’ reflection on current teaching practice and considerations of its impact on student outcomes and ways to enhance student engagement and achievement through teaching and learning approaches linked to local science contexts. Company Education Support Services, University of Otago

Qualifications EdD (Otago)

English Medium

Janelle Riki-Waaka

021 611 895

Janelle’s career has been dedicated to improving teaching and learning

programmes to enhance success for all Māori children, knowing that

what works for them will also work for other students. She has

considerable teaching and leadership experience in both English-

medium and bilingual education settings and a deep understanding of the ways teaching

and learning programmes can be enhanced with the integration of ICT.

She has been a provider of tailored professional learning services for schools and Māori-

medium kura as well as a navigator in the Grow Waitaha programme supporting

Christchurch schools.

Janelle’s expertise covers:

Culturally responsive and bicultural practice (English-medium)

Cultural audits of school practices.

Gathering voice from Māori students and their whānau to inform future directions.

Using data and student voice to create a Māori responsiveness plan.

Change leadership (English and Māori-medium)

Redeveloping school’s/cluster’s vision, values and personalised curriculum.

Evaluating pedagogy and practices to ensure they reflect future-focused education.

Supporting leadership of change within the school community.

Establishing meaningful relationships with whānau and local iwi to support the re-design of school curriculum so that it better reflects local history, reo and tikanga.

Teaching as inquiry (English and Māori-medium)

Identifying target students from analysis of achievement data.

Collecting and analysing qualitative and quantitative data about students from multiple sources.

Company

CORE Education

Qualifications

2016 (in progress) Certificate in Engagement. International Association for Public

Participation Australasia

2012 M.Ed. (First Class Hons.) University of Canterbury 2007 Post Graduate Dip. In Bilingual and Immersion Teaching. University of Canterbury

2004 B. Ed. (Primary) University of Canterbury

English and Māori-medium

Dr Jenny Robertson

027 235 8934 Jenny has experience monitoring and evaluating professional learning

and development initiatives across primary and secondary, English and

Māori medium schools. Her schooling improvement practice is

embedded in collaborative inquiry-based approaches to develop leader

and teacher knowledge and practices that maximise outcomes for all

students.

She has expertise in the development of purpose-designed tools and processes for

collecting data from leaders, teachers, students, and community. She has comprehensive

knowledge of The New Zealand Curriculum and student achievement data, especially NCEA

data. She has extensive experience analysing data to identify schooling improvement goals

and to determine professional learning needs required to meet these, as well as using data

as evidence to evaluate and report the impact of changes to leadership and teaching

practice on student outcomes.

Jenny has worked with senior and middle leaders as a critical friend to develop pedagogical

leadership and to support the collection of data to show development of effective

leadership practice. As a secondary school teacher, Jenny’s expertise involved effective

teacher pedagogy that was responsive to the learning needs of diverse students and

communities.


Qualifications: PhD, MEd, BSc, Diploma of Teaching (Secondary)

English Medium

Jan Robertson

(07) 838 4458

Jan Robertson is a senior leadership academic, currently employed as a researcher in the Institute of Professional Learning: Te Whai Toi Tangata. She held the role as Academic Director for the National Aspiring Principals’ programme, working with school leaders and coaches across New Zealand.

Jan can

● support and challenge leadership development and professional learning in schools and groups of schools

● work in partnership with Māori and has a strong commitment to honouring New Zealand’s dual cultural heritage and challenging schools on this journey of leadership.

Jan has

● worked extensively in coaching leadership paradigm and is highly regarded internationally

● worked at system level in many countries in coaching leadership. Jan was

● the inaugural director of the first leadership centre in New Zealand ● led the London Centre for Leadership in Learning in England for three years.

Jan enjoys the translations of theory and research to practice and creatively works at this interface through her research and development work, incorporating boundary-breaking experiences for leadership learning.


Qualifications: PhD, M.Ed, B.Ed, DipT

English Medium

Joanne Robson 021 627 873

An experienced leader and educator, Joanne draws on over 15 years’

curriculum and pastoral experiences across the sector. She works alongside a

number of schools across Aotearoa New Zealand to transform learning,

leading, and development in a personalised, future-focused way. This includes

working closely with leadership teams, boards of trustees, and communities of learners.

Joanne works collaboratively with schools and communities to:

provide sound knowledge about how to translate current research and theory into practice

support the strengthening of evidence-gathering practices, critical data analysis and evaluation skills, problem definition and evidence-informed action planning

provide critical review tools, such as the Educational Positioning System (EPS), MLE matrix, ERO Evaluation Indicators, Teaching as Inquiry/Collaborative Spirals of Inquiry

support schools and communities to develop a common vision and set of values and beliefs, based on sound research and practice, as an agreed way of working

provide critical friendship, mentoring and support for middle and senior leadership teams to build their capacity to lead change, focusing on improvement, sustainability and positive impacts on learner outcomes

underpin all learning, leading and development with current, relevant research and practical examples from Aotearoa New Zealand and overseas

display a comprehensive understanding and application of effective appraisal.

Company

CORE Education

Qualifications

2012 M.Ed. Leadership and Management (First Class Hons.), Unitec Institute of Technology

2003 Post Graduate Cert. in Middle Management, Unitec Institute of Technology

1995 Post Graduate Dip. Tch. Auckland College of Education

1994 B.A (English and Japanese) University of Auckland

English-medium

Charles Rolleston

(07) 838 4458

Charles is currently the Associate Director Māori Medium (MM)of Te Whai Toi

Tangata: The Institute of Professional Learning at the University of Waikato. He

brings a broad range of experience from his professional career in the NZ education

sector. He has taught in Dual (DM) and Māori medium settings and at primary,

wharekura and tertiary levels. Charles also held leadership roles at the Education

Review Office and the Ministry of Education.

Charles has

● contributed to national evaluation reports with relevance to the MM sector, and two

recent research reports yet to be published

● supported the development and implementation of an indigenous evaluation

methodology for kura kaupapa Māori

● worked in the Iwi and Māori Education Relationships team of the Ministry of

Education

● developed extensive networks in English Medium (EM) and MM settings, and across

education public service agencies including the Ministry of Education, ERO,

Education Council and NZQA

● been a project leader and coordinator of Ministry of Education contracts including Te

Reo Māori in EM PLD.

Charles can

● work collaboratively with leaders to develop leadership capacity and capability for

school improvement

● support kura and dual medium settings to confidently explore appropriate evaluative

frameworks that reflect the philosophy of their context

● assist dual medium schools to develop approaches to engage appropriately with iwi

and Māori communities.


Qualifications: B.Ed, DipTchg

Māori Medium

John Rutherford

027 541 4954

John has an in-depth understanding of change and change

management. He has led boards of trustees and school leaders to:

Implement collaborative inquiry to evaluate school impact on

raising student achievement and

identify root causes for underachievement

This has involved:

evaluating school systems and structures and the procedures, processes and

practices that lie within to support effective teaching and learning programmes

evaluating the impact and effectiveness of professional learning and development

programmes and performance management systems and practices on raising

teaching capability and effectiveness

deeply analysing student progress and achievement information

developing, monitoring and adapting plans to address root causes of

underachievement and raising school capability.

As a Ministry of Education Student Achievement Function Practitioner, John developed skills

in coaching and supporting leaders in effective collaborative, critical reflective inquiry,

including the establishment of Professional Learning Communities (PLCs), designing

effective systems and processes to support authentic inquiry grounded in the theory of

‘reflective practice’. As a principal John has been innovative and led schools to evidence

significant and substantial improvement in performance. He has a rich understanding of

assessment for learning theory and approaches and has worked with many school leaders

and teachers to develop assessment and data expertise.


Qualifications

MEdLM (pending), PGDipEdLM, Dip. Tchg.

English Medium

Dr Catherine Savage

027 777 9111

Catherine Savage (Ngāi Tahu) is a registered psychologist and holds an

Education Doctorate from Massey University (2006). After teaching and

working as an educational psychologist in Hawkes Bay, Catherine spent ten years as a senior

lecturer at Victoria University where she taught undergraduate and graduate teacher

education. During this time, she worked on several major Ministry of Education research

and development projects including the national evaluation of Te Kotahitanga (2010),

Effective Intervention in Challenging Behaviour (2008), and the evaluation of Hui Whakatika

(2011). After a move to Christchurch in 2011, Catherine was the Chief Executive of Te

Tapuae o Rehua, a subsidiary of Ngāi Tahu, where she led educational development

initiatives on behalf of the iwi. Since 2014, Catherine has been a director of Ihi Research, in

this role she has led the research implementation of the PB4L pilot Huakina mai and

completed evaluation for Whānau Ora, Site Safe, ACC and All Right?. Her research interests

lie in building evaluative capability and culturally responsive pedagogy. She has published

and presented nationally and internationally on culturally responsive practices and

relational based pedagogy. Catherine is a member of the Teacher Led Innovation Fund (TLIF)

panel and a trustee of Restorative Justice Ōtautahi.

Organisation: Kaha Education

Qualifications: Education Doctorate 2006, Post Graduate Diploma Educational Psychology

2000, Master of Educational Psychology 1999, Bachelor of Education (Teaching) 1992,

Bachelor of Applied Management: Transformation & Change 2014, Huia Te Reo 2016

English/Maori Medium

Julia Scott

021 036 9713 Julia is an experienced education leader, who works with primary and secondary schools in the areas of leadership and assessment. Her expertise comes from extensive senior leadership experience in a number of New Zealand schools.

Since 2003, Julia has worked as an educational facilitator in the areas of leadership, curriculum and assessment in NZ and overseas. She has led large professional learning teams including a team working in Te Kotahitanga while working at the University of Auckland. Her knowledge and flexibility ensure that she is skillful at using a variety of approaches to support leaders to deal with the complex issues they face in schools.

Her previous leadership roles in Qatar and Abu Dhabi have demonstrated expertise in leading and managing teams of advisers in schools to support large scale educational reforms well as coaching and mentoring school leaders. Julia’s wide ranging education positions and experiences support her ability to develop collaborative relationships with a wide range of people in different contexts. She has completed training in open-to-learning pedagogy based on the work of Professor Viviane Robinson from the University of Auckland as this informs her approach to her work.


Education Master of Educational Management (1st Class Honours) and a Diploma of

Secondary Teaching

English Medium

Mary Sinclair

027 296 8151

Mary has significant experience within New Zealand, and globally, in system and school effectiveness and change management.

As a Senior Manager within New Zealand secondary schools (1982–1989), and then within the New Zealand Ministry of Education (1989–2004), Mary has led the policy, planning, delivery, and evaluation of successful improvement programmes for individual schools, clusters of schools, and regions (including Iwi) focused on improving indigenous and all students learning progress and achievement.

Since 2004 Mary has led:

Cognition’s Collaborative Impact and Relationships-based Learning programmes focused on unique and contextually relevant research informed approaches for working with schools and communities of schools to identify achievement challenges and then to design, implement and evaluate programmes of professional learning focused on accelerating student progress and achievement. A focus of these programmes is a commitment to utilise the research of Emeritus Professor Russell Bishop (Relationships-based Learning) and Professor John Hattie (Visible Learningplus), and to grow a local capability for leadership and sustainability of the programme beyond the attainment of achievement challenges.

Cognition Education Research Trust research programmes focused on improving instructional leadership and teaching capability and capacity in New Zealand.


Qualifications:

2016–2017: Masters of Education (Thesis pending), University of Waikato, New

Zealand

English Medium

Derek Smith

021 913 150

Derek has been involved in the formation of school clusters for the purpose of: raising student achievement; sharing pedagogy across primary, intermediate and secondary sectors; identifying common goals based on data analysis; and utilizing SMS to track students at risk or cause for concern.

Derek has worked alongside the SLT in a number of schools to form culturally responsive and relational contexts for learning. His mahi involves working with school leaders and middle leaders and teachers to analyse structures, processes and procedures in schools to monitor performance and initiate improvement. This involves: profiling and planning; gathering evidence to accelerate, reflecting, reviewing and acting.

He brings a level of understanding for the importance of Kaupapa Māori principles, cultural values, achievement and successful outcomes for all students.

An example of Derek's work is with a Ministry of Education SAF, 7 principals and 7 middle leaders, identifying educational gaps in school programmes, supporting teachers in utilizing and coordinating expertise within the community to support the community. Outside expertise helped develop cohesive learning programmes and provided improved outcomes for students with a shared understanding of what each school provided and how they could lift their student profiles in each of their specific learning needs.


Qualifications MEd (Massey)

English Medium

Richard Smith

022 397 0164 Associate Professor and Supervisor

Richard Smith has worked in School of Indigenous Graduate Studies at Te Whare Wānanga o

Awanuiārangi in Whakatāne since July 2013. Prior to this he was employed in the Work,

Learning and Leadership area of the Faculty of Education at Monash University in Australia.

Richard has formerly taught in universities and higher education institutions in Singapore

(The National Institute of Education, Nanyang Technological University) and at the

Universities of Canterbury and AUT and also Unitec Aotearoa New Zealand. He has

participated in consultancies in for the Ministry of Education in New Zealand and also the

Ministry of Education in the Kingdom of Bahrain. Richard conducts research on educational

leadership, educational policy, adult education and the sociology of higher education and

academic identities. He has conducted research in collaboration with educational leaders (in

schools) and also been involved in a trans-national study with colleagues in New Zealand

and Australia. In addition, he was also involved in a cross-disciplinary study in New Zealand

in the Health and Physical Education area. Richard was in 2010 made a Fellow of the New

Zealand Educational Administration and Leadership Society (NZEALS). He has been on the

national councils of two national professional organisations in Aotearoa (NZEALS and

NZARE, and was a former Vice President of NZARE), and is currently back on the NZARE

Council 2013 onwards. Richard also sits on the editorial boards of a number of international

and nationally-based journals and regularly reviews and acts as a referee for national and

international conferences and journals.

He works with senior leadership and teachers in schools assisting with research projects

including one in 2004 with 10 Auckland primary schools in which he co-researched the

impact of international students on these schools and acted as a research mentor.

Company: Te Whare Wānanga o Awanuiarangi

Qualifications: PGDip Ed. (AUT); PG Cert Research and Analysis (AUT) BA Hons (University

Canterbury; PhD (University of Canterbury).

English Medium

http://www.google.co.nz/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjRo6etydvQAhUIfrwKHYPqC4kQjRwIBw&url=http://awanuiarangi.academia.edu/RichardSmith/CurriculumVitae&bvm=bv.139782543,d.dGc&psig=AFQjCNFQW1ZrtSAGaASkzbo21u3XTVCviw&ust=1480976349490228

Rosemary Smith

021 249 4203 As a facilitator working in Ministry of Education contracts for over ten years, Rosemary has delivered support through Education Support Services in a number of areas: Leadership and Management, National Aspiring Principal Programme (NAPP), as Director of Assessment to Learn (AtoL), Literacy and the New Zealand Curriculum. Working for the University of Auckland, Rosemary has also been involved in delivering the First Time Principal Mentor Programme (ACEL) and Leadership and Assessment support. All of this work required an action research component based on a Theory of Action or through causal links between chosen actions and intended actions. Rosemary’s experience delivering workshops on National Standards, moderation, the use of assessment tools, data gathering and analysis has enabled her to develop teachers’ and senior leaders evaluative and improvement capabilities. Relational trust, building relationships and mentoring have played a wide role in being effective in this. Alongside this work she has undertaken the writing of milestones and evaluative reports on the effectiveness of interventions. Prior to working as a facilitator in schools Rosemary was a principal in 3 schools across Otago and Southland and she has maintained many of those contacts and relationships across the sector. Company Education Support Services, University of Otago

Qualifications MEd (Tasmania)

English Medium

Liz Stevenson

021 724 953

Liz has extensive experience working for the benefit of learners and their

communities. Liz works strategically with facilitators, leaders, teachers, and

communities to identify their challenges, then embed and sustain practices

that address inequities in education. Liz supported an extensive national

programme of professional learning with a focus on peer coaching. She has a

deep understanding of the current research on future-focused learning.

Liz works with schools and kura by:

– Coaching towards accurate determination of achievement challenges. – Supporting communities to develop ways of working together where the language,

identity and culture of all learners and their whānau is acknowledged and valued. – Introducing review tools/indicators and processes, including: ERO evaluation indicators,

Durie’s Whare tapawhā model of hauora, Dalton’s Learning Talk Capability Assessment tool, OECD 7 Principles of Learning, Maslow’s Hierarchy of Needs, Teaching as Inquiry, eLearning Planning Framework, Te Kotahitanga Observation tool, Lencioni’s accountability matrix.

– Growing evaluative capability by understanding a wide range of data. – Testing assumptions and challenging groups to probe initial decision-making. – Developing protocols around data management. – Using a solutions-focused strengths-based approach – Introducing and co-designing ‘in house’ formative data collection methods using

ethnographic tools and analysis through image, video, graphics and story. – Coaching to determine and understand evidence towards actual impact.

Company

CORE Education

Qualifications

2016 Ph.D in Indigenous Studies, Te Whare Wānanga o Awanuiārangi (Expected

completion Dec 2016)

2008 M.Ed (First Class Hons) University of Waikato

2006 Post Graduate Cert. in eEducation, University of Waikato

2002 B.Ed. University of Waikato

English Medium

Anna Sullivan

021 658 223

Anna is the chief executive of Evaluation Associates.

Anna has long experience in establishing collaborative educational partnerships; she is an experienced education leader and professional learning/development specialist, having had a broad range of roles both nationally and internationally.

Anna has previously worked for Cognition Education and the Ministry of Education. She has led large professional development teams and previously held the establishment consortium manager role for the professional development consortium Te Toi Tupu. Anna has developed education programmes for Visible Learningplus (delivered internationally), and was responsible for quality assurance and training of international consultants. Anna has worked as a professional development consultant specialising in school leadership both in New Zealand and the Middle East. She has recently co-written new professional standards for the teaching profession for the Education Council.

Anna’s focus is on ensuring that professional learning and development is highly effective, so that all students have a high quality, well-rounded education and are actively involved in owning their learning. Anna’s key strengths are her breadth of experience, her ability to think broadly about evidence and data and her experience in setting up collaborative partnerships across organisations.


Education Bachelor of Education and a Diploma of Teaching (Primary)

English Medium

Rebbecca Sweeney 027 487 3009

Rebbecca facilitates and mentors groups and individuals in clusters or networks

of schools and early childhood services. She works with practitioners in their own

contexts to set and achieve their aspirations. Rebbecca’s work with leaders of

clusters and Communities of Learners (COLs) encourages the exploration of conceptual

understandings of collaborative work in clusters, in part by helping them to work with an

adaptable framework. She has worked with COLs and clusters at the leadership level to

build collaborative visions and goals.

She works with COLs and clusters in the following ways:

leading combined staff sessions to foster the growth and development of the COL/cluster vision

using a research-based tool to assess progress towards effective collaboration that results in success for learners

building teamwork, relational trust and role clarity, using Learning Talk resources mentoring and coaching individuals and groups to lead effective and robust

teaching-as-inquiry processes supporting groups and individuals to understand teaching-as-inquiry theory, using

Spirals of Inquiry working alongside other facilitators to ensure consistent implementation of

teaching-as-inquiry across a COL/cluster reflecting on and actioning change leadership theory and practice supporting leaders to use the results of teaching-as-inquiry across a COL/cluster to

inform progress towards the vision and goals and to explain achievement data.

Company

CORE Education

Qualifications

2011 M.Ed. (Hons.) Victoria University of Wellington

2001 B.Ed. (Primary Teaching), Victoria University of Wellington

English-medium

Rosina Maria Taniwha 073063307 / 0275455394

Pūkenga

My work choices align with my belief in establishing connections that benefit the welfare of learning communities. Working alongside a community and supporting learning provides opportunities in which to engage potential teachers into education pathways. Having participated in culturally based early years settings, School/kura, and tertiary/wānanga environments, I have gained institutional and community knowledges, and in turn have used this knowledge to support understanding towards educational and academic development. As a descendant of Ngaiterangi Tauranga Moana I have been active in supporting educational pathways through utilising community and employment networks. I have a commitment to supporting indigenous educational achievement initiatives that build and develop capability and capacity.

Mahi Te Whare Wānanga o Awanuiārangi

Lecturer Bachelor of Education Early years (ECE into New Entrants) - Teaching in year’s one two and three, subject content and curriculum.

Practicum co-ordinator Bachelor of Education Early Years (ECE – New Entrants) - Liaise and build relationships with ECE/Puna/Kōhanga/HBC/ NE classroom settings

to seek placements that scaffold student learnings and provide good role modelling of teaching practice.

Education

Te Whare Wānanga o Awanuiārangi - Doctoral Student - Professional Doctorate - Thesis research aligns with my profession as an educator, determining the achievement factors through a culture based pedagogy/environment, research that follows graduates and their transition from ITE into the teaching profession. Part of my research is based on my published work; Wānanga a Distributed Action - Emerald Group. Publishing Limited 2014. Focuses on culturally based pedagogy that enhances a learning disposition and in turn impacts positively on the environment in which the student interacts. University of Auckland - Master of Education (MEd), Māori Education Resulted in a publication: From theory to Practice -Lambert, April 2010. Determines the bicultural reality - aspiration, perspectives and the reality for teacher educators towards a bicultural pedagogy. University of Auckland - Bachelor of Education (Teaching). Te Wānanga Takiura mo nga Kaiako Kura Kaupapa Maori - Diploma of Teaching (Kura Kaupapa Maori) – Māori medium Teaching. English/Maori Medium: English and Reo contexts, Maori philosophy contexts

Garry Taylor 021 275 7062 Garry Taylor is a highly experienced senior education consultant and project leader at Evaluation Associates. He has extensive leadership experience – he leads the national e-asTTle support contract, has lead Ministry programmes of support for making quality overall teacher judgements and implementing PaCT and the development of Evaluation Associates’ online appraisal tool Arinui. Garry has been involved in the Greater Christchurch Learning Community Clusters since their inception. In this, he worked with clusters to scope and develop theories for improvement and initiatives across clusters and facilitated within and across schools. Garry has also supported schools with community consultation related to mergers and restructures. Data analysis is one of Garry’s real strengths. He easily makes sense of data and interprets it in ways that are meaningful for the group he is working with. Part of Garry’s current work with schools and clusters is focused on using data analysis and making sense of results. This is often in the work he does with e-asTTle and the Leadership and Assessment contract. He has extensive experience reporting to the Ministry. He was also contracted by the Ministry to complete a verification report on the recalibration of e-asTTle mathematics and reading items.


Education Master of Education, Dip. of Education Management, a Bachelor of Education and

a Dip. of Teaching

English Medium

Pania Te Maro

0275364760 Ko Hikurangi te Maunga, Ko Waiapu te Awa, Ko Ngati Porou te Iwi, Ko te Whānau a Pōkai te Hapū, Ko Tikapa te Tūrangawaewae, Ko Pōkai te Marae, Ko Pohatu te Wharekai. Tēnā tātou. Pania Te Maro is a senior lecturer/researcher at Te Whare Wānanga o Awanuiārangi. She lectures in mathematics/pāngarau and general curriculum and pedagogical content knowledge for Kōhanga Reo kaiako, kura and Wharekura, for the Mataako Hōkai Paerua (Post graduate), teacher training programme. Pania’s PhD research focuses on the development of self-determined curriculum for Māori immersion educational settings in relation to pāngarau. Past work has been as a facilitator for leadership and management in schools, and Te Poutama Tau professional development and lecturing for Teacher Training programmes at Victoria University of Wellington Faculty of Education. She also carried out evaluative research of Te Poutama Tau in kura, and Whare Kura Te Poutama Tau Pāngarau Project. She has continued with research projects at Te Whare Wānanga o Awanuiārangi for adult literacy, Māori Medium Mentoring and Induction and children’s literacy programmes.

Company Te Whare Wānanga o Awanuiārangi

Education Dip Tch, Dip Bilingual Teaching, Bachelor of Teaching and Learning, PGDip

Teacher professional development

Maori Medium

Jenny Thompson

027 454 0184

Expert partner in:

Collaborating with leaders and teachers to building learning

communities where collaborative and evidenced based inquiry is the

lynch pin for shifting student outcomes

Leading and facilitating clusters of learning

Building relationships of trust, respect and challenge

Encouraging critical thinking, questioning, inquiry and reflection

Leading coherent change at all system levels

Developing shared vision and ensuring strategic leadership

Supporting leaders and teachers to develop a theory of improvement

Building evaluative capability in teachers and leaders to ensure rigorous self-review

Building leadership and teacher capability and capacity

Evaluating progress on quality of teacher/leader practice and student outcomes over

time

Analysis, interpretation, tracking and monitoring of qualitative and quantitative data.

Using data and evidence to focus the inquiry, inform discussions and support self-

review. Strong assessment literacy

Developing effective systems, processes and strong self-review mechanisms ensuring

sustainability over time from the PLD

Deep pedagogical content knowledge

Shifting achievement for priority learners


Qualifications: Master of Education (First Class Honours), University of Auckland. Post

Graduate Diploma in Educational Administration, Massey University. Diploma in Teaching,

Victoria University of Wellington.

English Medium

Mal Thompson

021 190 1400 Through her work in the Secondary Literacy Project (SLP) Mal has developed skills in gathering data and evidence for decision-making; analysis of data to identify areas of concern and develop strategic action plans to help improve achievement in years 7 -13. While working in SLP, Mal also completed her PhD on literacy challenges in reading science text; and embedding literacy across all learning areas has been a focus of her work in the recent Secondary Achievement contract. Mal was previously a secondary English teacher with considerable experience, and has worked with English teachers in the Otago/Southland region. Mal’s national coordinator role has strengthened her skill base in the literacy area. Other areas where she has acted in the role of ‘critical friend’ are the English Learning area, and Pathways/ Careers, including STAR and Gateway. Collaboration with other entities such as Careers NZ have been instrumental in developing strong links and networks with schools. Evaluative frameworks underpins her work with schools and assists in monitoring and tracking school progress. Company Education Support Services, University of Otago

Qualifications PhD (Curtin University)

English Medium

Joan Turner 021 912 167 Within Joan’s career in teaching and education in New Zealand and overseas, she has worked in many roles supporting school leadership teams to enact change. She has worked with primary and secondary principals and school leadership teams in New Zealand assisting them to gather and analyse relevant student data, engaging them in challenging conversations to clarify school priorities, supporting them in writing professional development plans and mentoring them over time as they enact their plans to bring about school-wide change. This work was carried out through her roles as National Co-ordinator Provisionally Certificated Teachers and facilitator for Education Support Services, and as an independent consultant. In the USA, Joan worked with Education District leaders to develop strategic plans to implement systematic change at district level and at school level resulting in change in teacher practice and improvement in student literacy achievement.


Qualifications MEd (endorsed in Bicultural Education with distinction) (Otago)

English Medium

Martin Turner

0275 554602 Martin has extensive experience in school leadership as a team leader for

Ministry of Education school leadership contracts. He has specific interests in

change leadership, developing collaborative expertise and evaluative

capability to accelerate student learning and achieve equitable outcomes. He

has worked as a critical friend with school leaders to develop the relational

trust needed for deep inquiry to flourish and become dispositional at all levels

of leadership.

Martin was a principal before joining the University of Auckland as a Principal’s Leadership

and Management advisor, through to his current role as a contract leader for Leadership

and Assessment facilitators. Martin brings a wide knowledge of the education sector

through his experience and knowledge of effective professional development, and is also

currently a lead mentor for the national First Time Principals (FTP) programme. Martin has

also had considerable experience working with school leaders to ensure Māori achieve

educational success as Māori through inquiry that embeds culturally responsive and

relational pedagogy at school leadership level.

Company The University of Auckland

Qualifications Master in Educational Leadership, 2nd class hons. (Massey University).

Higher and Advanced Diplomas of Teaching (Massey University). Trained Teachers

Certificate: North Shore Teachers College, Auckland

English Medium

Dr Kaye Twyford

021 285 7066

Kaye is an experienced school leader, teacher and more recently, researcher.

She is currently an Expert Partner in the Supporting Communities of Learning

(CoL) Project for the MOE. This project has involved field-testing of tools,

processes and protocols to develop relational, evaluative, improvement and

collective capabilities across CoL. Acting as a critical friend, Kaye has provided support and

challenge for CoL establishment and used collaborative practices to build shared purpose

and develop action plans.

Kaye has comprehensive knowledge and understanding of educational change. Her PhD

investigated teachers’ engagement in professional learning through a risk lens focused on

uncertainty and vulnerability. Her results emphasised the importance of navigating risk,

building relational trust and collaborative practices. Her work demonstrates a strong

evaluative capability, underpinned by an inquiry mindset and interpretation of evidence.

She can support CoL’s inquiry processes, problem definition and development of

Achievement Challenges, and theories of improvement with evaluative probes to check

progress in teacher/leader and student outcomes. She advocates for a strengths-based

approach to leading change.

Company The University of Auckland

Qualifications PhD (2016); PG Diploma of Educational Leadership (2011); National Aspiring

Principals Programme, (2010); MA (Reading Difficulties - 1984)

English Medium

Bernardine Vester

0274 411 365 or 09 576 5746

Bernardine Vester is an experienced facilitator of complex educational projects. As foundation CEO of COMET (now COMET Auckland, an Auckland Council-owned charitable trust), Bernardine initiated a number of South Auckland ventures recognised as best-practice examples of collaborative practice. The most significant of these was the development of a model for family learning that involved early childhood, primary school and tertiary partners. Other projects Bernardine led included school-business connections, youth transitions, and participation in early learning.

Bernardine was Assistant Principal at Central Hawkes Bay College before relocating to Auckland. She was elected for three years running as Junior Vice-President of the PPTA (1996-1999), an experience that included service on the Principals’ Council. She chaired the establishment boards of the two Mission Heights Schools and is a trustee for the new Ormiston Junior College. She is Deputy Chairperson of Teach First New Zealand, chairs Te Tuhi Contemporary Art Trust and is an NZSTA accredited provider of services to boards. She is a New Zealand Eisenhower Fellow and the author of Southern Transformation: Searching for Educational Success in South Auckland, published by Victoria University Press.

Recent work includes writing professional development materials for principals and school managers in a Malaysian schooling improvement initiative that applied theories of change to actual practice.

Company: EducationPlus Auckland Limited

Qualifications: MPP (Victoria); Post-Grad Dip Bus Studies (Massey), Dip SLT (Massey), Dip

Tchg (Auckland), B.A. (Waikato)

English Medium

Jenny Whatman

027 353 2487

Jenny Whatman is a senior researcher at NZCER and has worked in the Ministry of Education, as a secondary teacher educator and a secondary teacher in New Zealand and Samoa.

She has considerable experience in working with school leaders and teachers, building trusting relationships in English and Māori medium settings, and effectively communicating to support, challenge and value those involved. Jenny has extensive experience of monitoring and evaluation in a diverse range of topics including organisational change, initial teacher education, and literacy and numeracy. Until recently, Jenny led NZCER’s involvement in Te Toi Tupu, a consortium of five partners offering Ministry funded PLD. In all these projects, she has been involved in collaboratively developing theories of action, analyses of data and evidence, evaluation and developing action plans.

Jenny brings a broad understanding of assessment with a critical focus on improvement. Her experience ranges from being involved in the development of unit standards and achievement standards, to the collaborative development of a literacy and numeracy tool for adults and youth, and national monitoring of English: listening and viewing, and the Arts

As a member of NZCER’s team of Expert Partners, Jenny is able to draw on the wider expertise of the

organisation.


Qualifications

Cert TESOL, Global TESOL College

MEd (Merit), Victoria University of Wellington

Dip Drama, Auckland

Dip Ed, Massey

Dip Tchg, Christchurch

BA (English), Canterbury

English Medium

Hine Waitere

027 3695087 As the Academic Director of the Indigenous Leadership Centre

within the National Institute of Maori Education at Te Whare

Wānanga o Awanuiārangi I am committed to not only supporting

the development and implementation of empowering

educational provision but also encouraging people to think about

how they know what they are doing has an impact. That is, not only valuing what is

measurable but measuring what is valuable to identify if anyone is better off. I have spent

some years in the tertiary sector researching teaching and writing as an academic staff

member at Massey University, The University of Madison Wisconsin and latterly at the

Wānanga. Recently I have had the privilege of co-writing and participating in the ongoing

development of two large MoE, PLD contracts. The first, He kakano: Culturally Responsive

Leadership (2010-2013) involved 87 secondary schools (from Northland to Invercargill). The

second, Kia Eke Panuku: Building on Success (KEP) includes 93 schools with a similar

geographic spread. KEP (MoE 2014- 2016), designed by three institutions, builds on research

and PLD experience from feeder projects: Kotahitanga, Starpath, He Kakano, and Numeracy

and Literacy (MoE 2013), as well as, what we learnt, in, with and through schools. KEP has

involved working with schools to support principals, middle leaders and teachers to give life

to Ka Hikitia; addressing the aspirations of Māori communities by supporting Māori students

to pursue their potential (Ka Hikitia 2008, 2013). KEP has provided a context for learning,

unlearning, relearning, reflection and evaluation (Klein 2008) across five interdependent

dimensions aimed at closing the gaps for rangatahi Maori. The levers for change and

accelerated school reform are Leadership, Evidence-based inquiry, Culturally Responsive

and Relational Pedagogy, Educationally Powerful Connections with whanau, hapu and iwi,

and Literacy, Te Reo Māori and Numeracy across the curriculum. Working with single sex,

co-educational, Faith-based, Bilingual, Boarding, Urban, Rural, Area schools and Te Kura

Pounamu (Correspondence school) with decile ratings that span the full spectrum of 1 to 10

not only highlights the rich array of educational contexts in which the team has worked, but

it also exemplified our need to adopt a principled approach that is culturally responsive and

relational, reflexive, context conscious and evidence dependant.

Company: Te Whare Wānanga o Awanuiarangi

Qualifications: ABD (UW Madison) as a Fulbright Scholar M.Ed Admin (1st class Hons)

awarded New Zealand Association for Research in Education Rae Munroe Award

B.Ed., Dip Teach

English Medium

Stephen Williams

021 908 269

Stephen has many years’ experience working with schools in the Central South Region as science curriculum and learning facilitator. He has worked with primary and intermediate schools in the Wellington region to incorporate science in teaching and learning programmes using contexts that are meaningful and engaging for learners. This involved collaborating with schools to gather quantitative and qualitative data in order to arrive at a shared understanding of student centred achievement challenges. Using this information, he has worked with schools to develop an action plan with clear outcomes and strategies for achieving them using the Teaching as Inquiry model. This work has taken into account the need to develop a culturally responsive environment that respects and responds to tikanga. The collaboration required to design a plan of action is kaupapa based, as informed by our partnership with Te Tapuae o Rehua and the Pasifika Success Talanoa project. It is also driven by Best Evidence Synthesis and the diverse needs and cultural identities of students and their whānau. By agreeing on a kaupapa with stake holders, it has helped keep schools and teachers focused on their plan of action and has created a secure and safe environment for robust discussion.


Qualifications MA (Cardiff)

English Medium

Dr Aaron Wilson

027 4540178

Dr Aaron Wilson has extensive experience working with clusters of

schools to build capability in using evidence and data to strengthen

teaching and learning. Key roles have included National Coordinator of

the Secondary Literacy Project (2009-11) and leader of the literacy strand

of the Starpath Project. Most recently, Aaron has taken a leadership role

in the ongoing research and development work that Woolf Fisher Research Centre is doing

with the Manaiakalani and Manaiakalani Outreach Clusters.


Qualifications: PhD in Education (University of Auckland), Masters of Education (1st Class

Honors) University of Auckland, BA (Hons), University of Waikato, BA, University of Waikato

Member of AERA, NZARE

English Medium

Jo Wilson 021 287 0768

Jo works with schools throughout Aotearoa, New Zealand, specialising in

the area of school self-review, future-focused sustainable school

improvement development, strategic planning, community consultation,

governance and management. She has led several contracts with New Zealand School

Trustees Association, including the development of NZSTA Governance Internal Evaluation

tool.

Jo specialises in accurate diagnosis of achievement challenges and in supporting the

development of action plans to respond to those challenges. She is skilled at identifying and

supporting the inclusion of appropriate pedagogies into those action plans.

Jo works collaboratively with schools and communities to:

● support school leaders as a critical friend, coach and/or mentor ● translate current research and theory into practice, empowering schools to identify

goals, develop strategic plans and implement programmes of learning, to ensure sustainable future-focused school improvement

● support strong evidence gathering practices, critical data analysis and evaluation skills to measure impact

● design and implement monitoring and review processes, drawing on a sound knowledge of review systems, processes and tools

● develop and use a range of review tools such as the Educational Positioning System, NZSTA Internal Evaluation Tool, Hautū, e-Learning Planning Framework and ERO School Evaluation Indicators

● lead change and build capability.

Company

CORE Education

Qualifications

2008 M. Ed Leadership (First Class Hons) 2008 Post Graduate Cert. in eEducation, University of Waikato 2007 Post Graduate Dip. Ed. Leadership (Dist.) University of Waikato

1979 Dip. Tch. Massey University

1978 B. Ed. Massey University

1977 Trained Teacher’s Certificate. Palmerston North Teachers College

English-medium

http://www.core-ed.org/professional-learning/eps

http://www.core-ed.org/professional-learning/eps

http://www.nzsta.org.nz/professional-development/governance-internal-evaluation-tool-iet



http://www.nzsta.org.nz/professional-development/hautu-maori-cultural-responsiveness-self-review-tool-for-boards-of-trustees

http://www.nzsta.org.nz/professional-development/hautu-maori-cultural-responsiveness-self-review-tool-for-boards-of-trustees

http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework

http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework

http://www.ero.govt.nz/assets/Uploads/ERO-School-Evaluation-Indicators-FINAL2.pdf

http://www.ero.govt.nz/assets/Uploads/ERO-School-Evaluation-Indicators-FINAL2.pdf

Mary Wootton 021 140 0053 Mary, an MoE accreditated facilitator, works alongside leaders/teachers to identify areas of strength within and across schools, then co-constructs a way forward- ‘one size does not fit all!’ The mantra underpinning her facilitation: “Believe all people (including children) can” then support where it is required!”

Mary was Lead facilitator; Learning and Change Networks (LCN) (2012-2015), where the overall impact was a 24 percent positive gain towards National Standards among priority learners (MoE, Milestone 5, 2015). http://www.education.auckland.ac.nz/en/about/learning-and-change-networks.html More recently her role has been Programme Director LCN Science (2015-2016) so Mary brings the expertise to support CoL in identifying achievement challenges, collaborative networking and lateral learning among teachers, students, families/whānau and community. Her support can include Infinity Learning Maps http://infinitylearn.org/infinity-maps-2/ , a way to engage students, teachers, leaders, family/whānau in what lies underneath identified achievement challenges which brings a different perspective to a network/school strategic plan. The Infinity Maps also support growth in student agency in a future- focused learning environment. Mary has an extensive background in teaching, schooling improvement, literacy and assessment for learning.

Lead Facilitator for Assessment and Literacy for the University of Auckland international schooling projects (2010-2013)

Literacy Programme Director for the NZ Consortium for Professional Learning (2011-2013)

Company Infinity Learn Ltd http://infinitylearn.org/

Qualifications Master of Education with First Class Honours

English Medium

http://www.education.auckland.ac.nz/en/about/learning-and-change-networks.html

http://infinitylearn.org/infinity-maps-2/

http://infinitylearn.org/

Cathy Wylie 04 802 1444

Cathy is highly experienced in co-constructing realistic theories of change

which make explicit the links between the outcomes desired and actions

to achieve them. This enables assumptions to be tested, and appropriate

progress measures to be designed with practitioners.

Cathy brings a sound understanding of school leadership and how to best support its effectiveness.

Her recent evaluation of the Springboard Leadership Programme for Principals shows how strategic

leadership can improve teaching practice and student outcomes.

Her understanding of school collaboration is sound. She provided the joint Ministry-NZEI working

group with advice on collaboration and the conditions needed for collaboration that can change

teacher practice, drawing on national and international research.

Cathy led the longitudinal Competent Learners project, providing useful evidence of the factors

affecting student progress, and the learning opportunities teachers can provide that improve

student engagement and outcomes. This includes an understanding of how to include student voice

to improve teaching and learning, how to integrate key competencies into core curriculum areas and

what helps good transitions.

She is a member of the Ministry of Education’s IES Advisory Group, and was on ERO’s Advisory

Group in its recent refreshment of School Evaluation Indicators.

As a member of NZCER’s team of Expert Partners, Cathy is able to draw on the wider expertise of the

organisation.


Qualifications

PhD (Anthropology)

BA Hons (1st Class)

BA, Victoria University, Wellington

English Medium

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