Expert Partners for CoL | Kāhui Ako
Ngā mihi matakuikui ki a koutou katoa
At the University of Waikato, we have a dedicated team of expert partners ready to work with leaders of Communities of Learning | Kāhui Ako as you build collaborative practices and take action to meet your achievement challenges.
Expert partners will support leaders as critical friends to strengthen:
- evidence-gathering practices
- critical data analysis skills
- problem definition
- evidence-informed action planning.
Expert partners will also help Communities of Learning | Kāhui Ako to develop robust and quality achievement challenges and the associated plans that will accelerate student achievement. In order to strive for collective impact across schools, kura and CoL, our academic and expert practitioners will assist leaders to understand the need for and ways to create a single, shared vision/whāriki and spread it widely.
In our approach we liken the role of the expert partner to that of a weaver or kairaranga. Together with you, we will weave current research, theory and practice into English and Māori medium schooling in a seamless and integrated way.
To talk more about how we can assist and work alongside you and your Community of Learning | Kāhui Ako, please contact Michelle Te Amo on firstname.lastname@example.org or call on 07 838 4458.
PhD, M.Ed (First Class Honours), BA, Trained Teachers Certificate
Director, Poutama Pounamu
Mere is an Associate Professor at the University of Waikato in the Faculty of Education. Her research in the 1990s focussed on schools collaborating with Māori students, their families and communities through relational and responsive literacy and behavioural interventions in both Māori and English medium settings. In 2001, this work merged with the inception of Te Kotahitanga, an iterative research programme aimed at working with schools to develop more effective learning relationships and culturally responsive pedagogy to promote Māori students’ educational success as Māori. This saw understandings from kaupapa Māori begin to merge with critical theories in association with a socio-cultural view of the mind.
Mere is currently directing Poutama Pounamu, a national secondary school reform initiative that spans three tertiary institutions and continues to work extensively with school leaders, classroom practitioners, Māori communities and other education professionals from 94 secondary schools. On-going evidence of educational disparities for Māori students in schools continues to make education for equity a priority. Mere has also worked in these areas with indigenous and minoritised groups from other parts of the world.
Senior Facilitator, Institute of Professional Learning
Beth was formerly the project leader and a facilitator for the Leadership and Assessment contract in the Central North. She has also been the lead mentor for the First Time Principals’ programme in Central North. In these roles, Beth worked with school leaders to develop leadership capacity and capability. She supported schools to develop strong links between key school plans and processes to improve outcomes for students at risk of not achieving, particularly Māori, Pasifika and students with additional learning needs. She also coaches teachers to develop effective practice through inquiry into raising target student achievement.
Beth is a master trainer for the Ontario Principals’ Council International School Leadership Certificate and is the New Zealand coordinator for the Ontario LEAP principal exchange programme. She is also an accredited coach.
Beth has previously been involved as a regional facilitator in the Inservice Teacher Education Practice project (INSTEP), led the Sector Leader contract for the implementation of the New Zealand curriculum and was a facilitator in the Experienced Principals’ pilot programme.
M.Sc (Hons), PGDip Ed, BSc, DipT
Senior Facilitator, Poutama Pounamu
Margaret is both an expert partner and an accredited facilitator for the University of Waikato team within Poutama Pounamu.. She is an experienced leader and facilitator who works collaboratively within and across schools throughout New Zealand to develop and implement culturally responsive learning contexts to accelerate the achievement of Māori students. Margaret supports school leaders and school-based facilitation teams to sustain iterative cycles of inquiry focused on developing professional practice at multiple levels (classroom pedagogy, leadership, whānau and learners), testing the impact against outcomes for learners, with the specific focus of Māori learners enjoying education and succeeding as Māori. She has previous facilitation experience working as a regional and research co-ordinator with the Te Kotahitanga research and professional development team. Margaret has a particular focus on culturally responsive and transformative leadership praxis influencing learning contexts and systems to promote a more socially just, equitable and bicultural Aotearoa. She publishes in this area.
MEd; PGDip Public Management; BEd; DipTchg
Associate Director of Poutama Pounamu
Elizabeth (Liz) is the Associate Director of Poutama Pounamu: Equity, Excellence and Belonging, University of Waikato.
Since her training as a primary teacher, she has had extensive experience across the education sector – in primary and secondary schools and in national roles. She is driven by a passion for a more socially just and equitable Aotearoa – where all students can enjoy and achieve educational success.
Liz is part of the University of Waikato team who work collectively to promote equity, excellence and belonging for all students.
M. Ed Leadership, Postgrad Dip Ed Leadership, B.Ed, DipT
Senior Facilitator, Poutama Pounamu
Therese is both an expert partner and an accredited Facilitator for the University of Waikato team within Poutama Pounamu. As a member of the national senior leadership team she has contributed to the academic and strategic development of the project and has lead the University of Waikato regional facilitation team to provide professional learning and development in secondary schools across New Zealand.
These professional development opportunities have enabled regional facilitators, school leaders and teachers to engage with academic theories and to understand how the principles of these theories play out in practice across five dimensions of change, namely: Leadership, Evidence-based inquiry, Culturally responsive and relational pedagogy, Connections with Māori communities and Literacy, te reo and numeracy. She has a particular focus on reducing disparities and improving education outcomes for Māori students. Therese is currently engaged in 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. She has published academic papers in the area of culturally responsive pedagogy, leadership and research and has also presented at conferences both here in New Zealand and overseas.
BTchg&Lrng, PGDip Education Management, PGCert Evaluation
Institute of Professional Learning: Te Whai Toi Tangata
Kathryn is the national project manager for the PB4L Restorative Practice implementation team. She brings strong experience in project management, monitoring and evaluation and assessment to this role. She 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 and working as an education consultant in the Middle East and Asia. She brings 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. She has skills in developing achievement and evaluation indicators, feedback surveys and other qualitative measures. She has previously been a member of research teams providing research and evaluation skills for New Zealand government organisations and NGOs.
M. Ed. Lead ( Hons), Grad Dip. Ed.Lead, TTC
Senior Facilitator, Institute of Professional Learning
Jill was the Director of the National Aspiring Principals' Programme (NAPP),, Te Whai Toi Tangata, University of Waikato and the Te Toi Tupu consortium. In that role Jill managed the project of up to 200 aspirants each year and a staff of 20 kaiarahi to ensure the development of leadership capability to improve school outcomes. She worked collaboratively with the project team to design and develop innovative processes for evidence informed action planning. She was also a coach in the National Aspiring Principals’ Programme, a mentor in the First time Principals’ programme, and has been the Associate Director of First time Principals’ Programme. Jill has also been a Leadership and Management facilitator in Auckland working to support schools with the development of the New Zealand Curriculum and culturally responsive practices. She has also been trained to be a STA BOT trainer and did some of this work before taking on the Aspiring Principals work. Jill has an extensive knowledge of building leadership capability for improved outcomes in schools, and innovative thinking and experience to support the development of the New Zealand Curriculum in schools.
PhD, EdD (part 1), PGDip Ed (distinction), B.Ed, B. LS, Dip T.
Associate Professor, Director - Centre of Educational Leadership Research Te Puna Rangahau o te Whiringa
Rachel is Director of the Centre for Educational Leadership Research and Associate Professor of Educational Leadership at the University of Waikato. As coordinator of the postgraduate programme of Educational Leadership and President of the New Zealand Leadership Society (Waikato), Rachel has extensive professional networks and through her work seeks to create educationally powerful connections with professionals across and within contexts of learning. Her work stems from a foundation of social justice and evidences a clear and inclusive understanding of leadership as a relational phenomenon. Rachel brings strong experience in teaching, innovative research design, project management, facilitation of change processes, and monitoring and evaluation. She values dialogue and professional autonomy, working with schools and centres to support individuals, groups and through change processes and organisational cultural shifts. Rachel contributes to the academic and strategic development of educational leadership at national and international levels through her work in the professional learning area. This work is informed by research and her academic papers shared both in New Zealand and overseas, focus on leadership for social justice, learner agency, leadership development and culturally responsive leadership formation.
PhD, MSc (Hons), BSc, Dip T
Professor and Director of the Wilf Malcolm Institute of Educational Research
Bronwen is a Professor and Director of the Wilf Malcolm Institute of Educational Research in the Faculty of Education at the University of Waikato. Bronwen’s research is focused on teaching and learning in primary and secondary classrooms, with an emphasis on assessment for learning/ formative assessment, student voice and curriculum implementation. She has collaborated with teachers on a number of Teaching and Learning Research Initiative and Teacher Led Innovation Fund projects to investigate assessment for learning in science and technology classrooms and as part of a school-wide writing programme, the use of ICTs to support learning, and the nature of culturally responsive assessment and teaching. These collaborations have included working together to develop research / inquiry questions and data collection, analysis and reporting approaches. She has experience with classroom-based observation that include the use of video, focus group and survey research as well as students’ drawing, performance, writing poems and taking photographs to represent their ideas/ learning. A current study is investigating teacher and school leader understandings and learning needs in data literacy. Prior to moving to the university Bronwen was a secondary teacher of science, physics, mathematics and statistics.leadership for social justice.
B.Ed (special dispensation), DipT
Senior Facilitator, Poutama Pounamu – Equity, Excellence and Belonging
Raewyn is a facilitator for the University of Waikato team working in Poutama Pounamu – Equity, Excellence and Belonging. She believes in an education system where there are equitable outcomes for all. Raewyn has worked towards this goal in each of her roles throughout her career - from primary schools to secondary school teaching, striving to develop teams and individuals who can make a positive difference in education. She supports leaders, boards of trustees and teachers to critically understand and activate their agency across three dimensions for change; cultural relationships for responsive pedagogy; home, school and community collaborations and adaptive expertise driving deliberate professional acts in curriculum, policies and practices.
M.Ed, BA, DipT, Post Grad Dip School Management
Senior Facilitator, Institute of Professional Learning
Ngāti Ranginui, Ngāti Whakahemo, Ngāti Mākino, Ngāi Takoto
Marama has a background of school leadership and management as a Principal with over 15 years’ experience in English and Māori medium settings. She has utilised this in her role as a PLD facilitator and Regional Coordinator at Te Whai Toi Tangata: Institute of Professional Learning. In addition to providing in-school PLD support for leadership management and assessment for tumuaki, middle and senior leaders in Māori medium, Marama is also a mentor for First Time Principals, supporting them to navigate the many demands of their role and responsibilities. She has supported kura leaders to develop key attributes and implement critical systems that enhance student success and achievement in their schools and communities. Marama has also been integrally involved in the research and promotion of pakirehua - a Māori perspective and approach to inquiry. She is currently exploring Māori frameworks for inquiry with an emphasis on collaborative inquiry.
PhD, MEd, BEd, DipT
Senior Researcher, Institute of Professional Learning
Jan Robertson is a senior leadership academic, currently employed as a researcher in the Institute of Professional Learning: Te Whai Toi Tangata. She was also Academic Director for the National Aspiring Principals’ programme, working with school leaders and coaches across New Zealand. Jan supports and challenges leadership development and professional learning in schools and groups of schools. Jan’s work in her coaching leadership paradigm is highly regarded internationally and she has worked at system level in many countries in this endeavour. Jan’s leadership theory has also been at the heart of the very successful New Zealand aspiring principals’ professional learning in New Zealand over the past six years. Jan works 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 was the inaugural director of the first leadership centre in New Zealand and she also 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.