Expert Partners for CoL | Kāhui Ako
Ngā mihi matakuikui ki a koutou katoa
2017 is set to be another very engaging and productive year for Communities of Learning | Kāhui Ako across the country. At the University of Waikato, we have a team of fifteen 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 email@example.com or call on 07 838 4458.
Meet our Expert Partners...
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.
MEdLeadership, BEd, DipT
Senior Leadership Consultant
Irene has moved into the area of consulting, following an exemplary career as a primary school principal leading a partnership school in the development of initial teacher education. Irene's expert leadership practice has been honed through professional learning where theory and practice are woven together. She maintained her school at its peak for 19 years and this has been recognised in successive ERO reviews which pay tribute to her leadership. Irene has mentored her own staff and management team as well as other experienced principals. She facilitates the design of research informed practice responses that are innovative and accountable within an inquiry framework.
Irene has held national leadership positions in NZEI Te Riu Roa and the New Zealand Teachers Council. She currently works as a professional on the Education Council Review and Approvals Panels for Initial Teacher Education. Her educational work nationally has been extensive and recognised through the New Zealand honour of MNZM. She has been part of the development of teacher standards and the Code of Ethics, Kiwi Leadership frameworks, INSTEP mentoring programme, responses to an OECD country report and the NZ curriculum. She has convened working groups, led workshops and represented the country in international fora. This has given her 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. Through this she has demonstrated capability to organise complex tasks, manage relationships, review evidence, analyse materials and develop cogent plans creating momentum from disparate views.
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.EdL, B.Ed, DipT
Senior Facilitator, Institute of Professional Learning
Andrea Ford is a primary trained teacher and has been a principal in New Zealand for 11 years in a variety of decile schools. Andrea has extensive national and international experience in evaluative practice and data driven decision making and has worked closely with Minstries of Education to design needs analysis processes for individual schools through to countrywide policy and systems. Andrea has a strong capability in leading and fostering collaborative inquiry in and across schools. She ensures critical analysis of data is used to plan and facilitate professional learning and development programmes that are needs based and context specific. Regular critical review is used to inform and modify learning and development support. Andrea has worked closely with the Abu Dhabi Education Council to design needs analsysis processes and systems for collating data Emirate wide. She has designed and facilitated leadership development programmes both nationally and internationally. She has mentored and coached leaders in New Zealand within schools and for the Ministry of Education Principals Development Planning Centre.
Andrea has a Masters in Educational leadership (First Class Hons) and has carried out research on leadership development and has been an online mentor for Master in Educational Leadership papers. She is also a qualified coach and has led considerable development on coaching both nationally and internationally.
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.
M. Ed, BA, HDipT, DipT
Deputy Director Māori Medium, Institute of Professional Learning
Leeana is the Deputy Director, Māori Medium of the Institute of Professional Learning: Te Whai Toi Tangata. She was also project leader and an experienced facilitator for Pāngarau, Programmes for Students in years 1-8 across the North Island. Leeana supports school principals and teachers to embed high quality Pāngarau programmes in their own schools. She has a particular focus in improving outcomes for all students. Leeana has previously worked as a project leader for gifted and talented, In-service Teacher Educator Practice (INSTEP); and a facilitator for Pāngarau. She has also been on the advisory groups for Te Marautanga o Aotearoa (TMoA), Wāhanga Ako Pāngarau, Ministry of Education Numeracy projects, He Kāhui Pumanawa (Giftednz) and Ministry of Education New Zealand Curriculum. She was involved in the publishing of Te Poutama: An alternative framework examining Māori medium in-service teacher education practice.
BTchg&Lrng, PGDip Education Management, PGCert Evaluation
Project manager of Positive Behaviour for Learning; Restorative Practice
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.
MEdL, PGDipEdL, BA Hons, BA, DipT
Senior Lecturer, Faculty of Education
Michele is a senior lecturer in educational leadership at the University of Waikato. Informed by extensive practitioner experience, Michele’s research, teaching and professional activities focus on the professional formation of educational leaders through dialogic praxis. Michele prioritises educative processes that privilege lived experience and a concern for the humanity of leadership. She has developed and teaches postgraduate coaching and mentoring qualifications, researches tertiary pedagogies for leadership formation, and explores the centrality of context in change leadership, leadership for social justice, and educational governance. A knowledgeable and experienced dialogue facilitator, Michele has co-facilitated three biennial, cross-sectoral leadership institutes with educational leaders from New Zealand and abroad. She regularly assists school leaders and leadership teams to develop and implementing coaching and mentoring cultures. Recently published work focuses on mentoring for personal transition, school context, and school leadership for social justice.
Ngāti Ranginui, Ngāti Whakahemo, Ngāti Mākino, Ngāi Takoto
M.Ed, BA, DipT, Post Grad Dip School Management
Senior Facilitator, Institute of Professional Learning
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.
BEd, DipTchg (Waikato)
Associate Director Māori Medium, Institute of Professional Learning: Te Whai Tangata
Charles is the Associate Director, Māori Medium of the Institute of Professional Learning: Te Whai Toi Tangata. He was a Te Toi Tupu project leader for Te Reo Māori in English Medium. Charles has held a range of teaching roles in both English and Māori medium school settings, including time as an Assistant Lecturer in the School of Māori, Pacific and Indigenous Studies at The University of Otago. Charles spent six years working in the Education Review Office (ERO) and held a range of reviewing, advisory and leadership roles with a specific focus on Māori medium and kaupapa Māori education. Charles was a Senior Advisor Māori in ERO and contributed to a number of national evaluation reports. His career in the public service also included secondments to Ministerial offices as a Private Secretary, as well as working in the Ministry of Education as a Senior Partnerships Advisor in Group Māori, and Manager Education in the Sector Enablement and Support group.