Achievements
Past and Recent Innovations
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Feb 2015 - Present CORE Education- Auckland
In February 2015 I was afforded the opportunity to join Core Education as part of the Manaiakalani Outreach Facilitation team. Since taking up the role I have been immersed in a balance of in-class facilitation, cluster cohesion and collaborative practice. My leadership facilitation has focused on school identity facilitation through student empowerment and strategic planning. Working with Manaiakalani leaders, my role centres around synthesising and modelling practice at all levels of school and cluster to mirror the journey taken in the Tamaki region.
My current role falls into two main areas of practice. The first is centred around in-school sustainable practice. I undertake modelling and mentoring of individual teachers to build their pedagogy and teaching as inquiry, wrapped in a strong modern learning context. The second part of my role is to facilitate leadership and cohesive direction at a cluster principal level. This entails regular meetings and facilitation of leadership professional learning groups with the aim to collaboratively own the direction being travelled on the cluster learning journey.
Key Achievements
In-Class Facilitation
Jul 2012 - Feb 2015 MURRAYS BAY SCHOOL- Murrays Bay, Auckland
I joined Murrays Bay School in July 2012, taking over an established Year Five class. At the beginning of 2013 I set up and led a boys class specialising in underachievement in boys’ literacy. Having come from an established boys class (while at Glenfield Primary School), I took up the challenge to create another powerful learning environment in which to support and develop boys in their learning. The class was highly successful academically, with improvements in the number of students achieving at or above the standard across the curriculum. The habits of mind became one of the primary tools used to help deliver the curriculum within the classroom, focusing on managing self and developing inter-connected thinking to foster a genuinely powerful and co-operative learning environment.
In February 2014 I established Murrays Bay School’s first senior e-learning class, focusing on a media rich environment, but underpinned by the core values of co-operative and inquiry based learning. As part of my own professional development I have become highly skilled in my use of Google Docs as well as a range of specialist, learning and presentation apps. The use of technology has allowed me to develop ‘opt-in’ sessions based on careful analysis of summative and formative assessment. The sessions are digitally chosen by the children and allow them to attend areas specific to their needs and goals. As a teacher and learning professional I have become highly reflective within my practice, establishing links with other e-learning classes within the Mid-Bays cluster and striving to develop a personalised learning environment for the learner within my class.
Key Achievements
Learning Leader
In November 2013 I was asked to lead the Year Six teaching team from February 2014 onwards. I took up the position and immediately planned and ran a highly successful Education Outside The Classroom school camp for 120 students. As part of my ongoing professional development I became well versed in the FiSH philosophy. I continued to reflect on my role as a learning leader, changing and adjusting my leadership style to support individual teachers within the team and ensuring they have up to date professional knowledge and resources to create purposeful learning environments.
Alongside supporting the teachers and learners within the Year Six team, I also provided the communication link between senior management and the classroom. As teachers, there’s very little that is more important than having shared understanding and knowledge. It is a key element within my leadership to make decisions that are transparent and justifiable.
Learning Leader Key Achievements
Jan 2010 – Jul 2012 GLENFIELD PRIMARY SCHOOL- Glenfield, Auckland
While at Glenfield Primary School, I became involved in both curriculum and community life at the School. Having initially taught a Year Six class, for two years I taught and led the development of an experimental boys only class, in an effort to raise the achievement of Year 5/6 boys. Identifying and addressing the needs of boys’ underachievement is an area that I continually researched and developed within my practice and pedagogy. I was recruited to the school to replace the outgoing ICT Leader and took over the curriculum leadership role in June 2010, for which I received one management unit. My child centred classroom was a hub of activity and fun. I took pride in creating rich and meaningful learning to engage the students of all of my classes. Throughout my time at GPS I strived to create a purposeful and engaging learning environment, rich in current teaching practice and curriculum delivery through the Inquiry model.
Key achievements
May 2005 – December 2009 DOLLIS JUNIOR SCHOOL- London, NW7
Class Teacher Role and Responsibilities
In February 2015 I was afforded the opportunity to join Core Education as part of the Manaiakalani Outreach Facilitation team. Since taking up the role I have been immersed in a balance of in-class facilitation, cluster cohesion and collaborative practice. My leadership facilitation has focused on school identity facilitation through student empowerment and strategic planning. Working with Manaiakalani leaders, my role centres around synthesising and modelling practice at all levels of school and cluster to mirror the journey taken in the Tamaki region.
My current role falls into two main areas of practice. The first is centred around in-school sustainable practice. I undertake modelling and mentoring of individual teachers to build their pedagogy and teaching as inquiry, wrapped in a strong modern learning context. The second part of my role is to facilitate leadership and cohesive direction at a cluster principal level. This entails regular meetings and facilitation of leadership professional learning groups with the aim to collaboratively own the direction being travelled on the cluster learning journey.
Key Achievements
In-Class Facilitation
- Development of sustainable Learn, Create, Share pedagogy and planning.
- Use of Google Apps For Education to underpin modern learning pedagogy and practice.
- In-depth analysis of student engagement.
- Specific focus on student agency and driving change through development of empowered student voice.
- Collaborative planning and practice within learning areas.
- Developing cohesive practice within team-teaching Innovative Learning Environments.
- Modelling the establishment of drivers through Simon Sinek's Golden Circle philosophy.
- Detailed analysis of identity and strategic planning to empower both teachers and learners.
- Advisory work around the development of innovative learning environments.
- Data analysis and focus on comparative value added gains.
- Leadership and middle management mentoring through development of understanding around Theories in Use and Espoused Theory.
- Validation and consultation around resistance to change.
- Shared visioning and development of a cluster wide achievement challenge.
- Facilitated conversations to unpack resistance to change.
- Identifying of barriers to equity and collaborative strategising to overcome them.
- Engagement in professional research and data analysis specific to schools' achievement challenges.
Jul 2012 - Feb 2015 MURRAYS BAY SCHOOL- Murrays Bay, Auckland
I joined Murrays Bay School in July 2012, taking over an established Year Five class. At the beginning of 2013 I set up and led a boys class specialising in underachievement in boys’ literacy. Having come from an established boys class (while at Glenfield Primary School), I took up the challenge to create another powerful learning environment in which to support and develop boys in their learning. The class was highly successful academically, with improvements in the number of students achieving at or above the standard across the curriculum. The habits of mind became one of the primary tools used to help deliver the curriculum within the classroom, focusing on managing self and developing inter-connected thinking to foster a genuinely powerful and co-operative learning environment.
In February 2014 I established Murrays Bay School’s first senior e-learning class, focusing on a media rich environment, but underpinned by the core values of co-operative and inquiry based learning. As part of my own professional development I have become highly skilled in my use of Google Docs as well as a range of specialist, learning and presentation apps. The use of technology has allowed me to develop ‘opt-in’ sessions based on careful analysis of summative and formative assessment. The sessions are digitally chosen by the children and allow them to attend areas specific to their needs and goals. As a teacher and learning professional I have become highly reflective within my practice, establishing links with other e-learning classes within the Mid-Bays cluster and striving to develop a personalised learning environment for the learner within my class.
Key Achievements
- Creation and establishment of the first Murrays Bay School boys class.
- Participation with an RTLB study into boys’ learning and classroom behaviour.
- Development of a student led boys class blog.
- Outstanding improvement in boys’ writing.
- Continued development of the ‘flipped classroom’ model and personalised learning.
- Development of individual behaviour management strategies focused on use and knowledge of the habits of mind.
- Individualised learning through student owned ‘opt-in’ sessions and used within professional development sessions across the senior academy.
- Multiple links with schools and professionals across the Mid-Bays cluster and further afield.
- Development of ePortfolios through use of Google Sites- incorporating a wide range of summative and formative assessment with ongoing reflection and student voice throughout.
Learning Leader
In November 2013 I was asked to lead the Year Six teaching team from February 2014 onwards. I took up the position and immediately planned and ran a highly successful Education Outside The Classroom school camp for 120 students. As part of my ongoing professional development I became well versed in the FiSH philosophy. I continued to reflect on my role as a learning leader, changing and adjusting my leadership style to support individual teachers within the team and ensuring they have up to date professional knowledge and resources to create purposeful learning environments.
Alongside supporting the teachers and learners within the Year Six team, I also provided the communication link between senior management and the classroom. As teachers, there’s very little that is more important than having shared understanding and knowledge. It is a key element within my leadership to make decisions that are transparent and justifiable.
Learning Leader Key Achievements
- Coaching and professional mentoring to my team. Meeting regularly to discuss goals and actions, creating simple action plans with clear success criteria.
- Ongoing mentoring through three-minute walkthroughs and fortnightly 15 minute check-in meetings.
- Medium term unit planning and redesign of curriculum overview documents to incorporate wider inquiry elements and strengthen cross-curricular links.
- Incorporation of ‘Real Learning’ integrated learning using the Crime Prevention Through Environmental Design model.
- Development of ePortfolio model across Senior Academy and within other e-learning classes.
Jan 2010 – Jul 2012 GLENFIELD PRIMARY SCHOOL- Glenfield, Auckland
While at Glenfield Primary School, I became involved in both curriculum and community life at the School. Having initially taught a Year Six class, for two years I taught and led the development of an experimental boys only class, in an effort to raise the achievement of Year 5/6 boys. Identifying and addressing the needs of boys’ underachievement is an area that I continually researched and developed within my practice and pedagogy. I was recruited to the school to replace the outgoing ICT Leader and took over the curriculum leadership role in June 2010, for which I received one management unit. My child centred classroom was a hub of activity and fun. I took pride in creating rich and meaningful learning to engage the students of all of my classes. Throughout my time at GPS I strived to create a purposeful and engaging learning environment, rich in current teaching practice and curriculum delivery through the Inquiry model.
Key achievements
- Interactive blog on boys’ learning with option for parent comment and feedback.
- Digital homework support and submission via learning portal.
- Project based homework integrated across senior team, helping boys recognise need for planning and longer focus.
- Significant gains in writing achievement across the school through modeling, guidance and high impact engaging learning.
- Creation of vibrant and purposeful digitally focused learning environments.
- Empowerment of children through ownership of curriculum and learning.
- Goal and target setting, ranging from weekly behavioural targets through to yearly academic goals with detailed success criteria.
- Wide range of behavioural management strategies from individual support (IBPs) through to whole class and syndicate strategies.
May 2005 – December 2009 DOLLIS JUNIOR SCHOOL- London, NW7
Class Teacher Role and Responsibilities
- Two years full time as year 5 teacher.
- Two years full time as year 6 teacher.
- Delivery of all curriculum subjects.
- Assessment of pupil progress through summative and formative assessment methods.
- Lead role in organising, scripting and creation of two large school productions.
- Highly skilled within up-to-date technological advances in delivering education to children.
- Creative approach to children with specific learning difficulties, tailoring the curriculum to their needs as learners.
- Termly and yearly target setting and monitoring.
- Wide variety of behavioural management strategies, including personal, class and whole school initiatives.
- Working one to one with individual staff to establish professional learning goals.
- Weekly feedback meetings with leadership team to discuss direction and strategy for whole school projects.
- Integrating Information Communication Technology into a creative curriculum approach.
- Three and five year plans (IP3/IP8)- created, adjusted and approved by the Local Education Authority (LEA).
- Leading staff training across Microsoft products.
- Leading staff training on interactive software and use of fully interactive whiteboards.
- Key role in providing laptops for teaching staff.
- Set-up, organisation of funding and maintenance of a new highly interactive school website.
- Delegation of tasks and organisation/management of technician.
- Network management of a 60 portal network including organisation of files, resources, username allocation and digital storage.