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Conference 2022 – Key Speakers and Presentations

Keynote Speakers

Mere Berryman

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Professor at the University of Waikato, Division of Education

After 20 years of teaching I began working as a researcher in the 90s. I wanted to understand why, what we had been doing with Māori learners and others in education was perpetuating trajectories of disparity for them. Over two decades of learning from students, whānau, centres and schools, to promote Māori students’ educational success as Māori, has followed. Working to understand the place of the system and society has also been essential.

Keynote Abstract

Indigenising and Decolonising: Leading beyond brown frills

Growing leaders who understand contexts for learning where equity and belonging can be a reality for Māori means coming to deeply understand historical events that have seen the systematic belittlement and redefinition of Māori identities through colonisation. Upon this historical legacy of harm, policies for Māori to ‘enjoy and achieve education success as Māori’ were imposed this century. Despite their lack of success, pockets of mātauranga Māori are now continuing to be appropriated and imposed throughout the system.

Realising our agency as leaders in education, means rethinking and redefining a system where all learners are able to be educated without having to compromise who they are. This means, leading beyond the ongoing appropriation of brown frills to deeply understand the colonial legacy of prejudice and racism inherent in society as the basis for decolonisation. Being forced to fit into the culture of the majority group has caused intergenerational harm for Māori and continues to be enormously wasteful and costly for our country. Indigenising and decolonising the system means understanding the legacy of our shared history as the basis for better understanding our shared future.

Lesley Murrihy

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Chief Advisor, Te Poutāhū

Lesley Murrihy has recently taken up a position as a Chief Advisor in Te Poutāhū (the Ministry of Education’s Curriculum Centre). Prior to that, her long career in education (spanning over 40yrs) has been spent in schools both as a teacher and as a school principal. She has had the privilege to lead a small, decile one school in the heart of the King County and she left there to open the first new school to be built in Wellington for nearly three decades as foundation principal.

Lesley always wanted to be a teacher and what brings her the most joy is seeing others, whether students, teachers, colleagues, friends or family growing and developing into “leadership” – into living an increasingly whole and integral life and bringing their unique contribution to the world. Her doctoral thesis focused on whether coaching assisted the growth and development of educators. It found that it did, and coaching leadership has been the backbone of her leadership approach ever since.

Keynote Abstract

Middle leaders making a difference

Whether in formal leadership positions or just doing the mahi, middle leaders have an important role to play to bridge the gap between a school’s vision for learning and what happens in the classroom to achieve outcomes for ākonga. Alma Harris suggested that the various forms of middle leadership are pivotal layers of any system hoping for a quantum leap in performance. With the once-in-a-generation curriculum change programme planned for Aotearoa New Zealand over the next few years, the role of middle leaders will be crucial to the successful implementation of the bicultural and inclusive national curriculum. It is timely for schools to focus on the growth and development of middle leaders to support this complex change process but also for each leader’s own sake. Lesley will share her experiences of developing middle leaders as a school and Kāhui Ako Lead Principal, the central role that coaching played, and some expected, but also some unexpected outcomes.



Ann Milne

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MNZM, PhD, Ann Milne Education

Dr Ann Milne is a Pākehā educator who led the Kia Aroha College community’s almost 30-year journey to develop a critically conscious, culturally sustaining learning approach centred on students' cultural identities. That learning is described in her doctoral research, and in her book, Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools, which was published in 2016. Ann’s services to education were recognised in 2020 when she was appointed as a Member of the New Zealand Order of Merit. Ann is also the recipient of several national research awards and scholarships, including the New Zealand Principals’ Federation’s prestigious “Service with Distinction” Award in 2015 for “outstanding service to education in New Zealand.” Since retiring from her principal’s role in 2016, Ann has established Ann Milne Education and Ann Milne Online to share her long leadership experience in this area.

Keynote Abstract

Colouring in Education’s White Spaces: Let’s talk about Equity!

After rising to the challenge of COVID-19 schools couldn’t wait to get back to business-as-usual or even to a blended version of that ‘normal’ where equity, we hope, is our end goal. But, what if “normal” is the problem and what if equity is not enough? The global anti-racism movement continues to gain momentum and will no longer tolerate our ‘one-size-fits-some’ approach. How ready are we for these changes and why is a critically conscious, culturally sustaining curriculum essential if we want to really make a difference?

Our answers to those questions should connect with the Government’s vision for a more inclusive, equitable, and connected New Zealand education system, and the new national education learning and PLD priorities that underpin that direction. Do they? And how much change are we really prepared to make?

Click here to see a video of a similar presentation by Anne given to the Leaders Connect Series.


Catherine Bentley

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Tumuaki/Principal- Hastings Girls’ High School

I am in my fifth year as Tumuaki of Hastings Girls’ High School. Prior to this, I have had fifteen plus years’ experience in the primary sector as well as in early childhood as a Playcentre mum. This wealth of experience is has given me a unique perspective of learning, which is perhaps why I am so committed to a curriculum that challenges and develops the critical thinking, creativity,
knowledge and skills of all our ākonga.

Over the past five years, our mahi at HGHS has focused on creating a school culture where identity is taonga – the essential building block which becomes the starting point for student learning; we are committed to embedding a curriculum that is culturally sustaining, uses local contexts, resources, people and which is focused on increasing equity, social justice, critical thinking and enhancing democracy.

We are the 2021 recipients of the Prime Minister’s Excellence Awards – Leadership.

Keynote Abstract

Leadership - In the Arena

Like many other Kura in Aotearoa, Hastings Girls’ High School had been built upon outdated colonial ideals, which perpetuated systemic racism. We recognised this and were committed to righting the wrongs. We were called to action. The purposeful and deliberate actions we have taken over the last few years have culminated in the creation of a learning environment in which students from all backgrounds, cultures and religions can thrive. A place where staff are excited to be part of something bigger than themselves and exceed professional expectations as a matter of course, where on a daily basis, there is a light in the school. There is a deep sense of purpose and commitment to the new vision and the students know it. We are doing this with them and for them. We have established a culture of collective efficacy – all staff, students and whānau see themselves as an essential part of our woven korowai. Everything we do is driven by providing the best outcomes for our girls – we are, ‘singing above the note’.

Russell Bishop

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Emeritus Professor Russell Bishop PhD ONZM - University of Waikato

Russell Bishop is Emeritus Professor of Maori Education in the Faculty of Education at the University of Waikato, Hamilton, New Zealand. He is well known for directing the development of Te Kotahitanga, a large New Zealand Ministry of Education funded research and professional development project from 2001 to 2012. This project demonstrated how teachers and other school leaders could improve the educational achievement of Māori students in mainstream classrooms by implementing a culturally responsive pedagogy of relations. Since his retirement from Waikato University, he has developed the notion of relational pedagogy and leadership further with Cognition Education in New Zealand, Australia and Canada. He is the author of 8 books, including Teaching to the Northeast (2019), and approximately 90 other quality assured publications. He has delivered over 100 keynote addresses, nationally and internationally, and has won numerous awards for his work including a recent ONZM.

Keynote Abstract

Teaching to the North-East

This presentation picks up where I left off in Teaching to the North-East (TTNE) . TTNE is about how North-East teachers can promote equitable outcomes for Indigenous Maori and other marginalised groups of students. These are those students from diverse backgrounds who are marginalised educationally by what they bring to learning settings being seen as deficiencies; rather than these qualities being seen as positive attributes that can be built upon to promote their learning.

The key to NE teachers being successful in their pursuit of excellence for all through an equity approach are North-East Leaders who lead North-East schools. In the presentation, I will provide a summative picture of what a North-East school looks like. This overview uses the Relationship-based Leaders of Learning Profile (RBLP) detailed in TTNE (Bishop 2019).

Following this, I will provide an overview of what North-East leaders do, using the RBLP as a formative model, to develop and sustain their school as a North-East school. As was explained in TTNE, North-East leaders undertake the same actions in their schools as do North-East teachers in their classrooms. That is, they use evidence (monitoring) of the performance of those learners whose learning they are responsible for. This is in order to evaluate the effectiveness of the relationships they are building and the interactions they are using to develop and support NE teaching and learning within their school.


Chris Jansen

Senior Consultant - Leadership Lab

Dr Chris Jansen is a senior consultant with Leadership Lab where he works alongside organisations in the education, health, social services and community sectors in a range of projects. These include design and delivery of leadership development programmes, change management initiatives, organisational capability and strategic planning.

In particular Chris is involved with the Grow Waitaha programme where 150 schools across Greater Christchurch have partnered with Ministry of Education, Ngāi Tahu, and 4 providers over the last 4 years to explore future focussed pedagogy including student agency, collaborative teaching, flexible learning spaces, cultural narratives, authentic curriculum and diverse partnerships. This process includes individual coaching and mentoring of school leaders, facilitation of collaboration between schools to share innovation, and the curation of successful case studies to benefit the wider public sector.

Chris has a background in Physical Education teaching and counselling (school and drug rehabilitation centres). He has also been involved in NGO community development and social service sector for many years, both locally though Te Ora Hou Otautahi (an indigenous youth development organisation) and also in the Pacific (Ola Fou development project). Chris has written a range of international journal publications including ‘Leadership for emergence: Exploring organisations through a living system lens’ and ‘Leaders building professional learning communities: Appreciative inquiry in action’.


Heoi anō tāku he tuku mana, Kia parahia te huanui ki te mana taurite Lifting others is the path to equity

This phrase from my email signature was written for me by a collegue Karuna Thurlow from Ngāi Tahu in 2021 and encapsultates a value that is central to me personally, and to our organisation Leadership Lab… mana ōrite. We ask ourselves constantly…“How do we address bias and racism to ensure equity and inclusion for ākonga Māori and all ākonga in our Aotearoa kura?”.

In this session we will explore the process involved in developing our critical consciousness as educators in Aotearoa, and the resulting actions that might make a result. I will share some on my own experience as a Pakeha who has been committed to my identity as Tangata Tiriti for many years and wrestled with the hesitancy, vulnerability and joy that this involves. We will share some of our learning in Leadership Lab through developing strategic thinking with school Boards, and developing ‘cultural capability’ with tumuaki (principals) and kaiako (teachers) around Aotearoa.

This mahi is involving exploring ways to develop individual and collective competence and confidence in culturally sustaining teaching and leading. The journey towards the knowledge and skills to become a Treaty partner in practice comes through creating open spaces for dialogue that allow for safe and courageous conversations, from applying the principles of the powhiri process to core practices in kura so that tikanga is normalised and results in developing confidence to design and lead educational initiatives in a culturally sustaining way.


Hamish McDonald

University of Otago College of Education

I am an experienced and innovative Educator, who is passionate about education, learning and seeing our tamariki flourish. I have worked extensively in Leadership and Professional Development, strategic planning, local curriculum design, supporting educational leadership and integrating digital technologies. I have navigated changes in education, ensuring that resources, programmes, approaches and strategies align with current and future educational developments mirroring the changing needs of teaching and learning. I have over 25 years experience in the New Zealand Education system, as a teacher, Deputy Principal and for 12 years, Principal. Most recently I have been engaged as Director of Educational Support Services at the University of Otago College of Education.


Ongoing, Professional Learning Development for experienced principals in Aotearoa, New Zealand – EdD research

The role and position of school principal is often challenged by external influences, necessitating the need for transitions in principal knowledge and actions. This in turn suggests the need for ongoing professional learning development (PLD) to support practice shifts and leadership growth. Although there is significant research into the learning and development for beginning and early career principalship, a review of the current literature, internationally and within Aotearoa, highlights a gap in the provision of PLD for experienced principals, those who exceed six years of continuous principalship. Furthermore, the literature gap extends to the preferred methods and approaches to PLD by and for these principals.

This doctoral research investigates the perspectives of current, experienced primary school principals in Aotearoa, gathering opinions and experiences with relation to purposeful, professional learning development. This topic engages with Turangawaewae, our place to stand, by exploring principal sustainability, in our place, our context, our Aotearoa. As an educator with over 25 years of teaching experience, including 12 years as a primary school principal my intent is to identify PLD suggestions and recommendations for experienced primary school principals in Aotearoa. The initial findings of this research will be shared, and delegates will workshop their preferred methods and approaches to PLD using these findings as a provocation.

James Heneghan and Lauren Wing

James Heneghan

Father of three, Husband, Deputy Principal – Curriculum at Long Bay College.

Lauren Wing

Head of Social Science Faculty and Curriculum Development and Pedagogy Support at Long Bay College.


Long Bay College has been on a significant journey with professional learning. One where we place the learner at the centre, where practice isn’t polarised and teachers are supported to be agile. That pedagogy is best served through a nurtured culture of “”improving not proving”” and where responsive practice supports high levels of “”effective learning time”” going hand in hand with a deep sense of whanaungatanga.

Our work and approach to both professional learning and pedagogy is directly informed by the work of Aitken, Hattie, Timperley, Berryman, Bishop, Webber and places a significant emphasis Sweller’s work with “cognitive load theory”. We have an Aotearoa, New Zealand centric lens and with lens we consider best practice from across the world.

This is our story.

Jami Berry and Karen Bryant

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Jami Berry
Karen Bryant
Karen Bryant

Jami Berry

Jami Berry is a clinical associate professor at the University of Georgia. She has served as a dissertation committee member for over one hundred doctoral students, and her graduates include local school leaders, system level leaders, superintendents, and university faculty members throughout Georgia and the United States. She has written and presented extensively on leadership in high needs schools in international contexts and was a founding member of the International School Leadership Development Network (ISLDN).

Karen Bryant

Karen Bryant serves as Department Head of Lifelong Education, Administration, and Policy in the Mary Frances Early College of Education at the University of Georgia. Previous experience in K-12 education included serving as a classroom teacher, assistant principal, principal, district director of curriculum, district director of federal programs, and district leadership development mentor. Dr. Bryant teaches current and aspiring leaders in courses that lead to educational leadership certification in Georgia. Inclusive leadership and district partnerships are areas of expertise.


Leading in a time of crisis: Stories of resilience from the field

This paper highlights the third ISLDN* research strand through examining the experiences of seven school and district leaders in the United States during the COVID-19 pandemic. It begins with a brief review of the literature on leadership during times of crisis and the impact of COVID-19 on school structures.

Next, it provides an overview of each leader’s individual experience related to relationships with staff and stakeholders, the shift in leader responsibilities, and the responses of stakeholders to contextual challenges.

The paper closes by highlighting common themes across all interviews as well as the leaders’ learnings related to leading through and moving forward from crisis as an individual and a school community. Delegates at the session will be encouraged to discuss their own experiences of leading in times of crisis in relation to the learning presented here.

* The International Leadership Development Network (ISLDN) was developed as a joint initiative of the British Educational Leadership, Management, and Administration Society (BELMAS) and the University Council for Educational Administration (UCEA) in 2012. As it begins its second decade of existence, ISLDN is focused on three research strands – Building on Existing ISLDN Research, Comparative Analysis of ISLDN Research Studies, and the Impact of COVID-19 on the Professional Practice of School Leaders.

Lee Flood

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Augusta University

Lee D. Flood is an Assistant Professor in the Department of Advanced Studies and Innovation at Augusta University. Dr. Flood’s professional interests include research design/methodology, the examination of leadership behaviors that promote equity, access, and fairness, and international comparative studies in school leadership. He primarily teaches educational research courses to teachers and principals and is motivated to craft those courses in way to increase the way that practitioners meaningfully engage with the existing literature to create profound impact in their own contexts. Outside of academia, he enjoys fly fishing, traveling, smoking some great brisket, Volunteer football, and seeing as much live music as possible.


Reimagining educational research courses: Centering the scholarly-practitioner

The Educational Doctorate (Ed.D.) is a professional doctoral degree that is designed to meet the needs of current practitioners seeking training on how to expand their professional expertise and leverage research methods to address problems of practice. This unique training centers on developing scholar-practitioners, that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute to meaningful school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Lewis, 2015; Mehta, Gomez, & Bryk, 2011; Perry, Zambo, & Crow, 2020). However, to achieve this goal, research courses need to center the scholar-practitioner and contextualize the types of research skills and knowledge that are needed.

This paper discusses considerations specific to this goal and process including: a focus on creating informed consumers of research, grounding program work within the realities of the scholar-practitioner, and scaffolding the dissertation along the way. Discussion around the needs of practitioners as it relates to research design and methodology is encouraged to help refine faculty approaches and articulate practitioner perspectives.

William "Toby" Holmes

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University of New Mexico

Dr. Holmes is an Assistant Professor of Educational Leadership in the Department of Teacher Education and Educational Leadership and Policy at the University of New Mexico. He is a former principal of a five-star elementary school in Las Vegas, Nevada, USA. Dr. Holmes is a Choctaw Nation of Oklahoma member, primarily focused on research and teaching in leadership communication, motivating language theory, and culturally sustaining instructional leadership. He is an international member of NZEALS.


Caring: A place for leaders to stand today and tomorrow that makes a vital difference to both employees and their organizations

When school and district leaders engage their employees with an ethic of care and take goodwill stances toward them, they open doors of civility, demonstrate concern and consideration, promote positive self-esteem, and focus on the employee best interests. This focus on caring and goodwill by leaders creates a place for employees to feel understood, a place where employees feel responded to, and a place where employees feel emotionally connected. When leaders further combine this with competence, trustworthiness, and dynamism, they take on the roles of credible and believable leaders. 

With this beginning of caring and goodwill, leaders can take this stance and, with positive communication and effective action, create places where employees experience satisfaction, hope, and happiness which result in more profound levels of self-efficacy and esteem as well as higher levels of organizational citizenship and better school and district cultures.

This session looks at the research results, incorporates Motivating Language Theory, the work of Nel Noddings, and the Manaakitanga Principle, and involves session participants in a rich discussion of the role of a caring leader and their influence on employees and organizational outcomes as well as examples of practice.

Andrew King

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Oropi School

Andrew has been a Primary School Principal for the past 14 years in two schools. He is currently Principal at Oropi School in Tauranga. This is a full primary semi-rural school with 350 students. This context has grown significantly over the past ten years. He completed his Masters of Educational Leadership in 2015. Andrew has completed article writing, presenting, workshopping, and hosting of many visitors to his school context to witness and learn about the Play Based Learning approach at Oropi School. For three years he was the foundation Kahui Ako Lead Principals for Tauranga Peninsula. He is currently President of the newly established NZ Rural Schools Leadership Association, which is a PLD MoE Network of Expertise.


Primary school leadership for a play based philosophy & curriculum

Oropi School has been on a long term journey implementing their local curriculum which is founded in philosophies of teaching and learning that align with Play Based Learning. The school is now in a ‘place’ where this informs all aspects of the curriculum, operations, and priorities. Everything that happens is because of our teaching & learning philosophy. Play Based Learning happens across the school, from Year 1-8 every day. Language Learning happens through a task based approach. All classes are involved in the Garden to Table programme regularly.

The school is rich in outdoor learning contexts including ‘the shed’, ‘the gully’, and Kokako Gardens. Assessment practices are evolving to be more focused on qualitative forms rather than summative, quantitative ones. This is to ensure we are using a strengths based, holistic approach in understanding and working with all learners.

Andrew will explain the leadership journey the school has been through over the past 10 years to ensure this approach is firmly embedded strategically and at the ‘grass roots’ practical level as well, with full support from the Board and community.


Leadership for bringing life to a Global Citizenship Strategy

Fostering Global Citizenship & Competencies is an essential element of a school’s local curriculum to prepare students for their future. To embed this successfully requires a long term approach to ensure a genuine and sustainable programme is in place. It is not simply ensuring children are learning about other cultures. This can lend itself to being superficial and does not allow a school to have curriculum experiences that provide opportunity to embrace all global competencies that the OECD emphasise are important. There needs to be opportunity to learning with, from, and about other cultures, through genuine connections. Oropi School has successfully implemented such a programme. Key aspects to this have been growing and developing relationships with organisations and schools around the world, extensive PLD for teachers and parents, and prioritising resource spending with a clearly defined strategy. Andrew will explain the journey to give insight as to how this has come alive and remains a key aspect of the curriculum at Oropi School.

Peter Monteith

Inspired Kindergartens

Ko te awa ko au, ko au te awa.

Peter Monteith hails from Atihaunui-a-Paparangi, an iwi from the banks of the Whanganui River The holder of an MA (Hons), and Diplomas in Education and Te Reo Māori, Peter has been the Tumuaki (Principal) of Inspired Kindergartens’ 26 services in the Waiariki rohe since 2008. His aspirations for community engagement, quality public education, innovation and high professional expectations are reflected in the 2017 Education Review Office assessment of Inspired Kindergartens as the top performing multi-site ECE provider.


An EnviroSchools journey in kindergartens

The presentation traces the Education for Sustainability journey of  Inspired Kindergartens since its inception in 2008; focusing on the expansion of the project beyond the two original ‘activist’ kindergartens to a whole organisation approach involving the EnviroSchools Movement (Toimata Foundation), and the local Regional Council. It references the challenges and opportunities for children’s, teacher’s and whānau and community learning; the role of leadership in promoting the project; the interaction with te ao Maori – notably the engagement with mana whenua in developing local curriculum which acknowledges their turangawaewae; and the promotion of leaders to be agents of change and challengers of the status quo and Inspired Kindergartens’ plan to become energy self-sufficient – the Power Project.

 Jennie Nairn

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St Margaret's College, Christchurch. Boma

Jennie Nairn is an experienced senior leader and currently an Associate Principal. With an interest in staff and student learning and leadership, her Boma Fellowship Project in 2021 focused on student leadership. Findings from earlier research considering the impact of NCEA on teacher collegiality and current experience in leadership coaching, teacher professional development and professional growth conversations, have all influenced the design of her fellowship project. Student and teacher leadership and the development of self-efficacy and student-centred learning have been central to Jennie’s leadership practice as an educator in the preschool to Year 13 education sector.


 The Hautūtanga Leadership Framework – nourishing student leadership

‘Mā te huruhuru, ka rere te manu’ – Adorn the bird with feathers so it can fly – develop leadership for all, for growth and investment in the future.

Kura have such capable students, and their leadership is valued. However, some students miss out on leadership roles, others are placed in roles they are not equipped for, and still, others have the aspiration to develop their own leadership initiative. Supporting and growing all students regardless of leadership label or kura structure, and growing a sense of self-worth and investment in leadership for the future is central to the development of the Hautūtanga Leadership Framework.

The framework enables all students to develop leadership competencies through a focus on Self – Kiritau, Service – Ratonga or Servant – Hāwini models. The framework enables students to take an active role, have autonomy in the choice of model, implementation of the leadership competencies and review their progress.

An interactive experience to design your kura model and the student perspective will provide both theoretical and practical views. While the framework is designed for students, the same approach may be used for any leadership role. Empowering and connecting others is central to leadership and this free resource will build a robust physical, emotional and spiritual foundation on which leadership competencies can be developed.

Maggie Ogram

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Osprey Consulting

Maggie Ogram is a Leadership Coach who specialises in professional growth specifically in the Education sector; an experienced practitioner and researcher in primary education and an ex-principal. Maggie works alongside educators to provide support for on-going growth learning, teaching and leading. through engaging with schools and Kahui Ako. Maggie strongly holds the belief that it is by learning and working together that we achieve more to benefit all learners. The belief in collaboration as an imperative is played out in practice in the school networks to support collaborative leadership practice that Maggie has established in Auckland with fellow practitioners and researchers.


Knowing our learners: Leadership to make a difference together

The Leadership Story we share is embedded in the belief that every student can succeed in their learning and every teacher can teach to a high standard given the right time (Fullan & Sharratt, 2012, Sharratt, 2020). 

In this session as practitioners and learners we share our insights of our ongoing collaborative leadership story in leading to implement the high impact strategies of the 14 Parameters Framework. We describe how our practice develops and emerges as we work alongside each other to form a ‘strong, inter-connected, empowered foundation – the tūranga – our standing place.’ (Spiller, Barclay-Kerr & Panoho, Wayfinding Leadership (p. 127).

In this session we unpack our learning and experiences to date in collaboratively leading the implementation of the 14 Parameters approaches across the school while acknowledging how each of the Parameters inter-weave and are inter-dependant. Our leadership focus is in relation to: Shared Beliefs and Understandings (Parameter #1); Shared Responsibility and Accountability (Parameter #14); and the evidence-based Case Management Approach (Parameter # 6) (Sharratt, 2020).

The session provides opportunity for an interactive conversation which will enable you as participant to engage in your own reflection on your own leadership as a learning leader. Sharratt’s leadership dimensions skills of Knowledge-ability; Mobilise-ability, Sustain-ability, Imagine-ability, Collabor-ability, and Adaptability provide the lens for this. As we reflect on learning conversations and processes we are experiencing in relation to building adult and student efficacy, equity and excellence, we consider the shifts (realisations, conscious, intentional) we have been undertaking in our own personal and professional leadership journey.

Ced Simpson

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Ced Simpson is a consultant specialising in human rights-based professional practice, education and organisational strategy. He has a background in school education in Australia and Aotearoa (teaching, curriculum development, school strategy & governance), and human rights promotion, education, campaigning and organisational development in a range of countries. He was director of the Human Rights in Education initiative, and is currently a governance adviser for the New Zealand School Trustees Association, and chair of the Human Rights Foundation.


School leaders must “ensure that…the school…gives effect to relevant student rights”. Which? Why? How? What about responsibilities?

As we consider the deeper implications of the Education and Training Act 2020, our need to better define our educational professionalism, our self-definition as a multicultural society with a bicultural heritage, Covid-19 response controversies, and the war in Ukraine, this workshop explores human rights and responsibilities as our tūrangawaewae.  The Act requires boards “to ensure…that the school…gives effect to relevant student rights”, but they are not explicit to the casual reader, and are often seen in a limited way and as merely a legal compliance issue. Educational leaders may not appreciate the wider significance of “rights” in the history of Aotearoa, our future as a country in an interconnected world, and the power of rights-based education. 

Creating a school culture based on rights and responsibilities can bring stronger purpose, principle, professional coherence, and passion, to what we do in education. That’s a good place to stand.

The workshop will provide an opportunity to share experience and insights against a background of critical information about “student rights set out in [the Education and Training] Act, the Bill of Rights Act 1990 and the Human Rights Act 1993”, and work on human rights-based education in New Zealand and elsewhere.