The NZEALS Conference for 2024 was held at the beautiful Tūranga, placed at the heart of our city, Ōtautahi Christchurch.
Three days of connection, collaboration and learning amidst the stunning backdrop of our garden city.
Leading Well -------------------------- Leading Together ----------------------------- Leading with Optimism
Monday’s theme was Leading Well
At the heart of this day was the work of Dr. Simon Breakspear where he presented his newest work ‘The Pruning Principle’, following onto his work on ‘Rethinking Resistance’.
On each of our days our learning was further supported by the opportunity to hear from educators around Aotearoa and the world, presenting their research and findings to us.
Tuesday’s theme was Leading Together
Our day included Keynote presentations from Joce Nuttall and Deborah Wood, with practitioner stories weaved throughout the day.
Tuesday night was possibly be the Conference highlight. We were wined and dined in the Great Hall https://www.artscentre.org.nz/venue-hire/the-great-hall/
Wednesday’s theme was Leading with Optimism
Jacoba Matapo presented to us, and further practitioner stories.
Keynote Speakers
Deborah Wood
DCE – Te Tāhū Whare, Evaluation and Review Māori, Te Tari Arotake Mātauranga | Education Review Office
The challenge and opportunity in questioning: evaluation and self-reflection in education leadership
As a new teacher, Deb Wood viewed the ‘review office’, like many around her at the time did -to be feared. A view, which she found quickly challenged upon her first review.
Over a career that has spanned schools, scholarship, and the Education Review Office; Deb has seen time, and time again the power of evaluation as a catalyst for improvement.
In this keynote, Deb will share insights from the chalkboard, education research, rangahau Māori and review that show how the right question, with the right intention can make impact. She will share with us how the power of questioning, has enabled her, and her team to lean into challenge, and lead with authenticity.
Deputy Chief Executive Te Tāhū Whare
Deborah has a rich background in teaching and education leadership, with a diverse pool of experience gained from across ERO in school and kura evaluation, system research, methodology and professional practice. She joined ERO in 2017. Deborah has led foundational rangahau Māori, building an in-depth understanding of conditions for Māori learner success within kaupapa Māori and English-medium education. This includes system evaluation to drive decision making. She leads a cross-functional team to support the best outcomes for Māori learners across the education system; and a focus on growing what the system understands about kaupapa Māori, te reo Māori and te ao Māori to benefit all learners.
Dr Simon Breakspear
Simon is a researcher, advisor and speaker on educational leadership, policy and change. Simon develops frameworks and tools that make evidence-based ideas actionable and easy to understand. Over the last decade his capability building work has given him the opportunity to work with over 100,000 educators across more than 10 countries.
Simon is an Adjunct Senior Lecturer in the School of Education at UNSW. He serves as an advisor to the NSW Department of Education and sits on an expert steering committee for the Australia Institute for Teaching and School Leadership (AITSL). Simon received his BPsych (Hons) from UNSW, his MSc in Comparative and International Education from the University of Oxford and his PhD in Education from the University of Cambridge. Simon began his work in education as a high school teacher.
Jacoba Matapo
Talofa lava, Kia Orana, Kia Ora, I'm thrilled to announce my upcoming presentation at the 2024 NZEALS conference, where I'll delve into the theme of "Leading with Optimism." My talk will explore vibrant Pacific leadership concepts, weaving in the rich philosophies of the Pacific and their impact on the practice of optimism in educational leadership. Join me for an insightful journey into how these unique perspectives enhance and redefine optimism in leadership!
Soifua ma ia manuia
Jacoba has ancestral ties to Siumu Samoa and Leiden Holland. She is the first Pro Vice-Chancellor Pacific at Auckland University of Technology. She is an Associate Professor in Pacific Early Childhood Education with over 15 years of experience in educational leadership, spanning ITE programme leadership, University leadership and leadership in ECE. She has led key Pasifika education projects, anchoring Pacific philosophy and pedagogies for learner success. Her work advocates for the value of Pacific indigenous knowledge systems in education and the possibilities of transformation through relational ecologies, story-telling and the art of embodied literacies.
Joce Nuttall
Executive Dean - Education
University of Canterbury
Professor Joce Nuttall is Amo Matua | Executive Dean in Te Kaupeka Ako | Faculty of Education at the University of Canterbury. Joce’s expertise is in learning to lead in education, workforce policy development, and curriculum theory in the early years. Her current research focuses on the learning needs of school and ECE professionals who are working to support migrant teachers commencing work in Aotearoa New Zealand.
Joce has spent the last ten years leading a dedicated research program focused on high-leverage professional development methodologies for leadership development in education, particularly in early childhood education. The outcome of this research has been a new theory and methodology for leadership development in education, focused on leaders’ capacity to take a systems-level and outcomes-oriented view of educational institutions.
Joce will talk about this new theory in her NZEALS keynote and share practical examples of the theory in action.
Breakout Sessions
Tautua nei mo sou manuia taeao: Serve today for a better tomorrow
| Presenter/s: | Amelia Solofuti |
| Type: | Leadership story |
| Keywords: | Relationships, Listening, Responsive |
Abstract
Leading well, leading together and leading with optimism foster a collaborative, supportive, and positive environment that enhances learning, growth and mutual respect. This workshop delves into leadership narratives that illustrate practical, simple, and authentic engagement with tamaiti (children), faiaoga (teachers), and whanau (families) in everyday operations. It emphasizes the importance of creating, developing, valuing, and respecting relationships.
Biography
Amelia Solofuti
Amelia was born in Samoa, her families are from the villages Tafitoala Safata and Matavai Safune.
She was educated in Samoa before migrating to New Zealand and is living in Christchurch with her aiga. She continued her education with Christchurch College of Education, has been in the teaching profession for the past 30 years and is currently working as a kaiako for Kidsfirst Kindergartens Hoon Hay. Her personal and professional journey has given her confidence to share her passion for teaching and learning in creating pathways for our tamaiti and our communities.
Strengthening my leadership through my cultural journey to understand Mātauranga Māori and sharing Te Maramataka practices in ECE
| Presenter/s: | Jenna Stone |
| Type: | Leadership story |
| Keywords: | shared leadership, understanding and learning |
Abstract
In 2021, my journey into Māori Languages and Pedagogies commenced under the guidance of Aumiri Pounamu at the University of Canterbury. Subsequently, inspired by this knowledge, our team began incorporating elements of Māori learning into our environment. Central to this addition is the concept of Mātauranga Māori, which embodies a Māori approach to existence and interaction with the world. At its core, it utilises kawa (cultural protocols) and tikanga (customary practices) to examine, evaluate, and comprehend the world around us. Mātauranga Māori offers diverse perspectives on knowledge acquisition and understanding.
As a leader within our team, I’ve embraced the role of both learner and teacher, recognizing that by sharing knowledge, we all grow together. I actively engage in ongoing learning, seeking feedback from my team and mentors, and continuously reflect on my practices to ensure alignment with Māori principles and values. This collaborative approach not only strengthens my own leadership skills but also fosters a sense of community and shared purpose within our team. This session will provide a glimpse into our journey of incorporating Te Maramataka – The Māori Lunar Calendar – into our daily routines and the planning of our kindergarten’s philosophy and everyday practices.
Biography
Jenna Stone
Kia Ora! I’m Jenna, and I’ve been immersed in the word of Early Childhood Education (ECE) for over two decades. For the past 9 ½ years. I’ve had the priviledge of being of the vibrant community at Kidsfirst Kindergartens Association, where I’ve contributed my passion and expertise to nurturing young minds.
Within Kidsfirst, my journey has been particularly rewarding at Vickery Street, where I’ve spent a total of 9 years. During my time there, I’ve had the honour of serving as the Kaiako Matua for 5 years, a role that has allowed me to truly make a meaningful impact on the lives of both tamariki and colleagues.
My approach to teaching is infused with energy and enthusiasm, rooted in the principle of manaakitanga towards the tamariki, their whānau and my colleagues I work with. I believe in nurturing their sense of ūkaipōtanga and fostering strong bonds of whanaungatanga in a positive and uplifting manner. Every interaction in the classroom is an opportunity to empower and inspire, creating a supportive environment where people can flourish and thrive. Outside of work I cherish time with whānau and friends, immersing myself in our shared experiences and creating lasting memories together.
Developing a whole school approach to lesson observation that places trust at the centre of lesson observation and post observation conversation
| Presenter/s: | James Heneghan |
| Type: | Leadership story |
| Keywords: | Observation, dialogic, trust-centred |
Abstract
A part of being able to meaningfully discuss and “know” classroom practice stems from observing practice. Wider research literature suggesting that where teachers can view each other’s practice, discuss that practice and collaboratively consider next steps, it is helpful as a support of improving teaching and learning, reducing teacher variability, increasing engagement with school-wide approaches and increasing relational trust.
At the same time the observation of teaching practice is described in staffrooms across the world and in research literature as a source of uncertainty for teachers. At Long Bay College we recognised our approaches need to be considerate of that uncertainty as we sought to live, walk, and empower our professional learning culture of “improving not proving”. The development of that culture a tenant of our schools strategic plan and of consultation across our teaching staff. Subsequently we developed a dialogic approach to lesson observation and post lesson observation conversation that supports growth focused development of classroom practice through the lens of our school’s educational philosophy.
We believe that our approach is scalable and could with careful consideration be applied to other school settings. Extension to other settings needing to place a high value on securing fidelity of approach through exemplars and modelling, clear communication with the wider staff, a responsiveness to feedback from staff involved and critically a commitment by leaders to openly model and share their teaching practice and to place a high value on the opportunity and privilege of discussing classroom practice with their professional peers. Those discussions empowering our middle and senior leaders in their ability to understand, engage and empower teachers to develop high efficacy teaching and learning.
This session describes the development and iteration of our approach as we seek to nurture a culture of outstanding teaching and learning at our school.
Biography
James Heneghan
James Heneghan is Deputy Principal at Long Bay College with responsibility for the schools development and delivery of Curriculum. James immigrated to New Zealand in 2008 and is originally from East London in the United Kingdom. He started his teaching career in 2003 in Southampton. Prior to working at Long Bay College James worked in various Senior and Middle leadership roles in schools on Auckland’s North Shore. James lives rurally, north of Auckland with his family.Neurodiversity: Learning Beyond the Label and Inclusive Curriculum design
| Presenter/s: | Lauren Wing |
| Type: | Workshop / facilitated discussion |
| Keywords: | Neurodiversity, Curriculum, Pedagogy |
Abstract
Neurodiversity: a broad umbrella term for a range of conditions, strengths, and abilities. But how can we as teachers and leaders move beyond the label and make a difference for our neurodiverse learners? In 2023 and 2024, Long Bay College has been exploring neurodiversity through the lens of our educational philosophy, Tino Akoranga – Exceptional Learning. Our Curriculum and Pedagogy team have considered ‘what works’? for our neurodiverse and neurotypical learners, aiming to create and share an approach that can empower teachers and faculties to respond to the learner in front of them instead of the label.
Our team have engaged with research as well as student, family and whānau, and teacher and faculty voice to develop and share approaches that can be adapted by a range of subject areas across the college. With a focus on leading together, and bringing others with us, this approach is designed to enact meaningful curriculum change across our school and bring exceptional outcomes for all. This workshop focuses on sharing our leadership journey, as well as and our learning, from its inception through to its delivery in classrooms and its impacts on our learners. We will unpack the development of our approach, its specifics, and how we have shared and distribute our learning across the college.
Our session will provide opportunities for discussion of ideas and for attendees to consider how they may apply such an approach within their own contexts.
Biography
Lauren Wing
Lauren Wing is passionate about learning – her own, that of her students, and that of others. Lauren believes that we should be striving to provide quality learning experiences for all and ensuring that teachers and leaders are equipped to bring about the changes in their pedagogies and their curriculum approaches that support this learning. Lauren is a Deputy Principal at Long Bay College in Auckland, and enjoys baking, sci-fi, and spending time with her fiancé and their unruly dog.Leading shifts in school culture, challenges and progress
| Presenter/s: | Samantha Mortimer, Rowan Haigh |
| Type: | Leadership story |
| Keywords: | Relational, restorative, reflective |
Abstract
Samantha and Rowan are relational practitioners who believe that to have a great school culture, positive relationships across the whole school community are paramount. At the heart of this is restorative practices (RP) in its true sense as not just “something we do” but “something we are”.
When Samantha joined Rowan (DP) as principal at Greymouth High School (GHS) they both recognised that RP in its true sense was missing from the school culture and they were eager to rectify this. However, as they were already focussing on cultural capabilities with their local hapu (Māori family group), as pragmatic leaders, they didn’t want to overload the staff with another initiative. Therefore, they, along with the rest of the SLT, decided to bring everything together under one clear and cohesive overarching framework which they called Relational Learning Culture. Covid slowed the development of this framework but as practised optimists they took the wins where they could. This included Rowan guiding the pastoral team as leaders in RP across the school.
In this leadership story Samantha and Rowan will share GHS’ journey towards developing Relational Learning Culture. Including, how values drive their work; supporting literature; the changes in GHS school practices and their next steps.
Biography
Samantha Mortimer, Rowan Haigh
Samantha Mortimer has been principal at Greymouth High School since 2021. She completed a BA at Radford University, Virginia, and an MA and PGCE at Exeter University before becoming a high school teacher in Manchester, UK. Samantha returned to NZ and joined Te Aroha College in 2008 and while there became DP and completed her MEd Leadership at Waikato. Samantha is passionate about educational leadership, supporting the growth of staff and students and embedding a relational learning culture.
Rowan Haigh has been Deputy Principal at Greymouth High School since 2020. He grew up on West Coast and has been working in education there for the past decade. Prior to this, Rowan completed his Postgraduate Diploma Education (Distinction) from the University of Canterbury after returning from four years teaching in London. Rowan believes in a holistic view of education, one that encourages all to achieve success in whatever pathway they choose.Aen nistwayr aachimoo, Tell Me a Story - The Story of Our Collective Transformative Learning Journey
| Presenter/s: | Scott Lowrey, Nicole Brouwer, Wayne Davies, Lindy Phelps-Henderson, Shelly Hopper |
| Type: | Leadership story |
| Keywords: | Reconciliation, Decolonization, Etuaptmumk |
Abstract
Four emerging Indigenous scholarly practitioners and one ally share deeply personal educational leadership narratives of leading with optimism, and collective learning reflections of navigating their respective doctoral studies at Western University (London, Ontario, Canada).
Nicole’s research, Niinwi-kiinwa-kiinwi: The Path to Reconciliation, Decolonization and Pursuing Etuaptmumk (Two-Eyed Seeing) Pedagogy in a Faith-based Organization, focused on how Etuaptmumk pedagogy and Indigenous mindsets inspired a movement toward reciprocal relationships and learning between a faith-based organization and Indigenous Knowledge Keepers and Elders.
Wayne’s research, Wyi Wah! Mamaskacikiwey Itota: An Integration of Indigenous Culture and Academics at a Manitoba High School, addressed a leadership challenge in the form of an inability for the Indigenous student population at Riverview to keep pace academically with their non-Indigenous peers.
Shelly’s research, Kaykwy Wii Ooshihtaayen Dimayn? What Will You Do Tomorrow? Strengthening Indigenous Leadership Capacity to Impact School Culture and Achievement, centered around a lack of preparation for leaders in schools to effectively incorporate Indigenous leadership approaches to positively impact school culture and impact achievement for Indigenous youth.
Lindy’s research, Mino-bimaadiziwin: ReIndigenizing through Land-Based Learning, focused on the development of meaningful and relevant practices in curriculum, pedagogy, and school-based leadership in response to TRC (2015) Calls to Action 62 and 63.
Biographies
Dr. Scott Lowrey Dr. Scott Lowrey is a settler Canadian scholarly practitioner, ally, and Assistant Professor (Standing Appointment) with Western University’s Doctor of Education (EdD) program living and learning on the ancestral territories of the Erie, Neutral, Huron-Wendat, Haudenosaunee, and the Mississaugas. Scott was recognized as one of Canada’s Outstanding Principals in 2005.
Nicole Brouwer Nicole Brouwer is of European and Ojibwe heritage. She is a member of Garden River First Nation which is part of the Robinson-Huron Treaty. She is the principal at an urban faith-based private school. Nicole is a Year 3 doctoral candidate in Western University’s EdD program.
Wayne DaviesWayne Davies is Red River Metis from Selkirk, Manitoba. He is Director of Student Teaching at the University of Winnipeg where he teaches. Wayne is a Year 3 doctoral candidate in Western University’s EdD program. Wayne was recognized as one of Canada’s Outstanding Principals in 2014.
Lindy Phelps-HendersonLindy Phelps-Henderson is a member of the Manitoba Metis Federation and the Red River homeland. She lives and works in Treaty 3 territory where she presently serves as the Indigenous Language Coordinator for the public-school board as well as the principal of Kaa’Naa’Matay Wiigiiam, a K-12 land based school. Lindy is a Year 3 doctoral candidate in. Western University’s EdD program.
Shelly HopperShelly Hopper is Red River Metis educational leader who has dedicated her career to supporting equitable educational experiences for all. She is currently employed as the Anti-Racist Education Professional Learning Coordinator in partnership with the Community Education Development Association (CEDA), and three urban school divisions in Winnipeg, Manitoba. Shelly is a Year 3 doctoral candidate in Western University’s EdD program.
Our Sponsors
Thank you to these sponsors for helping to make our event happen.
Gold Sponsors
Bronze Sponsor
