Leadership & innovation.
In Teaching and Wellbeing
This collection of work reflects a commitment to leading meaningful, evidence-based improvement across curriculum, pedagogy, and wellbeing. My focus has been on developing coherent systems and collaborative practices that strengthen outcomes for students, while building staff capability through professional learning, inquiry, and coaching. Across these areas, I have worked to embed culturally responsive approaches, strengthen relationships with whānau and iwi, and align practice with both local context and national priorities. The intention has been to create clarity, consistency, and purpose in how we support learners to thrive academically, socially, and culturally.
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Faculty Innovations - Physical Education
Ongoing Projects
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Construction of a traditional Ki o Rahi field
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Development of an extensive outdoor classroom and teaching space
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Creation of a unique wellbeing model in collaboration with local iwi Waikato-Tainui and the Kiingitanga (Māori King movement)
Junior Curriculum Review
Led and implemented changes to better re-engage students, improve attendance, and strengthen the use of student voice in contextual learning. This included embedding literacy and numeracy strategies, alongside the authentic integration of mātauranga Māori and te ao Māori concepts. A key focus has been strengthening relationships, collaboration, and consultation with Ngāti Wairere as mana whenua.
Teaching Spaces and Resources
Modernisation and revitalisation of teaching spaces and learning resources to better support contemporary pedagogical approaches and student engagement.
Junior Certificate of Educational Achievement (JCEA)
Development and implementation of a points-based junior graduation award for Year 10 students. The JCEA draws on similar structures, language, and processes to NCEA, preparing students for senior schooling while maintaining a balanced, holistic focus. It is an achievement-based system that tracks academic progress and promotes key values associated with effective learning and responsible citizenship.
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Wellbeing Action Plan
Development of an evidence-based, purposeful, and coordinated framework of systems, structures, and actions designed to intentionally strengthen the wellbeing of students, staff, and whānau. The plan is underpinned by Dr Mason Durie’s Whare Tapa Whā model of hauora (holistic wellbeing), providing a clear foundation for defining outcomes and guiding practice.
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Taakaro Ora - Active Wellbeing
A partnership between Te Pae Here Kaahui Ako (CoL) and Sport Waikato that focusses on promoting and prioritising the holistic wellbeing/hauora of students, staff and whaanau across 18 school around NorthEast Hamilton. This includes the development and implementation of curriculum based PLD to schools within the CoL. A pilot for the recently released nationwide
initiative - Healthy Active Learning.
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Mahi Tahi - Fairfield College prof inquiry
A collaborative team was established to align FFC’s existing inquiry processes with Te Pae Here and contemporary research on collaborative inquiry. This work led to the development of a contextualised inquiry framework, named Mahi Tahi, designed to strengthen collective practice and shared understanding across the kura.
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Professional Coaching and Mentoring PLD facilitation
Facilitation of professional learning and development focused on collaborative inquiry, delivered across whole-staff sessions and targeted one-to-one mentoring within FFC and the Create Team at FIS. This included supporting staff to engage in reflective practice and evidence-based improvement. The GROWTH coaching model was utilised to guide structured, goal-oriented coaching conversations and support professional growth.
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Cultural Relationships and Responsive Pedagogy
Leadership and facilitation of professional learning and development focused on strengthening culturally responsive practice across the school. This included collaborative inquiry processes, whole-staff PLD delivery, and targeted one-to-one mentoring within FFC and the Create Team at FIS. The work supported staff to deepen their understanding of culturally sustaining pedagogies and strengthen relationships with learners, whānau, and iwi. The GROWTH coaching model was utilised to guide reflective, goal-oriented professional conversations and support ongoing capability building.