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Expert Partners supporting Kāhui Ako

Education Support Services has been successful in having a team of 7 accredited facilitators who are experienced, trained teachers, named as Expert Partners to work alongside “Kāhui Ako Leadership and Regional Managers to efficiently, rapidly and effectively support Kāhui Ako to raise the quality of leadership and teaching across the schooling sector”.

The Expert Partners role is to act as a “critical friend to Kāhui Ako Leadership and will support the development of achievement challenges and associated action plans.

The Expert Partners will support Kāhui Ako Leadership to strengthen evidence gathering practices, critical data analysis and evaluation skills, problem definition and evidence informed action planning to respond to their achievement challenge. They will provide external critique. These partners will work with a Kāhui Ako as they form and will support them to self–sufficiency.

ESS Expert Partners Team

Cheryl Pym - M.Ed. (Massey)
Phone: 021 190 1317Pym, Cheryl cropped
Summary of skills/experience
Cheryl’s work as national facilitator demonstrates understanding of the contextual influences on PLD. This informs the use of teaching as inquiry, coaching methodology and data analysis to identify what is happening for the students focussed on achievement, engagement, curriculum design, embedded discipline specific literacy, pedagogy and assessment matters. She has successfully established and maintained inquiry clusters across Otago, Southland and Taranaki focused on evidence and data to improve student outcomes.
Problem definition is part of each individual’s action plan and the cluster has an overarching goal and action plan to guide the work. Collaborative and individual inquiries are guided with specific feedback given to maintain acceleration of student achievement. Diagnostic tools and practices are used to ascertain the focus using an appreciative approach to draw together the range of needs in the group. Smart tools are developed and used to monitor the progress in the cluster. This keeps the focus on student achievement over time. Tracking of students using NCEA and other achievement data has been a specific focus of the work to ensure the acceleration of focus students. Cheryl’s experience in Research and Development in the Ministry of Education Instep project rounded in Activity Theory and Intervention Logic.

Hitchcock, Denise croppedDenise Hitchcock Ph.D. (Curtin)
Phone: 021 912 947
Summary of skills/experience
Denise was the Secondary Literacy National Coordinator and regional facilitator for the Secondary Student Achievement contract from 2012-2016. She is experienced in working from a culturally responsive disposition with senior and middle leaders, within a culture of inquiry, to collate and analyse data, and to develop evidence based responses to identified needs. Denise has worked extensively in schools and inquiry clusters to guide leaders and teachers through inquiry based practice.
Denise’s doctoral thesis (Hitchcock, 2013), incorporated a mixed-method research design involving the collection and analysis of a wide range of data from secondary school contexts, including literacy and NCEA achievement data, interviews, observations, and documents. Based on the evidence gathered, Denise worked collaboratively with leaders and teachers to design literacy intervention programmes to improve student achievement, continuously monitoring teacher practice, student progress and subsequent outcomes for students.
Denise is skilled in bringing together research and practice in order to inform proposals, plans and pedagogy.
Sandra Joseph croppedSandra Joseph M.Ed. (Hons) (Auckland)
Phone: 021 903 947
Summary of skills/experience
With thirty years of experience in education and a background in primary school teaching, Sandra has worked in various leadership roles both within schools and as a facilitator supporting schools.
Sandra’s teaching and school leadership experience has been mainly in low decile, large urban schools. Her current work in Education Support Services has enabled her to develop a deeper understanding of Teaching as Inquiry, developing self-sustaining models for building competence and reflective practices including supporting teachers and leaders to use assessment data for improving student outcomes. Facilitation has been across various regions in the North Island of New Zealand. Previous work in School Support Services (2008-2010) involved supporting the effective implementation of the New Zealand Curriculum through Network Learning Communities (NLC), a Ministry of Education initiative. These NLCs were based on partnerships between school leaders across schools in the Northland and Auckland regions. Functions within this initiative included supporting school leaders with change management, collaboratively establishing requirements for school strategy and action plans going forward.
Turner, Joan croppedJoan Turner M.Ed. (endorsed in Bicultural Education with distinction) (Otago)
Phone: 021 912 167
Summary of skills/experience
Within Joan’s career in teaching and education in New Zealand and overseas, she has worked in many roles supporting school leadership teams to enact change. She has worked with primary and secondary principals and school leadership teams in New Zealand assisting them to gather and analyse relevant student data, engaging them in challenging conversations to clarify school priorities, supporting them in writing professional development plans and mentoring them over time as they enact their plans to bring about school-wide change. This work was carried out through her roles as National Co-ordinator Provisionally Certificated Teachers and facilitator for Education Support Services, and as an independent consultant. In the USA, Joan worked with Education District leaders to develop strategic plans to implement systematic change at district level and at school level resulting in change in teacher practice and improvement in student literacy achievement.
Rice, Kate croppedKate Rice Ed.D. (Otago)
Phone: 021 793 771
Summary of skills/experience
Through her work in Assessment to Learn (AtoL) as well as primary and secondary science facilitation, Kate has honed her data gathering and analysis skills to support decision-making processes to identify areas of concern and develop strategic action plans to improve achievement in years 7 -13. The key to this work has been engaging school leaders and teachers in the development and implementation of action plans to address these problems. Ongoing monitoring and evaluation has strengthened teachers’ responses and inquiry into identified problems and led to evaluative reports that compare the progress made by management, teachers and students as a result.
Kate’s National Coordinator role in Sciences has recognised her skill base in building scientific literacy across all levels of science. Her Doctorate in Education research on effective professional learning approaches for Science, resulted in Kate refining her facilitation approaches in Primary and Secondary Science to incorporate culturally responsive learning and assessment contexts such as formative assessment, NCEA, National Standards. This includes facilitating teachers’ reflection on current teaching practice and considerations of its impact on student outcomes and ways to enhance student engagement and achievement through teaching and learning approaches linked to local science contexts.
Williams, Stephen croppedStephen Williams M.A .(Cardiff)
Phone: 021 908 269
Summary of skills/experience
Stephen has many years’ experience working with schools in the Central South Region as science curriculum and learning facilitator. He has worked with primary and intermediate schools in the Wellington region to incorporate science in teaching and learning programmes using contexts that are meaningful and engaging for learners. This involved collaborating with schools to gather quantitative and qualitative data in order to arrive at a shared understanding of student centred achievement challenges. Using this information, he has worked with schools to develop an action plan with clear outcomes and strategies for achieving them using the Teaching as Inquiry model.
This work has taken into account the need to develop a culturally responsive environment that respects and responds to tikanga. The collaboration required to design a plan of action is kaupapa based, as informed by our partnership with Te Tapuae o Rehua and the Pasifika Success Talanoa project. It is also driven by Best Evidence Synthesis and the diverse needs and cultural identities of students and their whānau. By agreeing on a kaupapa with stake holders, it has helped keep schools and teachers focused on their plan of action and has created a secure and safe environment for robust discussion.
Smith, Derek croppedDerek Smith M.Ed.St (Massey)
Phone: 021 913 150
Summary of skills/experience
Derek has been involved in the formation of school clusters for the purpose of: raising student achievement; sharing pedagogy across primary, intermediate and secondary sectors; identifying common goals based on data analysis; and utilizing SMS to track students at risk or cause for concern.
Derek has worked alongside the SLT in a number of schools to form culturally responsive and relational contexts for learning. His mahi involves working with school leaders and middle leaders and teachers to analyse structures, processes and procedures in schools to monitor performance and initiate improvement. This involves: profiling and planning; gathering evidence to accelerate, reflecting, reviewing and acting.
He brings a level of understanding for the importance of Kaupapa Māori principles, cultural values, achievement and successful outcomes for all students.
An example of Derek's work is with a Ministry of Education SAF, 7 principals and 7 middle leaders, identifying educational gaps in school programmes, supporting teachers in utilizing and coordinating expertise within the community to support the community. Outside expertise helped develop cohesive learning programmes and provided improved outcomes for students with a shared understanding of what each school provided and how they could lift their student profiles in each of their specific learning needs.