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Stephen Williams

Williams, Stephen croppedProfessional Learning and Development Facilitator (Specialisation: Science) ACC310
MA, PGCE (secondary), BSc, Māori 101


Wellington | Te Whanganui a Tara
Tel | Waea +64 21 908 269
Email | Īmēra stephen.williams@otago.ac.nz

Professional Profile

I have considerable experience and expertise in supporting teachers and leaders in primary, intermediate and secondary schools with science. This includes embedding culturally responsive pedagogy into teachers’ practice, locating science learning within Mātauranga Māori, and supporting learners with the literacy demands of science. Experience gained from my RSNZ Teacher Fellowship in the ‘Science and Technology of Harakeke’ and resource writer for https://keitemohiokoe.tki.org.nz/ has been invaluable.

I build strong understanding of current best practice in Science through:

  • Assisting in revising curriculum plans to ensure they relate directly to NZC, the Nature of Science and the local school’s needs. This includes developing a meaningful narrative for curriculum planning that locates science learning within Mātauranga Māori in the context of the school’s place and community.
  • Modelling, then mentoring and coaching teachers to develop their own pathways of change that builds upon their capacity and mana.
  • Working with individual teachers and departments to respond to the literacy demands of science. This includes developing resources to improve students’ reading and writing and using the Learning Progression Frameworks to monitor progress and provide feedforward.

My expertise includes

  • Cultural capability - locating Mātauranga Māori so as to make it meaningful for learners and legitimise it within the science curriculum.
  • Local curriculum design – locating science learning within the context of the school’s place and community.
  • Assessment for learning – supporting teachers in using NZCER Science Thinking with Evidence and the Learning Progression Frameworks.
  • NCEA Science - supporting teachers with changes to curriculum and achievement standards.