MC

Jehan Casinader
Jehan Casinader is an award-winning journalist, speaker and mental health advocate. He was named “Reporter of the Year” at the New Zealand Television Awards, and “Best Political Columnist” at the Voyager Media Awards. In the aftermath of natural disasters, terror attacks, sporting triumphs and everything in between, Jehan has helped hundreds of Kiwis to share their vulnerable, deeply personal stories with the rest of the country. In 2020, Jehan opened up about his journey through depression and suicidality, in a book called This Is Not How It Ends: How rewriting your story can save your life (HarperCollins). Now, he travels around New Zealand, teaching Kiwis about the power of storytelling. He is a respected thought leader in the areas of wellbeing, leadership and diversity, sharing regular insights with his large audience on LinkedIn. Jehan is also an official ambassador for Men’s Health Week. He has a degree in public policy, and regularly hosts high-profile events in the education sector. 

Our Speakers

Stay tuned - we will update this page as more of our speakers are confirmed!

Keynote Speakers

Dr Nina Hood

Unpacking the different dimensions of the Science of Learning research
Discussions of the Science of Learning have gained prominence in education over the past few years. In New Zealand, the Science of Learning has been a key part of recent policy developments around the Curriculum and pedagogical practices in schools. In this talk, Nina will discuss how the Science of Learning has been commonly conceptualised in education and the implications of this. She will then also explore how the Science of Learning encompasses a broader range of research than is commonly discussed and how identifying the different dimensions of the Science of Learning research can provide a much more holistic approach to teaching and learning. 

Nina is the founder of The Education Hub, a not-for-profit with a mission to bridge the gap between research and practice in education. She has a background as a secondary school teachers and has also been an academic at the Faculty of Education at the University of Auckland. She currently is involved in the development of new teacher training pathways and also provides professional learning to schools.

James Laughlin

Next-Level Leadership: Wisdom from the World’s Best
In the Next-Level Leadership keynote, James unveils the distilled wisdom of the world's elite, offering a rare glimpse into the strategies that have propelled these individuals to the pinnacle of success. This keynote transcends a traditional lecture, evolving into an immersive experience where the lessons of global leaders are interwoven with actionable strategies, enabling attendees to elevate their personal and professional lives to unprecedented heights.

James Laughlin is a global leader in High Performance Leadership and Personal Mastery. Renowned for his pioneering strategies, James has worked with elite performers, including professional athletes, CEOs, and multinational corporations, guiding them to achieve extraordinary success through his proprietary models. His influence spans diverse sectors, from PGA tour professionals to billion-dollar executives, empowering them to unlock their potential.

A seven-time world champion musician, James also led an underdog team to victory on the world stage, showcasing his exceptional leadership. As a mental skills coach for Canterbury Rugby, James enhances their competitive edge with resilience and peak performance strategies. He further extends his expertise through the highly popular "Lead on Purpose" podcast, where he interviews world-class leaders and shares powerful insights on leadership and personal growth.

Kathryn MacCallum

Addressing AI Myths and Misconceptions in Education with AI Literacy
AI is one of the most talked-about technologies in education today, surrounded by both overblown promises and cautionary fears, but how many of these are real? In this keynote, I will unravel some of the biggest myths and misconceptions shaping conversations around AI and reveal how AI literacy holds the key to navigating this rapidly evolving landscape. By separating fact from fiction, we’ll uncover how educators can critically evaluate AI's potential to enhance learning while avoiding the traps set by overhyped narratives and unfounded fears. Join me in exploring how understanding AI can empower schools to make informed, impactful decisions about its place in education.

Kathryn MacCallum is an Associate Professor of Digital Education Futures at the University of Canterbury, New Zealand. As Director of the Digital Education Futures Lab, she leads a community of researchers exploring digital technologies in education across all contexts, from kindergarten to tertiary education. In 2019, Kathryn was honoured with the prestigious award for Sustained Excellence in Tertiary Teaching, reflecting her dedication and passion for teaching.
Kathryn's research focuses on the role and impact of technology in education, particularly how emerging technologies like AI can support the development of critical digital literacies but also how this shifts educational practices and norms. Her innovative work has influenced educational practices both in New Zealand and internationally. As President of the International Association of Mobile Learning, she continues to shape the future of digital education. Kathryn has published extensively and serves as editor-in-chief for several leading international journals in mobile and blended learning and information technology education.

Liz MacPherson
Liz joined the Office of the Privacy Commissioner in April 2020 as Assistant Privacy Commissioner, Policy and Operations and was appointed as the first statutory Deputy Privacy Commissioner in November 2021.

Liz has had an extensive public service career spanning more than 30 years including policy, operations, regulatory, strategy and corporate governance roles. Liz held several Deputy Chief Executive positions at the Ministry of Economic Development and MBIE before being appointed to the position of Government Statistician in 2013 and later Government Chief Data Steward. In addition to her role as the statutory Deputy Commissioner, Liz leads the Office’s Compliance and Enforcement, Capability and Guidance, Policy and Investigations and Dispute Resolution teams.

Te Aomihia Taua-Glassie

Wahine led leadership taught through a whakapapa lens

In her keynote, Te Aomihia will share her leadership journey, from a kōhine inspired by her kuia to the multifaceted leader she is today. This presentation highlights the enduring influence of cultural legacy and intergenerational wisdom in wāhine Māori leadership, balancing traditional values with contemporary demands across education, community, and beyond.


Ki tōku māmā taha
Ko Huruiki me Marotiri ōku maunga
Ko Whenuaroa me Nukutaimemeha ōku waka
Ko Mōkau me Mangahauini ōku awa
Ko Mōkau me Waiparapara ōku marae
Ko Te Uri o Hikihiki me Te Whānau a Ruataupare ōku hapū
Ko Ngatiwai me Ngāti Porou ōku iwi
Ko Whangaruru me Tokomaru ngā wāhi tupu o ōku mātua tupuna

Ki tōku papa taha
Ko Taupiri tōku maunga
Ko Tainui tōku waka
Ko Waikato tōku awa
Ko Ngā tai e rua tōku marae
Ko Ngāti Tipā tōku hapū
Ko Waikato tōku iwi
Ko Te Pūaha o Waikato te wāhi tupu o papa

Te Aomihia Taua-Glassie (Ngātiwai, Ngāti Porou, Waikato) is a dedicated secondary school teacher and influential educational leader based in Whāngārei. With over 20 years of teaching experience, her journey in education was inspired by her late grandmother, Mere Tuhiao Piripi (née Ngāwai). Wāhine Māori often inherit leadership skills from their kuia and whaea, who have shouldered multiple responsibilities due to colonisation and societal expectations. This natural caregiving instinct, deeply rooted in Māori culture, often propels women into leadership roles and creates a sense of obligation to remain there. While wāhine Māori in educational leadership are often well-suited to these positions, their journey requires careful consideration and support. As Te Hapai Ō / Māori Vice-President of the PPTA Te Wehengarua, Te Aomihia advocates for over 22,000 educators across Aotearoa. Her leadership extends beyond the classroom, serving as an iwi board member, marae trustee, and chair of kura hapori komiti Māori. In her role as Leader of Learning (Māori), she nurtures the growth of ākonga Māori, embodying the multifaceted nature of wāhine Māori leadership. As a young wahine Māori kaiako, Te Aomihia was called to lead early in her career. Her leadership is grounded in the expectations of whānau and students, who look to her as an advocate within the school environment. Her whakapapa to local iwi adds another layer of responsibility, reflecting the interconnectedness of Māori leadership and community. Te Aomihia's journey mirrors the experiences of many wāhine Māori leaders who draw on cultural beliefs and values as guiding principles in their leadership praxis. Her story showcases the integration of leadership and wellbeing, a balance that wāhine Māori leaders often strive to achieve. She is at the forefront of advocating for the continued honoring and advancement of Te Tiriti o Waitangi in secondary schools, emphasizing the importance of supporting wāhine Māori leaders and aspiring leaders. Te Aomihia's commitment to her community is reflected in her active involvement with whānau in Whangaruru, which is part of te akau o Ngātiwai. As a mother of three and nani to five mokopuna, she exemplifies the balance of professional leadership with familial responsibilities, a common challenge for wāhine Māori leaders.  

Breakout Session Speakers

Robin Averill

Presentation: Strengthening the use of numerical tools in leadership – focusing on ways of using proportions
Leaders need to be great at using data to explore challenges and communicate evidence when instigating and monitoring the effectiveness of school innovations and developments. In this interactive session we will explore cool strategies and activities that help develop conceptual understanding and fluency with using proportions -percentages, decimals, and fractions. Ideas shared are drawn from a new, strongly successful micro-credential for teachers on using engaging experiences to support positive attitudes and confidence in using proportions in real life situations. Discussion will encompass the power of using proportions to inform and monitor school processes and ways to support teachers in their understanding and use of proportions. This session will also be useful for people working in schools with a focus on developing numeracy 

Robin is an experienced secondary teacher and teacher educator with expertise in mathematics education, culturally responsive and sustaining pedagogy, assessment and moderation, and initial and inservice teacher education. Now an education consultant, Robin is also Adjunct Professor at Te Herenga Waka - Victoria University of Wellington where she has held roles of Associate Professor and Associate Dean (Teacher Education). With an extensive background in research and publication, Robin contributes to a range of evidence-based projects in the areas of mathematics pedagogy, resource development, and culturally sustaining practice.







Guido Ballara & Paul McBride

Workshop: Navigating the minefield: the employer's health and safety obligations during investigation of alleged poor performance or misconduct
An employer faced with a staff member with potential poor performance, or one who has allegedly committed misconduct or serious misconduct, is required to act in good faith and as a fair and reasonable employer could act in all of the circumstances at the time. This can be a minefield.Where one adds in potential illness or injury, risks or consequences can escalate should the employer push on regardless of these, or of its obligations to provide a healthy and safe workplace. The focus of this workshop is about, using factual scenarios from caselaw, exploring what a fair and reasonable employer could do where faced with an employee who responds that they are unwell or injured, or where the employer knows (or reasonably should know) or suspects this to be the case.

Guido has worked as an employment lawyer for over 18 years, having specialised in employment law since 2003.  Before joining the firm in 2005, Guido was a Solicitor in the employment team of Minter Ellison Rudd Watts in Wellington.  Guido advises across all areas of employment law, represents clients at mediation and appears as counsel in the Employment Relations Authority, Employment Court, in the District and High Courts, as well as in the appellate courts.  Guido has also provided training and presented seminars to clients on employment law issues.  He also has personal sector experience, having been on a school board of trustees.

Paul was admitted to the bar in 1993, after working as Judges Clerk for the (now) Employment Court for four years.  Paul was employed by the Department of Labour for five years before entering private practice.  Paul has specialised in employment law and ACC work (primarily for ACC itself) since being admitted.  In practice, Paul works with many public organisations including Departments, Crown Entities, and other Boards including Health and Education Sector on employment and ACC related matters.  He also has personal sector experience, having been on a school board of trustees.



Rachel Bolstad & Rachel Cummins

Presentation: Towards “flourishing” climate education in Aotearoa

What would it look like if climate education was “flourishing” in Aotearoa New Zealand? This session draws on NZCER’s recent research on holistic climate education, alongside practice examples from the Climate Action Campus in Ōtautahi Christchurch. We'll discuss how climate education can “flourish” in our schools and communities, and identify some of the challenges and opportunities that lie ahead.

NZCER's research explores notions of "flourishing" climate education through a bicultural lens, recognising that Māori and indigenous perspectives can differ from dominant Western-global perspectives. From a Māori perspective, “flourishing” embodies a profound interconnectedness with the world, deeply rooted in concepts such as whakapapa. “Land-based education” or other Indigenous language terminologies are often used to describe learning that supports interconnected forms of flourishing for people and te taiao. From Western–global perspectives, climate education frameworks are evolving, with terms such as “education for climate justice” and “action for climate empowerment” convey the transformational and action-oriented outcomes that are envisaged alongside knowledge outcomes. A key message from the research is that while there are many different ways to "do" climate education, interdisciplinary approaches that allow time and space for multiple forms of learning are key. The Climate Action Campus (CAC) is an innovation that provides one example of holistic climate education in action.  At CAC there a strong emphasis on action-based learning as a way to defuse feelings of disempowerment or anxiety about climate change. CAC has a strong focus on being outdoors, connecting with nature, growing food, tapping into the knowledge and skills of the wider community, and becoming a resource for community wellbeing and resilience. An openness to innovation and collaboration are also key characteristics, with CAC intended as a place and space for the whole community.

Rachel Bolstad leads NZCER’s research on educational policy and practice for a climate-changing Aotearoa New Zealand. Rachel is also a founding member of the Aotearoa Climate Education Coalition and TEU’s Tiakina te Taiao Climate Action Network

Rachel Cummins is an experienced teacher that now leads a team of Learning Advisors at the CAC. The CAC works with around 50 local ECE’s, primary and secondary schools as well as other community groups and organisations, to provide opportunities for tamariki grow and develop their knowledge, skills and understanding about environmental and climate issues. 

Tara Fagan

Presentation: Supporting the Learning Ecosystem | The Potential of Museum-School Partnerships
Tara will explore how community culture and heritage organisations, such as museums and galleries, can play a role in supporting teachers and learners. Drawing on research into museum collaborations, she will focus on equity-driven initiatives that aim to increase access to local history and digital technologies for students, teachers, and whānau. Her presentation will showcase the benefits of leveraging museums as spaces for deep learning, social impact, and experiential education for both teachers and students. Tara will also delve into how these collaborations enable students to explore vocational pathways and harness digital tools to create new knowledge or reinterpret existing stories.  Additionally, she will emphasise the value of strong partnerships between schools and cultural heritage organizations, highlighting their positive impact on local communities and young people's educational experiences.

Tara Fagan, Principal Advisor Learning, Te Papa Tongarewa. Tara is part of the Learning Team at the Museum of New Zealand Te Papa Tongarewa and is responsible for enabling innovative learning experiences for learners of all ages through engagement with Te Papa’s collections, exhibitions, cultural and scientific resources, and the Learning Lab.  She recently designed and lead the Raranga Matihiko | Weaving Digital Futures programme, a four-year contract with the Ministry of Education.  Tara is passionate about supporting all learners and enabling them to be the best they can be.  Prior to her role at Te Papa, Tara held an education leadership role and is well regarded for her expertise in digital technologies and online communities to support learning.  Tara holds a MEd and BEd (Teach) ECE Passionate about life-long learning, she believes in innovative community learning programmes that provide a wonderfully rich context that can support all teachers and learners.

Darcy Fawcett

Workshop: Using research-level statistics to ‘prove’ the impact of teaching, school and Kāhui Ako initiatives
This interactive workshop will explore how teachers and leaders can use research-level statistics to evaluate and ‘prove’ the impact of their teaching, school and Kāhui Ako initiatives on assessment outcomes. We will draw on educational research and Darcy’s ongoing work as a professional development provider and data coach.  Participants will: (1) Explore a variety of research-level statistical methods for evaluating achievement and learning; (2) Learn how to use data to ‘prove’ whether significant differences in outcomes exist between cohorts or groups and how large/important these differences are. The workshop will consist of an evaluation of prior knowledge and then series of theoretical presentations and independent practical activities using Sound Data teacher-friendly dashboards. Attendees will need their own laptop to access resources and dashboards.

Assessment data to be discussed will include: NCEA Standard Grades, Credits, Course Endorsements and Level Qualifications; e-asTTle scale scores and curriculum levels; PAT scale scores and stanines. Evaluations will include longitudinal comparisons (e.g., this year with previous years), cross-sectional comparisons (e.g., females with males), and theoretical comparisons (e.g., school with expectations or national average). We will explore how single assessments can be used to evaluate achievement (e.g., by considering e-asTTle in Year 9 Term 1 or by considering NCEA Level 3 Qualification at the end of the Year 13) and how multiple assessments can be used to evaluate impact on progress and learning (e.g., by comparing e-asTTle in Year 9 Term 1 with e-asTTle Year 9 Term 4, or by comparing e-asTTle Year 9 Term 1 with NCEA Level 3 Qualifications).

This workshop aims to show teachers and leaders that research-level statistical analysis is within the reach of all and inspire them to use their data and research-level statistics to evaluate and ‘prove’ the impact of their own teaching, school and Kāhui Ako initiatives.

Darcy is passionate about improving teaching and learning. As a teacher and leader, he was awarded a Woolf Fisher Teaching Fellowship for excellence in educational leadership and ‘in-school’ practice (2017) and a Bright Spots Awards for his data analysis and coaching methodology (2018). In 2021 Darcy founded Sound Data, where he seeks to increase teacher impact through the power of data. He continues to dedicate his career and research to supporting teachers to develop their practice and improve student outcomes. He works with schools and Kāhui Ako through direct contract or the Regionally Allocated Professional Learning and Development Fund. 

Fiona Humphries

Presentation: Leadership influence: How leadership shapes the teacher experience
For students to thrive, they need teachers operating at their best. Teacher wellbeing is crucial to creating an effective learning environment, yet it remains a persistent challenge in today’s educational landscape. This presentation focuses on the significant role school leadership plays in supporting teacher wellbeing. While stress, burnout, and workload have been widely discussed, this study highlights leadership as a key factor influencing teachers' workplace experience.Drawing from a mixed-method study on the wellbeing of New Zealand primary and secondary teachers, key findings related to leadership will be presented. The session will offer insights and practical strategies for school leaders to positively impact teacher wellbeing, creating more supportive and effective environments for both teachers and students.

Fiona Humphries is an experienced teacher and school guidance counsellor. With more than 30 years in education, Fiona brings a deep understanding of the challenges faced by educators and the importance of effective support systems. Her doctoral research investigated the wellbeing of New Zealand primary and secondary teachers and sought teachers’ perspectives into influential wellbeing factors. Fiona’s work involves supporting teachers with insights and practical strategies to create positive environments and encourage constructive change. Her expertise and research ultimately aim to make difference for both teachers and students.

Kathryn MacCallum

Workshop: AI Literacy to Support AI Usage Guidance and Policy
As AI becomes increasingly integrated into education, setting effective policies for its use is critical. Yet, a key element often overlooked in policy development is AI literacy – the ability to understand, critically evaluate, and responsibly engage with AI systems. Without a shared foundation of AI literacy, policies may become confusing or ineffective for teachers and students tasked with navigating them.

This interactive workshop explores how AI literacy and AI usage policies can align. Participants will explore the often unconsidered literacy implications of policy and then explore how we can foster AI literacy among educators and students to enhance the clarity, implementation, and impact of AI-related policies. Using the Scaffolded AI Literacy (SAIL) Framework, we’ll examine how this structured approach can be aligned with policy development to address the challenges and opportunities presented by AI.

See Kathryn's bio above. 

Samantha Mortimer 

Presentation: It’s a fine line leading school cultural change while balancing staff wellbeing; an honest discussion of Greymouth High School’s challenges and progress
Samantha is a relational practitioner who believes that to have a great school culture, positive relationships across the whole school community are paramount. 
When Samantha became principal at Greymouth High School (GHS) in 2021 she recognised that Restorative Practice, in its true sense, as “something we are” not just “something we do”, was missing. However, as the school was already focussing on cultural capabilities with their local hapu, the GHS SLT decided to bring everything together under one clear and cohesive overarching framework: Relational Learning Culture. Covid, among other things, slowed the development of this framework but as practised optimists the GHS SLT took the wins where they could while still being mindful of staff wellbeing.
Samantha and her team believe that although there is still a lot of work to do around what Angus McFarlane in the Hikairo Schema calls “soft care” (building positive relationships), they now need to intentionally focus on “hard care.”  Angus defines “hard care” as working hand in hand with “soft care” to create a culture of high expectations and outstanding teaching and learning.During this leadership story Samantha will be recapping on leading school cultural change while balancing staff wellbeing in her first few years at GHS, including how values drive her work; supporting literature; and the changes in GHS practices.  She will also be reflecting on the challenges and progress of their next phase:  developing a culture of “hard care”. This includes the redevelopment of the Akoranga Plan; extending the interpersonal capabilities of teachers to improve instruction; targeted work with new and future middle leaders; growing their own kaiako, leading change with a high number of international teachers; ways to take their large support staff on the journey; and of course the continuation of embedding restorative practice and cultural capabilities.

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 University. Samantha is passionate about educational leadership, supporting the growth of staff and students and embedding a relational learning culture.

Mary Niulesā

Presentation: Nuggets of Gold, Bullets of Truth: Growing leaders from a Middle Manager's perspective
The liminal space between the classroom teacher and senior leadership is occupied, arguably, by the noblest of beings- the Middle Manager. Join me as we take a jaunt across the landscape of a 20-year teaching career in NZ Secondary Schools to arrive at some practical tips on how to maximise leadership growth from the pivotal position of Middle Management. 

Mary is the former Faculty Leader of Learning for English and Languages at Kelston Boys' High School, Auckland, New Zealand. She has taught in NZ Secondary Schools for 20 years and is currently teaching in Marsden State High School, Queensland, Australia. A passionate teacher of English Language and Literature, Mary has occupied middle management roles in all of her NZ School appointments and fiercely advocates for the growth of leaders, particularly indigenous and Pasifika leaders in Education.











Panel Discussion: Pip Osborne, Fiona McDonald, Ruth Lemon & Leigh Morgan

The Role of Kaiārahi in Subject Leadership
Kaiārahi play a pivotal role in subject leadership, guiding and supporting educators to implement best practices and navigate the evolving education landscape. This multi-panel session will explore how subject associations and their Kaiārahi foster excellence, build professional networks, and provide vital curriculum and pedagogical support to teachers across Aotearoa.Featuring a diverse panel of subject experts, this session will highlight the strategies used by Kaiārahi to empower educators—through professional development, resource creation, and subject-specific guidance. Panelists will share insights into the successes and challenges of subject leadership, offering practical solutions to strengthen collaboration and enhance learning outcomes. Attendees will gain valuable perspectives on how Kaiārahi contribute to building a thriving and well-supported teaching community.

Pip Osborne is an accomplished educator with over a decade of experience in secondary education, specialising in Design and Visual Communication. She holds a Bachelor of Design and a Graduate Diploma in Secondary Education from Massey University. Currently, she is a lecturer in Senior Secondary Technology at the University of Auckland and is actively involved in the BCATs skills standards development with Waihanga Ara Rau. Previously, Pip was an NCEA Implementation Facilitator for the Ministry of Education, leading Level 1 NCEA implementation as the BOP Regional Lead while supporting Technology kaiako nationwide. She was the Learning Area Leader of Technology at Matamata College, where she led future-focused learning initiatives, professional development, and culturally responsive pedagogy. Beyond education, Pip has a strong entrepreneurial background, having successfully relaunched a restaurant, and served as Managing Director of two early childhood centres, focusing on curriculum development and structured literacy. Earlier in her career, she worked as a Graphic Designer and a Production Designer at TVNZ, honing her skills in set and event design.

With a strong background in education, Fiona McDonald has been a PE and outdoor education teacher, EOTC coordinator, Head of Faculty, Assistant, and Deputy Principal at the high school level. She is passionate about building strong relationships and collaborating with organisations across the education and outdoor sectors. Fiona has played a key role in the development and review of the Ministry of Education's EOTC Guidelines, the EOTC Safety Management Template and Toolkit, and the Good Practice Guidelines for outdoor activities. Passionate about fostering meaningful connections to the natural world, Fiona champions integrated and inclusive systems that enhance learning experiences for all students. Her vision for EONZ is to break down barriers to outdoor learning, supporting kaiako to deliver enriching, safe, and empowering experiences for all their ākonga.

Ruth Lemon is passionate about researching and about teaching and learning in classroom contexts. Her classroom experience spans two decades, including Māori-medium, English-medium and international contexts. Ruth is one of a very few researchers around the world researching indigenous technology education, with her focus on hangarau education. She is a strong believer in the value that hangarau has, both in her teaching practice and in the process of developing resources that can support students through to student teachers in engaging with critical concepts - see Wiriwiri and Kina and HOHI 1816 as two examples of outcomes.

Leigh Morgan has taught Health and Physical Education for over 20 years at three secondary schools, including Kamo High School Whangārei, Waimea College in Nelson and Ōtāhuhu College in South Auckland where she had time as Head of Faculty. Leigh has a Master’s in Educational Leadership from Auckland University of Technology. In 2022 she was one of five teachers involved in the mini-pilot with the new level 1 health studies achievement standards. Being seconded from Ōtāhuhu College in 2023 and 2024 for the Kaikōtuitui Arataki Oranga role allowed Leigh to help provide PLD support for teachers. She now works full time for the New Zealand Health Education Association.

Benny Pan

Workshop: How to close the equity gap using generative AI
Generative AI is transforming education, but the digital divide threatens to widen existing inequity. This workshop empowers educational leaders to harness AI's potential, democratizing access to cutting-edge tools and strategies.

Objectives

  • Enhance participants' ability to harness the power of generative AI tools through effective prompt engineering.
  • Equip educators to build custom, cost-effective AI solutions tailored to their needs.
  • Demonstrate how these skills can address educational inequity challenges.

Workshop Content 

  1. Advanced Prompt Engineering Techniques: Participants will master simple but effective techniques such as chain-of-thought to improve AI output relevance and accuracy.
  2. Custom AI Solutions for Education: This section guides participants through existing models or building custom chatbots using platforms like AI Studio or PMFM. We'll explore free and low-cost deployment options, data privacy, and ethical considerations for AI implementation in schools.
  3. Applying AI Solutions to Improve Equity: I will share case studies of AI implementations in underserved communities and facilitate a brainstorming session on AI-driven interventions. Participants will develop action plans to implement AI solutions in their own contexts.

Expected Outcomes

  • Understand how generative AI models operate.
  • Possess effective prompt engineering skills to maximize the benefits of AI.
  • Know how to create and deploy custom AI solutions for their specific needs.
  • Have concrete strategies for using AI to address educational equity challenges.

Benny has been a Science teacher at Rototuna Senior High for 5 years, pioneering AI tool integration in the classroom and teaching prompt engineering. He leads a project with the Asia-Europe Foundation to develop a personal AI coach for students and facilitates a nationwide program with Teach Development Aotearoa to empower educators in AI literacy. As a member of AI Forum Aotearoa, he contributes to the education sector and LLM working group. With certifications from Google, AWS and Deeplearning.AI, Benny leverages technology to create human-centric, critical thinking-driven learning environments.










Isabel Rangiwananga & Katy Cottrell

Workshop: Empowering Futures: Understanding Vocational Education
In an increasingly complex educational landscape, understanding the role and significance of vocational education is paramount. As educational leaders, it is essential to rethink the current prioritisation of pathways to university. This workshop will provide insights into why a balanced approach that includes vocational education is crucial for fostering a more inclusive and respectful educational environment. By equipping students with practical skills and knowledge, we can empower them to pursue fulfilling career paths that align with their aspirations and strengths.

The workshop will begin with an overview of vocational education, dispelling common myths and highlighting its benefits. Participants will engage in discussions about respecting and valuing all educational pathways. A key feature of the session will be case studies from schools that have successfully integrated vocational education into its curriculum. Participants will learn how this approach has impacted student engagement, retention, and outcomes. Additionally, we will facilitate a sharing of good practices among attendees, allowing educational leaders to exchange ideas and strategies that can be implemented in their own contexts.

Isabel trained as a Technology and Arts teacher under the Teach NZ Scholarship programme in 2010. She holds a Bachelor of Fine Arts and a Graduate Diploma in Design, completing a Graduate Diploma in Teaching also.Isabel steadily advanced in a ten year career in the Hospitality industry, working within the restaurant and bar sector, in New Zealand and Australia. This industry experience has given her the qualifications to teach Hospitality.  Isabel worked at Tereora College in Rarotonga and  is currently Teacher in Charge of Hospitality at Mahurangi College, and the PPTA Executive Representative for Northland.

Katy has a BA Hons in Graphic Communication, PGCE in Secondary Technology Education, Masters of Fine Arts with a Design Endorsement, and currently studying a PhD with Victoria University Wellington. Her current research is looking at Creative-led practice within the traditional craft of marquetry. Katy has 15 years of Secondary Technology teaching experience, predominantly in the Hard materials/Product Design space. Been a Deputy Principal, Acting Principal and a Principal's nominee. Currently and over the past 4 years she has also trained Secondary Technology teachers at Victoria University Wellington as a part-time Lecturer. This year she began a role as a Ringa Hāngai (Assurance Specialist) at Waihanga Ara Rau in the Trades and Construction Team.













Adele Towgood & Rachel Burnett

Workshop: Change Management 
The association has developed a Change Management Toolkit for schools and branches to help guide any change within the school. Teachers know education does not stand still, and welcome thoughtful and coherent change that is in the best interests of students. Leaders are often tasked with instituting change that has longevity and buy-in from staff. This toolkit is to assist schools and branches in implementing effective change for improvement, following the identified best practices for educational change. It contains general principles for implementing successful change in schools and a series of questions to answer before, during and after a change is trialled. There is a draft policy which branches can discuss with their boards – such a policy should be established before any change is undertaken. Developing a clear vision for change that supports active engagement enables leaders to harness the collective wisdom and commitment of those being affected by the change. The Toolkit takes leaders through the key phases of change while encouraging effective leadership though transparent communication, openness to feedback, adaptability, and empowerment. Importantly, it demonstrates how establishing an enquiry cycle into the change process can strengthen the chances of outcomes being sustainable and mitigate the costs both overt and covert. The workshop will take attendees through the Toolkit and provide real world examples of change processes (successful and not so), while highlighting the legal requirements in both the Collective Agreement and the ERA for change. Opportunities for participants to share experiences and ask questions will be built into the workshop. We will also provide information about opportunities to engage in the wider employment education programme offered by PPTA to build on these skills.  

Adele Towgood is the PPTA Deputy General Secretary for Membership. Ensuring all members are aware of their rights and responsibilities through the PPTA Education programme is a core part of Adele’s role. This includes the development of best practice polices and processes to help schools establish and maintain positive work environments, and she is pleased to support school leaders tackle change in a way that strengthens relationships and positive outcomes for all.   


Rachel Burnett has been a PPTA Field Officer since 2022 and is based in the Palmerston North office, covering branches in the Manawatū-Whanganui and Taranaki regions. Before this, Rachel was a secondary English teacher in Northland and then in Porirua, during which time she served as a voluntary regional representative for the PPTA. As a teacher, Rachel also had roles in literacy and DMIC (Developing Mathematical Inquiry Communities) pedagogy. In her current role, Rachel has supported teachers and school leaders through complex change and using the Change Management Toolkit. 

Brooke Trenwith

Workshop: Getting the best out of your Neurodivergent Teachers
School leaders play a crucial role in fostering an inclusive and supportive environment for all staff members, including those who are neurodivergent. However, navigating the diverse needs and strengths of neurodivergent staff can be challenging without the right support and resources. By equipping school leaders with the tools and understanding necessary to work effectively with neurodivergent individuals, they can create a workplace culture that values diversity, promotes well-being, and maximises the potential of every team member. Support in this area helps leaders to better communicate, accommodate, and harness the unique talents of their neurodivergent staff, ultimately leading to a more innovative and resilient educational community.

Brooke is a dynamic speaker, specialising in neurodiversity, leadership, and trauma-informed practice. She has developed widely-used online courses on strengths-based approaches for working with adults and students. A former President of the NZ Association for Gifted Children, she also works in leadership development for public and private organisations across NZ, Australia, and Canada. With teaching and leadership experience from early childhood to university, Brooke’s neurodivergent lens actively shapes policies through various Ministerial Groups, championing inclusivity, strengths-based approaches, and innovation.

Patrick Walsh

Presentation: The Minefield of Student Management and Education law 
It is self-evident to all education leaders in secondary schools that student management is more litigious, rights oriented and filled with fishhooks and risks for the unwary and uninformed. 

This seminar will explore the practical legal issues Education Leaders face on the following topics: 

  • Freedom of expression including hairstyle, personal grooming, and jewellery 
  • School jurisdiction over students outside normal school hours and the confines of the school 
  • Physical Restraint 
  • Search and Retention of student property 
  • Stand Downs and Suspensions 
  • Health and Safety obligations with students with an identified behavioural condition 
  • Legal Literacy and legal Risk Management 

The seminar is intended to be interactive so bring along your questions and share your experience.  

Biography

  • Headmaster/Tumuaki Sacred Heart College, Auckland 
  • Former President of SPANZ Professional and SPANZ Union 
  • Nine years as a member of the Disciplinary Tribunal of The NZ Teaching Council 
  • Former President of NZ Australia Education Law Association (NZ Chapter) 
  • Former Chair and National Presenter for the NZ Law Society on Education law 
  • Author of two books “Educational Management and the law” Co-author of “Schools Go to Court” Longman Paul 
  • Qualified lawyer with an LLB(Hons) degree from the University of Auckland

Conference Organisers

Conferences & Events Ltd
 +64  4 384 1511
 

 pptaleadership@confer.co.nz


This event is organised by Conferences & Events Ltd, Wellington, Auckland, Nelson & Nationwide. We are a New Zealand business.