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. 

Professor Gail Gillon

Leadership in Education- Lead for Learning: Reflections on UNESCO’s latest global education monitoring report
Professor Gillon has recently been appointed as the National Commission for Education in New Zealand for UNESCO. Profession Gillon has an extensive background in leadership within the University sector. Currently the Director of the Child Well-being Research Institute at the University of Canterbury she was the Pro-Vice Chancellor for the College of Education at UC from 2007- 2018. She held the Deputy Director role for the Better Start National Science Challenge (2015- 2024)  which was a 10 year programme of research focused on children’s wellbeing hosted by the University of Auckland. 

Professor Gillon is an international research leader in children’s speech, language and literacy development. She has co-led the development of the Better Start Literacy Approach. This is a culturally responsive structured literacy approach specifically developed for our New Zealand education context. It is currently being implemented in over 1000 primary schools across all regions of New Zealand. Professor Gillon is a Fellow of the Royal Society of New Zealand Te Aparangi.

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.

Dr 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.

Hon. Erica Stanford

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.  

Robin Averill

Guido Ballara & Paul McBride

Eliza Bartlett

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.

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. 

Kim Bonnington

Workshop: Consultation on proposed changes to the Standards for the Teaching Profession
The Teaching Council of Aotearoa opened consultation on proposed changes to the Standards for the Teaching Profession in mid March. This workshop will talk through some of proposed changes and gather feedback. It will then feature a sharing session about how schools are currently implementing element A of the PGC to unpack how the proposed standards could work in practice. There will also be an opportunity to seek your views on any benefits participants see  in having a different set of Standards for Principals.

Kim Bonnington worked in the secondary education sector for 14 years as a teacher, HOD and Dean. She was a Curriculum Facilitator (Arts) on the Secondary Achievement Contract with Education Support Services at Otago University and then on the PCT/Mentor contract. Kim has served for 4 years at Matatū Aotearoa | Teaching Council and is a Senior Advisor in the Relationship and Pathways team. 

Keita Durie, Kylee Houpapa & Susan Haugh-Leach 

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.

Kiritina Johnstone & Denise Arnerich

Presentation: New Zealand Curriculum - Strengthening teaching and learning for all ākonga
Kiritina Johnstone (Ngāti Kurī, Te Aupouri, Te Parawhau, Patu Harakeke) is the General Manager of Te Uepū Reo Māori, part of the Te Poutāhū | Curriculum Centre within Te Tāhuhu o te Mātauranga | Ministry of Education. Te Uepū Reo Māori is responsible for setting the strategic direction that supports the growth, appreciation, and use of te reo Māori across the early learning and schooling sector. We are also responsible for Te Marautanga o Aotearoa, the national curriculum framework that guides teaching and learning programmes for all those learning through te reo Māori. I am a māmā to five beautiful tamariki who make me proud to be their mum every day, a husband who has pushed me to do what is right for all tamariki Māori in our education system and who has stood beside me unconditionally throughout and a Nana to nine beautiful mokopuna who are my unconditional reason for wanting to shift our education system to do what is right for our tamariki and mokopuna.  I have been part of Te Tāhuhu o te Mātauranga for over 15 years and in that time have had extensive experience in designing approaches that support quality learning and teaching in kura and schools, informed the development of education policy and practice across the compulsory sector, and guided how we should consider including te reo Māori, tikanga and mātauranga Māori into our education system so Māori experience and achieve educational success as Māori no matter what pathway of learning they choose to follow. 

Kiritina Johnstone & Rongomai Te Hei

Presentation: Te Marautanga o Aotearoa - New opportunities for tamariki mokopuna

See Kiritina Johnstone's bio above.

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.

Simon McCallum

Presentation: Teaching with AI
In this session I will cover practical processes that I have been using to teach content given students are using AI: including teaching metacognition using multichoice answers with confidence, moving tasks to group work where AI is a team member, and grading on how the student contributed to shape the output of the team, moving to evaluation from creation. I am also conducting research on how AI is being used at schools, and would like to discuss with leaders how to share information and ensure that everyone has access to good advice around AI adoption.

Dr Simon McCallum has a PhD in AI from The University of Otago. He has been teaching at Universities in New Zealand and Norway, winning multiple awards for his teaching based on his engagement and innovation. He has been working with various government departments on AI, and actively trying to improve the understanding of AI in the public.

Rob Mill & Henry Collette

Presentation: The NCEA Corequisite and Generative AI in NCEA

Elena Moretti 

Workshop: Getting the most from the evidence base: Using ERO’s research for real-life improvements
In this informal workshop, ERO’s research team will share their best shortcuts, options, tips and tricks for leaders to find the best bits within ERO’s evidence and resources – and then to use those insights to support your teams. We’ll share bite-sized practical leadership actions that have come from recent national projects, and also set out some easy ways that you, as a school leader, can get involved in creating the evidence base for larger-scale change.

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

Pip Osborne, Fiona McDonald, Ruth Lemon & Leigh Morgan

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

Kaya Renata-Staples, Michelle Walker, Piripi Prendergast

Adele Towgood & Rachel Burnett

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
  

Panel Discussion: Principal’s Stocktake
Louise Anaru, Kaitaia College & Iain Murray, Hornby High School

Iain Murray 
I have been a PPTA member for as long as I can remember. I have been involved at the coalface as a teacher and leader, supporting colleagues through many challenging actions. I am currently the Tumuaki of Hornby High School in Christchurch and have received the Principal Recruitment Allowance (PRA) from a previous school. I have had a diverse career, not all in education, over a long period of time.

Professional experience: 

• Royal New Zealand Airforce - engineering (5 years)
• HBDHB - Community Health Manager - (10 Years). 
• Teacher - Karamu High School, Hastings. 
• Teacher - Napier Boys' High School, Napier. 
• Principal - Cheviot Area School in North Canterbury year 1-13. 
• Principal - Emmanuel Christian School (Integrated school) Years 1-10. 
• Principal - Silver fern International school, Thailand Years 1-10. 
• Principal - Westland High School, Hokitika Year 7-13 (5 Year's on a Principal's PRA) 
• Principal - Hornby High School, Christchurch Year 7-13, Current. 
• AE Alternative Education Advisory Group, Ōtautahi Christchurch, Current. 
• Secondary Principals Council (PPTA) - Current

Social and Community Service: 

• Board Member of Presbyterian Support services Upper South Island (Blenheim, Nelson, Westcoast and Canterbury) current, 5 years service. Supporting families, elder care and social services. 
• Board member of the Greater Christchurch School Network (GCSN) appointed April 2023 - Feb 2025. 
• TechSpace Westcoast - previous trustee - Supporting and training of ICT’s into community education and business.

A.I. Panel Discussion
Liz MacPherson, Office of the Privacy Commissioner & Kathryn MacCallum, University of Canterbury & Simon McCallum, Te Herenga Waka - Victoria University of Wellington & Ben Carter, Hornby High School

Please find Liz MacPherson, Kathryn MacCallum and Simon McCallum's bio above.

Ben Carter is a passionate educator and technology enthusiast, currently serving as the Assistant Head of Social Sciences and Relief Coordinator at Hornby High School. With a background in History and a keen interest in innovative teaching practices, Ben spearheads the school's AI Implementation Programme. This program focuses on integrating AI tools and resources to enhance student learning, personalise educational experiences, and prepare students for the future of work. Ben's work involves designing and delivering professional development for teachers, curating and evaluating AI-powered educational resources, and fostering a collaborative environment for experimentation and innovation. Ben holds a Masters in Contemporary Education from AcademyEx and is committed to empowering students with the skills and knowledge they need to thrive in an AI-driven world.  

Panel Discussion: Principal Development
Gail Gillon, University of Canterbury & Therese Ford, Te Akatea & Kate Gainsford, Aotea College & Phil Holstein. 

Please find Gail Gillon's bio above.

Dr Therese Ford has a background in classroom teaching and senior leadership in primary and secondary English-medium schools.  For the past 15 years, she has worked as a researcher and professional learning development facilitator, specialising in educational leadership.  Therese currently works for Te Akatea Māori Principals and Leaders Incorporated.  She is the National Director of Huia Kaimanawa - the Beginning Māori Principals and Māori Emerging Leaders Programmes. 

Kate Gainsford is principal of Aotea College, lead principal of the Northern Porirua Kahui Ako of eleven schools and Chairperson of the Secondary Principals' Council, Aotearoa. Over the last fifteen year Kate has held roles representing teachers and leaders at local, regional and national levels, and has represented NZPPTA as president and in other roles at international education fora.

Phil Holstein: after 42 years involved in Secondary School education in Christchurch and 17 years as Principal of two Secondary Schools Phil Holstein is currently in the role of Principal Support Mentor for the Canterbury West Coast Secondary Principal’s Association (CWCSPA). Over the last two years he has had the privilege of visiting all the schools (66) and met with and supported so many Principals/Associate Principals (74), in this region. He also leads professional development programmes for Aspiring Principals and Aspiring Senior Leaders on behalf of the Association.Christchurch born and educated, Phil completed a Bachelor of Science (Geography and Economics) at the University of Canterbury before starting a teaching career at Hillmorton High School where his roles included HOD Social Sciences, Dean, and Careers Adviser. Phil then moved to Riccarton High School in 1995 in the role of Deputy Principal and in 2006 was appointed Principal. He spent 9 years in that role. Phil then went on to become Principal of Burnside High School, a very large co-educational and multi-cultural school in the North Western suburbs of Christchurch. The school was established in 1960 and boasts a roll of 2,500+ students, aged 13-18. He was Principal there for 8 years finishing at the end of 2022.Phil was President of the Canterbury West Coast Secondary Schools Principal’s Association (CWCSPA) for 8 years (2015-2022). In addition, he was Chairperson of the School Sport Canterbury Management Committee (2013-2016) and a member of the NZ Secondary School Sports Council. Actively involved in sport and coaching, Phil coached Rugby and Volleyball for many years and was the Assistant Coach of the New Zealand Secondary Schools Rugby Team from 2002-2004.  Phil is married to Sue with one son, Matthew who is married to Brittany and they have two lovely little boys…a proud grandparent (‘pa’).