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. 

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

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
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.

Robin Averill

Guido Ballara & Paul McBride

Tara Fagan

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.

Fiona Humphries

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.

Samantha Mortimer 

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

Benny Pan

Workshop: How to close the equity gap using generative AI 

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.

Cecilia Sanajua

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

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