On-the-ground capability building, not another initiative

Quality Teaching Practice

Individual teacher support, tailored to need

Targeted, in-class support for individual teachers, with increasing depth and input depending on need, complexity, and impact.

Services

  • Who this is for
    Teachers who are experiencing ongoing behaviour challenges and need practical, immediate support to stabilise their classroom.

    What this involves

    • In-class observation and coaching

    • Practical behaviour management strategies that work with real students

    • Establishing calm routines, clear expectations, and consistent responses

    • Strengthening teacher confidence and classroom presence

    Level of coaching
    Targeted, short-term support focused on stabilising behaviour and reducing stress.

    Outcome
    Calmer, more focused classrooms where teaching can happen.

  • Who this is for
    Teachers who need support with behaviour management, aligning planning, assessment, learning behaviours, and values to improve engagement and consistency.

    What this involves

    • Everything in Foundations, plus:

    • Support with planning and assessment that strengthens behaviour and learning and is aligned with the NZC

    • Clarifying learning behaviours and values in everyday classroom practice

    • Coaching conversations to build confidence and consistency

    Level of coaching
    Sustained support over time, with increased in-class coaching and professional dialogue.

    Outcome
    Consistent classroom practice, aligned with the NZC, where behaviour, learning, and expectations reinforce each other.

  • Who this is for
    Teachers ready to refine and embed high-quality practice, or those working with complex classes where behaviour and learning challenges are deeply intertwined.

    What this involves

    • Everything in Foundations Plus, integrated into a coherent approach

    • Deep in-class coaching and feedback

    • Refining pedagogy to support engagement, regulation, and learning

    • Sustained mentoring to embed practice over time

    Level of coaching
    High-trust, high-input support with regular in-class presence and ongoing mentoring.

    Outcome
    Confident teachers using coherent, effective practice that holds under pressure and over time.

    Extra: Have a staff member walk alongside me to learn how I coach.

Teams that Thrive

Individual team support, tailored to need

Targeted coaching for teams under performing

This can be online coaching or in the school if another service is required

  • Leadership teams, syndicates, or working groups that have been formed but are struggling to translate into sustained, measurable progress.

    This service is particularly effective when:

    • A working process is not in place

    • Issues keep resurfacing without resolution

    • Decisions are made but not consistently implemented

    • Responsibility feels unclear or uneven

    • Progress is difficult to track or evidence avoidance occurs

    Outcome

    A team that meets with purpose, confidence, and momentum. Collective effort becomes sustained, measurable improvement.

Principal Support for Change

Individual support, tailored to need

This service supports principals who are leading meaningful change and want a trusted, experienced colleague alongside them.

  • Leading significant change in a school takes courage.

    Meaningful change requires multiple shifts happening at the same time, including:

    • Strategic planning and clear communication

    • Relational trust and collective accountability

    • Robust systems and workable processes

    • Consistent quality teaching and learning

    • Curriculum coherence and alignment

    • Values embedded into everyday practice

    • Pastoral care and wellbeing development

    • Mindset shifts and skillset building

    In underperforming and small schools, these challenges are often compounded by limited staff capability and capacity. When the people expected to deliver the change are still developing the skills to do so, progress can stall, not because the vision is unclear, but because the conditions to get on with it are not yet in place.

    What to do next

    We need to talk confidentially about what is happening in your school, what is happening for you and how I can help.

    Together we scope up a project of support.

    How can I walk alongside you so that you can get traction with your change while running a school.

    Let’s talk - email me or call!

    Cell: 0273571178

Important to know

  • Teachers are supported confidentially and without judgement

  • Services can step up or down as needs change

  • Support is practical, strengths-based, and focused on capability — not evaluation

  • All services include culturally responsive practice

A large group of diverse young students and two adults pose for a photo on the wooden steps in front of a gray building outdoors.

The Process - how I work

Email me & Ill get back to you

We’ll arrange a 30 minute call

Select a service/s

Delivery begins

Delivery of the programme may contain components of:

Observation with feedback

Facilitation/Training

Coaching/Mentoring

Scope Development

Summary Report Writing

I love to road trip, meet new people and have adventures

I have been known to stay a term or three in an area to support schools

I’ll need a place to stay that likes having a dog around

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