Glenda has been involved in early childhood professional development work for seven years. Prior to joining CORE, she was teaching with infants, toddlers and young children in both rural and urban mainstream services for 12 years. Prior to this, she spent over 15 years working with children and their whānau/families from a variety of social and cultural backgrounds within the Playcentre movement.
In Glenda's current role, she engages with kaiako, senior team leaders, in group care and home base services in varied settings, facilitating and challenging kaiako with their pedagogical thinking and beliefs, to enable them to make transformative change in their practice. She currently leads the SELO 3 Mathematics and Infants and Toddlers projects contracted by the Ministry of Education and has recently completed co-facilitating the Ministry of Education Pasifika Leadership programme.
Glenda has broad experience in developing and facilitating professional learning programmes through face-to-face and online workshops for kaiako, parents and a range of other professional groups. She has developed a strong understanding of her own cultural intelligence and is competent to support others to strengthen theirs.
Recent projects have included co-facilitating workshops in the SELO Pasifika Leadership programme, to raise teachers' cultural intelligence and culturally-responsive teaching practices for engaging with Pasifika Aiga in their communities. Other projects consist of Lead Facilitator roles in SELO 3 programmes; Te Aho Tukutuku Mathematics; Infants and Toddlers. These include environments and transitions, brain development, respectful, responsive and reciprocal practices, inclusive practices of culturally diverse pedagogies and social competence with kaiako from a range of services across the South Island. Most recently, Glenda has been involved with contributing to Te Whāriki 2017 webinar planning discussions, engaging in online hui with Curriculum Champions and integrating these concepts into all programmes.
Glenda has thorough knowledge of aspects around Ka Hikitia, the Pasifika Education Plan, Te Whāriki, 2017, Kei Tua o te Pae, Tātaiako, Te Whatu Pōkeka, Assessment and Planning.
- "The Gathering", University of Canterbury, 5 August 2009.
- 11th Early New Zealand Research in Early Childhood Education Conference, Wellington, January, 2009.
- Albon, G & Barnes, J. (2009). Investigating sleep routines in early childhood care and education centres. The first years: Ngā Tau Tuatahi: New Zealand Journal of Infant and Toddler Education, 11,1,16-18.
I am passionate about ensuring that all tamariki are able to be successful in their learning. I believe that all kaiako must take the responsibility to be culturally responsive with the diverse learners we have in New Zealand today.
I am passionate about understanding the context and cultural identity of children and families, in particular those from of ‘minoritised’ groups, to ensure their own values and expectations are not lost within the dominant culture of the communities they live in. I prioritise the importance for kaiako to recognise a true partnership with whānau.
When we open our minds and our hearts to new opportunities to learn through a professional lens, we are better equipped to facilitate these skills with other learners. It is a privilege to able to support and mentor other educators as they identify and work towards their own learning goals. By sharing my knowledge and experiences in my early childhood career, my goal is to empower other educators to achieve and discover their own passions and aspirations with children and their whānau.
I love spending time with my family, grandchildren and friends, having fun, learning to appreciate art, participating in walking adventures, reading, and watching movies.