Amira is a mentor and facilitator who specialises in mentoring/coaching and the development of leadership capabilities.
Amira has extensive experience in mentoring and facilitating individuals and groups to:
- Support individuals, teams, schools and Kāhui Ako to develop their vision and goals.
- Support the development of leadership capabilities.
- Develop strong relational trust between teams.
- Develop mentoring and coaching capacity tailored to your context.
- Encourage the seeking of a variety of perspectives.
- Facilitate the co-construction of role clarity.
Amira responds to the needs and priorities of those she mentors and facilitates so that they can achieve their goals. She is an Expert Partner working with several Kāhui Ako in the education sector, mentoring and coaching principal groups, lead principals and Across and Within School Leads.
She also writes and facilitates online courses in mentoring and coaching and educational leadership. She has academic and practical expertise in leadership approaches, leadership as inquiry and the design of PLD for teachers. Her M.Ed thesis, focused on the conditions which best support teacher learning and the development of mentoring/coaching capacity in teachers and leaders.
Amira has had twenty years of experience as a teacher and leader in secondary education. She has sound knowledge and practice of NCEA assessment at a national level as a NZQA English internal assessment moderator, internal assessment materials developer and NCEA external examiner and marker.
Amira successfully supports individual teachers, leaders, schools and Kāhui Ako in the following areas:
- Mentoring and coaching
- Coaching leaders / leadership teams (Kāhui Ako) to go through visioning and strategic planning, further develop skills for challenging conversations / building collaborative groups, and supporting middle, emerging leaders Across and Within School Leads to develop their skills.
- Mentoring leaders and teachers in ways which meet the immediate needs of their specific context, to gain consensus, establish mutually agreed goals; then plan and implement effective improvement programmes.
- Mentoring and coaching in face-to-face, online and collaborative spaces.
- Supporting teachers and leaders to develop their own coaching capabilities.
- Implementing systemic mentoring and coaching support for provisionally certified teachers, whole school mentoring, leadership mentoring.
- Supporting schools/ Kāhui Ako to redevelop their vision, values and personalised curriculum.
- Evaluating pedagogy, Teaching as Inquiry and other practices to ensure reflection on future-focused education and responsive practices.
- Supporting leadership of change within the school community.
- Building capacity and capability with teams of school leaders to gain consensus that is sustainable.
- Supporting schools/ Kāhui Ako to develop a culture of coaching.
- Developing and modelling collaborative and inclusive protocols.
- Supporting teachers and leaders to inquire into the individual needs of your context and enhance the success of priority learners and all students.
Teaching and leadership as inquiry
Using inquiry models to support sustainable teacher and leader development.
Supporting teachers/leaders to develop and maintain professional portfolios.
Unpacking PCTs and recording evidence against the PCTs.
Creating appraisal processes with schools/CoLs.
Interpreting data/evidence to inform inquiry cycles.
Assessment and moderation
Analysing and interpreting formative and summative assessment to inform teaching and learning (years 9-scholarship).
Developing understanding of systems and processes for national internal moderation.
Developing the skills for writing assessment tasks for internal assessment.
Communities of online learning
Networking and connecting, cross pollination of innovation.
- 2017: Canterbury Police Women’s Forum “Mentoring”
- 2017: “Leading Through Mentoring” TRCC Mentoring Conference.
- 2015: "Stepping up to support and grow a learning profession". TRCC Mentoring Conference.
Aman, A. (2014) Mentoring: professional learning in a quality learning circle. A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in the University of Canterbury.
I am passionate about supporting teachers and school/CoL leaders to examine and improve their practice. It is a richly rewarding experience to work alongside teachers and leaders so that student outcomes are improved and sustained.
In order for PLD to change practice, professional learning environments need to be conducive to the specific and immediate learning needs of each context. I enjoy working with teachers and leaders to understand the uniqueness of their contexts and work in ways which celebrate their individual learning cultures in order to bring about sustainable, systemic change.