Lesley has 30 years experience in the education sector. She has school experience as Teacher, Head of Department, Head of Faculty, Year Level Dean, House Dean, Assistant Principal, BoT Teacher Rep, Specialist Classroom Teacher and Raising Achievement for All Coordinator.
She has supported and led collaboration between schools and teachers as the Director of South Canterbury Extending High Standards Across Schools cluster.
As National Director she has led and managed the Secondary Student Achievement PLD contract. This contract provided national PLD to leaders, middle leaders and teachers by way of national workshops, newsletters and across school inquiry clusters.
Lesley has experience in coaching and mentoring leaders in schools as a Leadership and Management advisor. She has lead and facilitated Principal Inquiry Clusters, Deputy Principal Clusters, SCT Clusters and NZC - Networked Learning clusters. She has led whole staff/faculty and across school forums on Teaching as Inquiry, strategic planning and change management.
She has completed post graduate research in Schools and Society, Educational Leadership and School Improvement. Her current interests include educational leadership from a positive psychology and creativity perspective.
Lesley has a wide range of facilitator experience in Professional Learning and Development. She has facilitated the following initiatives: Assess To Learn, Leadership and Management, Effective Pedagogies in Secondary Schools, Networked Learning Clusters, NCEA implementation, NZC implementation and South Island Visual Arts Senior Subject Advisor.
As Expert Partner to Kāhui Ako she has led pilot cross sector inquiry clusters, facilitated principal and leaders forums and been critical friend to governance groups and principal leads. She has collaborated with principals and teachers in the co construction of their Achievement Challenge and the development of inquiry action plans. To support leaders and teachers, Lesley provides relevant research and evidence to support change and challenge current practice. Lesley’s facilitation is based on modeling an appreciative inquiry disposition and growing capability and capacity rather than fixing a problem.
Coaching, mentoring and critical friend:
- Principals, middle leaders, BoT, teachers and students, senior leadership teams, departments, Kāhui Ako principal leads
Strengths Based School improvement and Transformation:
- Using strength based leadership theory and inquiry focussed self review to make a difference for all learners - adults and students
Teaching as inquiry:
- Enacting a rigorous Teaching as Inquiry framework that improves student achievement and engagement and grows teacher agency
- Quantitative and qualitative data analysis, interpretation and action planning
Principal/Deputy Principal Appraisal
- STA trained in principal appraisal and appointments
- Comprehensive, inquiry informed departmental /faculty reviews
- Curriculum review and redesign.
- Facilitating principal groups, middle leaders and teachers
- Enacting Positive Psychology through leadership development
- Supporting clusters or communities of schools and individual schools to create and enact vision, principles and practices. Explore collaborative leadership models and action rich and diverse inquiries
- Expert Partner to Kāhui Ako,
- Principal Appraisal
- Department and Faculty Reviews
- Secondary Student Achievement PLD Contract – National Director
- Extending High Standards Across Schools – Regional Director
- Raising Achievement For All – School Coordinator
- Specialist Classroom Teachers – Regional Contract facilitator
- Secondary Senior Subject Advisor – Visual Arts
Contributor to “Teaching as Inquiry for Priority Learners”
Positive Education Conference Sydney Australia
I have a belief that every teacher and leader in our schools is making a difference for the students in their care. We can improve what we are currently doing by continually stretching our learning experiences and challenging our current practices. There are a number of key questions that guide my practice. Why are we doing things this way? Is it providing equitable opportunities for learning for all? If not, what and how do we change the landscape for learning?