Nicki is an experienced professional learning and development facilitator.
In her current role she is responsible for the planning and delivery of professional development that leads to improved student learning and accelerated achievement within The New Zealand Curriculum. She has particular strengths in coaching and mentoring school leaders in the implementation of Practice Analysis Conversations (PAC),
Open-to-Learning Conversations, the use of teaching as inquiry, strategic and annual planning, culturally responsive practices, data analysis and curriculum delivery and design.
She has worked in the education sector since 1991 as a teacher, leader and principal, with her most recent experience being as a principal tasked with leading a school through a period of significant change. During this time she was involved in the development and implementation of a School Cluster Strategic Plan to raise student achievement and was a member of advisory groups including for the Resource Teacher of Learning and Behaviour (RTLB) Service and National Standards.
Prior to that she worked as a review officer for the Education Review Office (ERO). This role included conducting in-depth analysis and interpretation of a range of evidence; synthesising review findings using consensus decision making; and communicating key findings to stakeholders and co-constructing recommendations. During her time at ERO she contributed to the design and implementation of National Evaluations that were used to inform education policy.
Building Leadership Capability
Utilising deliberate acts of facilitation, alongside The Best Evidence Synthesis providing opportunities for school leaders to engage with theory and beliefs, explore the concepts of risk, change, and providing direction to guide school improvement.
Strategic and Annual Planning
Successfully guided school leadership teams to build knowledge and capability to undertake full charter review and re-development; strategic direction, annual planning and specific plans designed to raise achievement for priority students.
Developing Teacher Knowledge and Capability
Using evidence critically and adopting an evaluative inquiry stance is the foundation for determining the knowledge base and capability of teachers. Nicki utilises Practice Analysis Conversations and student achievement data alongside key guiding curriculum framework documents to build individual and collective knowledge and capability of effective teaching pedagogy.
Evaluation Theory and Methodology
With a Post Graduate Diploma in Evaluation and her experience as a Review Officer for The Education Review Office, Nicki has well developed knowledge and skills in evaluation theory and methodology.
Culturally Responsive Practices
Incorporate theory and research into education strategies for Māori and Pacific students to promote education practices that are culturally responsive, as well as providing equitable outcomes for all children. This includes the use of of Kā Hikitia, Tātaiako: Cultural Competencies for Teachers of Māori Learners and Tapasā – Cultural Competencies Framework for Teachers of Pacific Learners.
Progress and Consistency Tools
Extensive experience guiding teachers and leaders in the background, relevant theory, as well as practical application of tools for guiding teaching and learning and/or demonstrating student progress.
Knowledge and experience in moderation processes and practices across the curriculum.
Accelerating Literacy Learning
Mentoring school leaders in the design and evaluation of programmes for students that are explicitly planned to accelerate literacy learning for underachieving students.
The New Zealand Curriculum Review and Design
Deep knowledge and understanding of The New Zealand Curriculum, including what ‘giving effect to’ the curriculum means.
Conferences and presentations
Nicki co-presented a paper at the 2006 Australasian Evaluation Society Conference (Darwin) that explored evaluation processes within the Education Review Office.
Students achieving their potential is what drives me. I believes students deserve the very best teachers and leaders and that educational achievement is underpinned by putting children at the centre of all decision-making. Outside of work, I like to spend time with my nephew and nieces, attempting home renovations, reading or shopping.