eFellows 2020


Anna-Marie Keighley

Anna Marie Keighley rz

Tēnā koutou katoa,

Ko Taranaki te maunga.
Ko Tongapōrutu te awa.
Ko Anna-Marie Keighley ahau.

As a passionate leader of learning I am fortunate to be one of the foundation staff at Rototuna Senior High School. Here I have the opportunity to work collaboratively as a Kaihautū to support the delivery of our advisory curriculum. As part of my role I am curious about how to best develop opportunities to empower ākonga to lead. This has sparked my inquiry into the development of a leadership framework that caters for a more diverse range of learners that could foster further opportunities for our ākonga to engage across our kura. With the opportunity to establish tuakana - teina relationships between our Senior and Junior high, I am also interested in what other opportunities exist for leadership from a te ao Māori perspective. Through this I hope to break down barriers to empower all ākonga to see leadership as more than just for a selected few, and that everyone is a leader!


My contribution matters! Devleoping ākonga leadership potential (PDF, 1.36MB)

Duncan Trickey

Duncan Trickey rz

Kia ora tātou.
Ko Criffel te Maunga.
Ko Nith te awa.
Ko Celt te iwi.
Ko MacGregor te Hapū.
Ko Duncan ahau.

I am an immigrant to New Zealand with me and my wife (a kiwi) arriving in 2008. I am a Social studies and Economics teacher at Otago Girls’ High School. I have for a long time been interested in strategic gaming and often play board games with my family. Over the last few years, I have integrated gaming into my Vocational Pathways course as I looked to build interpersonal skills in the class. With the growth of eSports globally I wondered to myself what this would mean for our ākonga? I also started to think about the under-representation of many of our students at Otago Girls’ in eSports and how eSports could be included in integrated curriculum design to support engagement and achievement for students marginalised by a traditional curriculum.


eSports - Transcending the Gender Gap (PDF, 2.06MB)

Hamish Barclay

Hamish Barclay rz

Tēnā koutou katoa.
Ko Kapukataumahaka toku maunga.
Ko Taieri toku awa.
No Ōtepoti ahau.
Ko Hato Tamati toku kura.

Kia ora, my name is Hamish Barclay and I am an Assistant Principal at St Thomas of Canterbury College in Christchurch.

Over the last 5-7 Years I have been exploring boy’s education in the middle years (7-10) and ways to make school engaging for a group who are often disenfranchised from learning. As a result of this our kura has moved from traditional learning structures to a fully integrated learning approach.

During the process of change we ran an inquiry as part of the Teacher Led Innovation Fund (TLIF) which delved deeper into the student’s attitudes towards all aspects of their learning. Students responses, particularly Māori and Pasifika attitudes towards STEM education made me think about ways that we can further develop these programmes to engage students in Math and Science. As part of this scholarship I want to explore ways that as a kura we can develop authentic experiences for Māori and Pasifika learners in STEM education in partnership with whānau and community.

Karen Nicholls

Karen Nicholls rz

Tēnā koutou, kō Karen Nicholls ahau. I grew up in Papakura, spent many years in West Auckland, and have made my home in Matamata for the last 11 years. I have a wonderful husband and four teenage children. I am a leader of learning at Matamata Intermediate, with responsibilities in curriculum, Staff PLD and mentoring.

My area of interest is in building teacher capability in selecting, exploring and analysing multimodal texts in the social sciences. Media surrounds us, and there is a need for critical questioning to identify and discuss whose voices are being represented, omitted or distorted. The form and function of multimodal texts, including social media, contribute to creating and perpetuating narratives and teachers need to be active in selecting a range of texts to develop critical literacy in themselves.

My aim during the efellowship is to identify critical questions and a kit of tools and strategies for teachers and students to select and use multimodal texts that will enable and empower critical discussion.  My hope is that through this we can model, practice and develop as staff, and then with students, not only the academic process of critical questioning, but the human process of maintaining and building relationships as we challenge our own narratives about the world and our place in it.


Exploring Identity and Power Through Participation (PDF, 1.50MB)

Kit Haines

Kit rz

Ko Waipa tōku waka.
Ko Te Wao Nui o Tiriwa tōku pae maunga.
Ko Manutewhau tōku awa.
Ko Waitemata tōku moana.
Ko Ngāti Pākehā tōku iwi.
Ko Kit tōku ingoa.
Kei Titirangi tōku kāinga.

Kia ora. My name is Kit and I have the privilege of working with the amazing young men of Kelston Boys’ High School in West Auckland. Currently Head of the English Department, my work passions include digital technology, collaborative learning and culturally responsive practice.

I’m inquiring into how we can amplify marginalised voices in education. The question I’m asking is: how can we promote agency through the use of podcasts?

I believe that our tamariki have a voice and it’s our role as educators to help them find a platform to express themselves. Podcasts offer a medium to hear the diversity among our students and place them at the centre of learning. My project explores using podcasts as diverse assessment opportunities throughout the year to enable students both as innovators and creators.


Amplifying the Voices of our Tamariki (PDF, 1.94MB)

Nathan Walsh

Nathan Walsh rz

Tēnā koutou.
Ko Aoraki tōku Maunga Whakaruru.
Ko Hokitika tōku awa Whakaora.
ko Ngāti Pākehā tōku iwi.
Ko Hagley tōku kura.
Ko Nathan Walsh tōku ingoa.

I am the Leader of e-Learning at Hagley College in Christchurch. In this role I am focused on how e-learning can support best practice teaching and learning. In 2020 I am teaching a new Year 13 NCEA level 3 course called Impact Project. Impact Project enables students to pursue their passions while attaining Achievement Standards within the same Generic Technology domain. I am interested in empowering staff to collaborate across different areas of the curriculum, and to examine how project-based learning can result in deeper learning within a traditional school timetable.


Passion Projects: new learning at a traditional school (PDF, 958KB)

Patty Barbosa

Patty Barbosa rz

Tēnā koutou, kō Patty Barbosa ahau.

I am from Brazil and have been fortunate to have experienced teaching in different countries, learning from various cultures and educational systems. I am very privileged to work at Summerland Primary School, in Auckland where I work with passionate teachers, students and leaders.

As a teacher, I see my job as a student collaborator who allows motivating learning experiences through an influential and responsive learning environment, where children explore and learn through play. I am very interested in looking at the learning evidence and strategies children develop while engaging in play and the curriculum learning areas. I am also interested in implementing data collection and assessments to support a rich, responsive and genuine learning in a play environment.


Play-based Learning and assessment: Considerations on how to marry the two in a working relationship (PDF, 1.98MB)