Accredited Facilitator (English-medium)
Master of Teaching (Information and Communication Technology) (in progress) – University of Otago
Master of Arts (Art Therapy) (Hons) – Whitecliffe College of Arts and Design
Diploma of Teaching (Secondary) – Dunedin College of Education
Bachelor of Fine Arts (Printmaking Award) – Otago Polytechnic School of Fine Arts
Madeline has expertise in culturally responsive place-based local curriculum design and development, wellbeing and resilience practices in schools, ākonga centred kāiako inquiry, mentoring, and digital fluency and online teaching and learning. As a secondary education trained teacher, she has worked extensively in middle leadership and in innovative classroom, curriculum, inclusion, and pedagogical leadership.
Madeline supports leaders and teachers to work in professional learning groups to shift teaching practice and pedagogy, and redesign curriculum through inquiry. Her mentoring and coaching approach allows people to own the change process, while Madeline takes care of the change framework until schools are ready to sustain it themselves. Madeline’s experience is underpinned by her ability to think strategically, foster teaching inquiry practices, leverage positive, strengths-based approaches, and use theories to design approaches that will work.
Madeline has worked with VLN and NetNZ online learning communities, facilitated with Cognition Education, been an external NCEA marker, and developed NCEA internal assessment exemplars. She was a teacher-researcher for a collaborative TLRI project. Her Master of Arts Therapy research focused on the intersection between creativity in therapeutic and educational settings, exploring processes to promote agency and increase self-awareness.
Madeline has expertise in the following areas:
Cultural capability and place-based local curriculum
- Te Tiriti o Waitangi and bicultural partnerships in education.
- Cultural capability and critical consciousness for an equitable and inclusive curriculum.
- Addressing negative bias and deficit modelling in education.
- Place-based knowledge that supports ākonga identities and whānau aspirations.
- Relationships for learning, coherent learning pathways and strengths-based success models, rich opportunities for learning, and collaborative inquiry to guide curriculum review, development and design.
- Accredited facilitator for the New Zealand Institute of Wellbeing and Resilience ‘Wellbeing in Schools’ programme.
- Science based positive psychology approaches to navigating wellbeing change, auditing, exploring wellbeing frameworks, strengths-based approaches, positive emotions, gratitude, and relationships for belonging and inclusion in schools.
- Appreciative inquiry model for change.
Change leadership and mentoring
- Rapport and trust for high-value professional relationships and leadership through change.
- Mentoring and coaching kanohi ki te kanohi, online and in collaborative situations.
- Evaluate pedagogy and practices to ensure future-focused education and cultural capability practices, driven by the Spirals of Inquiry model.
Future-focused education and knowledge building communities
- Teaching practices and pedagogies for future-focused goals identified by a kāhui ako.
- Knowledge creation and networked sharing in digital environments to improve educational outcomes.
- Equity, inclusiveness, accessibility and visibility of teaching and learning.
- Student engagement and achievement through the use of digital technologies.
- Creative practices for wellbeing, connection, and identity.
- Regional facilitation support for the ‘Creatives in Schools’ programme.
- Subject matter specialist - visual arts, the arts and social science curriculum.
Recent conference presentations, keynotes, seminars, workshops
2020: Minecraft: Education Edition – webinars
2017: uLearn17 – Knowledge Building Communities
2016: GAFE Summit Christchurch – Mathematics, Creating to Show Understanding
2015 uLearn15 – Knowledge Building Communities
2018 with Kwok-Wing Lai. Developing secondary students’ epistemic agency in a knowledge-building community, Technology, Pedagogy and Education, 27:1, 69-83, DOI: 10.1080/1475939X.2017.1369150.
2016 ‘Designing Knowledge Building Communities in Schools’ Edited by Kwok Wing Lai. Amazon eBook.