Meet our experienced team
Cognition Education consultants are teachers, principals and researchers. Our team are highly skilled professionals who use their knowledge and expertise to co-discover, co-design, co-deliver and evaluate education solutions.
As accredited PLD facilitators our team focus on supporting schools, teachers and leaders to effectively and sustainably improve learning outcomes for all ākonga.
Bio
Lindsey brings a wealth of creative experience in leading curriculum development and assessment, supporting education systems and teacher education development in Asian and Pacific countries. She started as a Play Centre Supervisor, became a secondary science and mathematics teacher (and member of a school board), moving on to leading and researching teacher education in New Zealand and Australia. Her work spans multiple disciplinary areas and has focussed more recently on the power of integrating learning areas to build learners’ capabilities. In addition, she leads educators, collaborative teams and leadership groups to develop effective ways to infuse and apply appropriate and culturally congruent technology for more effective outcomes.
Lindsey has undertaken consultancy work for New Zealand Universities (Academic Quality Assurance), Fiji Higher Education Commission, National Institute of Educational Research (Japan), SEAMEO (South-East Asian Ministries of Education, 11 countries) and UNESCO. She has led multiple projects in New Zealand and across Pacific nations, helping teachers grow in their understanding about meeting student needs and transforming lives through education. Her inspirational “can do” approach within senior executive teams has enabled changes to strategic planning, digital solutions for educational services, extended external relations, improved quality assurance, augmented benefits of internationalization and effective management of human resources.
Her life goal is to find multiple ways to enhance human experiences through education. She strongly believes that there are powerful possibilities for public good when educators partner with communities to create and evaluate educational solutions that are culturally appropriate.
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Debbie brings rich experience and expertise as a published academic in culturally responsive educational leadership, local curriculum design, and pedagogy.
Her doctoral research signals the importance of understanding the diverse knowledge values and social norms of teachers and school leadership, and of students and families to support inclusive and responsive education.
Debbie’s previous leadership and advisory work with the Ministry of Education offers specialist support for schools and Kāhui Ako with Strategic Planning, Local Curriculum design, the Learning Support Delivery Model and Action Plan, Change Management, Culturally Responsive Pedagogy, and Aotearoa New Zealand’s Histories.
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Fiona joined the Cognition team in July 2012 and is the regional manager for our Lower North Island team. She has been working in teacher professional development in mathematics and statistics since 2001 and is National Leader for Programmes for Students (ALiM and MST). Fiona brings a wealth of experience to the team. Prior to joining Cognition, Fiona spent 8 years with Victoria University where she led the mathematics advisory team and lectured a few mathematics masters level papers. This was followed by a three-year stint at the Ministry of Education where her main role focused on improving mathematics educational outcomes. Fiona is passionate about mathematics and believes that all students can be successful in learning mathematics.
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Jenna is an experienced educator and leader of learning with a background in a wide range of Auckland and Northland contexts. As a professional learning and development consultant, Jenna works within and across schools / Kāhui Ako to develop effective instructional leadership and increase collective efficacy. Jenna is passionate about raising achievement for all learners through culturally responsive pedagogy and Relationships-based Learning. Her strengths are in facilitating teacher inquiry and collaboration, responsive curriculum design, and school self-review. Previously, Jenna has specialised in Learning Languages, the New Zealand Curriculum, and Mathematics and Statistics. Her Master of Education (with Distinction) research focused on the impact of teacher collaborative planning for mathematics on their knowledge and practice, and explored factors influencing teacher change.
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Aleise works with schools and Kāhui Ako to raise achievement for all learners through culturally responsive pedagogy and Relationships-based Learning. She supports schools to effectively implement evidence-based practice to address inequitable outcomes and meet the needs of all learners. Aleise also has strengths in developing effective instructional leadership, collaborative teaching practices and local curriculum design. As an Accredited GROWTH Coach, she has success using coaching to support teachers and leaders to build their capacity and agency.
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Ali has worked as a lecturer and facilitator in early childhood teacher education and as an educational leader for a kindergarten association. In that role, she served as a consultant to a chain of early childhood centres in Tokyo, Japan. She has experience in the disability sector and advising in relation to complaints, updating policy and supporting area managers. During brief periods abroad, she worked as a bilingual early childhood and primary school teacher and as a childcare centre manager. Given her centre management role and experiences, her goal is to use her knowledge and expertise in early childhood education, to support teaching staff and leaders, providing professional development, and quality assurance advice.
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Alison joined Cognition in 2014 and is currently a consultant based in Northland. Prior to this she worked in the primary sector for 25 years and has lead curriculum teams in numeracy, literacy and physical education. She has held several leadership positions within her career and believes in developing a strong relational trust with all stakeholders to raise student achievement for all learners. Her recent work has been working with Northland school leaders and teachers to develop in-depth and flexible mathematics professional learning.
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Ange provides PLD to schools and Kāhui Ako in Bay of Plenty, focusing on culturally responsive pedagogies, Te Tiriti o Waitangi, and curriculum refresh. With a master’s degree in education endorsed with bilingual and immersion education, Ange has over 23 years of experience in teaching and leadership roles. In her recent role, she collaborated with iwi, hapū, school leaders, teachers, students, and whānau to develop an iwi curriculum that gives mana to our bicultural heritage. Ange’s work is focused on collaboration and relationship building to improve learner outcomes and create equity and excellence for all ākonga.
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Anna’s two decades of experience reach across Early Childhood, Primary, Secondary and Tertiary sectors and demonstrate her diverse skills. Anna majored in Management with a Bachelor of Communication Studies and holds a Graduate Diploma in Teaching. Anna’s leadership journey was strengthened through five years of Principalship. She is an advocate for relationships/whanaungatanga at the centre of all learning. Anna encourages understanding communication and behaviour to support learning; improve interpersonal and organisational culture; and increase achievement. Anna can support effective growth in a wide range or areas; leadership, differentiation, key competencies, wellbeing, cultural responsiveness and working with communities.
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Anna is an experienced mathematics facilitator who is passionate about supporting teachers and leaders to develop quality, authentic mathematics teaching and learning for students. She has worked delivering professional learning support in mathematics to Primary and Secondary schools and leadership communities and has presented at regional and national mathematics symposiums. Anna has recent teaching experience at Primary, and early Secondary level.
Anna currently works in the Bay of Plenty supporting schools with professional development in areas including Mathematics (years 1-11), building leadership capability, data driven decision-making, assessment for learning, effective teaching practices, high expectations teaching, culturally inclusive practices, and accelerating learning in mathematics and literacy.
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Chris is an experienced school principal with over 10 years in his role. He has worked with Kahui Ako, public, private, and special character schools. Chris specialises in educational leadership, local curriculum design, and assessment for learning. He has experience coaching and supporting school leaders and board of trustees. Chris’ educational leadership support is collaborative, empowering others to create and evaluate effective approaches that improve learner outcomes and learner experience. Chris’ other leadership experience focuses on strengthening relationships across school communities.
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Dr Craig provides digital fluency and local curriculum design support with a focus on strategies that promote reengagement of students. With a PhD in Education & the creative industries, Craig helps schools to remove barriers to learning. To this end, Craig launched Drone Legends (the largest STEM.org approved flight programme in North America) in a South Auckland Alternative Education centre. Craig’s PLD supports integration of the local curriculum & EdTech with both NCEA Achievement Standards & the primary curriculum. Craig has a team of specialists through his advisory board so more teachers get greater benefit in a shorter period of time. With 30+ years in education, 7 years leading the largest Google Education Group in SE Asia, creator of the first AltEd programme in a primary school and founder of an NGO that enables women who have been sexually exploited to reintegrate into society, Craig is comfortable in any setting and ready to support your school’s vision.
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Deborah has been working in teacher professional development in mathematics and statistics since 2000. She has been a National and Regional coordinator during her time at Massey University and Cognition. She has recently returned from overseas where she was a mathematics coach at an international school in Bangkok. During this time she also provided teacher professional development in mathematics at other international schools in a variety of countries.
Deborah is currently contributing to the Programmes for Students project – ALiM (Accelerated Learning in Mathematics). Deborah is passionate about mathematics and statistics and believes that all students can be successful in learning mathematics. She sees the use of rich tasks, mathematical discourse and focussed teaching based on formative assessment as a key component to success for all.
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Dianne has been working in mathematics professional development since 2009. She also has experience in leading professional development in digital technologies, literacy and gifted education. Dianne is passionate about mathematics education and is particularly interested in developing student discourse in mathematics classrooms, data-informed decision making and the role of digital technologies in mathematics education. Dianne supports schools in data analysis using wide sources of evidence and assists them to make data-informed decisions. She completed her Master of Education (Hons) at Waikato University in 2016 specialising in professional learning.
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Elizabeth is committed to facilitating language and literacy development in early years education contexts. After training as a primary teacher and speech-language therapist, she worked in classrooms in partnerships with teachers to identify support for learners with diverse learning needs. Her teaching in initial teacher education, speech-language therapy programmes and postgraduate research student mentoring ensures she has current knowledge of curriculum changes and pedagogies. Elizabeth’s research collaborations focus on professional inquiry projects promoting reflective practice and practice change supported by coaching, and mentoring. As a PLD facilitator and mentor, she enjoys supporting teachers’ inquiry projects, monitoring changes in learners’ communication, participation, learning and wellbeing and celebrating outcomes.
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Fiona joined Cognition in 2019 as a consultant based in New Plymouth, covering the Taranaki and Whanganui areas. Prior to this, she mentored ALiM (Accelerated Learning in Maths) and MST (Maths Support Teacher) teachers. Fiona has over 25 years of experience working in primary and intermediate schools both in New Zealand and overseas, having held leadership roles in Technology and Mathematics. Fiona is particularly passionate about mathematics teaching and learning, with the belief that all students can achieve success in mathematics. As Maths Lead Teacher, she has participated in both the ALiM and MST programmes for students which focusses on removing inequalities and accelerating student achievement. Fiona is now involved in supporting teachers, leaders and principals with Maths Professional Learning and Development.
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Gillian Kissling demonstrates passion and capability in improving teaching practice. At the heart of her work alongside schools is the development of young people as life-long learners and productive citizens. With significant expertise in collaborative inquiry, Gillian empowers leaders and teachers to respond agentically in a range of situations. She has strengths in evaluation and self-review, acceleration practices, curriculum design and delivery and mathematics pedagogy. She has presented at symposia in New Zealand and Australia, been involved in internal consortium review and provided consultancy education since 2009. Prior to her role as education consultant, she held a number of positions in the primary sector ranging from literacy leader, special education needs co-ordinator to principal. Gillian is curious, optimistic and passionate about her work in education.
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Graham’s strengths are in school leadership, curriculum development, and assessment practices to improve teaching and learning.
Graham has worked in the New Zealand Public Service and education system for 43 years. He has wide experience in the leadership of primary schools in both rural and urban settings culminating in deep understanding of the complexities and challenges of educational leadership. For over 20 years Graham worked for the Education Review Office as an evaluator and a Senior Leader. He has extensive knowledge and experience in successfully leading schools and large teams of evaluators to focus on school improvement to bring about positive outcomes for students.
Wellbeing of students and the professional development for educators have always been a strong motivation for Graham’s work in education.
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Jacque is an education consultant for Cognition Education in the area of Innovative Learning. She is working with many schools, both with new and existing learning spaces. Her experience in teaching at both primary and secondary levels enables her to work across all curriculum areas and at all year levels. Jacque is passionate about the change management involved in innovative learning pedagogy and practice, utilising innovative learning spaces to capitalise on the advances in pedagogy across New Zealand and around the world. Jacque provides a co-constructivist approach, enabling leaders and teachers to develop strategies for learner agency, collaborative teaching practice and transforming learning spaces. Jacque is a founding and current member of the Learning Environments New Zealand committee. She has recently completed research on sustaining value within online communities.
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Jen brings a background in principalship to facilitation. She supports schools and Kāhui Ako with strategic and relational leadership, cultural capability, and local curriculum design. In her work, she focuses particularly on supporting the progression from English-medium to dual-medium, and the development of bicultural kaupapa.
Jen supports schools to centre Te Tiriti o Waitangi, empowering partnerships to transform outcomes for all. She brings a focus on creating communities of care through partnerships and equity.
In addition to education, Jen facilitates and supports across other sectors, including facilitating partnership projects and providing administration support to local iwi. She also holds governance roles outside of education and is studying for a Masters in Māori Education.
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Jo Bishop is an enthusiastic and dedicated educational leader with extensive experience in literacy instruction, curriculum development and professional development. She holds a P.G.C.E. in Educational Leadership from Auckland University of Technology and is currently completing a Master of Educational Leadership.
Jo excels in fostering collaborative and inclusive learning environments, demonstrated through her roles as a Literacy Specialist, Leader of Learning, and Across School Leader. Passionate about driving educational change, Jo’s expertise in structured literacy, local curriculum development, and effective pedagogy positions her as a dynamic facilitator dedicated to enhancing student outcomes and empowering educators through professional growth and innovative teaching practices.
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Jo Matthews has a wealth of experience and knowledge having specialised in mathematics education for the past 15 years. Her experience includes pre-service teacher education and maths facilitation with leadership and teachers. Jo has a deep understanding of designing needs-based professional development for schools and supporting ALIM and MST teachers with inquiry-based teaching designed to accelerate learning for targeted students. Jo’s aim is to work collaboratively with schools to build content and pedagogical knowledge in mathematics, providing need-based support. She enjoys working alongside teachers in class, modelling and coaching effective practice.
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Julia is passionate about supporting teachers to make learning engaging and relevant for all. Her experience includes pre-service teacher education at both primary and secondary levels, teaching and middle management at a year 7 – 13 school, Numeracy skills specialist at the University of Auckland and as accredited PLD facilitator. Julia’s deep understanding of the mathematics pedagogy and learning is based on research and practical experience. She believes that the learning of mathematics should be based on active and authentic activities and that all learners can engage in meaningful mathematics learning that relate to their local context. Julia has expertise in improving pedagogy in mathematics and statistics, designing school wide programs with a focus on the transition between primary and secondary school, statistics teaching and learning, NCEA assessment (including program design, writing assessment tasks and moderation), and GaTE. Currently Julia is involved in mentoring the in the Programmes for Students (ALiM and MST), PLD in intermediate and secondary schools, supporting the use of the Learning Progression Framework (and PaCT) tools and writing Teacher Guides and Student Learner Books in Mathematics for the Solomon Islands.
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Julia joined the Cognition team in 2015. She is a strong advocate for developing authentic learning experiences for students, teachers and leaders that is collaborative and evidence focused. She has worked in a range of capacities delivering professional learning support in mathematics to schools, leadership clusters and regional symposiums. Julia currently works in Palmerston North to support schools with professional development, offering a wide range of topics including curriculum design, effective pedagogy, acceleration practices, formative assessment and the use of inquiry to improve teaching and learning. Julia also contributes to the Programmes for Students project – ALiM (Accelerated Learning in Mathematics) and MST (Mathematics Support Teacher), as a mentor and training facilitator. Julia is passionate about developing data driven decision making skills and leadership capability that will raise student achievement for all learners.
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Katrina is an advocate for developing agentic and engaging learning experiences for students, teachers and leaders that are collaborative and research-informed. She has provided professional support in digital and collaborative learning, digital fluency, literacy, numeracy, NCEA, Universal Design for Learning, Aotearoa New Zealand Histories and cross-curricular learning design. Her work experience spans tertiary, secondary, primary and corporate learning design contexts transforming learning experiences with gamification and digital innovation. Katrina is passionate about making learning fun and effective by modeling effective pedagogy and tailoring learning solutions to meet individual needs.
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Kim joined Cognition in 2012. Prior to this, Kim was a primary teacher for 16 years and had led curriculum teams in literacy, numeracy and the arts. Kim has worked in a diverse range of schools across Auckland delivering professional learning and development to build teacher and leader capability in mathematics years 1–8, effective pedagogy, culturally responsive pedagogies, data analysis, teacher inquiry and implementing and monitoring acceleration programmes. She has a particular interest in relationships-based learning and building stronger partnerships with whānau groups and local communities to improve the learning outcomes for their students. Kim regularly presents at Primary Mathematics Association and Mathematics Association of Victoria conferences and has an interest in incorporating her love of music and the arts across the curriculum into the delivery of mathematics. Currently Kim has been involved in writing Teacher Guides and Student Learner Books in Mathematics for the Solomon Islands.
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Dr Kumar Laxman graduated with a PhD in instructional design and technology from Macquarie University, Australia. He has worked in various capacities and roles with many reputable organisations and tertiary institutions globally. Kumar is a leader in e-learning and professional learning and development initiatives. He is knowledgeable in various aspects of the field of educational design, having published widely in reputable journals and presented at numerous international conferences. Kumar has independently carried out high quality research and achieved cutting-edge routcomes. He has provided consultancy to a number of organisations in education training and development and is keen to share that experience and expertise with schools.
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Leallen joined Cognition part time in 2024. She is a highly experienced primary teacher and leader in Nelson with over 27 years teaching at all primary levels.
Leallen is passionate about teaching and learning. With over 10 years as Deputy Principal (including SENCO) she is an adaptive, child-centered leader. She has led professional learning across the curriculum, including Mathematics, Programmes for Students and is an active member within her Kahui Ako. She is skilled at developing Professional Learning Communities with a focus on using evidence to inform teaching programmes.
Leallen is an experienced coach and mentor and is an accredited GROWTH Coach. She believes strongly in coaching as an effective way to empower and grow teachers.
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Lee joined Cognition in 2019 after working in her local intermediate as a classroom teacher and syndicate leader for some years. She was heavily involved with the ALiM programme as an Across School leader, within her Kāhui Ako, and enjoys seeing the success students and teachers have when using acceleration practices. Lee is driven by creating learning environments in which a growth mindset and agentic attitudes are fostered. She has strengths and experience in formative assessment, inquiry, curriculum design and mathematics pedagogy.
Lee holds a Masters in Degree Education from Victoria University of Wellington, where she majored in curriculum, learning and assessment.
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Linda joined the Cognition team in 2024, bringing a wealth of experience in the secondary education sector, including leadership roles and professional development. With extensive expertise in science education, she has excelled in curriculum design and pedagogical innovation using Universal Design for Learning and Assessment, grounded in the Science of Learning principles.
Linda is dedicated to fostering collaborative environments among middle leaders to navigate periods of change effectively. Her focus includes integrating subject-specific literacy and numeracy into teaching practices. Passionate about inclusive and integrated science learning programs, Linda strives to enhance teacher pedagogy and leadership capabilities to elevate student achievement and foster a love for learning.
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Louise has extensive experience of working within local and international educational settings. Since relocating to New Zealand, she has developed a commitment to developing rich, authentic learning experiences for students, teachers and leaders.
Louise enjoys delivering professional learning development in mathematics, local curriculum, cultural competency and home-school partnerships to schools, leadership clusters and regional symposiums.
More recently she has supported Kāhui Ako leadership teams develop systems to implement and maintain culturally responsive researched-based practices that are known to improve educational outcomes for marginalised students.
Louise recognises and values the importance of building authentic relational learning partnerships with whānau and has supported schools build home-school partnerships and strong assessment practice through the implementation of the Mutukaroa project. She is driven to support leaders and teachers to demystify learning in the classroom and is invested in exploring and implementing research-based learning to support leaders in developing strong cultures of learning.
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Mala is an experienced educator who has taught years 9-13 and has held leadership roles in secondary maths and Kāhui Ako. She is the current President of the Auckland Mathematical Association (AMA).
She is passionate about supporting teachers and brings strengths in primary to secondary maths transition, numeracy, NCEA, learner agency, and the use of history of mathematics in education.
Recently, Mala collaborated with teachers in her Kāhui Ako to develop exemplars in algebra for smoothing the move from primary to secondary.
She holds a PhD in mathematics education from UoA and has a deep understanding of pedagogical content knowledge based on both research and classroom experiences. Mala’s thesis involved developing learners’ (years 6-11) exponential thinking for a solid understanding of number and algebra concepts and has specialised expertise in this space.
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Mandy collaborates with ECE centres, primary schools and Kāhui Ako to support cultural capability, curriculum development, education leadership and relationship-based learning. She has 21 years of education experience in NZ, UK, Asia and the Pacific – in various roles, e.g., primary teacher; senior manager; acting principal; and consultant in curriculum development/capacity building. In a Treaty-honouring way, Mandy looks for ways to help all ākonga thrive educationally – by determining their needs/strengths and helping them realisetheir potential. Moreover, she makes colleagues and mentees feel safe while working through educational challenges. She is currently studying for a Masters in Educational Leadership and Wellbeing.
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Maxine completed ALiM (Accelerated Learning in Mathematics) training and was lead Math teacher for more than 10 years. The AliM programme aligns with her personal ethos and supports her moral compass which encouraged her to join Cognition Education as a mentor.
Maxine is an advocate for ensuring that learning is relevant, inspiring, and engaging. She believes in a learner-centred approach to teaching, which implores differentiation, so the needs of the individual are met.
Maxine brings more than 20 years’ educational experience as a Deputy Principal and Special Needs Coordinator of a primary school, teacher within an intermediate school and leader of learning at a secondary college.
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Nicole is a New Zealand facilitator, teacher, and researcher who is dedicated to quality education solutions that are evidence based, effective, and sustainable. She provides personalised PLD experiences by working alongside leadership teams to create tailored authentic facilitation that meet the realities and ideals of each educational setting.
Nicole’s rich research background and 18 years of teaching experience, from New Entrants through to NCEA level, underpins her deep understanding of curriculum, successful pedagogical practices, and data driven solutions. Her specialties include literacy from early childhood to NCEA, the science of learning, assessment 4 learning, strategic planning, and curriculum design.
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Richard is a passionate educator who brings significant leadership experience from working in different contexts in New Zealand and the United Kingdom.
Until January 2024, Richard was Principal of Pukekohe High School, Auckland before which he served as Associate Principal at Burnside High in Christchurch. In both these roles, he worked closely with the school community, including mana whenua and boards of trustees, to forge reciprocal and respectful partnerships. Richard believes in student-centred teaching and learning to ensure that every young person achieves holistic success during their education journey.
Richard has extensive experience of leading curriculum design in the social sciences; and building effective teams school-wide to bring about change. Richard believes in supporting schools to make aspirational but realistic pedagogical and curriculum changes to promote equity and excellence for all learners.
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Rob is an experienced international educator. He has led two New Zealand secondary schools and two IB schools in Singapore and Kenya and he is a former senior manager in the New Zealand Ministry of Education. He has mentored, coached and appraised principals and other senior school leaders internationally. Additionally, he has skills and experience in strategic planning, change management and all aspects of school management from start-up schools to mature community and traditional schools. Rob’s recent work has been related to curriculum development and supporting NCEA changes.
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Rob is a highly experienced educational leader having been a principal for 34 years. During his career he established and led a Kāhui Ako, worked for the Education Review Office as an evaluator, and most recently has provided service as a Statutory Manager and as a Mentor to Principals’.
Rob’s strengths and expertise are in leadership development and effective, sustainable change-management practices. He possesses extensive knowledge of curriculum review, design and implementation including effective assessment practice.
In addition, Rob is a skilled strategic planner and understands its importance in school improvement. He uses his expertise to empower others to lead, build, and sustain effective professional learning communities.
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Sarah provides Curriculum Design professional learning and development (PLD) to schools and Kāhui Ako throughout the North Island. She has a Master of Education (Distinction) and is passionate about supporting schools and their communities to develop innovative local curriculum approaches that are place-based, critically conscious, culturally sustaining and student-centred.
Sarah utilises design thinking methodologies in her PLD processes. This ensures collective ownership of the PLD as solutions are created “by, with and for” those that she serves. She led the development of Pūtātara, a resource for schools to embed sustainability across the curriculum. She is currently managing the Solomon Islands Curriculum Project and consulting with a number of schools and organisations on curriculum, vision and strategy.
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Sarah is based in Nelson and has spent the last four years as an across COL Lead teacher, implementing the Relationships First Programme. Sarah has become a trained Impact Coach, voice collector and leader in the Relationships First space. Now, Sarah is looking to work with more schools across the region to build collective capability and share the Relationships First Mahi.
Sarah is also a skilled mathematician and supports schools with Assessment for Learning and Cultural capability through a Mathematics lens. With years of practical experience in the classroom, Sarah has a great repour with students, teachers, leaders and whanau alike, and can support your school to make sustainable and worthwhile changes.
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O le ala i le pule o le tautua – the pathway to leadership is through service.
Sekah (Estear) has served 14 years as an experienced classroom Teacher in Primary/Intermediate Schools. In recent years she has developed effective leadership skills and qualities as a Senior Leader, and led a variety of portfolios; Cultural Responsiveness and Sustainability, STEAMs Curriculum and Pastoral Care.
Her strengths are communication (Samoan & English), and digital design skills. Sekah works with teachers and leaders to build collective capability through impact coaching, to ensure equitable outcomes for all students. Making connections and building positive relationships with all stakeholders is also a passion and strength of hers.
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Sonja joined Cognition as an education consultant in 2022. She is based in Tāmaki Makaurau, Auckland.
Before joining Cognition’s mathematics team, Sonja was a school maths leader and a team leader in an Auckland normal school. Sonja has taught across all year levels in the Primary sector and has extensive experience reviewing and moderating teaching, learning and assessment; and in facilitating workshops, lessons and PLD for teachers and student teachers.
Sonja has a Master of Education (with First Class Honours) from the University of Auckland specialising in developing students’ mathematical identities through science. Her specific expertise lies in developing cross-curriculum approaches to teaching mathematics.
Sonja is committed to developing confident leaders and learners in STEM and to enhancing localised curriculum to develop meaningful mathematical experiences. She has a deep passion for assisting kaiako to accelerate achievement in maths.
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Steve is a passionate educator who has significant experience across a range of educational settings. Over recent years, his work has been in the field of managing curriculum and environmental change. He was the foundation Principal of Rolleston College in Canterbury and prior to that worked as Deputy Principal at Alfriston College. He was also the Regional Facilitator for the Te Kotahitanga Project and English Curriculum advisor for the Auckland region during the original implementation of NCEA. He has extensive experience in leading and developing authentic, skill-based learning contexts that empower learners and teachers. Steve has also researched the role of creativity in the learning experience and worked extensively in relationship-based learning programmes.
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With a Master of Educational Administration and a Doctor of Education, Sue can provide support for leaders at all levels of school communities.
Sue has specialised expertise in improving the quality of teaching and learning for Māori students in bicultural schools. Her work focuses on ensuring proprietorship, governance, management and teaching and learning work together to effect tangible change for students and their whanau. She uses indigenous research methodologies to develop efficacy, mana tangata, for all concerned.
Sue can break down the big ideas of educational policy and philosophy into achievable gains in local contexts.
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Traci is a passionate educator who fosters a community of practice with experience across all sectors. Building culturally responsive and inclusive practices has formed a large part of her research and consultancy. She is able to co-design and support change leadership, strategic planning and local curriculum through using approaches that align with the vision and values of each school.
Empowering others and providing mentoring is at the core of her practice. In addition, Traci’s approach extends beyond schools through community engagement and partnership where she is honoured to serve others in governance roles to grow Māori, Pacific and sporting organisations.
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Truus has a wide variety of experience across early childhood education settings, including working with whānau and diverse communities. More recently she has focused on supporting ākonga in Initial Teacher Education programmes and mentoring Beginning Teachers.
Truus’ areas of expertise include educative mentoring, professional development facilitation and educational leadership where she employs a non-deficit approach, with a focus on cognitive and reflective skills, identifying evidence to advance learning with others.
Truus’ professional pedagogy is strongly framed by whanaungatanga with an emphasis on collaborative, respectful and responsive relationships with others.
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Viv has worked as an educator, HR manager, senior education advisor to the New Zealand Ministry of Education and currently as an education consultant and coach.
Her curriculum experience spans the New Zealand curriculum, the International Baccalaureate curriculum, and the Cambridge International General Certificate of Secondary Education. She has a special interest in English, Literacy and language development.
In the field of coaching, Viv seeks to support teachers and leaders in finding their areas of development and assisting them to find the growth and development model that aligns with their goals and context.
She has worked internationally in education in Singapore, Australia, Kenya, and Scotland as well as in New Zealand. In Australia she is coaching Principals and senior leaders.
Contact
Level 8, 139 Quay Street, Auckland 1010
New Zealand
