Director
ROSINA SHANDLEY (Ngati Porou)
Rosina is Learning Leaders' Director and Lead PLD facilitator. Her teaching career has spanned Kohanga Reo (Early Childhood) through to Primary, Secondary and Tertiary levels of the education system. Rosina has been a successful primary school principal and also a Lead Advisor with the Ministry of Education. Her Master of Education Degree was awarded with First Class Honours in 2013. That same year she was awarded the New Zealand Association of Research in Education (NZARE) prestigious Rae Munroe award for her ground breaking research into accelerating Māori medium students' curriculum achievement and language capability. Rosina is a published researcher and leading authority on Second Language Acquisition, and Formative Assessment practices. Rosina continues to dedicate her career, and PhD research, to supporting equitable educational outcomes for all children.
ROSINA'S CAPABILITIES
Te Reo Māori (Fluent speaker).
Instructed second language acquisition pedagogies.
Te Aho Matua.
Use of Te Marautanga o Aotearoa and associated progressions to guide
teaching and learning.
TMoA wahanga ako (pāngarau; te reo matatini; tikanga ā-iwi; ngā toi;
pūtaiao; hangarau; te reo Pākeha).
Aromatwai/Formative Assessment practices.
A range of data tools and systems for tracking progress and achievement.
Methods of analysis of data to inform next teaching and learning steps.
The principles of AKO.
Networks across kura kaupapa Māori; special character kura; rumaki and
nga reo rua settings.
Networks across Māori communities.
Engaging whanau, kura, and kaiako.
Aho Matua.
Marautanga a kura.
Ngā Whanaketanga Rumaki Māori.
Aromatawai.
Mātaiako.
Rukuhia Rarangahia.
Building capability and capacity within kura, communities and across the
sector.
"Rosina's impact in our school was immediate. She carefully analysed our data and teaching approaches and worked with leaders and teachers to develop a plan to embed formative assessment practices across the school. Rosina's approach was inspring. She was knowledgeable and credible. She carefully tailored her delivery to the specific needs of each teacher. It was the first time we had had teachers looking forward to the professional development meetings and in class modelling sessions. Our writing achievement raised steeply within two years".
(Claudia Maaka, Board Chair, Hatea-a-Rangi School, 2014).
Rosina is Learning Leaders' Director and Lead PLD facilitator. Her teaching career has spanned Kohanga Reo (Early Childhood) through to Primary, Secondary and Tertiary levels of the education system. Rosina has been a successful primary school principal and also a Lead Advisor with the Ministry of Education. Her Master of Education Degree was awarded with First Class Honours in 2013. That same year she was awarded the New Zealand Association of Research in Education (NZARE) prestigious Rae Munroe award for her ground breaking research into accelerating Māori medium students' curriculum achievement and language capability. Rosina is a published researcher and leading authority on Second Language Acquisition, and Formative Assessment practices. Rosina continues to dedicate her career, and PhD research, to supporting equitable educational outcomes for all children.
ROSINA'S CAPABILITIES
Te Reo Māori (Fluent speaker).
Instructed second language acquisition pedagogies.
Te Aho Matua.
Use of Te Marautanga o Aotearoa and associated progressions to guide
teaching and learning.
TMoA wahanga ako (pāngarau; te reo matatini; tikanga ā-iwi; ngā toi;
pūtaiao; hangarau; te reo Pākeha).
Aromatwai/Formative Assessment practices.
A range of data tools and systems for tracking progress and achievement.
Methods of analysis of data to inform next teaching and learning steps.
The principles of AKO.
Networks across kura kaupapa Māori; special character kura; rumaki and
nga reo rua settings.
Networks across Māori communities.
Engaging whanau, kura, and kaiako.
Aho Matua.
Marautanga a kura.
Ngā Whanaketanga Rumaki Māori.
Aromatawai.
Mātaiako.
Rukuhia Rarangahia.
Building capability and capacity within kura, communities and across the
sector.
"Rosina's impact in our school was immediate. She carefully analysed our data and teaching approaches and worked with leaders and teachers to develop a plan to embed formative assessment practices across the school. Rosina's approach was inspring. She was knowledgeable and credible. She carefully tailored her delivery to the specific needs of each teacher. It was the first time we had had teachers looking forward to the professional development meetings and in class modelling sessions. Our writing achievement raised steeply within two years".
(Claudia Maaka, Board Chair, Hatea-a-Rangi School, 2014).