Professional Learning and Development
We work alongside leaders,schools, and education communities to challenge thinking, reshape definitions of success, and support deep, sustained change in practice, systems, and curriculum.
Many organisations are currently navigating significant change and increasing demands.
At the same time, many leaders tell us that existing professional learning is not addressing what matters most—particularly in relation to Māori success, identity, and culturally sustaining practice.
Our work creates space to engage with those questions—deeply, honestly, and in ways that lead to meaningful change.
We will tailor a bespoke package to fit your context and priorities.
How change happens
In our experience, meaningful change in schools does not begin with programmes or initiatives.
It begins with leaders — their thinking, their assumptions, and their willingness to question what has been taken for granted.
From there, change grows:
• from individual reflection
• to leadership conversations
• to shared understanding across a staff
• to changes in practice, systems and curriculum
This is not a linear process — but it is a recognisable journey.
What is your school’s/organisation’s - or your own - position now?
We are all at different stages in our journey towards critical, culturally sustaining, and antiracist practice.
Many leaders we work with describe feeling overwhelmed by the pace of change, increasing compliance expectations, and professional learning that does not reflect their communities or priorities.
At the same time, there is a growing recognition that current approaches are not delivering equitable outcomes—particularly for Māori learners.
This is often the point where the work becomes both clearer—and more urgent.
First presented by Dr Ann Milne to the UpliftED Conference, 2026, and a key component of Book 3 in her Antiracist Education Series, Ann explains:
If we genuinely want to make a difference, to reach the top right, pluralistic, Indigenized / Transformative Quadrant, we have to be committed to moving from a deeply dehumanising, racist, education system to a pro-actively antiracist system taking intentional action to counter racism, hegemony, privilege, and all the other barriers Māori learners encounter as they try to navigate our education system at every level.
Milne, 2026 (with acknowledgement to Curry-Stevens, 2003)
Most schools recognise themselves in more than one place.
The important question is:
Where are we now — and where do we want to move to?
Our work supports leaders, schools, and organisations to make that shift—beginning with leadership and extending to systemic change in practice, curriculum, and outcomes.
Working alongside schools/organisations and education communities
We all enter this work from different places.
Some begin with leadership reflection. Others are ready to engage more widely across teams and systems.
Our three-tier model helps you identify where to begin—and how to move forward in ways that are purposeful, manageable, and sustained.
TIER ONE: Leadership Engagement
Beginning with leadership
We work alongside leaders (including principals and senior leadership)— often through mentoring, coaching, and professional growth cycles.
This work focuses on:
identifying “white spaces” in thinking and practice
challenging taken-for-granted assumptions
building critical consciousness
supporting leaders to reflect deeply on their role
This stage is sometimes uncomfortable — but always powerful!
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1:1 principal mentoring / coaching
Professional Growth Cycle support
Regular leadership conversations
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Typically 12 months
5 meetings per year (with a written report)
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Both in-person and online mentoring
Flexible and responsive
TIER TWO: Leadership & School Alignment
Building shared direction
As leaders explore this thinking, the work extends to the wider leadership team and staff.
This includes:
working with senior leadership teams
organisation-wide reflection and review
redefining success for students
developing graduate profiles grounded in community aspirations that spell out your definitions of success
This stage builds shared direction and alignment across the school.
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Leadership team workshops
Whole staff sessions
Organisation audit/review processes
Graduate profile development
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2-4 terms (intensive) - with 2 meetings per term
continue to develop at your pace with our check-ins as you need them (longer term process)
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Combination of:
in-person workshops/staff meetings
online sessions
between-session reflection
TIER THREE — Whole School Transformation
Embedding change
The work then moves into organisation-wide change.
This includes:
curriculum design and review driven by your graduate profiles
embedding culturally sustaining practice
aligning systems, structures, and pedagogy
strengthening connections with whānau and community
At this stage, schools are not just changing practice — they are reshaping what success looks like.
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Ongoing partnership with your organisation
Leadership coaching
Staff PLD series
Curriculum design support
Community engagement
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multi-year relationship
minimum of 2 years
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Blended:
in-person visits
online support
ongoing engagement & partnership
We work across the sector and alongside a range of organisations committed to meaningful change.
Work With Us
If you’re finding that current professional learning isn’t addressing what matters most, we’d welcome a conversation about what meaningful change could look like in your context.
Our work is not about adding more. It’s about creating space to focus on what matters—and supporting change that is deliberate, grounded, and sustained.
Initial conversations are exploratory and without obligation.