CV Summary
Professional Learning and Development Accreditation
Personal Profile
First name and Surname
Personal statement
Brooke TRENWITH
Potential to Performance Ltd
brooketrenwith@xtra.co.nz | +64 21 541 019
Whāia te iti kahurangi ki te tūohu koe me he maunga teitei.
(Aim for the highest cloud so that if you miss it, you will hit a lofty mountain)
“Brooke is amazing! Creative and fun staff meetings that foster great conversation and critical thinking. I always feel challenged and smarter after a session.” (Primary school teacher)
My core areas of professional leading and development are: gifted and talented education/inclusive education, the New Zealand Curriculum, change management leadership,culturally responsive pedagogy, and leading collaborative practices.
Professional Learning and Development Overview
An effective change manager, I am able to lead collaborative practices to support you in your achievement challenges and create a ‘rising tide’ of school-wide achievement and progress for all students. An example of my impact in GaTE at one primary school is outlined below. A Strengths and Needs analysis rubric tracked the impact of seven domains from March 2015 to November 2015, with each domain increasing by 20% or greater.
Staff were asked to rate their experience of the GaTE PLG on a Likert scale, rating level of learning, level of engagement and usefulness of the GaTE sessions. Each criteria rated 4.5 out of 5, with 5 being the highest level of engagement.
Professional Information
Qualifications/academic study/ areas of original research/current research interests
Current: Enrolled in MEd, University of Waikato
2010: Postgraduate Diploma in Special Education (Gifted and Talented) with Distinction, Massey University
2006: Certificate in Effective Practice in Gifted and Talented Education (with Distinction), REACH Education
2000: Postgraduate Diploma in Education (Secondary), University of Auckland
1999: Bachelor of Arts, University of Auckland
Programme writing and development
Examples of programme writing and development
2014: content writer for the TKI Gifted and Talented website
2009: ‘An accredited teacher of critical and creative thinking skills infused into content instruction’, The National Center for Teaching Thinking, USA
2008: part of the Achievement Standard writing party for NCRS (National Centre Religious Studies)
Conference presentations
I have presented at a range of different conferences since 2013. Conference presentations
Publications
I contribute regularly to Tall Poppies magazine plus other publications. Published articles.
Special interest areas
Coaching and mentoring, building resilience and well-being in students, inclusive education, personalised learning, learning with digital technologies, and growth mindsets
Professional membership
2017 President of the New Zealand Association of Gifted Children (NZAGC)
Member of Learning Environments Australasia
New Zealand Association of Gifted Children (NZAGC), 2016 national representative
Speaker’s Bureau of GiftEDnz – the New Zealand professional association for gifted education
World Council for Gifted and Talented Children (WCGTC), New Zealand Association for Gifted Children (NZAGC), GiftEDnz, and the Professional Learning Association of New Zealand (PLANZ) (institutional member of all of these)
New Zealand Association of Classics Teachers (NZACT)
Summary of examples of practice
I have facilitated gifted and talented education PLD through Te Toi Tupu, a Ministry of Education contract designed to support principals and teachers build their capability and develop effective, robust and transparent GaTE programmes. This in-depth PLD was completed in more than 15 schools and with five clusters. In 2016, I was the project leader of this PLD contract.
I use a strengths-based approach that validates good pedagogical practices but also strengthens differentiation and high expectations for students. PLD is structured as “a rising tide lifts all ships” (Renzulli) with a focus on “at least one year’s growth for one year’s input” (Hattie). It is designed to be practical in nature, with staff being able to take something to use from each staff meeting. There is a focus on the strengths of the school, especially the strong relationships between all key stakeholders (Bishop). PLD is developed around the spiral of inquiry (Timperley, Kaser, & Halbert).
Referees
Referee One
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Referee Two
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