Justine Brock

I have been working as a literacy facilitator for Vision Education since the beginning of 2013 and as a team leader for Vision Education since 2014.  I have experience working with a wide range of schools, who face a variety of complex challenges including low literacy achievement.  This has allowed me to support schools, leaders and teachers through review and change processes and address complex challenges and complex settings while working to improve outcomes for all learners.

I am passionate about education and equitable outcomes for all.  This drives me to ensure that I am leading with purpose and supporting educators to continue their own professional journey that improves outcomes for all learners promoting equity and excellence.

As a member of the Vision Education team, I have proven commitment to supporting and collaborating with schools to provide the best possible educational outcomes for all students.  My work specialises in literacy acquisition, development and achievement utilising students culture language and identity.

I enjoy working alongside teachers and leaders to support inquiry into practice that makes a difference for all learners and in particular our priority or struggling learners.  My approach empowers teachers and leaders allowing them to grow and further develop their beliefs and pedagogy.  Trying new approaches and strategies, within a model that is supportive while questioning and reflecting, results in the positive outcomes we all desire.

I support teachers to further develop sound knowledge of the skills, knowledge and strategies that students master as they learn to read and write and the components of effective reading and writing programmes that cater for a diverse range of students, including priority students. These effective programmes include using a range of teaching approaches.   I support teachers to inquire into how to motivate their students’ interest and engagement through instruction using their knowledge of their learners to enhance student connections with the content and context of the text and to sustain positive student and teacher intercultural connections.  Supporting teachers to access and reflect on the implications of literacy research for their own practice and their learners, considering inclusive and culturally responsive pedagogies.  I facilitate inquiry into effective literacy practice and metacognitive instruction.

I value the different roles of leadership throughout and across schools and support leaders to inquire into and develop the qualities, knowledge and skills required to lead in a way that enhances learner outcomes.

Understanding the different perspectives of the various stakeholders who have a vested interest in schools and student outcomes, allows me to support teachers and leaders to consider a holistic view of the challenges they face and support them to develop innovative responses to these challenges.

I am excited to be involved in supporting Communities of Learning | Kāhui Ako as we work to establish equity and excellence for all our learners.

As a literacy facilitator, an integral part of my role is to develop and strengthen effective literacy practice across schools. In order to do so, I hold strong content knowledge and experience in many aspects of literacy practice, including but not limited to the following:

  • Reading
  • Writing
  • Oral language
  • Inquiry
  • Culturally Responsive Pedagogy
  • Mentoring and leadership
  • Building leadership capacity
  • Assessment
  • English Language Learning
  • Inclusive education
  • Digital technology

I am an accredited facilitator available for centrally funded PLD.  Click here to read my summary of practice


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Skillful and Strategic Professional Learning

“Our Vision facilitator (Justine) built positive relationships with everyone she worked alongside and skillfully aligned her sessions with what we needed to develop in our practice based on our strategic aims.  Her professional development with staff has grown teacher knowledge, improved practice and accelerated progress for our learners.”

Tracey Bennett
Principal
Hautapu School

Knowledgeable and Authentic Professional Development

Benneydale School has been working with Leitia for 2 years in a wide range of capacities. Leitia has run a number of Teacher Only Days focusing on effective literacy practice in the classroom and she has modelled and supported best practice related to differentiated learning programs that support accelerated learning. Leitia has worked alongside teachers in the classroom providing feedback and support on teacher effectiveness. She has supported planning meetings with teachers and worked with them to refine their programs through using a coaching model. Evidence of teacher growth due to these coaching sessions can be seen in class practice. We have found Leitia to be very knowledgeable, quick to understand our needs and work with us to create our own PLD journey. I would recommend Leitia as a facilitator for any school wanting to provide authentic opportunities for staff to challenge their thinking and work towards enhancing their practice for the benefit of all learners.

Vanessa Te Huia
Principal
Benneydale School

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