Role

In her role as Regional Education Leader for the Gisborne takiwā ako, Rebecca supports and empowers kaiako to extend their professional knowledge and provide high-quality learning experiences for tamariki. Whanaungatanga and manaakitanga are at the heart of her daily practice as she works alongside kaiako, tauira, and whānau, empowering others to build their knowledge, skills, and confidence in ways that enhance learning outcomes for tamariki. Rebecca is committed to fostering inclusive, culturally responsive, and reflective teaching practices that honour the diverse strengths, identities, and aspirations of tamariki and their whānau.

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Education Background

Rebecca brings a diverse professional background spanning education, psychology, leadership, wellbeing, community development, and business management. Her career has included roles in disability support, health and wellbeing services, international teaching, educational leadership, governance, and directing her own business, providing a broad foundation for her work as an educational leader.

Holding a Bachelor of Social Sciences (Psychology), a Master of Education, a Postgraduate Diploma in Education (Leadership), a Diploma in Rongoā Māori, and a Certificate in Kai Oranga, Rebecca is committed to lifelong learning and ongoing professional development.

Through further study in te reo Māori and a wide range of professional learning opportunities, she continues to deepen her knowledge and understanding of te ao Māori, holistic wellbeing, sustainability, leadership, and place-based learning.

Rebecca has over thirty years of experience and involvement in early childhood education, beginning with her participation in her own children’s early learning and extending to leadership roles across the sector. Throughout her career she has served as Team Leader, Relieving Head Teacher, Head Teacher, and Regional Education Leader. These roles have enabled her to mentor and support kaiako and tauira, strengthen professional practice, and promote high-quality, culturally responsive learning environments that enhance outcomes for tamariki and whānau.

Her recent studies in Rongoā Māori and Kai Oranga have further strengthened her commitment to holistic wellbeing, mātauranga Māori, and the important relationship between people, place, culture, and the natural environment.

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Research Background

Rebecca believes in collaborative and inclusive leadership that empowers kaiako to lead from their strengths. She is interested in children’s leadership and creating opportunities for tamariki to share their knowledge, skills, and capabilities with others.

She is passionate about children’s learning through play, particularly within natural environments, and values the interconnected relationships between wellbeing, learning, culture, identity, and belonging. Rebecca has a strong interest in kaiako wellbeing, recognising the importance of nurturing and supporting educators to thrive both personally and professionally. She believes that when kaiako experience a sense of wellbeing, belonging, and professional fulfilment, they are better able to support positive outcomes for tamariki and whānau.

She also has a particular interest in bicultural practice and supporting kaiako to build confidence in embedding Te Tiriti o Waitangi and te ao Māori within authentic learning contexts.

Her interests also include sustainability, nature-based education, mātauranga Māori, rongoā Māori, kai oranga, and supporting tamariki to develop meaningful connections with te whenua, te ngahere, and te moana. She is particularly interested in how relationships with people, place, culture, and the natural environment contribute to holistic wellbeing and lifelong learning.

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Teaching Interests

Rebecca believes that all children deserve high-quality care, education, and environments that support them to learn, grow, and thrive. She is passionate about ensuring kaiako have access to meaningful professional learning opportunities that enable them to provide the best possible outcomes for tamariki.

She enjoys creating natural and open-ended resources using materials such as kōhatu, rākau, and other loose parts to support storytelling, exploration, creativity, and play. She has a strong interest in sustainability, environmental education, and learning experiences that encourage tamariki to engage with and care for the natural world.

Rebecca values opportunities for tamariki to connect with te taiao through gardening, nature-based learning, pūrākau, and experiences that foster a sense of belonging and kaitiakitanga. Her work is underpinned by a belief that meaningful connections with people, place, culture, and the environment support the wellbeing of both tamariki and their communities, while fostering a lifelong sense of belonging, kaitiakitanga, and responsibility for the natural world.