Academic Director | Samuel Marsden Collegiate School
Margaret Adeane is Academic Director at Samuel Marsden Collegiate School, an independent girls’ school (Years 1 – 13) in Wellington, New Zealand. Margaret oversees curriculum, assessment and staff professional development for students and staff in Years 7 – 13. Proud of its 142-year history and also future-focused, Marsden School has a strong academic profile and a warm sense of community. It explicitly embeds wellbeing into curriculum. In the context of identified 21st century social and emotional learning skills, Margaret’s research looks at finding the right language to learn from failure, using feedback to help students articulate their own learning (in regard to emotional intelligence) and connecting classroom learning to learning for life. Margaret is a former Head of English and has worked with the Ministry of Education in curriculum and resource development, assessment practice and as a subject examiner. She has a BA (Hons) in English literature from Victoria University of Wellington.
Classroom Teacher | Frances Bardsley Academy for Girls
Rianna currently works as a teacher of Religious Studies i/c of Student Voice at Frances Bardsley Academy for Girls in Romford, United Kingdom. As part of her teaching role she educates students aged 11-18 on Religion and Philosophy, with a specific focus on Islam and Christianity in particular. Her work on Student Voice involves running and managing three student committees as well the school prefect team. To date, Rianna’s work with Student Voice has resulted in several thousand student votes cast on a range of issues and as a result has seen changes to the school, including the introduction of trousers to the school uniform, the canteen, as well as the student code of conduct. Her GARC project aims to focus on feedback and how developing emotional intelligence in students can positively impact student perceptions of feedback and in turn result in more positive outcomes. Prior to joining Frances Bardsley Academy, Rianna received a 1st class BA (Hons) in Religious Studies at the University of Kent.
Director of Drama | Putney High School
Having gained a BA (Hons) in American Theatre Arts from Rose Bruford College and a PGCE in Drama Education from the Central School of Speech and Drama, Emma started her teaching career as Head of Drama at Chestnut Grove School in Balham, South West London, before taking two years out of her teaching career to work as a professional actor. Emma joined Putney High School and the GDST in 2010, starting as a Drama Teacher and since then has worked as Head of Year for three and a half years and now as Director of Drama. Emma oversees all academic and extra-curricular Drama including five shows a year, the final show of the academic year being a student trip to the Edinburgh Fringe Festival, collaborating with four other GDST schools to perform on a professional stage. Emma also pioneered the school Diversity Week for the last three years, as well as interview coaching for students applying to Oxford and Cambridge. Emma has created and embedded outreach programmes within Drama curriculum through the Year 9, the Primary Schools Project, as well as supporting the Drama Department at Ark Academy in Putney.
Lower School Science Teacher | The Agnes Irwin School
Julie Haines is the Lower School Science teacher at the Agnes Irwin School, an independent, all-girls school outside of Philadelphia. She joined Agnes Irwin in 2012 where she originally worked as a 4th Grade classroom teacher. She pioneered and co-teaches the Lower School robotics program which began in 2015. Before joining the Agnes Irwin school, Julie worked in a public school for 13 years teaching 1st grade. During that time, she was also the chair of the science department, ran the student council, chaired the first grade team, and wrote and illustrated a children’s book that became part of the first grade curriculum for the entire school district. She ran several in-service programs on such topics as: all you need to know for first year teachers, parent / teacher conferences, and writers’ workshop. She assisted the Director of Curriculum to re-write the first grade science and math curricula.
Head of History Department and Arts & Humanities Faculty Director | St Stithians College
Leanne Horwitz is a passionate teacher who believes in the transformative power of girls’ education. She received a BA in History and Philosophy before completing her Post Graduate Certificate in Education in 2002, specialising in History and English teaching. In 2008 Leanne returned to university part-time to complete her Honours in History. Her Honours work included completing a dissertation about Indigenous Knowledge Systems and their place in Education. In 2011, Leanne was selected as a Fulbright Distinguished Awards in Teaching Fellow, an experience which further cemented her love of research and life-long learning. Leanne has taught at all-girls schools throughout her career beginning at a public school in 2003 before moving into private education in 2012. Leanne is devoted to the development of rigorous thinkers and fearless women. She is particularly interested in the possibilities of developing academic research and writing skills among students. Leanne has fulfilled various roles in her current school, including serving on the Transformation Committee and the school Executive Committee. She is a history teacher by passion and profession, and Head of Department of that subject. Leanne also serves on the School Management Team in her role as Faculty Director for the Arts and Humanities.
English Teacher | All Hallows’ School
Karen has been teaching English and History in Australian girls’ schools for over 15 years. She is currently the English Curriculum Leader at All Hallows’ School, the oldest girls’ secondary school in Brisbane. Her Fellowship with GARC will see Karen lead a team of English teachers to research, trial, evaluate and feed forward strategies for Feedback Conversations to Motivate Learning. The particular focus will be on progressing learning, nurturing resilience and increasing confidence through a process of feeding back and feeding forward in digital, pre-recorded, written and face-to-face conversations. Prior to her GARC Fellowship, Karen managed and implemented numerous action research projects in curriculum review and design geared specifically to the educational needs of young women. Karen sees feedback as central to supporting student wellbeing and nurturing healthy attitudes towards assessment and learning. Karen is a graduate of St Rita’s College, a girls’ school in Brisbane, and earned her B.Ed with honours from Queensland University of Technology. She is currently studying her Master of Education in Leadership and Management through Queensland University of Technology.
Junior School Social Worker | Branksome Hall
Carolyn is in her fifth year as the Junior School Social Worker at Branksome Hall, an IB World School. She works closely with the Junior School teaching team to provide in-class programming for students around development of social-emotional learning skills, as well as providing counselling and consultation to students and their families. Prior to joining Branksome Hall, she was Director, Knowledge Mobilization and Program Development at Kids Help Phone, a national charity providing online and phone counselling to young Canadians. She has worked as a social worker at various Toronto-based schools, children’s mental health and family service agencies. She also teaches social work students at the bachelor’s and master’s levels. She is excited to be part of the Global Action Research cohort, where she hopes to focus on examining mechanisms of feedback in the recess environment. Carolyn earned her BSc (Honours) from Queen’s University, an MSW from the University of Toronto, and her PhD from Smith College School for Social Work.
French Teacher | Academy of Our Lady of Peace
Nicole restarted her teaching career after an 18-year “maternity leave.” Seven years ago, she jumped at the opportunity to take a position as a French instructor in the department of World Languages at the school of her dreams, the Academy of Our Lady of Peace in San Diego, CA. Her love of the French language stems from her exposure to two Francophone cultures: south Louisiana, where she was raised, and the French-speaking part of Switzerland, where her father was born. Nicole is excited and humbled to be a member of the inaugural GARC cohort, as the mental health component of girls’ education is of great interest to her. Nicole is a graduate of NCGS member St. Joseph’s Academy in Baton Rouge, LA, and has long appreciated the beauty of an all-girls education. She earned her B.A. in French language from Loyola University New Orleans and her M.A. in French literature from Tulane University in New Orleans.
Núria Tapias Nadales
Secondary Ed Teacher | Collegi La Vall
Núria is a Translation and Interpreting graduate (English, Japanese, Spanish) and earned her Master’s degree in Research in Language and Literature Didactics from Universitat Autònoma de Barcelona. Her main interests are in languages and interpersonal communication. In her opinion, the best way of learning a language is using it in realistic contexts and thus she is and enthusiast of CLIL (Content and Language Integrated Learning). Education is her passion: mentoring students and their families in every step of their education, especially during adolescence. She has been a teacher for over 12 years and has also cooperated in the Coordination of Secondary studies, assisting teachers, students and families in a wider sense. As a graduate of and teacher at all-girls schools – Pureza de Maria and La Vall (Barcelona) – she fully appreciates and defends single-sex schooling and its advantages.