This workshop explores Rototuna Senior High’s journey to restore deep learning through teacher learning communities and formative assessment. Facing rapid changes—new school creation, pandemic, staffing shifts, and leadership transition—teachers had reverted to “teaching to the book,” hindering students’ development as critical thinkers. Stephanie and Franda share how they used collaborative learning to revitalise teaching practices and deepen student engagement.
Steph Harford is Deputy Principal at Rototuna Senior High School. She has been in education for over 20 years and has worked across a number of schools. Steph is passionate about creating systems that work alongside teachers in developing both confidence and rigour in their practice. She is currently on study leave whilst she completes her Doctorate In Educational Leadership at Waikato University. Steph is a mum to 7 year old identical twin boys Dexter and Griffin and married to Sean, a senior microbiologist and manager at Waikato Hospital.
Franda Zondagh is a Visual Art teacher at Rototuna Senior High School in Hamilton, New Zealand. In her role as Specialist Classroom Teacher, she supports staff in strengthening teaching practice across the school. She also serves as Pouarataki of Puna Wānanga, leading a student-driven program that fosters meaningful, community-connected impact projects.
Find Steph and Franda’s presentation slides here: Stephanie Harford & Franda Zondagh Teacher Learning Communities NZAI 2025
