Heather brings over 30 years of teaching experience across all year levels, with a strong focus on Early Years and Junior learners. She has worked directly in classroom (Tier 1 and Tier 2) and intervention settings (Tier 3) and has worked collaboratively with the development of Response to Intervention (RTI) frameworks tailored to individual schools.  As an Associate Teacher for the University of Canterbury, Heather has supported many trainees through their practicums and beyond.  As Deputy Principal for 5 years, Heather also has working knowledge of NZ school systems and best practice models.

Heather has delivered extensive professional development, supporting leadership teams and teachers to strengthen structured literacy practices across whole schools. She has been instrumental in administering, collecting, and interpreting data; developing assessments; and designing assessment schedules aligned with best practice and the New Zealand Curriculum – Te Mātaiaho.

In partnership with Jess, Heather has co-developed tailored scope and sequences aligned to the NZC, designed to meet the specific needs of schools and their learners. Additionally she brings a wealth of experience from being a long serving Special Education Needs Teacher to her role with neurodiverse learners being a deep passion.

Heather has worked as an Advisor and Facilitator with the Institute for Multi-Sensory Structured Language Education (IMSLE) and holds AMADA accreditation with the Australian Dyslexia Association (ADA). She has worked alongside educators and students in the UK, New Zealand and Australia.

Jess has worked in primary schools in Christchurch rolling out and supporting the implementation of Structured Literacy. She has established RTI (Response to Intervention) frameworks tailored to individual schools, delivered staff professional development (PD), and worked in both intervention roles and Tier 1 (whole-class) settings. She has been instrumental in collecting and interpreting data, developing assessments, and designing assessment schedules aligned with best practice and the New Zealand Curriculum (NZC) Te Mātaiaho.

Alongside Heather, Jess has developed tailored scope and sequences aligned with the NZC to meet the individual needs of schools and their learners.

Jess has also worked as an Advisor/Facilitator for the Institute for Multi-Sensory Structured Language Education (IMSLE) and holds accreditation (AMADA) with the Australian Dyslexia Association (ADA). 

Jess has worked alongside teachers, students, and schools in both New Zealand and Australia. 

In addition, Jess has five years’ experience in private practice, working in a 1:1 setting to support students on their literacy journey, with a particular focus on dyslexia and other neurodiversities. For 18 months, Jess volunteered with a Dyslexia Advocacy group in New Zealand assisting parents and teachers in teaching children with dyslexia.