Dr. Jeffrey Stangl
NOT TO BE CONTACTED UNLESS SHORTLISTED, PLEASE.
Current Board Chair (immediate line manager) from Massey University, Albany Campus, Auckland.
M: +64(0)274 402 300
P: +64(0)9 414 0800 ext 43163
E: j.stangl @massey.ac.nz
"We must teach our children to read and write the word so that they may re-read and re-write the World." Paulo Freire.
I am the Principal of Albany Junior High School in Auckland, New Zealand, a secondary school with 1170 students, 70 teachers and 31 support staff.
In my previous roles as an educational consultant (and in corporate executive positions) I learned much about the structures, practices, and processes of effective schools and I bring this knowledge to my school, in addition to change management and co-creation skills. The practical experience is underpinned by Ph.D. level research knowledge on global education systems and classroom practice, reinforced with experience through the NZ teaching career ladder as a senior teacher, team leader, and Deputy Principal.
My objective is to drive the best learning possible for our young people by being student centred, becoming the best school principal that I can be, developing the best team of teachers possible, and co-creating a shared vision for schooling.
I would like to bring together my life experiences, personal learning about schools and education, and skills and knowledge, and be a part of a great team that will help create future lives that our students can be proud of.
School leader of an 1170 student school delivering awesome educational experiences to year 7 to 10 students. Leading 70 exceptional teachers and 31 passionate support staff.
After the usual 'storming' phase, developing deep relational trust and addressing mental models at use in the school, we introduced curriculum and pedagogical change based on the professional knowledge of the team in the school, World Class Learners (Zhao), Visible Learning research (Hattie), and the Challenging Learning Framework (Nottingham). We are now at the performing phase. My personal learning around change leadership has grown exponentially during this process. I learned a lot and celebrate my growth. We are now on a journey to become a best practice model for middle years education. We had an ERO review after nine months, receiving a 3 year review cycle, but the ERO noted that this would have been a 4-5 year cycle had there been more time to provide evidence of our initiatives being embedded.
Other processes introduced over the last three years include:
As a consultant with Visible Learning Plus, I:
General DP duties with specific responsibility for curriculum, assessment and pedagogy. Through implementation of a planned action-cycle and a change programme focused upon improving teaching quality and student agency, we improved student achievement against national standards by 7-10% in one year. The change program involved:
This data and action cycle was shared with Review Office inspectors and the school received a 'highly effective' result by the Education Review Office and a 4/5 year review period. Subsequently, we received several groups of visitors from international school leaders to explore how we were achieving such good results, e.g., from Denmark.
Graduated from the Ministry of Education’s National Aspiring Principals’ Programme.
Research on 'How does the publication of PISA league tables influence education policy making in New Zealand?'
A first class honours with papers on educational research, mathematics education, teaching fractions, decimals and percentages, teaching statistics, foundations of literacy, and current issues in teaching mathematics. A 3-paper equivalent research thesis on 'The impact of a school leader's mathematical identity on the teaching of mathematics in their school' with Dr. R. Hunter as main supervisor.
Achieved an A+ average across the year, being entered on the Dean's Honour Roll as a result.
A four year honours degree covering business management. Initially focused on the hospitality industry but leading to a year long placement in retail with Marks and Spencer. Majored in leadership, marketing and accountancy.
Received the Hopkinson Trophy for Best Management Student.
Professional Development workshops that I have led have been widespread and effective:
Bringing together my out-of-education leadership experiences and an accelerated rise through school leadership, I am a passionate and driven advocate for student achievement. With exceptional results at my school, in terms of measured student progress results and teacher, student, and community perception data, I have been part of a team that improved student achievement in both core curriculum areas but also in creative and physical learning areas. My model is that of 'student centred but teacher driven'. My method is evidence based, professional, and transparent. My tactics include being visible in the school, in the classrooms, and in the community, whilst co-creating expectations for results.
Master's thesis and Ph.D. are both by self directed research. Once my Ph.D. is returned, I may be looking at a 10!
I led the development of learning progressions, priority standards and critical vocabulary across all learning areas, combined with the development of scope and sequence for a guaranteed and viable curriculum. I believe the research on having a balance of direct instruction, to build foundational knowledge, and student led research performances.
I have delivered face-to-face and online professional development to primary, intermediate, and secondary schools (varying SES deciles) for Visible Learning and the National Excellence In School Leadership Initiative (NESLI). I have delivered and presented to teams of teachers, to whole school audiences, and at international conferences on all areas of school operations, including evidence-based school leadership.
I am passionate about empowering our students for success in their future lives. I am committed to engaging students who see a pathway (university or vocation) to achieve their potential, whether creative, practical, or otherwise, with the help of my school. I am part of a leadership team that introduced whole school change, surveying all stakeholders, acting on findings, and developing learning progressions for core curriculum areas. This saw improvements through a focus on rigour and a student centred culture.
I am an educational leader with life and business experiences that add layers of capability, including a depth of understanding to engage with a wide variety of stakeholders in the education, governance and policy making sectors. I am a lifelong learner with a first class M.Ed.(Hons.) and current Ph.D. studies, demonstrating proven intellectual and practical educational leadership knowledge. I believe, fervently, that education should contain the foundations of equity of educational opportunity, high quality teaching and transparency. I am an advocate of evidenced-based teaching practices and have driven these processes in many schools. I feel that rigour in theory and practice is a necessary skill of the 21st Century educational leader. Learning from others is part of this approach.
Finally, I employ the use of technology. I use all web 2.0 tools including blogs, wikis, and podcasts. I study online on MOOCs (Massive Online Open Courses) and have delivered online courses in leadership.
This section offers a summary of work experience prior to becoming a teacher, in reverse chronological order.
Director, Martial Arts NZ Ltd. (2000 - May 2007)
Following my lifelong love of the martial arts, I founded the first professional martial arts school in NZ, becoming the largest such organisation in Australasia. My programme included bully busters and values education.
Business Leadership Experience, UK, France, NZ, and South Pacific (1992 - 2000)
My first role following my degree was as an area manager in the hospitality trade, managing hotels, restaurants and bars in Southern England (including London). This was followed by a role in the oil business as a retail business manager for Elf Acquitaine, the French petroleum organisation, leading the operations of 22 sites.
In NZ, from 1994 to 1997, I was employed by Woolworths New Zealand as a Category Manager, responsible for several categories of product for three supermarket brands and as the first project manager for the original online customer shopping system in New Zealand.
I was then headhunted to be Deputy General Manager of Morris Hedstrom Supermarkets in Fiji and Western Samoa, living in Fiji for two years before being headhunted again for an American based retailer, called Cost U Less, and taking up the position of Vice President for the South Pacific region. A Board takeover led to redundancy and entry into my lifelong dream of being a teacher.
Services Between 1978 and 1988, I served in the Greater Manchester Police in the United Kingdom and the Royal Air Force as a Commissioned Officer (Air Navigator). Having completed one of the World's most stringent leadership courses at RAF Cranwell, I trained for Flying duties an led a flight of 15 men and women.
Outside of my family time, my Ph.D. Studies both fills my time and is my main interest. Educational policy, Jean Baudrillard, actor-network theory, Bourdieu, school reform, and lots more have taken over any spare time. Prior to the Ph.D., my main interests included the extreme sports of reading, novel writing, and coffee drinking long with the martial arts, in which I hold a 7th degree Black Belt in Karate.