Strengthen professional practice around a real capability need
When a team needs to improve teaching, assessment or professional practice, I design focused learning and implementation support around the real work—not a generic workshop detached from it.
This work is grounded in established practice across adult, vocational and tertiary education. Workshops, coaching and professional-learning commissions remain available where they address a clear capability need and leave usable tools, stronger judgement or a practical implementation pathway.
“[Graeme is] one of the most insightful and capable education professionals I have worked with”, combining educational expertise, cultural responsiveness and intellectual rigour.
— Annette Tofaeono
Established fields of practice
Adult literacy and numeracy
Embedded literacy and numeracy, learning progressions, contextualised practice, tutor capability and organisational implementation.
Vocational and tertiary education
Learning design, assessment design, educator development, programme practice, moderation and evidence of capability.
Neurodiversity and learner support
Practical approaches to dyslexia, dyscalculia, neurodiverse adult learning, inclusive task design and educator judgement.
Māori and Pacific contexts
Culturally responsive educational practice using relevant Māori and Pacific approaches, frameworks and contexts within appropriate relational and authority boundaries.
Credentials and recognition
Qualifications, micro-credentials, recognition of prior learning, assessment evidence, moderation and progression pathways.
AI-enabled professional practice
Practical AI use, visible thinking, assessment integrity, professional judgement, policy and governed implementation.
When a focused intervention is useful
- educators need shared language and practical judgement around a specific practice problem;
- a framework, resource, policy or programme requirement must become everyday practice;
- assessment tasks or evidence expectations need redesign;
- learner needs are visible, but current teaching or support responses are inconsistent;
- AI is changing practice faster than professional learning and governance can adapt;
- a team needs implementation support after a larger capability or pathway design commission.
Possible forms of work
Focused professional-learning workshop
A practical session built around a defined capability problem, real tasks and the decisions educators or teams must make.
Teaching or professional-practice review
A bounded review of current routines, evidence, resources and judgement, returning clear strengths, risks, gaps and priorities.
Assessment-practice session
Support to strengthen assessment decisions, contextualised tasks, evidence quality, moderation and responses to AI-related integrity pressure.
Coaching and implementation support
Help teams use new resources, frameworks, professional standards or capability architectures in daily practice and review what implementation reveals.
What should remain after the event
- clearer professional judgement and shared language;
- usable tools, tasks, resources or decision guidance;
- stronger alignment between learner need, educator action, assessment and evidence;
- named implementation responsibilities and review points;
- a route into deeper capability, recognition or AI-enabled systems work where required.
How this connects to other work
Established practice may be commissioned directly for a well-defined need, or sit inside a larger sequence:
Capability discovery and assurance when the underlying capability question or evidence picture remains unclear.
Credentials, assessment and recognition when practice needs formal evidence, RPL, progression or a quality-assured pathway.
AI-enabled learning and institutional capability systems when AI is changing assessment, professional practice, policy or implementation.
Boundaries
Cultural approaches are used within the authority, relationship and context that make them legitimate. Technical deployment belongs with the appropriate specialists. A professional-learning event is not presented as proof of institutional capability without proportionate evidence.
Start with the practice problem
Bring the capability that needs to change, the people involved, the evidence already available and any workshop, resource or programme response under consideration. We can test the smallest useful intervention.