This week I had the pleasure of hosting a webinar with two inspiring educators – Natasha Teinakore (Principal at Birkdale Primary School) and Lesley Pogai (Deputy Principal at Aberdeen Primary School) – to share our experiences from our recent trip to the US. We attended a FullScale Symposium and visited innovative schools in San Francisco, and the insights we gained were truly inspiring. [Video link at the bottom of this post]
What Made This Conference Different
Both Natasha and Lesley were struck by how differently this symposium operated compared to what we’re used to in New Zealand. Rather than listening primarily to adult speakers, they heard from young learners themselves as keynote speakers. The format was highly interactive – round table discussions where educators from primary through high school collaboratively problem-solved real challenges schools were facing. As Lesley noted, you’d find yourself offering solutions for another school while simultaneously reflecting on your own practice.
The energy was palpable too. One evening featured a DJ, music, and powerful storytelling, including from Dr. Leona Tate, who, as a child was one of the first Black children in the United States to desegregate a public elementary school. It wasn’t your typical conference experience – it was alive, engaging, and deeply moving.
Key Takeaways from Their Presentations
One of the highlights for Natasha and Lesley was the opportunity they had to present a workshop at the conference – their session was scheduled right after the opening keynote, drawing a large audience.
Lesley focused on being an ally for cultural leadership resonated powerfully. She shared her journey as a white woman leading culturally responsive practices in her school, emphasising how leaders without lived experience of certain cultures can still ensure every child feels seen, heard, and valued. This connected beautifully with leaders from Kamehameha Schools in Hawaii, who reached out afterward to continue the conversation.
Natasha’s presentation on community-driven transformation struck a chord with many attendees. She described how Birkdale engaged their community not just in providing feedback, but in making sense of the data together. As she put it, “whoever makes sense of the data controls the narrative.” By involving whānau and community members in analysing and synthesising raw data – without pre-filtering it through an educator’s lens – they discovered entirely new ways of organising and understanding their community’s aspirations.
Insights on Graduate Profiles and Student Agency
A major theme at the conference was graduate profiles – how schools define and measure success beyond traditional academics. Both educators appreciated seeing the diversity of approaches, but what really stood out was that these weren’t static documents. Schools regularly reviewed and iterated on them, keeping them living and relevant.
The use of AI for teacher coaching also caught their attention, with Natasha particularly interested in how technology could support professional development in innovative ways.
The School Visits That Challenged Assumptions
Visiting two very different schools in San Francisco and Oakland opened their eyes to new possibilities:
At the elementary school, students were grouped not by age but by autonomy levels – how independent they were as learners. What impressed both educators wasn’t just this novel approach, but that the school had created a structured, scaffolded learning sequence to help five-year-olds progressively develop agency. It wasn’t assumed children would pick up these skills by osmosis; they were explicitly taught and given dedicated curriculum time.
At the high school, students had to present every three years on how they’d met their graduate profile, with family and community members invited. This presentation was treated as a significant coming-of-age milestone. Both Natasha and Lesley left wondering how they could adapt this for primary students – a celebration of six years of growth.
Both schools had very low student-to-teacher ratios and operated as a charter school and private school respectively, so they weren’t typical American schools. But that’ was precisely the point’s where the value lay – to see what’s possible when you can reimagine education from the ground up.
On Leadership and Courage
Perhaps the most profound impact was on their leadership practice. Natasha talked about how the experience “grounded” her – reminding her of what truly matters when you’re caught up in the day-to-day pressures and the loudest voices demanding attention. The conference reinforced her conviction to continue work on their graduate profile and strategic planning.
Lesley was reminded of a crucial principle: high support and high expectation must go hand in hand. She also noted the powerful reframing from “resilience to redesign” – instead of just being resilient in the face of change, how can we actively redesign our systems and practices?
Both spoke about the courage required to lead differently, especially in challenging educational climates. As Natasha reflected, being part of conversations like these “reminds you of what anchors you and what really is important.”
Why Travel as a Group?
I asked them both what they saw as the value of traveling together rather than attending solo?
Their responses were clear – making meaning together in real time was invaluable. When you’re back home, life sweeps you up again and details fade. But in the moment, they could challenge each other’s thinking, share insights from different workshops they’d attended, and relate everything back to their New Zealand context.
Lesley also appreciated having connections – admittedly, I was able to introduce them to wonderful educators I’d met over the years, which enriched the experience immensely. (They even snuck off at one point with these new friends to Café Du Monde for beignets!)
But beyond the learning, they created lasting friendships and professional networks. As Leslie said, “You’ve created lifelong friends and resources you can now draw on.”
The Bottom Line
Both Natasha and Leslie emphasised that while the trip required investment – time, money, being away from family – it was absolutely worthwhile. Lesley’s advice? “We’re always quick to fill everybody else’s baskets first. If you want to invest in yourself and have space away, it’s a great opportunity.”
Natasha added that sometimes you need to leave home to truly appreciate what you have and understand your own context better. The experience broadened her cultural horizons and challenged assumptions about what education could be.
Looking Ahead
I’m already thinking about organising another group tour next year – the conference will be in Indianapolis, Indiana, where I’ve been working with schools previously, including the first state network of micro schools in the US. If you’re interested in joining us register your interest here.
Click on the video link below to hear Natasha and Leslie share their insights in their own words.
