- BACKGROUND -

My professional career actually began as an Engineer, but it was the humanistic side of corporate and industrial work that truly captured my heart, guiding me towards project and change management, training and then...

...I became a teacher; something I promised my family I'd never do (they are all teachers!). BUT I had finally found MY "jam". I loved working with children and adolescents, I loved the reciprocity of education, I loved educational leadership, I loved being part of progress and innovation in the education sector. I earned an International Teaching Fellowship that took me to work in Canada, completed an AMI 12-18 Diploma at Hershey Montessori, Ohio, became a school leader and pioneered the revolutionary MAP@BSC. Simultaneously traversing the mainstream and Montessori educational frameworks for two decades has certainly taught me a great deal about adolescents, education, leadership - and myself. 

- MISSION -

I am on a mission to guide schools toward authentic, human-centered strategy and programming. Inspired by the Montessori approach, I begin by carefully observing needs, then respond with tailored suggestions and resources, before stepping back at just the right moment - cultivating both individual and collective adaptability, which I believe is the essential intelligence of our time. My goal is to inspire teams to do work they can be proud of, work that brings joy and ultimately serves a wider humanity. I advocate for the right environment and conditions for teachers, children, and adolescents across their development, where they can build autonomy, make meaningful contributions, and engage in purposeful work that nourishes their spirit. In these environments, civility, morality, and practical knowledge thrive, diversity is embraced and celebrated, and success is shared and amplified. I aim to empower people to create educational programs and environments that ignite a passion for lifelong learning in both students and the adults who serve them, fostering a culture in which we can liberate ourselves and education.

I take special interest in nurturing potential - coaching fledgling educators, designing new programs and schools, bringing together teams around a shared vision for progress, and leading improvement with a robust inquiry cycle approach. All this ultimately benefits the young people we diligently and holistically serve.

At the helm of LiberateEd, my focus is on empowering educators and institutions to work toward authentic Montessori practice as part of a strategic and embedded cycle of continuous improvement. With over two decades dedicated to education to date, I recognise that there is yet much more to be learned, and I will stand resolute as an advocate for adolescents, educators, and educational reform on my own journey. I thrive on liberating potential; empowering others to transform themselves and their practice.

- QUALIFICATIONS -

With a rich background in teaching PBL, Mathematics, Science, Physics, Design, Psychology, and IT, I have led initiatives in wellbeing, student management, and curriculum development. I undertook bachelor degrees in Technology - Industrial Design and Mechanical Engineering and Computing, and I graduated with the University Medal for Education from La Trobe University. My dedication in the field earned me an International Teaching Fellowship with the Victorian Department of Education in 2011, leading to a year-long project placement in Ontario, Canada where my thesis was based on developing resilience and a growth mindset through the challenge of a mastery model of learning.

During my AMI 12-18 Montessori training at Hershey Montessori School, Ohio, I discovered my "true north" in the work of Dr. Maria Montessori - a radical reformer of education in her time and, still, in ours. I then founded and led an innovative Montessori Adolescent Program within a mainstream public high school for over a decade before transitioning to education consulting and training. 

As a lifelong learner, I am also well qualified in many frameworks to practically support this work such as Restorative Practice, Nonviolent Communication, Project Management, Merit & Equity, Mental Health First Aid, First Aid and Trauma-Informed Education Practice. I hold AMI certifications for School Administrators, 0-3, 6-12 and 3-6 is currently underway. 

Our education consulting is grounded in a deep commitment to service, trust, and the quiet courage of leadership. It centres on creating environments - physical, emotional, and organisational - where every individual feels safe to take risks, speak honestly, and grow. I support schools to cultivate a culture of integrity and care, where leadership is understood as a responsibility to others, not a privilege to be wielded.

This work demands action over authority, humility over ego, and presence over performance. LiberateEd consultants walk alongside school leaders, educators, and communities, helping them align daily practices with timeless principles. They guide schools to build trust through consistent, values-driven decisions; to prioritise long-term wellbeing over short-term wins; and to lead with the heart as well as the mind.

As a leader and agent for change, sacrifice is not seen as loss but as the quiet offering that enables others to thrive. Strong Montessori leadership grows not from titles or roles, but from the willingness to go first - to find purpose, to be vulnerable, to model courage, and to hold space for authentic transformation. We help find purpose and shift culture towards trust, empathy and inspire belonging to the communhity and to work that is bigger than any individual. At its core, consulting within the Montessori framework is an act of devotion to human potential.

- FUN FACTS -

When not traveling for work or horse events I find myself living in the stunning northeast of Victoria. I am mum to both two- and four- legged creatures and life partner to an incredible educator and human I call hubby. I'm a lapsed and inconsistent Richmond supporter, a Kelpie enthusiast, and an unremarkable equestrian. I like to escape it all by retreating to the great outdoors, hiking, skiing or horse riding in the alpine regions. However, I often end up truck driving and poo-shovelling as a slave to my daughter's equestrian dreams or talking all things ecological and environmental with my conservationist son. 

- BACKGROUND -

My professional journey began in engineering and scientific research - fields built on precision, systems, and problem-solving. But it wasn’t the technical side that captured me most - it was the people. I found my stride in mentoring, training, and making complex ideas accessible. That path eventually led me to education, where I discovered not just a new career but a calling.

Over the past two decades, I’ve worked across engineering, scietific research, law enforcement, applied behavioural analysis, and secondary education with a focus on the senior years. I’ve taught all ages across secondary school, led curriculum reform, and driven systemic change across both government and Montessori contexts. I have led strategic curriculum and assessment initiatives and supported Montessori Adolescent Program integration.

My background gives me a unique lens: I see schools not just as institutions but as living systems—and I know how to help them work better, from the inside out.

- MISSION -

I am committed to creating educational environments where students and educators can thrive - where practice is grounded in evidence, shaped by human insight, and guided by a shared purpose.

My approach is data-informed and relationship-driven. Drawing on expertise in behavioural science, mathematics education, and leadership, I help schools build structures and cultures that support learning, wellbeing, and adaptability. Whether I’m developing a curriculum framework, leading assessment reform, or building professional learning communities, my focus remains the same: empowering educators to do their best work so students can reach their full potential.

I believe in high expectations and inclusive practice. My work often centres around improving access and engagement for students facing barriers to learning - particularly those with anxiety, school avoidance, or behavioural needs. I bring together neuroscience, trauma-informed practice, and practical strategies to support sustained, meaningful progress.

- QUALIFICATIONS -

I hold a Bachelor of Science (Applied Mathematics and Geology), a Master of Education in Mathematics, and a Master of Education in Applied Behaviour Analysis. My professional foundation is built on a diverse mix of roles and experience that can be levereaged in creative ways to support others to shift practice.

I’ve taught senior Environmental Science, Geography, Physics, Mathematics (General, Methods, and Specialist), led curriculum teams, contributed to VCAA study design panels, and designed innovative approaches to assessment, vertical timetabling, and interdisciplinary learning. I’m also trained in trauma-informed practice, behavioural intervention, and restorative models of student engagement.

As a curriculum and strategy leader, I’ve worked closely with leadership teams on whole-school improvement plans, mentoring early-career teachers, and aligning policy with classroom practice. I’ve supported the integration of Montessori philosophy within a mainstream framework and have a deep interest in how models like the IBPLC can address the needs of contemporary learners.

- FUN FACTS -

Outside of education and leadership, I recharge in quieter ways. I enjoy playing guitar, pottering in the garden, and keeping track of the local birdlife. I'm always tempted by a new plant at the nursery and have a growing (if occasionally unruly) garden. I’m working on our family becoming more self-sufficient by growing our own veggies - some seasons more successfully than others! These small, daily practices keep me connected to place, to process, and to the kind of sustainable living I hope to model in both life and work.