My Story...

Both my parents are teachers and 12 of my uncles/aunties/cousins are too. We could literally open a school!

You could say I was born to teach!

After going through High School considering many careers from Optometry to Marine Biology, at 17, it finally dawned upon me, that being a teacher was EXACTLY what I wanted to do.

From that moment onwards, I have never looked back!

I LOVE teaching students, I LOVE working with parents, but MOST of all I LOVE working with teachers- they are my people!

I understand how difficult it is to successfully teach Numeracy- from curriculum demands, to a serious lack of time, to the challenges of working with parents. Nothing about teaching Numeracy is easy!

Having been through many experiences in my own teaching career, I can now apply my research knowledge and provide a different perspective for teachers.

My ultimate goal is to lessen the load for teachers and create a thriving community which supports and guides teachers to develop their practice and improve student outcomes. 

 I want Numeracy to come alive for you and your students! 

My Big Why...

I truly believe that professional learning is not an event, it’s a process. (Loucks-Horsley et al., 1987, 1998, Guskey, 2002)
It takes time to change your practice, develop your knowledge and hone your skills.

Throughout my years working alongside teachers, leaders, schools and governing bodies, I’ve seen the impact that purposeful, ongoing professional learning can have when it’s grounded in evidence and supported over time.

That belief is at the heart of everything I do, from the Numeracy Teachers Academy (NTA), which bridges research and classroom practice through ongoing, differentiated PD, to the Number Fluency Program designed to build students’ foundational skills through short, systematic lessons.

My Place Value Assessment Tool (PVAT) helps schools identify where students are in their conceptual understanding and target teaching accordingly, while my strategic consulting and tailored PD offerings help schools strengthen their numeracy vision and plan for sustainable improvement.

I want every teacher to feel confident implementing small but powerful changes, a tweak to a lesson, a new assessment approach, or a resource that sparks thinking and for leaders to feel equipped to guide and support this growth across their teams. Both teachers and leaders deserve to feel backed by practical, research-informed guidance every step of the way.

Together, through the NTA, the Fluency Program, the PVAT, and my professional learning partnerships, I’m excited to keep helping schools across Australia (and beyond) transform the way Numeracy is taught and learnt.