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Our Associates

2018 Associate Positions

We are currently seeking vibrant, dynamic and highly experienced school educators to join our growing pool of Associates to facilitate our suite of programs throughout Victoria.

Please email your expression of interest, including a detailed CV, to hr.anz@mottmac.com
Only shortlisted applicants will be contacted.

Cambridge Education's Associates are made up of education experts who were/are exceptional school leaders or teachers; highly motivated and engaging facilitators; passionate and knowledgeable about school leadership, empowering effective teachers, and building positive climates for learning.

Meet some of our Associates below...

Noelle Burdekin

Noelle has extensive educational leadership experience working in a range of settings and differing roles. She worked as Principal in Regional Victoria for a number of years. Prior to these positions she was a Cluster Educator and a Teaching and Learning coach. As a cluster educator for the Department of Education and Early Childhood Development she had wide ranging experience in facilitating and preparing workshops across the network. Through this experience, she has developed a keen understanding of effective models of developing adult learning. Noelle has had valuable experience as host principal as part of the Principal Intern program. Noelle has highly developed skills in coaching and mentoring and a sophisticated understanding of the coaching relationship.

Gary Campbell

Gary has worked as a principal in urban and rural settings of up to 650 enrolments, including a high performing school. He focused on improving literacy and numeracy within his school, but also successfully implemented programs supporting science, new technology, and student leadership. Gary served as Boroondara Network Leader where he led purposeful meetings with working parties reporting on curriculum, student support and collegiate development. He was involved with the Department of Education and Training’s Experienced Principal’s Program assisting principals in developing a future plan for their schools. Gary has led internal and external reviews for the Department of Education and International Baccalaureate Organisation. His understanding of data analysis to improve teaching and learning performance is combined with experience in leading complex communities and improving teacher performance.

Donna Evans

Thirty years experience across all education sectors – primary, secondary and tertiary sectors (university and vocational education and training) – in metropolitan and regional areas across Queensland and Victoria. Educational consultant focusing on areas of building organisational capacity and teacher efficacy. Secondary teacher of English, Economics and the Humanities. Roles held include Head of Department, Director of Curriculum and Learning, Head of Middle Years, Head of Senior Years, Head of Secondary, Deputy Head of School and Head of School (Acting). Holds a PhD in building teacher efficacy and organisational capacity as a consequence of implementing large-scale, mandated, educational change.

Des Gorman


Des has had a successful career as a school principal before taking on system leadership roles at regional and state level in Victoria and NSW. As General Manager of Learning and Development in NSW, Des had statewide responsibility for professional learning for teachers and school leaders, vocational education, school improvement and measurement, student engagement and curriculum support across the state. Des has facilitated professional learning programs for teachers and leaders throughout Australia in his role as an educational consultant and as an Associate with Cambridge Education. He has been a facilitator and program designer/evaluator at state and national levels to support Asia Capable schools and school leaders. He has also researched and facilitated national leadership programs for Australian Institute for Teachers and School Leaders. Des has served on the governing bodies of the NSW Board of Studies, the NSW Quality Teaching Council, the Asia Education Foundation and the Curriculum Corporation.

Jan Gregory

Jan has extensive leadership experience as a primary and secondary school principal and a system leader in the role of Regional Network leader in the education department. She is an accredited coach through GROWTH Coaching International. Jan has presented workshops sessions to groups of principals, aspirant leaders, teaching and non-teaching staff and has presented at conferences both locally and internationally. She is currently completing her PhD thesis that investigates the links between principal leadership and professional learning to improve student learning outcomes.

Jonathan Heard

15 years’ experience in Victorian government schools as a teacher, teaching and learning coach and a leading teacher: Director of Pedagogy.

Detailed knowledge of student learning and instructional practice shared through the provision of multiple professional learning presentations at school, state and interstate level, delivery of workshops, educational leadership modules for aspirant leaders and engaging in teacher-coaching relationships in schools. Highly experienced in the design, implementation and management of rigorous teacher professional learning team (PLT) processes. Has developed teacher capacity in the practice of objective collegiate observation, microteaching and the provision of targeted and constructive feedback.

Heather Hopcroft

40 years’ experience in education. Driven school improvement as a Regional Network Leader overseeing school improvement across primary, secondary and special schools. Worked closely with principals and school leadership teams, developing leadership capabilities and providing advice and support on the implementation of consistent high quality teaching and learning practices.


Principal in three metropolitan primary schools. A strong teaching and learning focus and the facilitation of teamwork and collaboration. Highly involved in coaching and classroom observation across schools, leading Instructional Rounds programs. Building and enhancing the capacity of teachers and principals, a core element in her many workshop and keynote presentations at conferences, locally, nationally, and internationally.


As a trained coach, mentored and coached in programs for principals and aspiring leaders. Excellent communicator, facilitator and strategic thinker. Wealth of educational experience, understanding and passion for enhancing leadership in schools.
Worked at school, regional and central levels including Bastow Institute of Leadership. Experience in project and policy development including a thorough knowledge of the development and implementation of the Communities of Practice approach to collaborative learning for educational leaders.

Olwen Horton

35 years experience in education in roles including principal, deputy principal and other leadership positions, encompassing teaching and learning, student wellbeing and staff development. Experience spans non-government and government schools, culturally and economically diverse communities, and metropolitan and rural environments.


Extensive experience in school improvement, including the development of Strategic Plans and Annual Implementation Plans, monitoring and evaluating progress, and engaging and managing stakeholders. Consult and collaborate with staff and students to achieve optimal outcomes.


Extensive experience in staff training and development, including program conceptualisation and implementation, and mentoring new and emerging leaders. The Objectives for Improved Performance is a process that links the roles of teachers and support staff to the success of students and the school by creating an environment of professional growth and leadership. It is a continuous, collaborative and participative process whereby participants identify their objectives, the strategies they require to achieve those objectives, and the evaluative measures.

Belinda Kinnane

15 years in education as a classroom teacher and leader in regional and metropolitan schools with the Victorian Department of Education and Early Childhood Development and Independent Schools Victoria.
Extensive experience in Curriculum Leadership focussing on leading schools through curriculum design and implementation of Project-Based Learning in Mathematics. Has led whole-school implementation of the National Curriculum, including developing online resources for educators.


Extensive experience presenting to National and International educators in curriculum development, differentiation strategies and curriculum content.
Has developed and led high performance teams in schools to establish quality teaching practices, feedback models and school improvement strategies. Has worked with schools to create cultural change with a view to improve teacher collaboration and communication.


Has provided extensive consultation for school-based initiatives including Professional Learning Teams, Classroom observations, Leading Learning that Matters and Deeper Learning and Project-Based Learning.

Dr Judy Larsen

Judy has extensive experience in education across all sectors, including teaching at primary, secondary and university levels in both the UK and Australia. She has worked as a primary and secondary teacher, school principal of a large, innovative secondary school in Western Australia, curriculum developer, education consultant and researcher. As Commonwealth Relations Trust Scholar, Judy completed her PhD from the Institute of Education, University of London on change and innovation in secondary schools. Over the last 18 years Judy has undertaken a broad range of research and consultancy in the UK and Europe including with the Department for Education (London), local authorities and schools. Judy has combined working with the National College for Leadership (UK) developing and leading professional development for current and future school leaders across London with similar work in Australia. She provides personal career coaching and mentoring to aspirant school and corporate leaders, including supporting leaders in schools in challenging circumstances.

Louise Pearce

Over 20 years as the principal of two government primary schools. Focussed on continuous, evidence-based improvement, leading to high performing teams and a successful distributive model of leadership. Introduced the International Baccalaureate-Primary Years (IB-PYP) Programme to Coatesville PS in 2010. Harnessed whole school commitment to human, financial and technical support for sustained implementation of the IB-PYP. Led all stages of numerous school review requirements by the Victorian Department of Education and Training and the International Baccalaureate Organisation. Served on the Executives of IB-PYP Victorian network and the local network of government schools.


Extensive experience in creating, leading and sustaining a positive school climate and strong culture of staff professional learning that build collective responsibility for improving student learning outcomes and enhancing student wellbeing. Recognition and support of middle management leaders by enabling their participation in formal coaching programs which have enhanced their capacity to drive improved performance within and across their teaching teams. Ongoing commitment to, and engagement in, coaching and mentoring of new and aspiring principal class colleagues at local, regional and international levels.

Debbie Peynenborg

Debbie is a qualified coach and educational consultant with 36 years’ experience in education. Following her time as a school principal, Debbie spent eight years in senior management roles focused on building teacher and leader capacity for school improvement with the Department of Education and Early Childhood Development (Victoria). She also worked at the Bastow Institute of Educational Leadership developing and overseeing professional learning for school leaders. Debbie currently coaches aspirant and experienced school leaders across Victoria.

Charlotte Rendle-Short

Charlotte was a senior executive with United Learning, one of the UK's largest not-for-profit educational organisations, for 15 years. In this role she provided support and guidance to principals and school leaders from a wide range of contexts across the private and government sectors. The key focus of her work was to enable schools to grow and flourish in response to the challenges of continuous improvement. Prior to her time in this role she spent 15 years as a teacher, senior leader and principal in both Victoria and the UK. Charlotte brings to her work an ability to think strategically and to coach leadership teams as they take ideas, analyse and shape them into an effective strategy.

Greg Sperling

Greg has 15 years’ experience in Principal Class, including being the Foundation Principal of two new schools developed from green field sites. His 35 year teaching career includes experience in Victorian state schools, indigenous schools in Far North Queensland and in Catholic education. Greg led schools using innovative curriculum programs with a strong emphasis on relationships and effective teaching practice. He has extensive experience in all levels of school operations, including curriculum development, staff and leadership team development, performance and development frameworks, Learning Space design and resourcing, and alignment of resources to student outcomes. Greg has Instructional Rounds and school reviewer accreditation and is a Myers Briggs Type Indicator (MBTI) presenter with experience with Herrmann Brain Dominance Indicator (HBDI).

Lisa Sperling

Lisa has been a teacher and school leader for 30 years, focusing her career on student achievement, relationships and leadership development. As a principal, she managed the essential business, technical and HR systems in large complex schools to support the best learning outcomes for students. Her school leadership style was characterised by a strong teaching and learning focus, facilitating teamwork and collaboration and clear and transparent processes. Lisa has highly developed skills in data analysis, school accountability, school improvement theory and practice and coaching as well as a deep understanding of current government policy and programs.

Sharon Walker

Sharon is a qualified coach and educational consultant with 36 years’ experience in education. During her time as a school principal, she has led schools during significant periods of changed and has worked with staff across the state. She has presented a range of professional learning for educators at state-wide and regional conferences primarily focusing on building teacher and leadership capacity for school improvement. Sharon has also worked at the school level with leadership teams and staff supporting schools in building effective Professional Learning Communities. She is currently coaching leadership teams as well as aspirant and experienced school leaders across Victoria.

As well as Peter Brain, Peter Congon of Kmetrics, Steve Daly, Dr Pam Dettman, Donna Galvin, Michelle Griffiths, Kerri McKenna and Denise Skidmore.

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