Debra Masters

Debra Masters knows what has the biggest impact in our schools and how to achieve it.

She has worked internationally to support teachers, schools and education systems to develop an evaluation mindframe – to know what works to get the best outcomes for learners.

Debra has worked closely with Professor John Hattie and developed the Visible Learning research into a framework and set of tools that is used internationally for impact. As the Executive Director of MastersED Debra is now working across all education sectors to provide advice at all levels - strategic and practical levels.

With a teaching background across all school levels as well as experience working in government and at the University of Auckland (NZ), Debra’s passion is to see the evidence about what works in education scale up to be systematically and deeply embedded in schools around the world.

Focus areas: strategy support for education systems, building collaboration in schools, school leadership and strategic planning, effective feedback in schools.

Julie Schumacher

When she was a little girl Julie knew that she wanted to be a teacher. Now she is Principal of Clevedon School just outside of Auckland, New Zealand.


Julie is an educator with passion and drive to make things happen. She builds strong relationships and knows how important they are to the effective running of a school and a classroom. Julie has a deep knowledge of the research about what works best in education. She worked at the University of Auckland with Professor John Hattie to develop the Visible Learning framework of workshops and tools that are now operating in thousands of schools around the world. Her workshop facilitating skills are extraordinary and the impact she has had in her own school is astounding.


Julie works in collaboration with MastersED to share her knowledge and help others to implement strategies that she knows work. By sharing her own practice and that of her teachers and learners, Julie will make an impact in your school.

Focus areas: school turnaround, formative assessment practice, leading curriculum development, building strong relationships that impact learning.

Ashley McLellan

Ashley is an inspired and passionate educator. She is highly motivated by her diverse elementary classroom experiences working with students and supporting them as they set challenging goals for themselves as learners.
Working internationally and now in Canada, Ashley continually seeks out creative and inspiring opportunities in order to impact all levels of the education system through strategic partnering across sectors. She has extensive experience working collaboratively with academic and commercial partners throughout all stages of professional learning; from development, planning and implementation through to evaluation of impact.
Ashley’s enthusiasm for the implementation of evidence-driven practice in education is immediately apparent and she is a committed evaluator of her own impact.

Focus areas: relationships-based learning, evidence based learning, policies and practices in support of equity and inclusion in school communities.

Jayne-Ann Young

Jayne-Ann is the Principal of Queen Margaret College in Wellington, NZ. She has extensive experience in education and has taught at schools all over New Zealand, from co-ed, single sex and multi-cultural to high and low-socio economic environments.


She has recently worked in education consultancy, with Cognition Education where she focused on extending professional development programmes for teachers through the use of John Hattie's visible learning research. This role has taken her to a broad range of schools and professional learning providers around the world, where she gained strong insights into best practice in schools.

Focus areas: supporting schools in managing change and developing evidence based learning in classrooms.

Barb Pitchford

Barb Pitchford lives in beautiful Colorado where she is a well-known and much admired educator.


She has spent the majority of her educational career as a school leader. Her passion and commitment is coaching school principals to build learning cultures that strengthen efficacy school-wide - for students, teachers, and teams.

Focus areas: strengthening leadership through collaboration, developing student-centered classrooms and working with teachers to build student ownership of learning.

Tista Lythe

Tista has over 18 years of experience in education, research and evaluation along with quantitative data analysis and management. Her extensive background for both private and government institutions has led her to focus on quantitative data specifically primary and secondary education.

Tista Lythe has most recently worked as a senior operations consultant for Visible Learning plus where she has supported schools in the implementation and management of assessment data. In addition, she has focused extensively on evaluating the impact of education interventions.

Tista’s passion is to support all schools in optimising their assessment data and to help evaluate new learning interventions in schools.

Focus areas: supporting schools in analysing their assessment data, data management and assessment practices and evaluating impact. 

Simon Feasey

Simon has extensive experience in school leadership, serving as a Primary School Principal in the UK. As a school leader, Simon holds to the belief that it is the personal and professional growth of teachers that will have the most impact on pupil development. And that ‘Good schools grow good teachers.’ 

He is an innovative and creative school leader, bringing new ideas and thinking to the schools in which he has worked. An example of this is the embedding, over a three year period in a UK Primary School, of the Visible Learning impact framework developed by John Hattie and Debra Masters.

Simon has developed a special interest in relational leadership, community capacity building, and understanding how that might be exercised to impact home-school-community partnership building and social justice. This is the focus of his doctoral research at the University of Manchester.

Focus areas: embedding learning cultures, relational leadership, community capacity building, home-school-community partnership, collaboration built on trust and equality.

Peta Nobelius

Peta Nobelius had no vocational back up plan – she was a teacher from the day she was born. 

With 15 years experience in primary schools and system positions across Melbourne, Peta has taught students from diverse backgrounds and with specialised needs, and has worked with teachers and leaders from many different contexts.

Working for three years as a consultant for Catholic Education, Peta has developed invaluable consultancy skills with regard to assessment and reporting, curriculum design, agile leadership, change management, coaching and developing professional learning. A new challenge sees her moving across to the leadership team of a new school opening in 2018, and will afford her genuine opportunities to enact these invaluable learnings into practice that builds community and focuses on student empowerment and success. 

She will also be able to get back to what she believes really matters - reconnecting directly with the joy of student learning.

Peta’s passion is to nurture the holistic development of students through relationships, empowerment, success and meaningful, innovative learning.

Focus areas: inquiry learning, empowering students, curriculum design, data-driven teaching, school review and improvement 

David Cocks

David Cocks is an Assistant Principal in the Northern Territory who is passionate about building teacher efficacy and helping all staff understand how to deepen their impact. 

David has 14 years experience in the British and Australian education systems working in the classroom and leadership in both the primary and secondary settings, and also at the system level. As a regional coach, he has engaged hundreds of educators with researched-based best practice in the Northern Territory as part of a system-wide collaborative impact project. David is particularly excited about supporting staff to build their capacity through the use of video-based methods for reflection on instructional practices.

It is David’s deep belief that in education, our role is to continually learn and build capacity alongside each other; students, teachers and leaders alike. He loves working with data, with the proviso that our role is to activate the data, rather than simply analyse it.

Focus areas: data literacy and activation for teaching and learning, leadership and instructional coaching, research-based professional learning design, educational neuroscience.


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