John Grogan

Experienced and committed Senior School Leader with nearly 20 years of leadership in education. Proven track record in improving student outcomes through strategic, school-wide initiatives. Skilled in transforming school culture, developing curriculum and pedagogy, and managing property and infrastructure projects. Passionate about fostering inclusive, student-centered learning environments.

LEADERSHIP:

Strategic Planning and School Improvement

· Collaborated with the Principal and Board of Trustees to develop the School Strategic Plan.

· Worked with the whole staff to develop the Annual Implementation Plan. Established a clear planning framework based on identified needs (using variance data), inputs, outputs, and student-focused outcomes. This approach fostered a whole-school commitment to actions centred on student achievement and well-being.

· Systems were developed to gather both quantitative and qualitative feedback from students, staff, and the wider community, strengthening the school’s continuous improvement efforts.

Staffing and Professional Support

· Hold overall responsibility for staffing, including internal and external recruitment in collaboration with the Principal and key stakeholders.

· Developed robust induction processes to support new staff integration and led oversight of the PCT programme for beginning teachers, with a strong focus on professional development.

· Manage day-to-day school operations, ensuring alignment with the school’s mission and student needs.

· Maintained low staff turnover and high workplace satisfaction, as reflected in staff survey results.

Leadership Partner – Education Review Office (ERO)

· Serving as Lead Partner with ERO for over two years, contributing to 15 school reviews (10 secondary, 5 primary), including Tauranga Boys’, Tawa College, and Otago Boys’.

·  Led compliance review meetings covering Board Assurance, hostel, and international departments.

· Collaborated with ERO teams to evaluate leadership, teaching, and curriculum using the School Improvement Framework, engaging with senior leaders, staff, students, and Boards.

· Recognised for a professional and collegial approach, with ongoing invitations to join review teams.

· Applied insights to strengthen SGHS’s internal review processes.

ACADEMIC:

Implemented Whole-School Literacy Initiative

· Led the introduction of a school-wide writing programme aimed at improving literacy across all subjects and year levels.

· The initiative

· e resulted in significant gains in writing achievement, with Common Assessment Activities (CAAs) benchmarking above national trends.

· These improvements contributed to consistently high NCEA performance across all levels, exceeding national averages.

· Targeted Academic Support and Mentoring Initiatives for Students. Developed and implemented a range of programmes to support student achievement, including the "Adopt a Student" mentoring initiative for at-risk learners.

· Introduced tighter tracking of academic progress linked to goal-setting for specific student groups, and created a targeted numeracy support programme addressing literacy barriers in accessing numeracy tasks.

· These strategies resulted in high levels of student success, characterized by improved engagement and retention throughout the school.

Staff Professional Learning and Development (PLD)

· Organised and led a collaborative, evidence-based PLD programme focused on improving teaching and learning practices.

· Fostered a strong culture of professional growth by encouraging the sharing of best practices in a safe and supportive environment.

· In 2025, over 30% of SGHS staff actively led professional learning elements for colleagues.

· The school is currently embedding High Impact Teaching Strategies with fidelity, sustaining momentum as a high-performing school committed to continuous improvement.

CULTURE OF SCHOOL

Pastoral Leadership and Restorative Practices

· Promoted a strong pastoral focus with an emphasis on collaborative and restorative relationships between staff and students.

· Organised high-quality PLD with internationally recognised experts in adolescent behaviour and restorative practices, benefiting SGHS and other Southland schools.

· Have delivered Teacher Effectiveness Training workshops focused on de-escalation and conflict resolution, resulting in improved student engagement and attendance.

· Consistently reinforced school values and culture through clear, ongoing messaging.

Cultural Responsiveness and Te Tiriti o Waitangi Partnership

· Co-led the CRRP committee with the Principal to embed authentic commitment to tangata whenuatanga and Te Tiriti o Waitangi.

· Organised targeted PLD, including workshops on student voice and effective pedagogies for Māori learners.

· Supported SGHS’s Te Poha team to promote mātauraka Māori in Murihiku and ensured staff engagement in ongoing learning around te reo Māori, tikanga, and te ao Māori.

· Facilitated initiatives such as a school haka competition and regular waiata, strengthening cultural identity and participation.

Strengthened Engagement with the Pacific Islands Community

· through active participation in meetings and cultural events at the PIACT Centre, fostering deeper connections between SGHS and Pacific families.

· As co-chair of the CRRP Committee, we collaborated with Pacific Island students to gather insights on effective teaching and learning strategies, integrating their perspectives into the Annual Implementation Plan to enhance staff capability and responsiveness.

· Provided support to key staff working closely with Pacific students, focusing on resourcing and professional learning and development (PLD).

· These efforts have contributed to an increase in Pacific families choosing SGHS for their daughters and the growth of the Pacific Island student cultural performance group.

Promoted School Spirit and Student Engagement

· Encouraged and supported staff and students in organizing a range of musical and cultural festivals throughout the school year, including the introduction of a student-led variety show, an international food and performance festival, and a jump jam session.

· Initiated, promoted, and performed in the staff music band as a guitarist, contributing to school-wide musical events and fostering a vibrant, inclusive school culture.

· Actively led Duke of Edinburgh Hillary Award expeditions, planning and guiding tramps to Rakiura (Stewart Island), Mount Aspiring National Park, Fiordland National Park, Moke Lake, and Mavora Lakes, promoting outdoor education and personal development among students.

PROPERTY AND FINANCE

Property Manager – Southland Girls’ High School

· Responsible for the planning, preparation, and implementation of the school’s 10-Year Property Plan (10YPP) and 5-Year Agreement (5YA), working closely with Southern Quantity Surveyors (SQS) and the Ministry of Education (MoE) to ensure optimal outcomes for SGHS.

· Successfully delivered key capital projects, including: Languages Department renovation – approx. $1M (2019) New Music Suite development – approx. $800K (2023) East Wing refurbishment – including new Art and Technology rooms, approx. $600K (2023) Wood pellet heating system installation – liaised with Heatwise to complete SGHS’s 1MW system, the largest of its kind (2024). Currently managing the Science Block upgrade (planned for 2026) and exploring options for external painting to enhance the school’s visual appeal.

· Regularly collaborate with caretaking staff to oversee day-to-day maintenance and identify opportunities for continuous improvement of buildings and grounds.

·  Leading a fundraising initiative for SGHS Old Girls through social events to support a major renovation of the school’s entrance and student services reception area.

· Committed to creating a high-quality, fit-for-purpose learning environment that is welcoming and attractive to students, staff, and whānau.

Pre-finance Committee and work with the school accountants.

· Worked with the Principal and finance team to maintain budgets within fiscal limits and ensure contingency capacity.

· Managed staffing levels in line with FTTE entitlements, eliminating overspending and supporting financial sustainability.

· Prioritized school-wide benefit in budget allocations, including: Upgrades to lighting, heating, insulation, decoration, and AV systems in the West Hall
· Installation of a new sound system in the gymnasium for whole-school events

Available on request