Please scroll down to view our current selection of online learning options.

These can all be viewed by visiting our Online Professional Learning Store.



Wendy Lee is currently Director of the Educational Leadership Project Ltd, a professional education provider for early childhood teachers, in New Zealand. She has been involved in early childhood education (ECE) for over 45 years as a teacher, tutor, lecturer, manager, professional development facilitator and researcher.

Wendy was Co Director, with Professor Margaret Carr, of the National Early Childhood Assessment and Learning Exemplar Project that developed the Kei Tua o te Pae books on assessment for learning for the NZ early childhood sector. Wendy has a deep interest in curriculum, advocacy and leadership issues in ECE. She is very enthusiastic about the power of documentation to strengthen the learner identity of children. She has co-authored books on both Learning Stories and Te Whāriki and has presented at conferences on ECE curriculum, leadership and Learning Stories all over the world.

In December 2016, Wendy was invited to Canada to be interviewed about her work on Learning Stories by Larry Prochner and Anna Kirova, both Professors of Education from the University of Alberta. Educational Leadership Project is proud to be able to share this conversation with you, as a series of seven videos, which will be released in parts, throughout 2019. We hope you enjoy!



Infant and Toddler Ako: Are you listening, can you hear? Are you looking, can you see?
Lorraine Sands, Educational Leadership Project

This workshop is centred around Michael Fullan’s 6 Cs and has a very clear focus on how these ideas relate to our learning and teaching with infants and toddlers.

  • Character
  • Citizenship 
  • Collaboration, 
  • Communication
  • Creativity
  • Critical thinking

Teachers who listen with their entire being recognise that our children’s fondest wish is to be known. When we talk about being attuned to an infant or toddler, surely it takes place only when the mind listens completely - the mind being our hearts, our nerves, our ears, our connection to their wider whānau and community experiences. When we give our whole attention and listen with an intensity that is beyond words, to see, really see, how our children are thinking, we build relationships that have an attuned intimacy.  It requires being ‘present’ and when we are focussed in this truly committed way, it sends a message to this child, that you are worthy of my interest, that you matter. I think Te Whāriki calls us to listen to children with an awe, a wonder and a curiosity that suspends judgement and invites connection.

This webinar asks the question: How do we give infants and toddlers authorship of their own voice within our early childhood settings, to lay the foundation for kindness, empathy and lifelong learning success, using a framework that considers the way character, citizenship, collaboration, communication, creativity, and critical thinking are nurtured.

He whāriki hei whakamana i te mokopuna, hei kawe i ngā wawata

A whāriki that empowers the child and carries our aspirations 

$45.00 per login - click HERE to purchase


Sustainable Leadership
Wendy Lee, Educational Leadership Project

At no other time has the significance of building sustainable leadership been so important. This seminar will explore the principles of sustainable leadership; sharing and discussing practical ways in which this might be achieved in an early childhood setting. Sustainable leadership comes from within learning communities where teachers are passionate about learning and teaching. Distributed leadership provides one of the much needed pathways for sustainable leadership. If you work towards integrating the principles of sustainable leadership you will make powerful and transformational changes in your early childhood setting. 

$30.00 per login - click HERE to purchase


Do you know me? Can I trust you? Do you let me fly? Do you hear me? Is this place fair for us?
Lorraine Sands, Educational Leadership Project

These questions (Carr, 2000), so poignantly phrased from a child’s perspective,  speak to the essence of participatory pedagogies that focus on a sense of belonging and wellbeing for individual children, inside a community of learners who care deeply for each other.  They touch the hearts of pedagogues because they are questions that really matter if we are to ensure each and every child fulfils their potential  to grow as ‘competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Te Whāriki, Ministry of Education, New Zealand, 1996, 2017).

Rarely does learning happen in isolation from others, and when we see learning as connection, we begin to understand how relationships must envelop and protect each child’s growing identity as a learner.  Pedagogues who write about the edgy, open ended learning that happens as children play, powerfully contribute to children’s views. In the process, children build an understanding of themselves as learners who don’t give up; as learners who like to trial innovative ideas, as learners who enjoy the stimulation of tricky, challenging goals and the camaraderie generated through playing together. 

Building a collaborative community, within a socio-cultural framework, is not a prescribed policy. It is a dynamic, interactive enterprise that relies on the interconnectivity of setting and relationships. However, it takes brave pedagogues to step outside policies prescribed for them, and instead connect with children, families and their colleagues, to grow  collaborative communities where children’s lifelong learning identities are able to flourish.

$45.00 per login - click HERE to purchase.


Understanding where our children’s feet stand
He mōhiotanga mo te tūrangawaewae ō ngā tamariki
Lynn Rupe, Educational Leadership Project

Looking at the past: Understanding the whāriki we stand on.  

Learning and teaching in Aotearoa honours Te Tiriti o Waitangi; the foundations of our curriculum. We are grounded (have a standing place) through a whāriki for all, and the principles of Te Tiriti o Waitangi give us a curriculum that sets the stage for educational transformation. 

Confidently knowing on what we stand, knowing where our children’s feet stand, and knowing the disruptive nature of Te Whāriki, will support us to be the continuing voice of wise practice in Aotearoa.

As we think about the present and the future, we will think about where our children’s feet stand and how this knowledge impacts learning and teaching.

Looking to the past to understand the present.  Titiro whakamuri hei ārahi i ngā uaratanga kei te kimihia.

Looking at the past -understanding the whāriki we stand on.  

$45.00 per login - click HERE to purchase


Portfolios: Progress with purpose
Wendy Lee, Educational Leadership Project

Portfolios are an opportunity to make your learning community visible; not only to children, but also to parents and the wider whānau. Porfolios of children's learning in ECE can readily document the ways in which kaiako and whānau co-construct unique tracks through time of very complex, curious and interwoven learning environments comprising people, places and tasks. In this way, the ECE setting can use documentation to provide children and whānau with documented evidence of how life-long learners emerge. It reveals how engagement with new environments, opportunities and encounters grows optimism and resourcefulness. The portfolio demonstrates the development of children's desire to learn and their joy of learning and, how from this they become lifelong learners. 

We hope this this lecture will be an opportunity to explore and interrogate the richness and depth of a variety of documentation that a young child’s portfolio might contain to enrich this journey of learning.

$45.00 per login - click HERE to purchase



Te Whāriki: Tracking progress in early childhood learning
Wendy Lee, Educational Leadership Project, with teachers from Roskill South Kindergarten

In the latest version of ‘Weaving Te Whāriki’, we explored the notion of tracking learning progress within the principles of Te Whāriki. Why is this essential? Firstly, Te Whāriki (English version, 2017 p.7) emphasises the development of knowledge, skills, attitudes and dispositions that support lifelong learning.” As global citizens in a rapidly changing and increasingly connected world, children need to be adaptive, creative and resilient. They need to learn ‘how to learn’ so that they can engage with new contexts, opportunities and challenges. Progress is therefore about becoming a ‘life-long learner’.  But the learning described in Te Whāriki is also multi-faceted and complex. Knowledge, skills, attitudes and dispositions are all woven and entangled together. Hence, we need to address the notion of assessing progress without being prescriptive in ways that separate knowledge or skills into discrete baskets that then damage and destroy the interconnected weavings and entanglements. 

This lecture will be an opportunity to explore what ‘progress’ looks like within the context of our socio-cultural curriculum Te Whāriki. We introduce notions about ‘what progress is’ in early childhood, and we include some of our findings to illustrate and support these notions. 

$45.00 per login - click HERE to purchase



Listen to Lynn Rupe in this video, for a sneak peek of what to expect!


Whakapūpūtia mai ō mānuka, kia kore ai e whati
Cluster the branches of the mānuka, so they will not break

Join Lynn Rupe, Carol Marks and Lorraine Sands as they discuss these ideas, with each topic running over three workshops. 
All workshops are pre-recorded so you are able to watch at your own convenience.
Purchase all 3 Series and save.

Expert Weaver - three part workshop series
Presented by Lynn Rupe, with Carol Marks and Lorraine Sands

$60.00 per login - purchase HERE

Te Whāriki 2017 says, “the expert weaver will examine the foundations for planning and technique. If these are sound, the quality will be seen on the face-up side.” During these workshop we will delve into Te Whāriki 2017 and consider what you would weave into your local curriculum to create an whāriki worthy of an expert weaver. What does Te Whāriki 2017 inspire you to weave?

During the workshops you will have the opportunity to think about your local curriculum and decide was is valuable for children’s learning. Also you will ask yourself the question what makes an expert weaver? At the end of the workshops you will have a woven whāriki representing the foundations of learning for children - foundations that will support children for lifelong learning.

Te Tiriti-Based Practice - three part workshop series
Presented by Carol Marks, with Lynn Rupe and Lorraine Sands

$60.00 per login - purchase HERE

Kotahi te Kākano, he nui ngā hua o te rākau
A Tree comes from one seed but bears many fruit

These workshops will explore the ways that individuals and teams of teachers can broaden their understanding of Te Tiriti based Practices and bicultural development.  Drawing on Te Whariki and the assumption that children’s contributions grow a unique local curriculum through a deep understand of Te Whariki as a bicultural curriculum.  Participants will reflect on their connections with and knowledge of the children, families and whānau within their setting as a foundation for further developing Te Tiriti-based practice within their curriculum design and planning.

Robust Assessment - three part workshop series
Presented by Lorraine Sands, with Lynn Rupe and Carol Marks

$60.00 per login - purchase HERE

In these workshops we explore what these Learning Stories might look like for children as teachers think deeply about children’s learning lives and then work to stretch this learning through planning a vibrant environment where children thrive as learners-in-action.

In addition: Imagine thinking about the Learning Stories you write as a tracking of the growth of your own professional practice, with the specific focus of making a real difference for children’s learning outcomes.  Enabling thoughtful engagement with learning, in the context of children’s energies, passions and spirit… all the while building a culture of ako, embedded in the Principles and Strands of Te Whāriki.