My Mission
To give schools and teachers a thoughtful, high-quality PLD experience that grows their mathematical knowledge, strengthens their pedagogy, and inspires confident teaching.
To help teachers rediscover that maths is fascinating — and that teaching it can be genuinely fun — by showcasing rich tasks, hands-on resources, engaging activities, and interactive games they already have at their fingertips.
To build confidence and expertise by modelling effective classroom discourse, and demonstrating how concrete materials, relational/pictorial approaches, abstract representations, and rich tasks can work together beautifully in the maths classroom.
To support every teacher at their own pace, in a nurturing, relaxed environment where they feel valued, encouraged, and confident that their immediate needs are always met.
My Philosophy
Teaching is a journey where none of us ever truly “arrive.” As de Freitas reminds us, great teachers aren’t masters of everything — they’re lifelong learners, constantly growing, shifting, and adapting. And at the heart of all that growth? Relationships. Marzano & Marzano tell us that the student–teacher relationship is the keystone of everything we do. Dalrymple adds that our job is simple (and not so simple): never give up on our students and always strive to lift their social, cultural, and academic success.
My own philosophy is built on these ideas — with a playful Aspiring Maths twist:
Teaching goes far beyond the classroom walls. Every student deserves to feel valued, nurtured, respected… and genuinely known. We learn with our students, not just about them.
Open conversations matter. Students should be part of the “why” and the “how” of learning. Problem solving, creativity, and innovative pedagogy keep learning fresh, curious, and alive.
Values lead the way. Integrity, trust, sincerity, and equity should shape every decision, every interaction, every moment.
Relationships come first. Teaching is built on respect and high expectations. Students’ ideas, voices, identities, and whānau/community knowledge are not just welcome — they’re essential.
Learning is always sociocultural. Place, people, stories, backgrounds, and experiences fuel rich learning. Every learner brings something powerful; our role is to help them use it.
In mathematics, especially, teaching should grow students who feel confident, curious, courageous, and capable. Students should see themselves as thinkers and problem-solvers — mathematicians and statisticians in their own right. As Anthony & Walshaw beautifully put it, all students can become powerful learners of mathematics — and it’s our job to make sure they know it.
At Aspiring Maths PLD I offer:
An experienced, New Zealand-trained educator with a wonderfully varied background — tutoring business owner, classroom teacher, lecturer in mathematics and teacher education, leader of mathematics in two schools, and mentor to both teacher trainees and provisionally registered teachers. I’m also a researcher, conference presenter, and author of refereed publications. I bring a proven ability to work confidently with teachers at every stage of their teaching journey, while remaining approachable, friendly, professional, and deeply reflective.
A Ministry of Education–accredited facilitator with Spectrum Education (ACC1321), I specialise in mathematics, statistics, and numeracy.
I’m a skilled and knowledgeable facilitator with expertise across the full mathematics curriculum — from early learning and school readiness, through primary (Years 0–8), and into secondary (Years 9–13), including NCEA and Scholarship. My strengths include modelling, coaching, mentoring, data analysis, and designing programmes of learning that genuinely make a difference.
I plan, develop, and deliver high-quality mathematics PLD for schools, including in-class modelling, online support, and tailored workshops. I work collaboratively with teachers and school leaders, offering a flexible, responsive, needs-based approach that supports whole-school growth.
I bring specialist numeracy knowledge, including the CRA approach, developing mathematical reasoning, and using manipulatives to promote deep understanding, success, and equitable outcomes for all learners.
I provide inclusive, culturally responsive, differentiated support and interventions that help teachers accelerate progress for students with specific learning needs — including dyscalculia — as well as those needing enrichment and extension.
What is great Professional Development & Learning?
Personalized Learning:
Great PLD isn’t one-size-fits-all. It’s tailored to teachers’ real needs and goals, giving them choice, relevance, and approaches that match their teaching style.
Collaborative Opportunities:
The best PLD gets teachers talking, sharing, observing, and learning from one another. Whether it’s a workshop, a peer observation, or a PLD community, collaboration sparks fresh ideas and builds confidence.
Ongoing Support and Reflection:
PLD shouldn’t be a “one and done.” Ongoing support, follow-up, and space to reflect help teachers try new strategies, adapt, grow, and make meaningful changes in their classrooms.
Research-Based Practices:
When PLD is grounded in strong evidence and educational research, teachers gain tools and strategies that actually work — leading to real shifts in teaching and learning.
Integration of Technology:
Thoughtfully integrated technology opens up creative ways to teach, learn, connect, and engage students (without overwhelming teachers with shiny new tools for the sake of it!).
Great PLD empowers teachers, strengthens practice, builds confidence, and — most importantly — boosts student learning and wellbeing.
Useful resources, websites.
I use resources from many different providers, I do not endorse one product, but if I feel that a particular resource or product would benefit a teacher/school, I will direct you to them.
Here are some of my favourites that I use regularly in my business:
Useful Research articles.
My Research
Hagan, F. (2017) Mathematics as a secondary subject: the girls' view. Master of Arts - MA, University of Otago https://hdl.handle.net/10523/7561
Hagan, F. (2012) "It’s more active, you move around”: Contrasting girls’ experiences of fabric technology with mathematics at school” accepted for presentation at ICME-12 conference, Seoul, July 2012
Hagan, F. (2005). Reflections on teaching mathematics in an exam-driven school: An autoethnography. In Building connecfions–Research, theory and pracfice: Proceedings of the 28th annual conference of the Mathemafics Educafion Research Group of Australasia (pp. 401-407).
Shannon, F. (2004). Classics counts over calculus: A case study. Mathematics education for the third millennium: Towards 2010, 509-516.
It just doesn’t feel right”: Investigating ‘Mathematical space’ in mathematical classrooms. NZARE (New Zealand Association of Research in Education). National Conference, Dunedin, December 2005.
Other Research
Hi, I'M FIONA
Fiona Shepherd MA (Dist), PG DipArts (Dist), BSc, Dip Tchng
I’m a NZ-qualified maths and stats teacher with 30+ years of experience — which basically means I’ve taught thousands of teenagers, decoded countless algebraic mysteries, and still genuinely love this subject. I’m also an accredited PLD facilitator, supporting teachers across Aotearoa.
My Master’s thesis, “Mathematics as a Secondary Subject: The Girls’ View,” explored how girls experience secondary maths. That research completely reshaped how I teach — making maths fun, creative, collaborative, confidence-building, and something students actually enjoy turning up for.
My mission? To break down any barriers that stop young people from feeling capable, empowered, and successful in mathematics. Everyone can do maths — and I’m here to help make it click.
Don't believe me, believe them
I have thoroughly enjoyed working with Fiona. She quickly sees opportunities to improve practice, helps break the complexities down and gives practical advice and support. Working with Fiona has increased my confidence and improved outcomes for the learners I am lucky to work with. Fiona has gone above and beyond and I am so grateful for her guidance and support.
Megan, Year 7/8 teacher
Fiona has been an outstanding math facilitator at our school. Her innovative teaching methods and dedication to student success have profoundly impacted our understanding and appreciation of mathematics. Fiona creates a supportive and engaging learning environment, encouraging students to explore concepts deeply while building their confidence.
Her ability to tailor lessons to diverse learning styles and foster collaborative problem-solving has made math more accessible and enjoyable for all of us. I wholeheartedly recommend Fiona for any position or opportunity, as her passion for teaching and commitment to student growth are truly exceptional.
Dave, HOD Mathematics
Our math facilitator, Fiona, transformed the way we approached problem-solving, making complex concepts accessible and engaging for every student. Through interactive workshops and personalised support, she fostered a collaborative learning environment that inspired confidence and curiosity. Her dedication not only improved our math skills but also ignited a passion for learning that will stay with us for years to come.
Gillian, Mathematics Lead
Fiona has been an invaluable support in my professional development, guiding me from a pre-registered teacher to becoming a Head of Department. Her extensive knowledge of curriculum design, paired with her ability to explore a wide range of often overlooked resources, has greatly enhanced my teaching practice. Fiona’s patience and compassion shine through, both in her work with students and in her support for educators. Whether assisting with remedial mathematics or higher-level calculus and statistics, she consistently finds the best approaches and resources to meet the needs of both teacher and student.
Nick, HOD Maths
I would like to personally recommend and endorse Fiona both as a maths teacher and as a tutor. My daughter experienced her as a classroom teacher and also as a Maths Tutor. She helped relieve the anxiety and created a fun stress-free environment, where she could learn and feel confident about math.
I am a RTLB and I regularly chat with Fiona about the games she shares and for support with tricky cases where I need support with an intervention.
Kerren, RTLB Teacher
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