Educational Leadership & Inclusive Education Specialist

*

Tembiwe Magadzo, PhD

Zimbabwe *******@*****.*** +267********

https://www.linkedin.com/in/tembiwe-magadzo -528607194 Professional Summary

Accomplished leader and scholar in Early Childhood Education and Special and Inclusive Education with over twenty years of experience. Proven expertise in teaching primary school learners, undergraduate, post graduate diploma and master’s courses in Early Childhood development, school management and Special and Inclusive education, leading curriculum alignment with evolving state and national teacher credentialing requirements and strengthening teacher education pipelines through strategic collaboration. Dedicated to modelling excellence in teaching through a learner-centred pedagogy and integrating technology to support diverse student needs. A PhD-holding researcher and practitioner committed to advancing inclusive education, student success, and institutional mission attainment.

Core Competencies

Curriculum & Instructional Leadership: Course Design, Assessment, & Alignment with Credentialing Standards

Teacher Education Pipeline Development: Partnership Building with School Districts

& Community Organisations

Learner-Centred & Inclusive Pedagogy: Evidence-Based Teaching, Diverse Learning Needs, & Student Advising

Strategic Policy & Program Development: Government & Donor Collaboration, MEL,

& Workforce Alignment

Hybrid & Online Instruction: Blended Learning, Technology Integration, & Multiple Instructional Techniques

Scholarly Activity: Applied Research, Publications, & Professional Growth Professional Experience

1. Lecturer Gaborone University College of Law and Professional Studies 08/2025 – Present

Primary responsibility for teaching, curriculum oversight, and institutional service, directly aligning with the expectations of the faculty role. Curriculum & Instructional Leadership:

Designed and delivered undergraduate,post graduate Diploma in Education and master’s level modules in Early Childhood Education courses, Special and Inclusive education and School management using learner-centred pedagogy and a range of effective instructional strategies.

Lead efforts to oversee and maintain curriculum, course materials, and academic assessment projects to ensure program quality and relevance. 2

Participate actively in departmental meetings and curriculum development to align the ECE program with emerging changes in teacher credentialing and certification pathways.

Teaching & Student Support:

Model excellence in teaching by developing and delivering engaging lectures, tutorials, and blended learning sessions for diverse student populations.

Provide academic and professional mentoring through student advising and supervision of research projects.

Uphold academic integrity and contribute to college service through committee work and quality assurance initiatives.

2. Early Childhood Education: Standard 3 Teacher

Joyland English Medium Primary School, Gaborone, Botswana 05/2024 to 05/2025

Delivers engaging, differentiated lessons in foundational subjects to meet diverse learning needs and promote student progress.

Conducts continuous assessment to monitor learning, provide feedback, and inform instructional planning.

Creates a safe, respectful, and organised classroom that fosters collaboration, active learning, and positive behaviour.

Builds strong relationships with learners, parents, and staff, and actively participates in school activities and professional development. 3. Head of School

St Marcellin Private Primary School Hatfield, Harare, Zimbabwe 11/2022 – 03/2024

Provided strategic leadership and oversight of school operations, ensuring effective implementation of academic programmes and adherence to education policies.

Supervised and supported teaching staff through mentoring, professional development, and performance monitoring to enhance teaching and learning outcomes.

Managed school resources, including budgeting, infrastructure, and learning materials, to create an effective and supportive learning environment.

Promoted inclusive and learner-centred education by supporting diverse learning needs and fostering a positive school culture.

Strengthened collaboration with parents, community stakeholders, and education authorities to support student development and school improvement initiatives. 4. Education Technical Specialist

Pathways Project Catholic Relief Services (INGO) 2018 – 2022 Provided strategic and technical leadership for a large-scale education program, focusing on system alignment and stakeholder engagement.

3

Teacher Education Pipeline & Partnership Development:

Strengthened, built, and supported teacher education student pipelines by facilitating collaboration between local authorities, the Ministry of Primary and Secondary Education (MOPSE), and implementing partners across 10 districts.

Designed and led caregiver engagement strategies and parenting programs, creating a robust support system for children's educational progression. Strategic Leadership & Credentialing Alignment:

Led efforts to align foundational learning programs with national policies and evolving teacher credentialing requirements, ensuring compliance and workforce relevance.

Provided technical leadership for inclusion-focused interventions, ensuring curriculum and field experiences met the needs of diverse learners and state expectations.

Produced donor reports and policy briefs to inform programmatic adaptation and ensure alignment with government standards.

5. Project Supervisor

ECD Specialist J F Kapnek Zimbabwe (NGO) 2015 – 2018

Led early stimulation programming, demonstrating expertise in foundational learning and inclusive practices.

Coached caregivers and ECD teachers in foundational learning strategies to support inclusive school transitions and strengthen the early childhood education pipeline.

Trained stakeholders in learner-centred methods and inclusive practices to improve the quality of early learning environments.

6. Assistant Lecturer (Master of Education Student) Early Childhood Education University of Zimbabwe 2006

Served as an Assistant Lecturer, teaching foundational pedagogy modules and supporting undergraduate learning.

Developed and coordinated an early childhood laboratory setting used for child assessment and structured observation, enabling students to observe children’s play and development in real learning contexts.

This role strengthened my early experience in higher education teaching, research supervision, and applied pedagogical practice.

7. Early Childhood Education - Special Needs Teacher St Giles Special Primary School (Ministry of Primary and Secondary Education) 01/1992 – 06/2015

Teach and develop lessons for children with diverse disabilities including children with ASD and ADHD), ensuring individualised instruction and progress through regular assessments.

4

Developed inclusive and inviting learning environments that supported foundational skill development for diverse learners by encouraging exploration, independence, and critical thinking.

Led intervention groups and maintained accurate SEND records while collaborating with rehabilitation teams and making referrals.

Initiated and implemented inclusive learning initiatives, including sign language workshops for parents and professionals, deaf dance programmes, and remedial literacy support, to enhance learner participation and facilitate smooth educational transitions.

Managed resources, collaborated with staff, and engaged in professional activities to support pupils' needs and ensure continuity of care. Education

PhD - Early Childhood Development and Learning (12/2025) University of the Free State, South Africa

Thesis: “Creating an Inclusive Invitational Learning Environment: Perspective of Zimbabwean ECD Teachers”

M.Ed. in Early Childhood Education (2008)

University of Zimbabwe

B.Ed. in Early Childhood Education (1997)

University of Zimbabwe

Research & Scholarly Activity

Demonstrating a commitment to ongoing professional growth and contribution to the field, a key component of tenure-track performance standards.

Principal Investigator: Applied research projects including IDELA (Save the Children), Reach Up Early Stimulation Programme, and IMBC (Integrated Mothers and Baby Course).

Peer-Reviewed Publication: Forthcoming article in the Journal of Educational Studies

(2025).

Academic Mentorship: Mentor Bachelor’s and Master’s students through thesis research, reinforcing capacity for tertiary-level research supervision.

Presentation of a paper: The Zimbabwe Open University Faculty of Education, Department of Educational Studies (ZOUFEDES) Conference. Zimbabwe (6-7 October 2025)

o Topic presented on: Towards Transformative Practice: Zimbabwean ECD Teachers’ Interpretations of Inclusive and Invitational Learning Environments

Presentation of a paper: Comparative and International Education Society Conference 2017. Atlanta Georgis,United States of America Languages

English (Fluent)

Shona (Fluent)

Contact this candidate