CORE's Team

Chris McLean

Accredited Facilitator (English-medium)

Qualifications


1974 Dip.Tch. University of Waikato

Contact details

E: chris.mclean@core-ed.org

P: 0800 267 300

M: 021 339 102

Accreditation Number: ACC 214

Region: Auckland

Enquire Now
Chris McLean

Professional experience

For the last five years Chris has worked for CORE Education as an NZC facilitator both in an online capacity and in a supporting role for schools wishing to review and design their school curriculum. She has also worked as an online writer for NZ Curriculum Online.

Chris has worked closely with a West Auckland cluster for the past eight years, coordinating and facilitating initiatives to address achievement concerns. This has involved writing a learning action plan and developing a shared vision and goals. Alongside the reference group of principals she created opportunities where leaders and others could talk, develop relationships, engage in dialogue, reflect, rethink and refine the vision and common purpose of the network.  A large part of her role was building trust between the members of the network. 

Chris’s career has been dedicated to improving teaching and learning programmes to enhance success for all children. She has considerable facilitation experience in primary and secondary settings across a range of learning areas, but most recently she has focused on building professional learning communities. 

Prior to working at CORE, Chris coordinated the Newspapers in Education programme in Auckland for 15 years where she wrote up-to-date curriculum resources and facilitated workshops for Social Science, English and Journalism teachers. Her teaching experience includes primary and secondary teaching in Tonga and Thailand as well as New Zealand. 

Expertise

Chris has expertise in the following areas:

School curriculum review and redesign 

Successfully supported schools to:

  • co-construct a curriculum development plan
  • explore current policies and research to support re-design of school curriculum
  • gather data and identify existing innovative practices
  • develop teachers and leaders understanding of teaching as inquiry and collaborative reflective practice
  • enable teachers to think of the diverse needs of their students using Universal Design for Learning (UDL) principles
  • establish meaningful relationships with whānau and local iwi to support the re-design of school curriculum so that it better reflects local history, reo and tikanga.

Culturally responsive practice

Successfully supported schools and learning communities to:

  • demonstrate cultural intelligence in context to ensure the identity, language and culture of all participants are valued
  • conduct a cultural audit of their current practices using a culturally competency survey
  • gather voice from Māori and Pasifika students and their whānau to inform future direction
  • use the data and student voice to co-create (with Māori and Pasifika whānau and students) a cultural responsiveness plan.

Future-focused education

Successfully supported schools and learning communities to:

  • evaluate current practices and identify future-focused goals
  • develop action plans that include future-focused pedagogies  and reflect agreed vision and values
  • cultivate a collaborative culture across different communities of learning.

Evaluative capability

Successfully supported schools and learning communities to:

  • identify target students from analysis of achievement data
  • collect and analyse qualitative and quantitative data about students from multiple sources
  • regularly reflect-learn-implement using the spiral of inquiry framework.

Personal statement 

I am passionate about making a positive difference for our tamariki and I am always striving for ways to do this. I believe that no one can make change in isolation and that we need to see where we as educators fit into ‘the big picture’ where everyone is a learner, taking an active role in their own learning. I believe we need to be responsive to learners’ needs in a positive learning environment. Creating and maintaining relationships within schools, between schools and between teachers is a critical element of positive change in professional learning communities.  

I am committed to building a purposeful inclusive culture whereby students are inspired to be active, critically engaged  global citizens.