CORE's Team

Mike Perry

Accredited Facilitator (English-medium)

Qualifications


1981 Dip.Tch. Christchurch Teachers College
1978 B.A. Victoria University

Contact details

E: mike.perry@core-ed.org

P: (04) 974 8825

M: 021 906 832

Region: Hawkes Bay / Gisborne

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Mike Perry FS W

Professional experience

Mike has been part of the CORE Education Learning with Digital Technologies facilitator team in the Central South Region for four years. He has worked with both primary and secondary schools to embed the use of digital technologies across the curriculum to meet the learning needs of students. This has involved supporting school leaders to carry out self-review and strategic planning, and with teachers to extend their capability and confidence in the use of digital technologies. Promoting and facilitating the practice of teacher inquiry has been central to this work to ensure the use of digital technologies is purposeful and effective. Recent work with Communities of Learning has focused on developing the facilitation skills of across-school and in-school leaders.

Prior to joining CORE, Mike developed extensive experience as a facilitator of teacher professional learning in Wellington, and as a teacher of Social Sciences in both Wellington and Hawkes Bay. In a previous facilitation role, Mike coordinated the MoE’s Networked Learning Community programme to support the implementation of the New Zealand Curriculum in Wellington, and has helped schools develop mentoring support for Provisionally Certificated Teachers. He has worked with middle leaders to develop leadership capability, and carry out departmental self-review.  

Mike’s varied teaching experience, and time as Qualifications Manager at Te Kura - The Correspondence School, gives him an understanding of issues schools face as they develop into 21st century learning communities. Mike has held positions at both middle and senior management levels, with departmental and school-wide responsibility for curriculum development and assessment.

Expertise

Mike has expertise in the following areas:

Digital fluency

Successfully supported schools to:

  • use the eLearning Planning Framework (eLPF) to self-review e-learning practices and capabilities to identify and target areas for improvement

  • develop strategic plans to embed the use of digital technologies across the curriculum

  • develop teachers’ reflective practice and use of the teaching as Inquiry process to ensure their students’ use of digital technologies is purposeful and effective

  • increase student engagement and achievement through the use of digital technologies.

Leadership

Successfully supported school leaders to:

  • clarify their roles, and develop their capability as leaders of learning

  • ensure that their practice is aligned to the school’s vision, values, and plans

  • lead change within the school community

  • carry out self-review, and collaborative inquiry to identify priorities for action

  • develop strategic plans, and lead and review their implementation

  • develop digital fluency to enable more effective collaboration.

Evaluative capability

Successfully supported schools to:

  • analyse achievement data and identify target students

  • collect and analyse qualitative and quantitative data about students from multiple sources

  • use a range of data in an inquiry process to develop appropriate plans and strategies, and evaluate their effectiveness.

Curriculum development

Successfully supported schools to:

  • develop strategies and programmes to integrate the curriculum

  • tailor NCEA assessment programmes to meet the needs of students

  • develop a framework for student inquiry learning to promote student agency

  • develop authentic learning experiences.

Personal statement

We know that effective teaching relies on positive, respectful, and inclusive relationships. The same is true in professional learning and development. As a facilitator I believe it is important to establish good relationships, listen to people’s stories, help them develop goals and plans, and support them to respond to challenges as they work towards achieving their goals.

We are more aware than ever that too many of our students lose motivation and achieve below their capability. However, we also have new tools available for us to identify our students’ learning needs, and engage them more enthusiastically and effectively in their learning. We have new opportunities for collaboration with each other and our communities to give our students the best possible opportunity for success. It is a privilege to support my colleagues as they work together to empower their students to become confident, connected, actively involved lifelong learners.