CORE's Team

Jacqui Duncan

Accredited Facilitator (English-medium) and Expert Partner


1997 M.Ed University of Tasmania
1994 National Diploma in Education Management. Christchurch College of Education
1992 Advanced Dip Tch. Christchurch College of Education
1975 Dip.Tch. specialising in the Education of the Deaf. Christchurch College of Education
1971 Dip.Tch. Christchurch College of Education

Contact details


P: 0800 267 300

M: 021 257 2161

Accreditation Number: ACC 224

Region: Canterbury

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Jacqui Duncan

Professional experience 

In 2016 Jacqui worked for CORE in the Grow Waitaha programme as a Navigator.  In 2017 she will continue to work in Grow Waitaha and as an Expert Partner.

Jacqui has  several years’ experience leading schools in Canterbury. She has been through the process of preparing for Innovative Learning Environments (ILEs)in her previous position as principal of Cashmere Primary School.

As principal, she led the school through the stages of developing a property brief, concept planning, master planning through to detailed design. Inside the school she led a process of prototyping different forms of co-teaching and setting up learning environments that support collaboration, sharing and learning from each other.

As a principal in the Kahukura Learning Cluster she has been involved in the New Pedagogies for Deep Learning (NPDL) project facilitated by CORE as part of a worldwide initiative of collaboration and shared learning. Michael Fullan is a part of this initiative. In New Zealand our curriculum (NZC) and assessment for learning practices lend themselves to this pedagogy.


Jacqui has expertise in the following areas:

Change leadership

Successfully implemented in her own school, and now supporting school leaders and staff to:

  • model and develop a culture of inclusive and respectful leadership that values all contributions and abilities that staff, students and community can bring to a school
  • build leadership competency, density, and confidence across the school
  • use leadership theory to inform practice
  • Implement change: theory to  practice. (Masters dissertation on this topic). 

Curriculum review and development

Successfully implemented in her own school, and now supporting school leaders and staff to:

  • develop systems to support the delivery of a balanced broad curriculum
  • review the curriculum
  • embed differentiation and inclusive teaching and learning practices including systems to support this.

Using evaluative capability to continuously improve

Successfully implemented in her own school, and now supporting school leaders and staff to:

  • undertake school review and evaluation, theory to practice
  • implement school improvement initiatives through the cycle of school review, strategic planning, implementation and evaluation
  • embed and sustain new initiatives through shared vision, shared beliefs, co-construction, collaboration, sharing, dialogue, resource allocation, professional support and the cycle of school improvement

Building staff capability

Successfully implemented in her own school, and now supporting school leaders and staff to:

  • facilitate staff learning at team and whole school staff meetings
  • understand and strengthen school governance
  • use formative performance review for all staff.

Personal statement

I feel immensely grateful and privileged to have had the opportunity to lead learning communities, to work with amazingly talented colleagues with the sole aim of positively impacting on the lives of children and whānau through learning. 

I am proud of how the education sector does contribute positively to building communities and supporting society’s development and advancement. The work we do is important and necessary.

Change is a given, digital technology pathways are an important part of the solution where the crucial factor is student engagement, empowerment and confidence in learning within a learning environment that values them as an individual's. In short, the goal is to see children love learning, make progress and learn in ways that suits them.

To meet society’s high expectations of a school is a rewarding, complex and challenging task Education leaders need support and learning on how to solve complex problems, on how to lead the school to its future while respecting the past and learning from it. Leaders need to know how to build relationship trust and to take staff with them on school improvement initiatives.

In post-earthquake Christchurch, North Canterbury, Kaikoura and Marlborough we have the unique opportunity to be involved in rapid, systemic and future orientated change on a scale and timeframe not seen before. 

To be part of CORE Education’s team providing support to schools through this process is a privilege.