CORE's Team

Angela Vermeulen

Accredited Facilitator (English-medium)

Qualifications


2015 Cert. in ‘Transforming Education in Canterbury’, University of Canterbury
2007 BTchLn, University of Canterbury

Contact details

E: angela.vermeulen@core-ed.org

P: 0800 267 300

M: 027 322 3426

Region: Canterbury

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Angela Vermeulen FS W

Professional experience

Angela is an experienced facilitator with a passion to lead future focused education in schools and clusters. She  supports, mentors and coaches leaders and teachers to rethink what powerful learning is for all akonga.  

Angela has experience in working with networked schools and clusters, empowering leaders and teachers to ensure that change is sustainable in their own contexts. She works with them to build a vision that is relevant to the needs of learners and the community.

Angela is highly experienced in supporting inclusiveness, including Universal Design for Learning (UDL). She establishes safe and trusting relationships with clients and helps build new thinking about inclusive practices in schools and clusters.   

She has particular expertise in supporting educators, learners and whānau to understand roles and responsibilities in collaborative models of working, including strategies for building personal and professional relational trust, role clarity, and the decision-making protocols required  for collaboration to be effective.  Angela supports leaders and teachers to trust in their own skills and build on these in order for effective teaching and learning to happen.

One of Angela’s strengths is harnessing digital technology to engage teachers and learners in powerful eLearning. She is a digital native and supports teachers in her role to drive purposeful eLearning in schools and clusters. Through her experience and training, Angela encourages leaders and teachers to use design thinking to challenge perspectives and invite innovation, which can support new change through a process of fun, ideation and exploration.

Expertise

Angela has expertise in the following key areas:

Change leadership

  • Building coherent vision and collaboration through the use of effective pedagogical approaches.

  • Coordinating initiatives for clusters to build relational trust and manaakitanga.

  • Partnering with the wider school community to develop a shared understanding of the cluster vision.

  • Evaluating pedagogy and practices and aligning theory to practice, to ensure they reflect future-focused education and responsive practices.

  • Supporting the leadership of change within the school community.

Future-focused education

  • Using design thinking to challenge perspectives,  invite innovation and transformational leadership.

  • Building integrated and innovative learning through knowledge of the New Zealand Curriculum.

  • Engaging in Universal Design for Learning principles to strengthen inclusive practice.

  • Focusing on a ‘human centered’ approach through the use of design thinking.

  • Linking pedagogy to space and rethink innovative learning environments.

Digital fluency

  • Enhancing and empowering digital fluency for students, teachers, leaders and community.

  • Effectively supporting the use of technologies to motivate, engage and ignite learning and empower teachers to embed technologies effectively.

  • Supporting schools to develop eLearning strategic plans to build sustainable practice underpinned by theory

  • Supporting schools to use the eLearning Planning frameworks to critically self-review e-learning practices and capabilities and identify priorities and goals for eLearning

Cultural responsiveness and bicultural practice

  • Supporting schools to effectively implement culturally responsive practice and build whanaungatanga.

  • Recognising and celebrating diversity and supporting schools to develop Tangata Whenuatanga.

  • Adhering to the responsibilities of the Treaty of Waitangi to build cultural competencies.

  • Gathering voice from Māori students and their whānau to inform future directions.

Evaluative capability

  • Using evaluative tools and strategies to identify common challenges, strengths and priorities.

  • Establishing evidence seeking mindframes through the use of Teaching as Inquiry and reflective practice.

  • Critiquing and creating change through strategic planning.

  • Identifying target students from analysis of qualitative and quantitative data.

  • Collecting and analysing qualitative and quantitative data about students from multiple sources.

Conference Presentations

  • 2016  Changing Spaces, Stonefields School, Rethinking your Space and Place

  • 2016  Marlborough Edventure Conference: The Power of Collaboration

  • 2016  ULearn: Building Graduate Profiles that Matter

  • 2016  ULearn: Building a Community of Learning

  • 2015  ULearn 15: The Force behind Collaborative Practice

  • 2015  ULearn Mobile 2015: Look into Coding for the Future

  • 2014  ULearn14: Collaboration is Key

Personal statement

I am a passionate, driven and enthusiastic person, dedicated to supporting schools and clusters to build a strong visions for learning that is future-focused and always places the learner at the centre.   I feel privileged to work alongside teachers and leaders every day and help them tell ‘their story’. I strongly believe that every learner needs to have a voice and be actively listened to so that we build agency and creative minds in our tamariki for the future. I am very passionate about design thinking, innovation and the power of collaboration to bring these two together to nourish and think about education in ways that is not possible alone. I have a new love for Joan Dalton and how her Learning Talk books support my role as a facilitator to be present, reflective, agile, motivated and empathetic to how change occurs for different people. I love seeing the ‘aha’ moments for teachers and leaders when they are empowered to make a big difference to learners. And in the end, that is why I do what I do!! The learner is always at the heart!