CORE's Team

Katrina Laurie

Accredited Facilitator (English-medium)

Qualifications


2007 BTchLn, University of Canterbury

Contact details

E: katrina.laurie@core-ed.ac.nz

P: 0800 267 300

M: 021 357 355

Accreditation Number: ACC 233

Region: Wellington

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Katrina Laurie FS W

Professional Experience

Katrina is an experienced educator and lead facilitator with a background in primary teaching.

Katrina joined CORE Education in 2015 as a Learning with Digital Technologies Facilitator. She has worked alongside schools to effectively develop collaboration, learner agency, teaching as inquiry and building digital capabilities. She is skilled in introducing and developing the use of digital technologies to teachers and how to use these effectively across the curriculum including implementing the Digital Technologies curriculum.

Katrina is an innovative and passionate facilitator who works closely with leadership teams and teachers leading professional learning and facilitating blended approaches. Katrina’s experience is underpinned by her ability to think creatively, inclusively and offer future-focused sustainable approaches to make learning meaningful.

Prior to this, Katrina was an experienced classroom teacher across years 1-8. She is adept in catering to needs of learners in multi-levelled learning environments. Katrina’s leadership experience includes; eLearning lead teacher, environmental educator (facilitating Schoolgen programmes in schools), associate teacher, the Arts lead teacher and various leadership roles within a small school (at operational and governance levels).

Listen to Katrina’s CORE Education EDtalk, Integrating Digital Technologies Across the Curriculum.

Expertise

Katrina has expertise in the following areas:

Digital fluency | Digital Technologies curriculum

Successfully supported learning communities to:

  • develop capabilities to deliver the Digital Technologies curriculum
  • use the eLearning Planning framework to self-review e-learning practices and capabilities to identify and target areas for improvement
  • increase student engagement and achievement through the use of digital technologies.
  • develop digital capabilities of teachers suited to the needs of future-focused teaching practices
  • enhance collaboration opportunities in the classroom through use of digital technologies.

Leadership

Successfully supported learning communities to:

  • review Teaching as Inquiry to reflect on and ensure teaching is responsive
  • evaluate pedagogy and practices to ensure they reflect future-focused education and responsive practices
  • work with teams of school leaders to gain consensus - building, forming and maintaining relationships for a common purpose
  • connect school charters and strategic goals to ensure a deliberate alignment with key foci of the identified PLD
  • develop and model collaborative and inclusive protocols
  • planning for, implementing and supporting school and classroom level changes in pedagogy and practice
  • strategic planning including visioning and goal setting for teams.

Literacy and numeracy

Successfully supported learning communities to:

  • gather and analyse data to identify students’ learning needs and develop pathways for action
  • use a range of digital technologies to enhance the writing and numeracy programmes
  • increase student engagement and agency through use of digital technologies
  • develop modern learning practices in innovative learning environments.

Collaboration

Successfully supporting learning communities to:

  • develop a shared vision for teaching and learning, involving whānau, communities and learners
  • transform teaching and learning through the development of collaborative teaching practices
  • develop effective systems to support collaboration
  • unpack what authentic collaboration looks like in their context.

Evaluative capability

Successfully supported learning communities to:

  • collect a range of data to inform required PLD and how it aligns to strategic goals, vision and beliefs
  • collect and analyse qualitative and quantitative data about learners from multiple sources
  • ensure all participants have a voice and ownership of the process.

Conference presentations, keynotes, seminars, workshops

  • 2018: "Empowering whānau and student engagement with Seesaw". uLearn18, workshop presenter.
  • 2018: "Learning across the curriculum with Seesaw". uLearn18, workshop presenter.
  • 2017: "App Smashing and beyond using Seesaw". uLearn17, workshop presenter.
  • 2017: "App Smashing Movie Making". uLearn17, workshop presenter.
  • 2014: "The impact of Schoolgen for Schools". Schoolgen (for Principals and Lead Teachers in Wellington), Keynote.

Workshops

  • 2017: "Effective Literacy and Numeracy", CORE Workshop.
  • 2017: "Strategies to Develop Student Agency", CORE Workshop.
  • 2016: "Google Apps to Extend Learning", CORE Workshop.
  • 2016: "Effective Literacy", CORE Workshop.
  • 2016: "Google Apps to support Modern Pedagogy", CORE Workshop.

Awards/Fellowships/Scholarships

  • 2017: Seesaw Ambassador
  • 2014:  Secondment: Schoolgen (Genesis Energy/Wellington City Council) Environmental Educator 

Social links

Personal statement

I am passionate about education and the possibilities available in modern learning with new technologies. I enjoy working alongside educators to support their development in effectively using digital technologies to support student engagement, success and achievement across the Curriculum. Finding new and innovative ways to promote best pedagogy is something that excites me. I am particularly interested in how we use use soft skills as Curriculum drivers (collaboration, communication, creativity, critical thinking, culture, citizenship and character).

I am also committed to continuously improving and developing my culturally responsive practice. Ko ahau he ākonga o te reo Māori, I am a learner of te reo Māori.
Nō Murihiku ahau, engari, kei Manakau e noho ana ahau inaianei. I am from Southland but now live in Manakau (North of Ōtaki - Kapiti Coast).