CORE's Team

Pauline Moore

Accredited Facilitator (English-medium)


2008 P.G.Dip in Educational Leadership, University of Canterbury
1988 Dip.Tch. (Secondary). Christchurch College of Education
1987 BA Canterbury University

Contact details


P: 0800 267 300

M: 021 912 408

Accreditation Number: ACC 253

Region: Canterbury

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Pauline Moore

Professional experience

Pauline joined CORE Education in April 2014 as a facilitator in the South Regional Learning with Digital Technologies team. In 2016 she was appointed to a team leader position. As a lead facilitator working closely with Christchurch Learning Community Clusters (LCC) she is responsible for coordinating and delivering programmes of professional learning that align with cluster visions and values and supports them to build collaborative relationships and share practice.   

She has also been working with individual schools providing tailored programmes of professional learning focused on supporting teachers to develop collaborative cultures and leverage the opportunities provided by digital technology and redesigned teaching and learning spaces. Pauline is also working closely with school leaders as a Navigator in the Grow Waitaha programme that supports Canterbury schools through the process of change.  

Pauline is an experienced educator with a background as a secondary school teacher, middle manager, pastoral leader and senior leader. From 2003 to 2014 she was deputy principal, with portfolios in curriculum, assessment and eLearning, at Mairehau High School in Christchurch. In her practice Pauline uses an evidence-based approach referencing the work of respected researchers in education reform, as well as drawing on her own considerable personal experience with successfully leading change in schools with diverse student populations.  


Change leadership

Successfully supporting schools and clusters to:

  • build leadership capability and capacity through collaboration and evidence based research and data
  • align practice to cluster and school's vision, values and strategic intent
  • plan strategically for future focused teaching and learning together with purposeful eLearning integration
  • focus on teacher learning to improve instructional capability and leader learning to build evaluative capability for school improvement
  • explore opportunities for authentic community engagement
  • develop capacity in culturally responsive and relational practice in order to effectively meet the needs of diverse learners.

Digital fluency

Successfully supporting schools and clusters to:

  • use the eLearning Planning Frameworks to self-review eLearning practices and capabilities to identify and target areas for improvement
  • develop the processes and capabilities required to provide opportunities for all learners to become digitally fluent
  • use best practice eLearning strategies to enable accessible, relevant and high quality, blended learning to improve learner engagement and achievement.
  • develop strategic plans to embed the use of digital technologies across the curriculum.

Evaluative capability 

Successfully supporting schools and clusters to:

  • interpret and make sense of quantitative and qualitative data to monitor and track achievement and target priority learners
  • use achievement data to inform curriculum design, delivery and assessment regimes
  • develop school-wide self-review processes to effect school improvement and accountability.

Authentic Curriculum Design and Review

Successfully supporting schools by:

  • reviewing curriculum for alignment with school vision, values and intent of New Zealand Curriculum
  • providing research on the process of learning to support leaders to get clarity of learning goals, build precision in pedagogy and identify processes for shifting to  future-focused curriculum outcomes
  • supporting curriculum leaders to design curriculum that allows for personalisation, learner agency, multiple learner pathways and meaningful digital integration
  • supporting faculty leaders to develop a process for connecting curriculum areas and streamline assessment.


  • 2008 PPTA Scholarship to complete postgraduate studies

Personal statement

I believe in the power of education to change lives and improve outcomes for individuals. Nelson Mandela said that “education is the most powerful weapon you can use to change the world”. This means that everyone involved in education has to do everything in their power to ensure the provision of quality teaching and learning in every school, every day for every student. Personalised, engaging, high quality, professional learning tailored to the needs of schools and communities is the key to make this a reality. My goal is to partner with communities of schools, with leaders and teachers to support them to achieve this potential for education.