CORE's Team

Suzi Gould

Accredited Facilitator (English-medium)

Qualifications


2004 Diploma of Web Design: Natcoll Teacher Scholarship
2002 B.Ed. University of Waikato
1998 Diploma of Holistic Learning
1995 Dip.Tch. Christchurch College of Education

Contact details

E: suzi.gould@core-ed.org

P: 0800 267 300

M: 021 533 452

Region: Canterbury

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Suzi Gould

Professional experience

Suzi’s work ranges across the sector from ECE services, primary schools, intermediates and secondary schools. For the past three years Suzi has worked alongside schools and communities of learners to expand their curiosities about what will improve outcomes for their children in terms of being engaged in learning, their well-being and what they are potentially capable of. 

In 2016 she was team leader for the Future Focused Inquiries facilitators, providing professional practice support to the team in relation to inquiry practices.

Through CORE’s UChoose programme Suzi has mentored a range of teachers and leaders including Pasifika grant winners, ECE service manager, secondary teacher implementing professional learning groups 

Suzi’s experiences in facilitation and mentoring with teachers and leaders are underpinned by her ability to:

  • value the uniqueness of everybody and the stage they are at in their understanding and experience
  • think creatively and explore possibilities
  • listen to and examine the current situation of where people are at
  • understand and identify strengths and passions
  • help teachers to uncover what they know about their practice, experiences and the ways that they learn
  • inject her work with a good dose of humour
  • be culturally responsive
  • adapt and be responsive and aware of people’s readiness for growth and change
  • stretch teachers within their realities and contexts
  • support teachers and leaders to reach their potential. 

Expertise

Suzi has expertise in the following areas:

Culturally responsive and bicultural practice 

Successfully supporting schools and learning communities to:

  • gather voice from Māori students and their whānau to inform future direction
  • embrace the principles of treaty partnership
  • reflect local history, reo and tikanga within curriculum and form whānau and iwi partnerships.

Change leadership 

Successfully supporting schools and learning communities to:

  • support leadership of change within the school community, driven by inquiry
  • develop effective middle leadership practises within and ILE
  • explore current research and support theory to practise to create change
  • evaluate pedagogy and practices to ensure they reflect future-focused education and responsive practices
  • establish priority projects and area(s) of focus.

Digital fluency 

Successfully supporting schools and learning communities to:

  • increase student engagement and achievement through the use of digital technologies
  • develop personalised learning and agentic assessments using digital technologies
  • improve home school communications and windows to learning using digital technologies.

Future-focused education 

Successfully supported schools and learning communities to:

  • explore future focused themes, based on current research and practical examples
  • Support new teaching practices and pedagogies that reflect future focus themes such as agency, personalisation, collaboration, digital fluency and inclusiveness
  • creatively and practically support innovative learning practices, which align to vision and values

Collaborative Inquiry and innovation

  • Reviewing and implementing improved approaches to inquiry, so that it is an integral part of planning and improvement.
  • Use of gaming storming, design thinking and innovative practises to improve systems, spaces and tools for learning.
  • Support effective team practices using learning talk to grow trust, value varied perspectives and ways of working, establish commitment and feel l both challenged and supported in collaborative environments.

Evaluative and research capability 

Successfully supported schools and learning communities to:

  • learn new ways of gathering student and whānau voice
  • build an evidence based school culture via learning conversations
  • identify target students from analysis of achievement data
  • collect and analyse qualitative and quantitative data about students from multiple sources
  • regularly reflect-learn-implement using the spiral of inquiry framework
  • review dimensions of inquiry & knowledge building cycles and ERO indicators to focus next steps
  • align inquiry practises with practising teacher criteria
  • grow capabilities of teachers as researchers

Conference presentations, keynotes, seminars, workshops

  • 2016: Promed National conference: Creating conditions for the generation of new knowledge
  • 2016: Ulearn - research Strand - Dismantling the ivory tower: the power of teacher researchers
  • 2015: Ulearn - a workshop  in uncertainty and the art of inquiry
  • 2015: TeachExpo Conference Gisborne 

Publications

Personal statement

I enjoy working collaboratively and co-designing approaches with others. I thrive on challenge and want to make school or learning the best possible learning experience for everyone including parents, kids, teachers and communities.

I adore experiencing “A-ha" moments with teachers, leaders and supporting them to move through challenges and change. I love learning how to learn, not just what to learn, and I fully believe it’s not if you’re intelligent, it’s how! My general approach to work is about being inclusive, challenging, scaffolding progress, working collaboratively and being positive - in other words learning stuff while at the same time having fun together. Work in education is about smiling, challenging, encouraging, accepting, enjoying, growing and achieving.