CORE's Team

Traci Sietu

Accredited Facilitator (English-medium)


2018 PGDip Education (Educational Administration and Leadership) - Massey University
2018 MEd (Educational Leadership) - Auckland University of Technology
2009 GradDip Education (Special Needs) - Canterbury University
2008 BEd (Teaching) - Massey University

Contact details


P: 0800 267 300

M: 021 246 6900

Accreditation Number: ACC 1043

Region: Auckland

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Traci Sietu Chair Full shot

Professional profile

Traci works alongside leaders and teachers to support and shift current teaching practice and pedagogies. She is able to co-design and support change leadership, strategic planning and future-focused education while using theories and design approaches that align with the vision and direction of the school.

Traci fosters community of practice through her experience and interest in developing collaborative teaching practices where educators develop cultural competencies with learner agency, innovative learning spaces and digital fluency.

Prior to CORE, Traci has a range of experiences in education across the sectors which has allowed her to explore, develop and deliver professional learning solutions. Her focus over her profession has been dedicated to improving the success of learners with an emphasis on inclusion, mentoring and leadership to support teachers to embed practices that are effective for learners. This has evolved from her initial education experiences in early years, followed by teaching assistant positions within a range of contexts prior to undergraduate study. Community engagement, sports administration/management, alongside support for Pacific communities has formed a large part of her personal life with a variety of roles that actively engage learners and families with education.


Change leadership

Successfully supported learning communities to:

  • shift future-focused teaching practices through exploring current research and aligning this to school wide vision, mission and values
  • create change within a school community building on local curriculum
  • develop effective pedagogy and practices to reflect the goals of strategic plan and charter
  • establish meaningful relationships to support implementing effective change.

Cultural Responsiveness

  • explore and extend understanding in which we can uphold the mana of Te Tiriti o Waitangi through developing cultural and bicultural competencies
  • enhance our bicultural practices while protecting the language, culture and identity of Māori and Pacific learners in Aotearoa
  • understand how to best meet the needs of Māori and Pacific learners, whānau and wider communities through consultation.

Digital fluency

  • leverage digital through implementing teaching practices and pedagogies to support both learners and teachers to improve educational outcomes
  • integrate digital technologies in meaningful and authentic contexts
  • identify target areas for improvement through applying self -review practices and ongoing support and guidance
  • increasing confidence for teachers and learners through mentoring, coaching and facilitating in online spaces.

Future-focused education

  • review and design of curriculum with a focus on creating authentic learning opportunities that reflect the local community
  • transform and unpack collaborative teaching practices through evaluating, refining and creating innovative learning environments
  • develop a shared vision of teaching and learning through planning and implementing change alongside learners, whānau and community engagement
  • evaluate change using evidence - based support to guide teacher practices and meet appraisal guidelines.

Conferences and presentations

  • 2020: CORE Education, Making Sense of Tapasā presenter
  • 2019: NPDL Deep Learning Lab presenter
  • 2019: uLearn19, Making Sense of Tapasā presenter
  • 2019: CORE Education Making sense of Tapasā presenter

Blog posts

Personal statement

The gift of giving is so powerful and I hope to continue to share my questions, knowledge and experiences while learning in partnership. I believe this can be achieved through building on respectful collegial relationships, trust and open communication to enable teachers and learners to confidently engage through the progressions of change and innovation in education and society today.