CORE's Team

James Hopkins

Accredited Facilitator (English-medium)


2006 B.A. (First Class Hons) Primary Education. University of Middlesex

Contact details


P: 0800 267 300

M: 021 190 6346

Accreditation Number: ACC 225

Region: Auckland

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James Hopkins

Professional profile

Since 2015, James has facilitated full time on the Manaiakalani Outreach Programme. He has been based in the Ako Hiko Cluster of Auckland. Focusing on MLP and the integration of Chromebooks within classes, James’ role centres primarily on 1:1 support of teachers new to a digital learning environment. He delivers a pedagogy-rich curriculum, centred around student engagement, transformation and empowerment. In addition to in-class support, James works with lead teachers and senior leaders across the cluster, facilitating shared vision and developing sustainable pathways to explore professional inquiries. His relationship-centred approach allows leaders to inquire and take risks with the support of a collaborative team. Ongoing personal study around change leadership has been key to forming successful bonds with leaders and teachers. 

James moved to New Zealand in 2010 and took up a leadership position in a mid-decile school. He built technology use and integration throughout the school using a range of personalised PLD programmes. James led a highly successful boys class, focusing on the development literacy skills. In 2012, James was recruited to lead a newly established boys class at a decile 10 school, working closely with the RTLB service, leaving at the end of 2014 after a successful period in senior management.

Other achievements include a role in the development of N4L’s Pond. James built Learning Network New Zealand’s app, incorporating interactivity and communication to reflect the company’s business model. He also designed and built the Ako Hiko Cluster website and sub portals for PLD.


Modern learning practice and pedagogy

Successfully supported learning communities to:

  • foster student agency-centred approach to learning
  • incorporate spatial design and plan using the seven principles of learning
  • integrate modern learning pedagogy and learning with digital technologies into an informed and evaluative curriculum.

Digital fluency

Successfully supported learning communities to:

  • develop protocols, systems and roll out of 1:1 devices to support learning
  • 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.

Google Apps

Successfully supported learning communities to:

  • incorporate digital tools into teaching and learning through extensive knowledge of the G-Suite tools and Admin console
  • manage large numbers of learner devices via the Google admin console.

Future-focused education 

Successfully supported learning communities to:

  • implement new teaching practices and pedagogies to enable achievement of future-focused goals identified by the learning community
  • understand how to leverage knowledge creation and networked sharing in a digital environment to increase engagement and improve educational outcomes for learners
  • increase inclusiveness, accessibility, and visibility of teaching and learning
  • manage change by enabling cross-school coherence of goals and vision.

Strategic and long term planning

Successfully supported learning communities to:

  • collaboratively plan and develop cohesive strategic goals through a range of facilitated conversations and workshops as well as 1:1 support
  • integrate digital fluency into key learning areas, with a focus on at risk learners

Change leadership

Successfully supported learning communities to:

  • explore current research to support shift to future-focused teaching practices
  • evaluate pedagogy and practices to ensure they reflect future-focused education practices, driven by inquiry
  • lead change within a school community
  • grow through 1:1 leadership mentoring and perspective building.

Combating underachievement in boys’ writing (primary)

  • planning for a boy-centred approach to teaching and learning.
  • research and development in conjunction with the RTLB service Auckland.

Conference presentations, keynotes, seminars, workshops

  • 2016: GAFE Summit – Google Drawing: The Tool for ‘Nearly’ Every Task
  • 2015: ULearn – Audio Tools for Developing Student Voice
  • 2015: BYOD: Making it Mobile "Making a Splash in the Pond" — developing teacher use and knowledge of N4L’s Pond
  • 2015: BYOD: Making it Mobile 2015 "Social media: Three years in three months" — the use of social media to engage, develop and create understanding of modern learning practice 

Personal statement

I have lived in New Zealand for seven years with my wife Julia. We have an incredible four-year old son called Jack, who continues to amaze me daily. We moved from London to escape the hectic and often frantic lifestyle, and to find a better work-life balance before starting a family. I’ve always been passionate about education, digital fluency and literacy (with a particular focus on writing). I continually develop my skills through ongoing professional learning and development combined with  wider reading and personal study. In my spare time I write, build, run, fish, and can often be found enjoying the many beaches of the Hibiscus Coast with my family.

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