Madeline has worked for CORE Education since 2015, initially as a facilitator in the Manaiakalani Outreach Programme supporting the Toki Pounamu schools cluster on the South Island’s West Coast, and more recently facilitating local curriculum review and development, digital fluency, teacher inquiry through the Spirals of Inquiry model, online learning and teaching from home, and mentoring.
Madeline supports leaders and teachers to work in professional learning groups to shift teaching practice and pedagogy, and redesign curriculum through inquiry. Her mentoring and coaching approach allows people to own the change process, while Madeline takes care of the change framework until schools are ready to sustain it themselves. Madeline’s experience is underpinned by her ability to think strategically, foster teaching inquiry practices, and use theories to design approaches that will work. She is interested in leveraging creativity and digital technologies to develop agentic ownership within knowledge building communities.
Prior to working at CORE Education, Madeline taught visual arts and social sciences for 16 years at Papatoetoe High School and Epsom Girls Grammar School in Auckland, and Westland High School in Hokitika. She worked in middle leadership, contributing to innovative curriculum development, strategic planning, and implementation of future-focused and digital technology initiatives. Madeline worked with the WestNet and NetNZ online learning communities, and worked for Cognition Education for a year facilitating the Visual Arts Community for Arts Online. Madeline participated in the CORE Education virtual professional learning and development programme, developing her mentoring and coaching capability. She participated in a Teaching and Learning Research Initiative ‘Designing Knowledge Building Communities in Secondary Schools’, investigating how teachers can prepare learners to become personal and communal knowledge creators. Her Arts Therapy Master’s study focused on the intersection between creativity in therapeutic and educational settings, exploring processes to promote agency and increase self-awareness.
Madeline has expertise in the following areas:
Local Curriculum Design
- Use the four high-impact practices, including coherent learning pathways, rich opportunities for learning, teacher inquiry, and relationships for learning, to support curriculum review, development and design.
- Use of Ministry of Education tools to design curriculum, including Local Curriculum Design, Learning Progressions frameworks and PaCT.
- Support the growth of cultural capabilities to localise an inclusive curriculum through place-based learning opportunities that support learners identities and whānau aspirations.
Assessment for Learning
- Apply the OECD Seven Principles of Learning to build learning and assessment capability.
- Review and develop school-wide assessment and classroom evidence gathering systems across the curriculum.
- Apply agreed frameworks to self-review 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.
Mentoring, coaching, and change leadership
- Build rapport and trust to establish high-value professional relationships.
- Use theories and models flexibly to meet individual needs.
- Mentor leaders and teachers, in culturally responsive ways, to gain consensus, establish mutually agreed goals; then plan and implement effective improvement programmes.
- Mentoring and coaching in face-to-face, online and collaborative spaces.
- Explore current research to support shift to future-focused teaching practices.
- Evaluate pedagogy and practices to ensure they reflect future-focused education and cultural capability practices, driven by inquiry.
- Lead change within a school community.
- 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
- Designing knowledge-building communities in secondary schools.
- Implementing a collaborative research based inquiry into teaching practices with a cross-sector team.
- Delivering distance education, video conference teaching and e-learning.
- Mentoring, coaching and facilitating teachers and learners in online settings.
- Implementing innovative learning and teaching practices.
- Designing curriculum to empower teachers and learners.
Conference presentations, keynotes, seminars, workshops
- 2020: Minecraft: Education Edition - Webinars
- 2017: uLearn17 – Knowledge Building Communities
- 2016: GAFE Summit Christchurch – Mathematics, Creating to Show Understanding
- 2015: uLearn15 – Knowledge Building Communities
- 2014: Virtual Professional Learning and Development Hui presenter
- 2014: Presenter Aotearoa NZ Art Educators Conference - Auckland
- Kwok-Wing Lai & Madeline Campbell (2018) Developing secondary students’ epistemic agency in a knowledge-building community, Technology, Pedagogy and Education, 27:1, 69-83, DOI: 10.1080/1475939X.2017.1369150.
- ‘Designing Knowledge Building Communities in Schools’ (2016) Edited by Kwok Wing Lai. Amazon eBook.
- Kwok-Wing Lai (2014) Transforming New Zealand schools as knowledge-building communities: From theory to practice. Set 2014: no. 1. Future Education Special Issue. Pg 33. NZCER Press.
- Computers in New Zealand Schools Vol 24 No 23 (2012) – “The Journey Begins: Designing Knowledge Building Communities in Secondary Schools” – Bolton C, Bennett C, Campbell M, Kelly S, Lai K. W, Proctor T. Y, Puller K., Sudlow D, Trewern A, Zaloum T.