Catherine Frost

Accredited Facilitator (English-medium)

Region: Canterbury/Chatham Islands
Catherine Frost

Qualifications

Master of Education (Hons) – University of Canterbury
Bachelor of Education (Hons) – Sheffield Hallam University

Professional profile

Catherine supports schools and kāhui ako to create meaningful and measurable change through effective, future-focused strategies.

Across almost 30 years of working in education, Catherine has used an equitable design theory approach – identifying needs and problems, then designing and implementing a strategy to bring about the required changes.

She has taught in two different countries in a range of leadership, and school and regional strategic development roles, in the field of technologies and future learning capabilities.

Catherine’s strategic outcomes focussed leadership has achieved success in creating cross-sector collaboration to develop seamless transitions and unpack learning progression 'black-boxes'. Within a relatively short timeframe these change action theories result in increased student achievement up to NZC level 8, and more importantly increase enjoyment, engagement and well-being for all ākonga.

Catherine’s passion lies in the ability to connect learning across traditional sectors and levels, and moving action from the school systems level into the classroom and the world of the learner.

Expertise

Proven change leadership through strategic actions;

  • Strategic visioning, design, planning and policy development – assisting schools, groups and communities to develop transformational strategies; and proven results in developing effective plans, procedures and policies that lift engagement, achievement and retention.
  • Whole-school, faculty/team review and development – using a range of strategies and tailored processes to enable school leaders to lead change in their schools.
  • Future-focused education – building a vision with each school/kura of what education both in and for the future, looks like for them.
  • Modern learning spaces and practice – from a navigation perspective, exploring the principles and practices of spaces and effective pedagogies for modern learning.
  • In-depth Aotearoa curricula expertise – New Zealand Curriculum knowledge and developing knowledge of Te Marautanga o Aotearoa intent and principles.
  • Content development – as a specialist curriculum content creator supporting kaiako nationally via Technology online, simplifying resources to be useful and accessible.
  • Curriculum change for a local context:
    • for communities and whānau; connecting a culture in partnership, that reflects who they are and what is important to them
    • utilising local expertise and opportunities to develop shared responsibility for education.
    • For kaiako; proven strategies that lift teacher confidence, understanding and capability to develop future focused, sustainable pedagogies for themselves and deliver this in the classroom.
    • Understanding how to support learner capabilities, enable progression by understanding what learning at each level looks like.
    • For students; experiencing learning progression as an individual in an ‘additive’ te ao mārama environment with design capability as the foundation.
    • Seamless transitions across regions and sectors where success is built on, with the desired outcome of every learner’s best self being demonstrated in their senior secondary years/NCEA.

Professional body membership

Canterbury Technology Advisory Board (Year 7 and 8) Deputy Chair
Past Deputy Chair Technology Education New Zealand (TENZ)

Publications

Johnson, C. (2017) What Makes a Good Teacher? Lambert Press Academic Publications.

Conference presentations, seminars and workshops

2018 & 2019: Presenter of Digital Technologies curriculum integration workshops and exhibitor at uLearn Auckland and Rotorua, & TENZ Auckland conferences
2017: Presented research workshop & Mind Lab workshops, uLearn Hamilton
2017: Presented workshops and exhibitor Interface Expo Blenheim workshops Robotics, physical computing and Curriculum Design
2013: TESACC (Technology Education Subject Association Community Council) Presentation of workshop “Bridging the Divide - How to connect the Year 7 to 10 curriculum”

Awards, fellowships and scholarships

2015 TeachNZ study award

Personal statement

I believe that each young person has the potential to do anything, and that the purpose of schooling is to create the society we desire through the talents and identity of each person.

I believe that the purpose of the education systems is to seek out that which is unknowingly there, to grow the understanding of self, and a deep respect of the world around us, so that each young person becomes an adult in Aotearoa who is a confident, connected, lifelong learner, creating the highest quality sustainable social, cultural, economic, and environmental future for our country.