Accredited Facilitator (English-medium)

Region: Canterbury/Chatham Islands
Jacky Young


Master of Education (Educational Leadership and Administration) Massey University
Diploma of Teaching – Auckland Teachers’ College
Diploma of Physical Education – Auckland Teachers’ College
Bachelor of Arts – University of Auckland

Professional experience

Jacky joined Tātai Aho Rau Core Education (then known as CORE Education) at the beginning of 2016 as a professional learning facilitator. She brought deep and broad experience working within the secondary education sector as a secondary school teacher (mainly, but not solely in science/biology), middle leader, assessment coordinator, pastoral leader, and senior leader.

As part of Tātai Aho Rau Jacky co-creates tailored professional learning opportunities in a wide range of areas, working collaboratively with senior leaders, team/faculty leaders and staff in both primary and secondary schools. Her work has also connected her with clients from outside the educational area. She is able to support people in their leadership and management of change. She designs and co-constructs learning opportunities that are responsive to school needs for the whole staff, smaller groups and individual staff members. She facilitates strategic development and implementation of that change, extending staff competencies and capabilities, and pedagogical strategies designed to deepen student engagement, learning and achievement. While underpinned by proven research theories and frameworks, her work always contains practical elements of what can be used within the context of a classroom to transform learning for students.

Jacky has been involved in a number of Tātai Aho Rau projects writing curriculum resources related to the science area, drawing on her experience as a science advisor. She has also worked closely with primary and secondary schools within the Greater Christchurch Schools’ Network (GCSN) providing personalised learning programmes for staff as they improve their digital fluency capacities to enhance the learning of their students.


Jacky has expertise in the following areas:

Change leadership

Successfully supporting schools to:

  • build leadership capability
  • support leadership of change
  • work collaboratively to improve learning outcomes for ākonga
  • align practice to school's vision, values and strategic intent
  • plan strategically for future-focused teaching and learning
  • facilitate appropriate professional learning opportunities with staff to grow professional capability
  • consult and gather voice from all stakeholders.
Curriculum design

Successfully supporting schools to:

  • co-create their localised curriculum that is more reflective of a school’s needs and aspirations
  • develop their UDL (Universal Design for Learning) capabilities to design more inclusive programs so that all students experience success
  • implement authentic and meaningful learning opportunities related to the revised digital technology content within the technology curriculum
  • investigate STEAM/STEM programmes of learning
  • explore literacy development in both primary and secondary contexts
  • design science focused resources responsive to specific needs.
Digital fluency

Successfully supporting schools to:

  • self-review their elearning practices and capabilities to identify and target areas for improvement
  • develop the processes and capabilities required to provide opportunities for all learners to become digitally literate and fluent
  • use best practice elearning strategies to enable accessible, relevant and high quality, blended learning to improve learner engagement and achievement
  • develop strategic plans to embed the use of digital technologies across the curriculum.
Evaluative capability

Successfully supporting schools to:

  • implement assessment for learning strategies school wide
  • interpret and make sense of quantitative and qualitative data to to inform practice, evaluate progress, and target interventions and achievement
  • use achievement data to inform curriculum design, delivery and assessment regimes
  • develop school-wide self-review processes to effect school improvement and accountability.
Cultural capability

As an attested facilitator, successfully support schools to:

  • explore and design culturally responsive practices for their context
  • explore their ability to meet their Te Tiriti o Waitangi obligations
  • critically review and then implement professional development to ensure that all are able to see their culture reflected in what learning occurs and achieve success.

Personal statement

We are all learners and teachers. Teaching and learning have been my lifelong passions, and will continue to be so. I enjoy the creativity, the energy and excitement that come with learning and applying new skills and in seeing the potential of what could be. I enjoy imparting that passion and sense of fun with learning to others and seeing that ‘lightbulb’ moment when a learner (of any age) has just ‘got it’, and what that could mean to them.

I am passionate about improving the learning experiences of all students by finding ways to remove barriers and to improve the learning experience. I strongly believe that you are never too old to learn, and never too young to teach. “When you stop learning, you stop living” (Alan McDiarmid, NZ recipient of Nobel Peace Prize, 2001, a variation on a quote by Albert Einstein).