Sue Pine
Accredited Facilitator (English-medium)
Qualifications
Bachelor of Education (Teaching) – University of Auckland
Trained Teachers Certificate – Auckland Teachers’ College
Diploma of Teaching – Auckland Teachers’ College
Professional experience
Sue has been working in professional learning and development since 2014. She specialises in mathematics and statistics, teaching as inquiry, data analysis and programme delivery. Schools value Sue’s relationship based approach and collaborative co-construction of designing the PLD based on relevant New Zealand and international research. She is skilled at designing, delivering and evaluating professional learning and development, in collaboration with school leaders and teachers.
As an experienced and passionate leader in education, Sue draws on her expertise and experience within the teaching profession, in which she has held a variety of roles. Her career has spanned over 25 years and includes ten years as an assistant principal in New Zealand and principal of a small international school in Indonesia. She has held leadership responsibilities in literacy, mathematics, assessment and special educational needs. Her expertise as a school leader and literacy leader enables her to make strong links to both mathematics and literacy.
Sue engages in robust assessment practices to set strategic goals for teachers and leaders. She is skilled at collating, analysing and disaggregating student achievement data to identify target students and their needs.
Expertise
Sue has expertise in the following areas:
Relationship capability
- Building relational trust with teachers and leaders
- Listening and responding to needs
- Tailoring PLD to school context
Leadership capability
- Data analysis including gathering, analysing and using authentic student voice
- Planning, coordinating and evaluating teaching and the curriculum design
- Strategic resourcing of personnel, finance and materials
- Systems and processes for ensuring robust Teaching as Inquiry.
Teacher capability
- Modelling effective practice and co-teaching to strengthen teacher competence and confidence
- Data analysis for tracking and monitoring of target students and priority learners
- Practice analysis conversations to support teacher reflective practice
- Building pedagogical content knowledge and subject content knowledge in mathematics.
Capability to design and implement PLD plan based on needs analysis
- Linked to student achievement data
- Aligned to charter and strategic plan
- Underpinned by evidence based practices
- Regularly evaluated and responsive to needs.
Conference presentations
New Zealand Association of Maths Teachers (NZAMT)
Mathematical Association of Victoria (MAV)
Primary Mathematics Association (PMA)
Te Toi Tupu Regional Mathematics Symposia
Personal statement
I believe all students, when given opportunities to engage in challenging and relevant learning experiences, are able to achieve at the highest level and are only limited by our expectations of them. As educators, we have the shared responsibility to provide our ākonga with highly skilled, up-to-date, passionate teachers who foster growth mindsets, risk taking and a curiosity to learn.
In order to support teachers and leaders to provide optimum conditions for students I am able to work flexibly and develop professional relationships quickly in diverse environments through mutual respect, a sense of humour and effective pedagogical practices. Working in multicultural settings, both locally and internationally, has strengthened my ability to establish strong trusting partnerships with all stakeholders to design culturally responsive pedagogies.
