Vivienne Hall

Accredited Facilitator (English-medium)


Master of Education (Education Administration and Leadership) – Massey University
Bachelor of Education – Massey University

Professional experience

Viv works for CORE education providing advice and support in schools and kura to design and develop professional learning services and resources transforming innovative learning practices and environments. She provides ‘critical friend’ support which is responsive to the needs and culture of the school community to enable leaders and teachers to make strategic decisions. She utilises research about best evidence and transfers this into the practical field, making it relevant to the process of local curriculum design.

Viv works with teachers and principals within New Zealand secondary and primary schools. She has a wide range of experience of schools and classrooms within varied educational contexts in both New Zealand, Australia and Asia. She draws on her own experiences and those of others to support the transference of knowledge into leaders’ own practice.

Viv has worked overseas in Australia and Asia. During that time she developed a professional learning programme for teachers to provide a shift in attitudes, mindsets, and practices. This approach was transformative and sustainable, and enabled teachers and support staff to:

  • develop their personal and professional skills and confidence with regard to digital technologies
  • identify their strengths, recognise and build on them to plan next steps
  • integrate digital technologies into teaching and learning
  • explore how they could incorporate future-focused pedagogies into their learning programmes.

Viv has had wide ranging experience in the education sector in Australia, Asia and New Zealand.

She is passionate about enabling educators to embrace the teaching and learning opportunities offered by digital technologies. Viv has experience as a Teacher, Principal and Technology Adviser. She also gained management experience in the business sector, working as an educational consultant in the telecommunications industry.

Demonstrating and modelling best practice, Viv co-constructs programmes that are grounded in current research. Workshops are activity based and they provide time for reflection to extend the participants’ own capabilities. Viv facilitates in a way that is collaborative and supportive of educators as learners.


Digital fluency

Successfully supports learning communities to:

  • self-review e-learning practices and capabilities to identify and target areas for improvement
  • increase student engagement and achievement through the use of digital technologies.
Design and management of programmes for teacher professional learning

Successfully supports learning communities to:

  • redesign professional learning models to build teacher capacity and engagement
  • support staff through change.
Change leadership

Successfully supports learning communities to:

  • explore current policies and use research to support re-design of school documents
  • redevelop school vision, values and personalised curriculum
  • support leadership of change within the school community
  • evaluate pedagogy and practices to ensure they reflect future-focused education and responsive practices.
Assessment for Learning

Successfully supports learning communities to:

  • identify target students from analysis of achievement data
  • collect and analyse qualitative and quantitative data about students from multiple sources
  • regularly reflect-learn-implement using the spiral of inquiry framework.
Local curriculum design

Successfully supports learning communities to:

  • develop curricula that include future-focused pedagogies, effectively use modern learning environments and reflect biculturalism and agreed vision and values.
  • 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
  • grow their cultural capabilities to localise an inclusive curriculum through place-based learning opportunities that support learners identities and whānau aspirations.

Viv also provides support to the wider educational community through:

  • designing and delivering workshops both face-to-face and online
  • facilitating workshops to develop skills and use of elearning tools e.g. GAFE, Coding, digital citizenship, research skills, online collaboration, learner agency and authentic learning contexts
  • co-writing guides and articles to support schools and kura in their decision-making.

Personal statement

My personal educational belief is in the importance of providing students with individual choices and challenges, offering opportunity and responsibility through multimodal learning environments to establish quality learning.

I’m passionate about enabling educators to embrace the teaching and learning opportunities offered by digital technologies and highly skilled at supporting students and teachers in developing the competencies to navigate a digital world. I subscribe to the concept that leaders as teachers and teachers as learners gain ownership and agency to develop their ideas through the inquiry process, and I champion the connected leader imperative.

Digitally fluent, I am able to support schools and clusters to utilise technology to work collaboratively and place students at the centre of their learning. I believe that the incorporation of digital tools in modern learning practice are models for driving transformative change in education.