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Thompson, Viv croppedProfessional Learning and Development Facilitator (Specialist: Mathematics) ACC 311
Programmes for Students (PfS) Facilitator
BA, Dip Tchg, Masters' papers in Mathematics Education

Central Otago | Central Ōtākou
Tel | Waea +64 21 141 6624
Email | Īmēra

Professional Profile

As an accredited facilitator I have supported teachers, middle leaders and principals with professional development in primary mathematics and have held regional leadership roles in PfS. My expertise also includes working with schools in local curriculum design and assessment for learning, assisting in revising curriculum plans to ensure they relate directly to NZC and the local school’s needs.

I have developed strong relationships in schools, clusters and regions, which encourage teachers to take risks to grow professionally, improving their pedagogical content knowledge and their mathematics content knowledge and ensure this links across the curriculum.

I build strong understanding of current best practice in Mathematics through

  • Modelling, mentoring and coaching teachers to develop their own pathways of change.
  • Providing opportunities for teachers to review current relevant literature and applying this to their practice.
  • Allowing time for teachers to explore digital technology to enhance teaching programmes.
  • Assisting in revising curriculum plans to ensure they relate directly to NZC and the local school’s needs.
  • Encouraging strong relationships with whānau.

My expertise includes

  • Local curriculum design
  • Assessment for learning

Programmes for Students (PfS):

  • Supporting schools to develop a responsive Tier 2 intervention in mathematics based on individual school context and needs.
  • Working with leaders and teachers on proven teaching approaches to accelerate student achievement.
  • Pedagogy is based on current effective research and practice.

Professional Learning Development (PLD)

  • Working with teachers while upholding their mana and encourage them to develop effective teaching practice in a manner which expresses their individual strengths and encompasses current effective mathematics pedagogy.
  • Uses deep understanding of the teaching and assessment of primary mathematics to assist schools and teachers to make consistent judgements using current tools including the Learning Progression Framework.
  • Committed to the bicultural partnership in NZ by incorporating Te Reo Māori and following the tikanga appropriate to the area and setting.
  • Assists schools in the development of Curriculum and Assessment plans.
  • Shows reflective practice as a facilitator by critically reflecting on and inquiring into my own practice following feedback and evaluations from schools, lead teacher meetings and symposia.