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Accredited Professional Learning and Development Facilitator
(Specialisation: Mathematics) ACC 285 Lee, Averil cropped
B. Ed, Dip Tchg

Christchurch | Ōtautahi
Tel | Waea +64 21 190 4065
Email | Īmēra averil.lee@otago.ac.nz

Professional profile

I have supported kaiako, middle leaders and principals with professional development in primary mathematics for over 15 years, and I hold the South Island regional leadership role in PfS for ALiM and MST.

I have been the co-ordinator of the Southland Mathematics Symposium since 2014, presented at national and international conferences, and have collaborated on curriculum initiatives.

I develop strong relationships in schools, clusters and regions, which encourage kaiako to take risks to grow professionally, resulting in improved pedagogical and mathematics content knowledge.

I build strong understanding of current best practice in Mathematics through:

  • Modelling, then mentoring and coaching kaiako to develop their own pathways of change
  • Providing opportunities for kaiako to review current relevant literature and applying this to their practice
  • Assisting in revising curriculum plans to ensure they relate directly to Te Mātaiaho and individual school needs
  • Encouraging strong relationships with whānau


My expertise includes

I have expertise in the following areas:  

  • Mātaioho/Local curriculum design, with a focus on Mathematics and Statistics
  • Assessment for learning

Programmes for Ākonga (PfS):

  • Supporting schools to develop a responsive Tier 2 intervention in maths, based on individual school context and needs
  • Working with leaders and kaiako to engage with proven teaching approaches, based on current effective research and best practice

Community Engagement:

  • Supporting schools in consultation with iwi and whanau
  • Supporting kaiako and leaders to host information sessions for whanau with a Mathematics lens

Key Competencies (Including social and emotional learning):

  • Supporting kaiako to increase awareness of Key Competencies within their classroom practice
  • Focusing on dispositions of ākonga and increasing their feelings of self-efficacy and ability in maths

Numeracy:

  • Supporting kaiako to increase their understanding of the learning progressions involved in the Number strand of mathematics
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