I work with leaders at all levels of the school, supporting them with assessment, including using tools and making formative judgements; change management; and deep self review.
I have helped schools to develop quality systems around student data, using their School Management Systems and with teachers, empowering them to use the data they collect about students to make better decisions about their teaching focusing on Teaching as Inquiry (NZC). I have run teacher’s only days on the use of Data as a classroom tool.
I take an Appreciative approach to working with principals on:
appraisal and appraisal systems;
principal and senior leadership appraisal;
leadership team development;
Principal PLCs / PLGs.
School finances, staffing, property, policies and charters are all areas I am comfortable helping you with.
I am part of the New Appointments National Panel working with Communities of Learning | Kāhui Ako (CoL) in their appointment processes.
Prior to the establishment of focusED, I worked as a principal for over 26 years, including eleven years as principal of Dargaville Primary and four years as Principal of Cornwall Park District School, as an advisor for Team Solutions (University of Auckland) and with the Ministry of Education.
I have spent over thirty years working across a range of roles in New Zealand education.
I have had extensive experience working with school leaders in:
curriculum and strategic development,
evaluation, review and inquiry.
I offer an in depth knowledge of literacy planning, pedagogy and assessment having previously worked as a Literacy Development Officer, School’s Advisor and Reading Recovery Tutor. Through this work I had the opportunity to contribute to the development of a range of tools which school leaders can use to support their self-review, strategic planning and development.
I am available as an appraiser of Principals, Senior Leaders and Leadership Teams. I also conduct teacher appraisals in small schools. I have NZSTA endorsement.
My work as a writer of the Teacher Professional Learning and Development BES, including the case studies of effective practice, have allowed me to develop strong knowledge of the inquiry process and how it applies in New Zealand settings.
I have strong interpersonal and communication skills and work collaboratively and respectfully with leaders and teachers, recognising that, as professionals, our combined skills and knowledge provide a rich resource for effective development.
Focus Education Power Up Plus Co-ordinator
Focus Education Facilitator
Ann-Marie Noble is an experienced facilitator, project manager, evaluator and educator. She has worked alongside primary and intermediate school leaders and teachers on a wide-range of projects and professional learning and development.
Ann-Marie has supported school leaders, staff, boards of trustees and school communities on strategic self-review and change management. She has also facilitated professional learning and development in science and mathematics.
Ann-Marie is committed to raising the achievement of all students, with a focus on learners under-achieving including Maori and Pasifika students and students with special education needs.
Professional Learning and Development Practice
Effective pedagogy in science and mathematics
Nature of science
Students with special education needs
Teacher observation and practice analysis conversations
Culturally responsive pedagogies
Teaching as inquiry
Data analysis and evidence-based decision making
Building relational trust
The New Zealand Curriculum
2008 University of Auckland, PhD in Science Education
1998 University of Auckland, Master of Education in Science, First Class Honours
1988 Trained Teachers’ Certificate. Full Practising Teaching Certificate No. 140166, expires 06/06/2021
1986 Auckland College of Education, Diploma of Teaching
1980 University of Auckland, Bachelor of Arts
Noble, A.M. (1998). Using the history of science to teach astronomy in the primary school. Thesis for the degree of Master of Education, University of Auckland.
Noble, A.M. (2008). Primary school children’s conceptions of light and their relation to the historical progression of optics. Thesis for the degree of Doctor of Philosophy, University of Auckland.