CORE's Team

Amira Aman

Accredited Facilitator (English-medium) and Expert Partner


2014 M.Ed. (First Class Hons.) University of Canterbury
1994 Dip.Tch. (Secondary) University of Canterbury
1993 B.A. (Double major - English and Classical Studies). University of Canterbury

Contact details


P: 0800 267 300

M: 027 448 5518

Accreditation Number: ACC 206

Region: Canterbury

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Amira Aman full

Professional experience

Amira joined CORE Education in 2016 as a mentor and coach in the UChoose programme. She works online and face-to-face with individual teachers and groups of teachers who wish to grow professionally. Utilising the knowledge gained in her M.Ed thesis, Amira has a sound understanding of the conditions which best support teacher learning and how teachers and leaders can develop their mentoring skills.    

Amira is also a writer and facilitator on  CORE Education’s Empower programmes, in particular the Growing Leadership in a Changing Environment course. She has academic and practical expertise in leadership approaches, leadership as inquiry and the design of PLD for teachers.

Amira is dedicated to supporting schools and CoLs to provide effective professional learning for teachers and leaders which meet individual needs and enhances the success of priority learners and all students.

Prior to working at CORE, Amira worked in Christchurch secondary schools, primarily Christchurch Girls’ High School, for twelve years, as Head of English. Amira has extensive experience in NCEA assessment at a national level as a NZQA English internal assessment moderator, internal assessment materials developer and NCEA external examiner and marker. Amira mentors and supervises secondary student teachers during their teaching placements through the University of Canterbury. She also works with students online on the Studyit website which supports students as they prepare for NCEA external examinations.       


Amira successfully supports schools and learning communities in the following areas:

Mentoring and coaching

  • Coaching leaders / leadership teams (in CoLs) to go through visioning and strategic planning, further develop skills for challenging conversations / building collaborative groups, and supporting middle and emerging leaders to develop their skills.

  • Mentoring leaders and teachers in ways which meet the immediate needs of their specific context, to gain consensus, establish mutually agreed goals; then plan and implement effective improvement programmes.

  • Mentoring and coaching in face-to-face, online and collaborative spaces.

  • Supporting teachers and leaders to develop their coaching capabilities.

Change leadership

  • Supporting schools/CoLs to redevelop their vision, values and personalised curriculum.

  • Evaluating pedagogy, Teaching as Inquiry and other practices to ensure reflection on future-focused education and responsive practices.

  • Supporting leadership of change within the school community.

  • Building capacity and capability with teams of school leaders to gain consensus that is sustainable.

  • Supporting schools/CoLs to develop a culture of coaching.

  • Developing and modelling collaborative and inclusive protocols.

Teaching and leadership as inquiry

  • Using inquiry models to support sustainable teacher and leader development.

  • Supporting teachers/leaders to develop and maintain professional portfolios.

  • Unpacking PCTs and recording evidence against the PCTs.

  • Creating appraisal processes with schools/CoLs.

  • Interpreting data/evidence to inform inquiry cycles.

Strategic planning

  • Visioning and goal setting for teams.

  • Building teams to meet identified vision.  

  • Undertaking self-review, and implementing change.

  • Translating  educational research into practice.

Assessment and moderation

  • Analysing and interpreting  formative and summative assessment to inform teaching and learning (years 9-scholarship).

  • Developing understanding of systems and processes for national internal moderation.

  • Developing the skills for writing assessment tasks for internal assessment.


  • Building collaborative capacity.

  • Developing trusting relationships to support effective change management journeys.

Digital fluency

  • Increasing student engagement and achievement through the use of digital technologies.

Communities of online learning

  • Networking and connecting, cross pollination of innovation.

Conference presentations

  • 2015: "Stepping up to support and grow a learning profession". TRCC Mentoring Conference.


Aman, A. (2014) Mentoring: professional learning in a quality learning circle. A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in the University of Canterbury.

Personal Statement

I am passionate about supporting teachers and school/CoL leaders to examine and improve their practice. It is a richly rewarding experience to work alongside teachers and leaders so that student outcomes are improved and sustained.

In order for PLD to change practice, professional learning environments need to be conducive to the specific and immediate learning needs of each context. I enjoy working with teachers and leaders to understand the uniqueness of their contexts and work in ways which celebrate their individual learning cultures in order to bring about sustainable, systemic change.

I approach PLD from a platform of transformation, innovation and equity. It is a privilege to support my colleagues as they work together to improve the educational experience for all students in Aotearoa.