Kristina Crouch

Kristina Crouch


Work History

Work History
Jan 2015 - Present

Assistant Principal

Rotorua Primary School

Responsibility for school-wide curriculum implementation and management, with oversight of all professional learning programmes both for students and teachers, whilst also monitoring student progress through our assessment and evaluation systems.

Leading the senior teaching syndicate as well as managing a Year 7 and 8 class.

To assist in the communication of future focussed re-visioning for the Kura. Working closely with local iwi, external agencies and internal staff.

Providing pastoral guidance and care to all students within the school.

Nov 2013 - Dec 2014

Principal - Te Kura Uira - Digital School of The Cook Islands

Ministry of Education - Cook Islands

Job Description

  • To lead, co-ordinate and facilitate the national on-line learning community.
  • To ensure the ongoing development of resources for the programme
  • To ensure that the online learning of a student contributes to a culture within the student’s home school where learning is highly valued by all members of the community
  • To provide professional direction to the work of others by encouraging initiative and innovation in classroom practice.
  • To develop, understand and implement quality policies and practices for the  effective management of the school post pilot stage.
  • To manage staff so as to maximize student learning opportunities. To ensure all online students are receiving pastoral support.
  • To develop an ethos in staff to strive for continual improvement through on-going professional development, reflection on performance and evaluation of their teaching
  • To represent and act for the programme as the programmes leader both within the Ministry and in the wider community
  • To maintain and manage the programme’s finance, assets and a safe work and learning environment
  • To comply with Ministry of Education instructions, relevant statutes and regulations (where applicable), and with monitoring reporting requirements

The most challenging duties typically undertaken by the Principal/Manager Te Kura Uira Pilot include:


The total responsibility for the management of the Pilot including understanding the responsibilities and requirements of the position, managing staff and students, and maintaining an effective and current knowledge of educational theory and practice.


Creating a vision for the programme and articulating this in a manner that staff, students, Ministry of Education and the wider community can understand.


Effective and current educational leadership and management – including ability to plan strategically, be innovative, and respond to new educational initiatives and practice.


Keep abreast of technological change and developments and how technology can be utilised as an enabler for quality learning and teaching


National monitoring of student achievement requires the ability to analyse and interpret students’ achievement data and use it to inform intervention strategies.


Creating and maintaining a safe and supportive learning environment for all students.


High level of effective human resources management skills which encourages reflective thought and action and supports and maintains high levels of staff performance as well as the retention of highly skilled and effective teachers and support staff.


Keeping abreast of best educational pedagogical practice and contributing to a culture of learning with students and staff both in the pilot and in their home school.


Visionary leadership which will ensure the maximisation of student outcomes for all.


Creating and maintaining a positive reputation for the programme and a learning environment in which all stakeholders have confidence and trust


Judicious allocation of available resources (plant, people and equipment) and excellent financial management skills and practice


Providing a learning environment which encourages high levels of student retention

Jan 2012 - Nov 2013

Deputy Principal and Classroom Teacher

Rutaki School - Rarotonga

Rutaki School was an immensely rewarding position that allowed me to focus on developing my leadership skills in the areas of literacy, numeracy and ICT while still teaching a Year 5 and 6 mainstream classroom at the school.

Rutaki School is a Bi-lingual School catering for students from Years 0-6. Students learn completely in Cook Island Maori until Year 4 where English then starts to be introduced. I was responsible for teaching at the Year 5 - 6 level completely in English and students would cross classes to continue to receive Maori instruction from the School's principal and I would take the Years 3 - 4 for mathematics. The school roll was 102 students during my time there and I was diligent in my responsibility in supporting the principal with the management of 4 classroom teachers, 3 teacher aides, 1 office secretary and a groundsman.

Implementing Change is a complex process that requires thought and insight from a leader within a school. By helping teachers at Rutaki School to better understand the overarching themes, principles and values of the Cook Islands Curriculum we could focus our efforts in an area we collectively decided would benefit the school, students and anau the most.

ASSESSMENT was a huge focus for the two years I was at this school where we revised the manner in which we gathered, stored and used data to analyze student achievement and use it meaningfully for positive projections in the future. Teachers were introduced to school wide moderation in assessing Maori and English writing levels. This professional development was lead by me and supported by outside literacy advisers.

REPORTING to parents about a child's learning journey with more integrity and in a positive fashion was another focus for our school during the two years. In the second year after introducing new a reporting structure and by simplifying the language we use helped our parents to better understand where their child was sitting in respect to the curriculum levels. This in turn helped the parents' motivation to support the students more at home. With an improvement in our reporting practices and standards we observed  greater turn out of parents to parent - teacher evenings as well as an increased involvement in PTA fundraising events and school sports day.

MATHEMATICS It is my belief that while a Principal or leader within a school is important in driving change they cannot do it alone. Fostering strong, respectful relationships is integral. Utilising a range of tools to improve the ability of our classroom teachers to implement the Numeracy Project was a challenge. I asked for goals to be set by each individual teacher and we assessed and reflected on each classes data as a group. Classes were modeled at each strategy level and classes were attended on effective numeracy practice. Facilitating strong support scaffolds for all staff at different levels is paramount to ensure everyone moves forward together.

SCHOOL COMMUNITY AND RELATIONSHIPS Through a commitment to open dialogue and mutual respect teachers felt listened to and could express their concerns and challenges in their classroom. Management could then support them using both resourcing and or human resourcing where we needed to. We noticed that by using a more collaborative team approach to improving classroom practice teachers felt a greater sense of support and success in the area of mathematics teaching.

ICT - During my time at Rutaki we managed to secure the use of 10 ipads to use within the small school. Professional Development around these new tools was informal and in the first year, allowing teachers to explore the possibilities and let the students govern how they could be used in a given curriculum area. By using my international connections in e-learning my Year 5 - 6 ESL students regularly connected with other classrooms around the world. This afforded them a grand opportunity to connect with the wider world and ultimately practice their oral English language.


- supporting training teachers through mentorship for 6months

- facilitating the teacher aide meetings by keeping minutes and acting as a sound board back to the Board and Principal.

- Collaborating and supporting classroom teachers with the assessment of children with special needs as well as the construction and implementation of Independent Education Plans

- First Aid supplies and training

- Library

While offering service to Rutaki School I enjoyed many community partnerships by supporting the school soccer teams, netball and athletics. The Cook Islands community was warm and receptive. They were constantly pro active in encouraging my acquisition of the local language and customs and I am so proud to call myself and intermediate speaker of Cook Island Maori. I regularly visited families at home who wanted to speak about their child's learning but did not have the means of getting to the school. Being a sensitive and morally focused leader I worked with Cook Island Police, Social Services and Teaching and Learning Advisers at the Ministry of Education to ensure that the welfare of staff and students was always paramount.

Jan 2010 - Dec 2011

Classroom Teacher

Hilltop School, Taupo

Responsible for a Year 5 and 6 class. During my time at Hilltop School I was responsible for the delivery of a quality cross curricula classroom program that was sensitive to the social, cultural and academic levels of the learners.

I enjoyed strong relationships with staff members working collaboratively on sporting and ICT initiatives within the school.

A strength was the partnerships I developed with both my pupils and the family community of the school.


Jul 2013 - Dec 2016

Post Graduate Diploma - e learning and digital technologies

The University of Canterbury

This postgrad qualification will staircase into my Master of Education endorsed with e-learning.

I am particularly interested in the use of digital technologies in the classroom and how they can provide transformative learning experiences for Maori and Pacific Island learners. 

The PGDipEd (e-Learning and Digital Technologies in Education) is designed to give educators, support staff and trainers the opportunity to improve their professional practice with ICT and critically examine significant issues within this area.

Students undertake research and provide leadership in their specific areas of interest.



Learning Management Systems

Canvas, Moodle.

New Zealand Maori

Cook Island Maori

Teaching English as a Second Language

distance learning

instructional design

classroom management

curriculum design

staff development





Grade 8 - Speech and Drama

New Zealand Speech Board
Another extension of Kristina's varied skills and talents. public speaking, school plays and the performing arts was a strong endeavor of Kristina's throughout her own schooling and has been used extensively throughout her career in education. Another dimension that reflects her flexibility to tailor programs suitable for a range of learner styles and interests.

Grades 1 - 6 "Classical Guitar"

Trinity College of London
Kristina is a keen musician and has, over the years spent time as a private music teacher. She has also used these skills in her classroom and school performances. A fantastic addition to a school's extra-curricular endeavors.