Arohamai, mō taku hē, kei te ako tonu a u i te reo Māori
My journey and personal relationship with my identity is an ever-evolving part of my life. My identity bears the impacts of Te Tiriti o Waitangi and the Treaty from before I was even born.
My journey and personal relationship with my identity is an ever-evolving part of my life. My identity bears the impacts of Te Tiriti o Waitangi and the Treaty from before I was even born.
In schools and centres across Aotearoa, a growing number of kaiako and support staff are sharing with colleagues that they have a neurodivergent diagnosis. In doing so, they’re helping to break down prejudices and promote inclusion. AKO spoke with three members of NZEI Te Riu Roa about their experiences as educators with ADHD.
One in five children and young people need extra support for their learning. Whether it’s teacher aides, classroom and ECE centre teachers, specialist roles including RTLBs, SENCOs/LSCs or school leaders, almost all professionals in education connect on a daily basis with unmet need in learning support. Here, we profile a range of NZEI Te Riu Roa members working as learning support specialists, as part of the inaugural Learning Support Awareness Day, intended to raise awareness of the gaps between learning support need and provision.
After a decades-long career in education that has been focussed on transforming the system in order to uplift Māori students and educators, NZEI Te Riu Roa Matua Takawaenga Laures Park (Ngāpuhi, Ngāi Te Rangi, Te Whānau a Apanui) has been awarded a prestigious international prize. Here, we look back at her life and singular career.
AKO visited Mt Cook School in Te Whanganui-a-Tara Wellington to talk to five NZEI Te Riu Roa members. We heard their reflections on their careers in education and the changes they’ve witnessed over time, and then asked them one powerful question: what advice would you give your past self starting out in the profession, knowing what you know now?
James Kerr, a London-based teacher and national executive member of England’s National Education Union, visited Aotearoa in early August to meet with NZEI Te Riu Roa members – and present to Parliament – about the impact of the UK’s academy schools, a model of schooling similar to our Government’s proposed charter schools. He talks here about how what was promised did not transpire.
Last year, NZEI Te Riu Roa kindergarten members won a new addition in their collective agreement: ten-week-long paid sabbaticals for up to 20 head teachers each year. We are honoured to share excerpts from a generous and insightful diary written during one of the first sabbaticals earlier this year, thanks to Shelley Shennan, the head teacher of Parihaka Kindergarten in Whangārei.