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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.
Deputy principal Tania Yorke recently completed her Master of Educational Leadership. She shares what she learnt about developing as a leader and why the Teaching Council’s Educational Leadership Capability Framework is a goldmine of a tool.
What should you be looking for in a formal effective leadership PLD programme? Victoria University of Wellington professor Kate Thornton provides some of the answers.
In 2022, 50 years after the Equal Pay Act was passed into law, Kaiārahi i te reo won a pay equity settlement, with an average pay increase of 79 percent. Āwhina Kihi tells us what being a kaiārahi means and why the pay increase is such a big deal.
What is streaming and is it helping or harming our tamariki? Auckland University professor Christine Rubie-Davies gives her view on the problems with ability grouping in Aotearoa.
As she steps down from her role as Kaihautū Rangahau Chief Researcher at NZCER Cathy Wylie shares some of her wisdom on how we can learn from each other.
In interviews with practitioners Ako asks how kaiako can prepare for difficult conversations in the classroom that might arise when teaching Aotearoa New Zealand’s histories.
Liana MacDonald discusses how mainstream New Zealand society resists difficult knowledge about the past both at sites of historical colonial violence and through mundane interactions between teachers.
What has climate change got to do with teaching our past? NZEI Te Riu Roa Communities Organiser Conor Twyford discusses how, in order to navigate well into our collective future, we need to clearly understand our past.
Dr Carmen Dalli reflects on the positives for the early childhood sector as we head toward the end of Level 2.
Renu Sikka, a primary school teacher and member of NZEI Te Riu Roa, reflects on what the lockdown can mean for her colleagues around the country and how mindfulness can play a role in getting through.
NZEI Te Riu Roa is committed to ensuring every one of our members is heard and supported during the Covid-19 pandemic, using all the expertise, resources and channels we have available.
Every year I read my class the same book – Tales of a Fourth Grade Nothing by Judy Blume. Why? One of my favourite memories from primary school was hearing it read by my Year 3 teacher.
Ah, compulsory te reo Māori in mainstream schools. It’s a grazing table for politician-elects and a fear-inducing topic for overworked teachers. It’s been on the cards since 1972, when 33,000 people signed a petition approaching Government on the topic, but so far, it’s been a fruit too high to harvest.
O a ia Taumafa? O Taumafa Manogi, ua fa‘atusaina lea i le fa‘aaogaina o le Gagana e fafaga ai tama a Samoa e Faatonu, Fa‘asino, Faapoto ma Fesoota‘i ai. E leitioa fo‘i le Fa‘autaga ma le ‘au fai Tofā a fa‘apea mai: “O fānau a tagata e fafaga i ‘upu ma tala ‘ae ‘o tama a manu o fuga o lā‘au.”
When asked to share some reflections on my three years as NZEI Te Riu Roa President, I was prompted to think back to the very beginning of this journey.
It is great to have the opportunity to contribute to Ako. I am really pleased that this issue is focussed on language, as it is top of mind for me.
Children do not exist in isolation; their lives are embedded in families, communities and societies. Nested within these communities are the schools and early childhood education (ECE) services children attend.
When my mother and I first arrived in New Zealand, she was 22 and I was four. We didn’t know anyone or anything. We had to learn how to use public transport, ATMs, how to buy groceries and clothes, pay bills – all while learning a whole new language. This was very overwhelming and isolating.
Australia is home to more than 250 distinct Aboriginal and Torres Strait Islander Nations – diverse geo-cultural communities, each with their own traditional languages, customs and connections to Country/place.