While eight tangata whenua iwi in the top of the South Island came together recently to improve outcomes for tamariki in education; another initiative has provided support for a growing number of principals and schools throughout several regions to connect with hapū and iwi since 2013.
Professional learning and development (PLD) is a critical part of practice for all educators. But how do they ensure their ongoing learning has the best impact for ākonga? These personal stories showcase some outstanding PLD experiences that benefit students, educators and whole communities.
COVID-19 forced schools and early childhood centres to rethink the way they delivered learning. Ako talks to educators who have found the silver linings and are looking to the future.
Ally Kemplen is a teacher aide at Newton Central School in Auckland. She shares her memories of her favourite year at school, before talking with the current principal.
Alison Kroon who has retired, but is still a highly sought after relief teacher, recalls her own schooling more than 50 years ago.
NZEI Te Riu Roa member Kylie Parry, a teacher aide and librarian at St Mary’s School in Carterton, reminisces about her time at Rangiwahia School, a rural school in Manawatū that opened in 1895 and closed for good in 2013.
The Covid-19 crisis has tested everyone involved in our education system. But for scores of new principals, the challenge has been particularly fraught.
AKO talks with three beginning principals in the Auckland region about how they have managed through a crisis, while still coming to terms with their new role.
A leai se gagana, ua leai se aganuu … A leai se aganuu ua po le nu‘u.
When you lose your language you lose your culture, and when there is no longer a living culture, darkness descends on the village.
– Samoan proverb
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
Across the country, teachers report that there are more children with high learning needs and the resources and funding to help these children are over-stretched. Education professionals talk here about how they deliver the curriculum to children with learning needs.