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From managing sports trials and uniforms to liaising with coaches, students and parents, Jaydn shares his busy day as Assistant Director of Sport at Newlands College. Warning: you may get tired just reading this.
Did you know NZEI Te Riu Roa awards over $30,000 worth of scholarship funds each year to ECE teachers and support staff? Ako spoke to some of the 2024 recipients about how they used the funds and the impact it has had on their mahi.
Teaching assistant Victoria Goode facilitates a Nurture Group at Nelson Central School. She received a Support Staff scholarship from NZEI Te Riu Roa in 2024 and used the funds to train with Nurture International in the UK. She answered some questions about her experience of the scholarship.
Teacher aide Paul Hartland received a Support Staff scholarship from NZEI Te Riu Roa in 2024 and used the funds towards his study to become a qualified counsellor. He is now working as a counsellor at Pukekohe High School. He answered some questions about his experience of the scholarship.
Thank you to all our Ako Journal readers and contributors this year. Here’s a roundup of our most-read articles published in 2024.
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.
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?
When obsessive compulsive disorder is misunderstood, students and staff living with OCD are alienated from classrooms — how do educators create more inclusive learning environments for all? A psychologist, a teacher living with OCD, a student and his mum share their perspectives.
Some tamariki come to school carrying invisible backpacks. Glenview School and Papanui High share the invaluable role learning assistants and support staff play in ensuring all children can feel safe to learn.
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.
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.
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.
AKO chats with Linda Jordan, a teacher aide and team leader at James Cook High School in Manurewa, about the challenges of lockdown and technology and the profound importance of being supportive and understanding.
A mother-daughter pair of NZEI Te Riu Roa members talk about what it’s been like in lockdown – with one of them being an essential worker and the other high-risk.
The landscape of Deaf education in New Zealand has changed a lot over the last 20 years. We look at the options now available to deaf children who are starting primary school.
School librarians talk about how they serve the varied needs of their communities.
Michelle Simms, the librarian at Te Totara Primary School, talks about some of the ways she supports literacy at the school.
For nearly a decade, Kapapapanui School in Waikanae has been using kapa haka as a way of building community in and around the school – and the benefits have been extraordinary for both Māori and non-Māori students.
The importance of whānau and community doesn’t lessen just because a child starts school, but it can be hard for educators to maintain these strong connections once a child leaves early childhood education. Jane Blaikie and Jane Arthur talk to educators across the country about the challenges they face when trying to build bridges between the child and their community.
One of the most important things for children with additional needs to be able to access the curricula and to thrive at school is having huge support behind them. That includes from the school and whānau communities and from school leaders, support staff, teachers and itinerant staff.