Can you describe a typical work day?
Depending on the day, I might teach anywhere from 1 to 4 classes (we have three 90-minute blocks a day, plus a 40-minute time to start). Most of my classes are in the same lab, and my workspace adjoins it, making it easy to pop in and out to collect things I may have forgotten to bring. Because I’m a bit of a night-owl, I usually arrive just after 8 am, and do any last-minute prep or attend meetings/PL before school starts at 9 am. I open and close each class with traditional karakia. Non-contact periods are usually spent chipping away at my to-do list, including sending emails, lesson planning (including placing lab equipment orders), or meeting with colleagues. As far as planning goes, I typically sketch out a rough idea of the week over the weekend, then flesh out the ideas a bit the day before the lesson. After school I have meetings two days a week; I might run a tutorial for my seniors one of the remaining days, then I typically stay until 5:30 or 6 pm to continue working (including making phone calls to whānau) - I find I can concentrate better at school than at home.
What sort of person do you believe is suited to teaching and leading in education?
I've learned that a good teacher is someone who’s willing to work on themselves and to be teachable. Preconceived ideas won’t get you far when you’re standing in front of 25-30 living, breathing, thinking young humans. You also need to be someone who can think on your feet, and be willing to try things out - because Plan A almost never works perfectly, and sometimes Plan B doesn't work either. You need to be prepared to try a lot of things, and have them not work a lot of times. You also need to be someone who will plough through the snow to make it easier for those who come behind. Someone who, when faced with a lack of infrastructure, will try and build it themselves, if only to keep their head above water. Who knows? Your work might end up being a lifeline for someone else.
Which three pieces of advice would you give to a current university student considering the Teach First NZ Programme?
Learn to be able to laugh at yourself. A moment’s indignity for you is a bonding moment for everyone else.
Be confident, but not arrogant. Be honest, but don’t overshare. Bring your own stories and self into the classroom, because your attitude sets the tone; authenticity creates trust, and students can spot inauthenticity a mile away. Treat students like the adults they will become, and be prepared to share your reasons because they will always ask ‘Why?’
And somewhat ironically, given the question… Don’t take anyone’s advice wholesale, no matter what authority they hold. Figure out what elements resonate with you and blend them into your own personal alloy, to make you stronger, more flexible, and more fit-for-purpose.