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2018 ASG National Excellence in Teaching Award

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Congratulations to the 2018 ASG NEiTA State and Territory recipients!

Our meticulous panel of assessors have combed through the hundreds of nominations to select 15 inspirational educators at the state and territory level.

We received more than 2,000 nominations for the Awards this year, so it goes without saying that the people on this list are truly exceptional teachers and educators.

These teachers and early childhood educators will now proceed to the next stage of the Awards process. This will involve the submission of a 1,200-word essay and responses to five questions around education and teaching in video format.

An esteemed panel of judges will once again review these submissions and select the 12 teachers and educators who will receive the 2018 ASG National Excellence in Teaching Awards.

Once again, our congratulations to these exceptional teachers and educators.

For 24 years, the National Excellence in Teaching Awards has provided communities with the opportunity to formally recognise and thank outstanding teachers and leaders across the following categories:

  • Early Learning Centres,
  • Primary Schools
  • Secondary Schools
  • Special Schools

2018 NZ ASG NEiTA State and Territory Recipients Profiles

 

Primary

  • Carol Chambers, Albany Primary School, Auckland

    Even after 35 years of teaching, Carol finds that no two days are ever the same. There is plenty of variety to keep my job from becoming stale, she says. These years in the classroom have helped her realise that classroom teaching is her true passion.

    Carol looks forward to the challenge of finding out what makes each child ‘tick’. She says that this is key to fully motivate and inspire her students to learn.

  • Delwyn Kruyff, Albany Primary School, Auckland

    For Kruff daily feedback from her students as to how much she supports them in their learning, how much they enjoy coming to school and the joy they exhibit in learning during the day fuel her commitment to teaching.

    She says she wakes up each day excited about what will happen in class that day. Knowing that she is making a difference, no matter how small, keeps her coming to school every day.

  • Bruce Rodger, Avonhead School, Christchurch

    Bruce sees himself as more than just a teacher. He considers himself as the sole male role model in many of his students’ lives. “If I can impact just one student a year, then my job is done,” he says.

    Bruce feels that being a teacher is worthwhile just to see the progress of students, regardless of their abilities, through the academic year. When he bumps into past students in public and they choose to come and talk to him he feels satisfied because to him it means that he has made an impact on their lives.

  • Karen Black, Johnsonville School, Wellington
    Karen is passionate about preparing students for success in a fast changing, interconnected, rapidly advancing, technological world. The individual learning and personal needs of students which need to be catered for on a daily basis inspires her to give each child the very best of herself.

    Karen enjoys building relationships, meeting new challenges, fostering inclusiveness and motivating students to be positive learners.

 

Secondary

  • Subash Chandar K, Ormiston Senior College, Auckland

    Subash became a teacher to inspire the next generation of creators and innovators. At the same time, he says his students inspire him to constantly question his teaching pedagogies and push himself towards the future, though he admits to often falling behind.

    He is in constant pursuit of meaningful and contextual tasks to increase student engagement because of the wide variety of learning styles among the students in his class. He is driven by the thought that he needs to prepare students for the future.

  • Kathy Ryan, St Catherine’s College, Wellington

    Kathy says that the needs of her very culturally diverse class of students draw her to school each day. The excitement that her students show when they encounter something new is a huge motivator for Kathy.

    She feels like she learns more from her students than they learn from her. The achievement of students who make exceptional progress though they started with little renews my commitment to teaching, she says.

  • Yolande Franke, Howick Intermediate, Auckland

    Yolande is passionate about giving every student the very best possible education by adopting a personalised approach.

    As school principal, Yolande is committed to creating a school tone and culture that fosters high expectations, positive values and character development as this is critical to a safe, happy and supportive learning environment.

  • Paulene Walsh, John Paul College, Rotorua

    Paulene is driven by the desire to make a difference in the lives of the students she works with.

    She believes in fostering good relationships with students, whanau,colleagues and the wider community. It takes a village to raise a child and as educators we need to remember that we do not work within a vacuum, she says.

  • Ricky Chan, Freyberg High School, Palmerston North

    Ricky is knows that teachers make a significant impact on students' attitudes and values. Therefore, he approaches teaching in a style that encourages the values of collaboration, compassion and acceptance, he says.

  • Seye Chan, Northern Southland College, Lumsden

    To Seye teaching is about inspiring students to realise their individual potential—whether it is in academics, the cultural domain or sports.

    Seyes finds it amazing and indescribable to watch students develop and grow from Year 7 to 13, seeing them being challenged daily, overcoming these challenges and seeing the satisfaction shining through their faces when they achieve success.

    He says that hearing of the success of senior students in his subject, especially in external examinations, fuels his commitment to teaching as well as inspiring him to improve the way he teaches.

  • Michael Randal, Rangitoto College, Auckland

    Michael believes that students must be the beginning, the middle and the end for teachers in all they do before, during and after the classroom. He follows this ideal by keeping students as the central element of his teaching life.

    He says he gains motivation from seeing the struggles, failures and successes of students. He is quick to include his students’ sense of humour, energy, potential, laughter and their celebration of moments of learning in his list of things that motivate him to be a teacher.

  • Peter Anderson, Middleton Grange School, Upper Riccarton

    Peter gets a lot of satisfaction from seeing students learn and develop in skills they did not previously have, especially students who begin the learning process lacking self-confidence. It fuels his commitment to teaching.

    It is immensely gratifying and motivating to see students growing in confidence in their ability to achieve, he says. Seeing disadvantaged students become achievers motivates Peter to keep teaching and to continually develop his skills and methods to teach more effectively.

  • Kayleigh Haworth, Orewa College, Orewa

    Kayleigh is sure that nobody gets drawn into teaching for the money. You cannot put a price on the fulfilment gained from helping students find their passion and reach their potential, she says.

    Kayleigh is inspired by the adaptability and resilience of her students and their enthusiasm for all things new. She says her teaching philosophy is led and informed by the challenges her students face to become active and effective 21st century digital citizens.

  • Warwick Gibbs, Mount Albert Grammar School, Mt Albert

    Warwick has been teaching for 47 years, but says that he hasn’t seen it all in the classroom. He admits to being constantly challenged and inspired by the many young students he meets, regardless of the fact that he has taught the fathers of some of the students in his class.

    Warwick lays emphasis on treating students with equality and respect, and insists that this has never let him down. He calls the students of today “friendly, open-minded and wickedly funny”, and that keeps him from thoughts of retirement.

  • Peter Webster, ACG Parnell College, Parnell
    Watching students arrive at the ‘aha’ moment and then gain the self-confidence to engage in constructive debate and assert their own views is what keeps Peter committed to teaching.

    He uses stories to illustrate his teaching, and finds that his students enjoy this approach. Peter believes that if you have the hearts of the students their minds will follow.