Ec2 October 2015

A New Zealand Herald Commercial Publication

Thursday, October 15, 2015

education + careers

Why good teachers trump high deciles Money for $chool Fundraising hits new heights

How (not) to study Confessions of a procrastinator

D2

nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015

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INSIDE 5 Good teachers

10 Branding as a career strategy

trump high deciles

Lawrence Watt goes back to the classroom to dispel some wide-held beliefs around what makes a good school

6 4

Money for $chool

From gala days to math-a-thons to garden tours, fundraisers are increasingly needed to provide students with extra facilities and experiences, writes Donna McIntyre

How (not) to study

It’s exam season and time to employ old student stand-bys — procrastination and distraction, writes an expert in the subject, Julie Cleaver

8

Combatting trade drain

A trade skills shortage is forcing employers to import tradies, but one Auckland training facility is fighting back, discovers Danielle Wright

The next ec2 supplement will be published on 19 November For advertising inquiries contact james.stafford@nzme.co.nz For editorial inquiries contact gregory.fleming@nzme.co.nz

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Editor Gregory Fleming Cover picture Ted Baghurst Contributing writers Donna McIntyre, Lawrence Watt, Julie Cleaver, Danielle Wright, Tom O’Neil ec2 is a New Zealand Herald Custom Publication

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nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015

School fundraising events are becoming regular fixtures on the school calendar.

Picture NZME

Money for $chool

T

ake Oratia District School with its roll of 520 new entrants through to year 6, and its popular biennial country fair. (In alternate years they have an ‘a-thon’ such as a ‘math-athon’ or ‘fact-a-thon’.)

“Fundraising is always linked to the strategic direction of the school,” says principal of Sherilee Swanepoel.

Money has funded a new learning centre, the hall, the new technology block and soft fall for the junior playground.

“This year, money raised at the country fair will be put towards making our senior playground safer.”

“We have supportive parents who constantly look for innovative ideas for fundraising. After the country fair, we have a review meeting at which we note down what worked and what could be done differently.

“Our parents visit other schools’ events to get fresh ideas that might work in our community.”

Ideas can also be sourced from the Parent Teacher Association’s website which says, “As much as we’d like to avoid it, fundraising is often one of the PTA’s core activities.

“Extra funds raised by parent groups can make a huge difference to the resources a school can provide.”

Its suggestions include selling products, cocktail parties and hypnotists (probably not at the same event),

From gala days to math-a-thons to garden tours, fundraisers are increasingly needed to provide students with extra facilities and experiences, writes Donna McIntyre swimming nights, fun runs and fourwheel drive rallies for the more energetic, wine trails and garden safaris for more leisurely affairs.

It also notes that fundraising events can bring the community together and give children the message that their education is worth investing in.

Sherilee says that is true at Oratia.

“Besides the fair being a fundraiser, we view it as a community event which brings together current and past families. It is a hugely popular event in our community.

“Our school zone is large and geographically wide. There are few places where families can get together and so our school truly is the ‘heartbeat’ of our community.

“Parents get together here to catch up, connect, make new friends and also establish networks of support.

“Our country fair is an opportunity for former students to catch up with old school mates and former teachers.

“Many of our families have a long historical bond with the school. Our school is 133 years old! Great grandparents and grandparents can accompany grandchildren — all of whom would have attended here.”

Blockhouse Bay Primary School principal Neil Robinson says the school’s PTA has been raising annual amounts up to $60,000 for updating adventure playgrounds, heating the

school pool, sunshades, ICT equipment and paying to send parents to senior camp so that there is a high parent/child ratio.

“Our overall philosophy is that the fundraising should directly benefit children (e.g. not just paying the power bill) and on things that the school could not afford to pay for. In most cases, it is for things that the children can actually touch.

“Parents feel better about helping if the fundraising goal can be seen to

of our community every three years.

In our 2014 survey, we discovered quite a number of parents felt that whilst they agreed with our fundraising goals and the need to collect this money, they could not help by providing time and would prefer paying a sum of money.

“We have therefore asked for a voluntary donation of $40 per student for the fundraising donation.

This was, of course, totally up to them and they could pay this, help with

“It should be for ‘icing on the cake’ but sometimes it’s more basic curriculum extras.”

Diane O’Sullivan, NZPTA president

directly benefit their child.”

The next goal is to lay an allweather surface over a third of the school field which will cost over $180,000.

“As our school is used extensively by the community, we are hoping to source some of this funding from organisations that grant money for these kinds of projects.”

But the school also recognises that time-poor parents may prefer to donations instead of fundraising.

“We have a large number of homes where all the adults work during the day and also have a range of other commitments.

“We carry out an extensive survey

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fundraising or do neither.”

Also recognising how fundraising ventures rely on parents’ goodwill, Michael Park — a Rudolf Steiner School catering for ages 3 to 18 — appointed Clare Williamson as fundraising and volunteering coordinator.

She says parents and students still contribute to the school’s annual fair on November 7 — but she is introducing sustainable fundraising alternatives.

“We want to be less reliant on school volunteers and more focused on the outside community. We are also looking at outside partnerships.”

Her projects include revamping the playground, a rainwater

harvesting system, and marketing the auditorium and the outdoor classroom to groups outside the school.

“At least two of those things are looked at to keep the income coming in.”

NZPTA president Diane O’Sullivan says it’s mostly primary schools that fundraise.

“Boards want the money. Parents want to do something for the school.

It can be a community building exercise. It should be for ‘icing on the cake’ but sometimes it’s more basic curriculum extras.”

She says money raised by PTA/ parent groups belongs to them until they give it to the boards. “The board is not allowed to put an amount into their budget that they ‘expect’ from the parent group. All along, there should be discussion, respect and all done for the good of the children — not someone’s ego.”

While some schools are choosing to ask for donations in lieu of fundraising, she says it’s not widespread.

“Usually high-decile ones — there is not much point in asking lowerdecile parents when they can’t afford the donation. And it is a donation — there is no compulsion to pay.”

Katrina Casey, head of sector enablement and support for the Ministry of Education, says schools should ensure participants and donors understand the purpose funds will be used.

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Green Bay High teacher Leah Stewart says it’s important teachers get on well with their students.

Good teachers trump high deciles Lawrence Watt goes back to the classroom to dispel some wide-held beliefs around what makes a good school

D

r John Hattie, director of the Melbourne Education Research Institute, is the mythbuster for New Zealand and Australian school systems.

Key among those myths, says Green Bay High senior social science teacher Leah Stewart, is the one about deciles.

That’s when people erroneously believe a school’s decile ranking (the income of people in the catchment area) “is a measure of the school.”

Decile 10 means the area is wealthy, decile one means they are poor.

“I went to decile three schools and had amazing teachers,” she says.

Green Bay High has a decile rating of eight.

Dr Hattie, a Kiwi and former professor at Auckland University has recently published Politics of Distraction, a “meta study” of his research, based on 60,000 students in several countries.

What makes the big difference in a school, Dr Hattie says, is how good the teacher is — and there are big differences between individual teachers at any particular institution.

These teacher differences are bigger than the differences between

schools, according to his research.

Factors with little effect on academic success include class size and teacher aids.

For parents these are groundbreaking conclusions.

They mean that buying a home in a flash suburb with the ‘right’ school does not increase the chances of your child passing exams.

“How can we have the best

Michael Cole is a senior teacher in science at Green Bay High. He uses ‘reflection on action’ to adjust his teaching technique to circumstances.

Pictures Ted Baghurst

was where she had her first teaching job and a teachers college section (work experience.)

For Michael Cole, a senior teacher in science, it is his second school.

I observe Leah’s year nine social studies class. The topic is child labour in India.

She uses a whiteboard and laptop connected to a projector, showing a short film of Indian children packing

“Buying a home in a flash suburb with the ‘right’ school does not increase the chances of your child passing exams” teachers — those having the greatest impact — understand better what they do, get them involved, then invite the others to come across and be like those teachers in their impact,” is the big question, Dr Hattie says.

T

hat’s why I visited a local secondary school — Green Bay High. Dr Hattie’s research indicates the school

is fine.

Leah Stewart is a senior teacher in history and social studies, Green Bay

matchboxes in a small town in Tamu Nadu.

Next Leah puts up a telling example — how much a child has to earn in a day in Indian rupees and Kiwi dollars.

The students type furiously on their laptops and tablets — not an oldfashioned exercise book in sight.

They break into groups. A crucial exercise is whether they can pack a box of matches in 20 seconds.

Down the corridor at Mike’s year 13 biology class the students have

already broken into six or seven learning groups.

I sit in some, as he whizzes around.

The topic is evolution.

They use prepared worksheets.

Sometimes he speaks to individuals, sometimes to the group and sometimes to the whole class.

“Evolution is full of extinction events,” he says to the class.

“That is a tough question. You are getting into the realm of philosophy of science,” he says.

Turns out it’s his birthday. A student has baked him a cake — he notices a picture of DNA on the icing.

“Not hard to Google what DNA looks like,” she says.

Dr Hattie talks about a bond between students and teachers.

“First up,” says Leah, “You have to like teenagers . . . We have some amazing students here.”

B

oth Mike and Leah use the technique of “reflection on action” (developed by Brazilian philosopher Paulo Freire and studied at New Zealand universities) to adjust their technique to circumstances.

“Good teachers are always learning. Others don’t,” Mike says.

They also try to “get bang for their buck.”

For example, they recently combined a social studies and a science trip.

They emphasise both subjects are trying to do the same thing: to teach kids skills they will use later in life.

Leah says teaching is inherently isolating so it’s crucial to share ideas with other teachers.

One way is the Government’s Communities of Schools programme, where nearby primary, intermediate, secondary schools and even polytechnics get together.

The idea is partly to break down the barriers between secondary and primary schools.

Not all of Dr Hattie’s findings appeal to teachers.

He has found that lower teacher/ student ratios have little effect on students’ success — the opposite of what many teachers say.

Mike says it is impossible to argue with Dr Hattie’s rigorous data on class size, so you adjust your technique.

Problem is, Leah says, some teachers do exactly the same thing with 25 students as they did with 32, so it’s not surprising that it makes little difference.

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D6

nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015

How (not) to study It’s exam season and time to employ old student stand-bys — procrastination and distraction, writes an expert in the subject, Julie Cleaver

M

ost people get a little giddier at this time of year. The weather is warming up, the flowers are in bloom, and that Christmas break is so close you can almost taste the ham.

But when I say most people, I do not mean students. For us spring is not pleasant; it’s stressful, as studying for exams is the only thing on our calendar.

From what I’ve gathered preparing for exams sounds similar to giving birth. It’s slow, painful, and at the end of it you are left with a screaming child.

Okay, maybe not that last bit, but trying to study for exams is definitely uncomfortable.

Reading through a semester full of notes is dizzying, and the nerves of the upcoming exams are enough to give you morning sickness.

But the worst part of the entire process is the big P word — procrastination.

Abraham Lincoln once said, “If I had six hours to chop down a tree, I’d spend the first four hours sharpening the axe.”

Personally, if I had six hours to study for an exam, I’d spend the first four hours sharpening my pencil.

Not in preparation, but as a form of procrastination.

The tricky thing about procrasti-

To avoid burn-out preparation is key when studying for exams.

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“ I’ve tried to enforce the “one page of reading per square of chocolate” rule. But that quickly turned into one paragraph per square, then sentence, then word, then my whole bar was gone along with any ounce of enthusiasm I once had.” nation is that sometimes it can be productive, just not in the right way.

When I delay studying I clean out old cupboards, pick up instruments I haven’t played in years, and even start a scrapbook about my trip away last summer. So distracting yourself can definitely be positive — just not on your grade point average.

However, procrastination can also be a complete waste of time, especially if it occurs through digital mediums.

Snapchat, YouTube, Facebook, Twitter, heck even Outlook Express all become extremely gripping when I should be studying.

These websites not only provide mind-numbing distraction, they also give students a platform to be miserable together.

W

hen people post statuses like, “Haven’t even started studying yet… I am SO going to fail this exam”, not only do I feel their pain, I also feel a little bit better about my own situation, as knowing that someone somewhere may get a worse grade than me is heartwarming. Evil, but undeniably true.

In saying that, not all students seek solitude in other people’s failures. Some find their comfort in the form of sugar, salt and fat.

During exam time even some of my healthiest friends give in to the temptation of eating crappy snacks when studying. I think students mainly use junk food as a form of distraction.

But for me, it’s to prompt motiva-

tion. I’ve tried to enforce the “one page of reading per square of chocolate” rule. But that quickly turned into one paragraph per square, then sentence, then word, then my whole bar was gone along with any ounce of enthusiasm I once had.

When junk food inevitably fails, I try other techniques to keep my distracted brain remotely interested in what I am revising.

I’ve recorded myself reading information then listened to it before going to sleep, created pieces of art that feature my notes, and even sung essays whilst strumming along on the guitar.

Amazingly those techniques work like magic, which makes me wonder why I didn’t study fine arts or music… never mind.

Some people highlight their notes with so much intensity that their desks become more fluorescent than a disco in the 80s.

Others stick notes on their walls in the hope of studying subconsciously. And some even decorate their bodies in notes, preparing to cheat, but actually learning everything they need to know through the writing process.

As well as having different study techniques, people also study at unique times. Some very rare humans rise at 6am and get their work done early.

However, the vast majority of students only begin when the sun goes down.

Just like werewolves, students come alive past midnight and howl

Julie Cleaver has tried every form of procrastination known to student.

into the silver glow of their laptops.

But staying up late and getting no sleep is actually not the smartest idea. Not sleeping can reduce your mental ability by years. So as tempting as it may be to cram the night before your exam, getting a good night’s sleep is actually more beneficial.

I’ve heard other useful study techniques are; taking regular breaks, going for walks, eating healthy brain food (like blueberries and eggs) and creating study groups. I can assure you I take many breaks and spend a lot of time in ‘study groups’, but I don’t know how useful those methods are to my cause.

I know I’ve made myself seem like a useless student, but in between all the distractions, laziness, and chocolate, I somehow always manage to

get a good amount of revision done.

I think overcoming obstacles and still managing to study shows the perseverance of the human spirit (or the lack of it in the first place).

R

egardless, when the clock runs out on my final exam, I usually feel proud of my efforts. But that’s not all I

feel.

When exams are over and the long summer break has finally arrived, a lot of students surprisingly feel empty and depressed. In the movies people run out of school and throw their papers up in the air, but in reality, everyone stumbles out of the exam room looking dazed and confused.

I think this happens because students dedicate all their time and

Pic Ted Baghurst

mental energy towards one single task. When that task abruptly ends, it leaves people feeling lost. But after a week of sunbathing and sinking your toes deep into the sand, that feeling quickly gets washed away.

I think the ocean metaphor can be extended to describe university as a whole, because the workload comes in waves.

Sometimes there are massive lulls and you can just relax, sleep in late, and do nothing. Then out of nowhere a giant set rolls in and if you are not prepared for it, you will get smashed.

Lincoln is famous for more than just his hat — he knew preparation is the key to all success.

■ Julie Cleaver is journalism student.

an

AUT

D8

nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015

Combatting the trade A trade skills shortage is forcing employers to import tradies, but one Auckland training facility is fighting

I

n 2012 an Australian newspaper reported the “trade drain” was replacing the brain drain because almost 15 per cent of New Zealanders moving to Australia were tradies in the 20-29 age range.

At the time, Labour MP Grant Robertson warned it would be “a disaster for New Zealand,” adding we’re “on the way to a skills crisis.”

That time has come with the shortage of skilled trades professionals in New Zealand now resulting in greater demand for overseas qualified tradespeople to fill the gap, according to recruiting experts Hays.

“New Zealand’s trades and labour jobs market is distinctly short of

According to the Ministry of Business Innovation and Employment, more than 26,000 skilled construction and trade workers will be needed in the next two years as a number of large projects proceed.

“There are simply not enough Kiwis gaining a trade,” says Walker.

In Auckland there is a high demand for plumbers and electricians, thanks to the city’s busy construction market. Machine operators are also needed as the region attempts to overcome the housing shortage.

Roading projects are creating a huge shortage of qualified wheel tracks and rollers machine operators.

“Pathways in the trades offer opportunities to be in the workforce more quickly and therefore provide earlier earning opportunities.”

Gil Laurenson, pathways manager, MIT Trades Academy

Major construction works like the Waterview project are creating huge demand for qualified staff in many trades.

Photo Jason Oxenham

skilled trades professionals, with demand definitely outstripping supply,” says Jason Walker, Hays NZ managing director.

“In terms of candidate trends, the majority of available candidates are from overseas and are here on working holiday visas.”

Hays identifies plumbers, machine operators and carpenters as among the most needed. It says the numbers of people in work, demand exceeding supply and a surge in major developments — particularly in Auckland and Christchurch — are forcing employers to look offshore to find workers to ensure projects aren’t stalled.

Also needed are excavator operators and drillers.

Class 4 and 5 truck drivers are also in short supply thanks to the high amount of civil works taking place in Auckland. Qualified tip truck and moxy drivers are needed, as well as licensed building practitioner carpenters. New subdivision projects have also created high demand for qualified builders.

Christchurch is crying out for registered electricians who can lead projects and sign-off work, as well as registered plumbers.

Manukau Institute of Technology (MIT) is fighting back against the importing of trade skills into New

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drain back, discovers Danielle Wright tools to see where a young person’s strengths lie and what their career path should be,” says Laurenson.

“Pathways in the trades offer opportunities to be in the workforce more quickly and therefore provide earlier earning opportunities.”

He says MITTA was created to bridge the gap between high school, higher study and employment.

Students in years 11, 12 and 13 can study at MIT while at secondary school, achieving vocational credits towards both NCEA and their MIT qualification. Students continue to attend high school four days a week and spend one day at MIT. “Trades are a great area to work in. There is the opportunity to earn good money and to progress into owning your own business surprisingly quickly,” says Laurenson.

“Within large companies there are also excellent opportunities to progress into high positions.”

The building and construction trades of carpentry, plumbing and electrical are currently the most popular at MITTA, which launched in March.

But other areas, such as catering and hospitality, horticulture and floristry are also attractive to students, who are coming to understand the career opportunities in these trades and the demand for skilled trades professionals in New Zealand.

“There is growing understanding of the future opportunities for young people of both genders in the trades,” says Laurenson.

“Work is assured for good, wellqualified tradespeople.”

A new Trade Academy at MIT will see many more school-leavers enter trade training.

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Zealand with the creation of its new MIT Trades Academy (MITTA), a oneday-a-week programme across many departments, involving 18 South Auckland secondary schools and 232 students.

Participation is fee-free thanks to funding from the Ministry of Education and the Tertiary Education Commission.

Gil Laurenson, former principal of Otahuhu College, is MIT’s pathways manager and says the new academy offers a variety of training options, such as pre-trades courses leading to apprenticeships, Maori and Pasifika trades training and a range of Level 3 and 4 courses in building, carpentry, construction, plumbing and gasfitting.

“There has been a definite increase in young people going into trades training, due to government initiatives in this area and the growing understanding in the community that trades provide a secure and satisfying future, with good levels of remuneration,” explains Laurenson, who says demand for tradespeople is caused by an over-emphasis on university as the best option for students in recent years.

He blames a lack of understanding that trades are critical to economic development and progress for the skills crisis, but admits trades are making a return to favour as increased demand for qualified workers has resulted from the Canterbury earthquake and the housing shortage in Auckland.

“It’s important to have conversations about career possibilities at home. The Careers NZ and Youth Guarantee websites are fantastic

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D10

Getty

nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015

Tom O’Neil Career columnist

S

uccessfully transitioning from tertiary study to a great first job can be a very challenging time. CVs to write and send out, tricky interviews to navigate and psychometric tests that play with your mind all mean that you must be on top of your game when hitting the job market.

However there is a way to help raise yourself above the pack that most people don’t understand (or even comprehend).

Changes in recruitment Over the past 30 years there has been a huge change in the way employee recruitment takes place. As well as this, the power of the individual to take control of their job hunt has increased massively.

Your ‘Personal Brand’ We are used to the concept of ‘brand’ in products and companies.

We buy a certain type of drink or wear a particular type of clothing as it sends a message about the type of person we are.

Corporate brands have dominated the 21st century with names such as the All Blacks, Coca-Cola, McDonalds, Toyota, Subway and BMW commanding a huge income due to the strength of their brand.

Historically, people who were considered ‘brands’ were usually famous singers, musicians, sportspeople, media celebrities and models. These were people the public adored, emulating them in their dress, style and lifestyle.

Today, however, the whole recruitment and job-hunting world has turned on its head.

As a tertiary student you are now considered a ‘brand’, and the power

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legitimate recruitment tool was demonstrated to me when I was surprised that a media friend did not have a LinkedIn profile.

Mentioning to her the importance of successful personal branding and its link to the platform, she responded that she had originally set up a profile, but took it down as she “was getting too many job offers” and just wanted to concentrate on the job at hand…

Branding as a career strategy of your brand will dictate how successful you are in your future career search.

Taking strong personal control of your brand and leveraging it to increase your job-hunting impact is now pivotal to standing out against others in the job market.

Personal Achievements A great way to start to highlight

your point of difference against other candidates is through any work experience (no matter how limited) you may have.

This shows that you have real world experience and points to the fact that you can work independently and in teams, have a high level of attention to detail, etc.

Often forgotten are your extracurricula activities (such as being a

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Brand Protection As a student, chances are you have already created quite a strong social media brand in the marketplace.

However, is your ‘online tattoo’ employer-ready and does it promote you professionally?

Or like many student social media profiles, does it highlight your passion for beer and partying?

Whether we like it or not, recruiters and employers make rash judgments based on a selfie, post or tweet. Do everything you can to tidy up your social media profile.

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Big-ticket works include the Christchurch rebuild, but projects right across the country need people with the right attitude and skills.

Tai Poutini Polytechnic is at the forefront of vocational education and training.

Its certificates in Civil Plant Operation and Civil Construction, Quarrying and Mining teach the range of practical skills needed to succeed in these essential industries.

“There are always roads, motorways and bridges being built, infrastructure building projects and residential subdivisions under way, and opportunities in mining, quarry and extractive industries,” says tutor Nigel Tawhai.

These programmes are delivered at dedicated Tai Poutini Polytechnic trades work sites in various places from Auckland to Invercargill.

Tutors are all industry experts who believe in the value of honest labour and hands-on experience.

“They teach a really good skill set. You learn how to use a lot of different machinery like bulldozers, diggers, trucks, rollers and compactors.

“The hardest thing is to get your foot in the door in this industry and this course helps you. There are huge opportunities,” says civil construction, quarrying and mining graduate Daniel Nesbit.

See: www.tpp.ac.nz/diggerschool; freephone 0800 TPP INFO — Supplied editorial

How did a young rower from Invercargill find his way to Auckland to study chiropractic?

Tim Leeming, a New Zealand Universities rowing representative in 2012-13 and national rowing champion from 2011-13, has always been into fitness and health. While at the University of Otago for an exercise and nutrition degree, he chanced upon an email on chiropractic that caught his interest.

Chiropractic, for Tim, made more sense with its holistic, insideout approach to health. “Chiropractic rang bells for me.”

One of his close friends was a recent NZ College of Chiropractic graduate and was highly soughtafter around the world. “That sold it for me.”

Now in his second year, Tim says: “I love it here. I’m building relationships every day and get to learn how to apply a holistic approach to healthcare.”

Constantly challenging himself, he and a couple of fellow students decided to push themselves further by creating a campaign to help raise awareness and funds for the Centre for Chiropractic Research.

“We’re surrounded by impressive and inspiring students and staff at the College. It’s a way to give back,” Tim shares.

So began the Run for Research. On September 26 he, his mates and other students took on the gruelling 77km Hillary Trail in the Waitakere Ranges. Tim finished the course just short of 15 hours and helped raise over $7000.

What’s next? Keeping an open mind in approaching the plentiful opportunities in this great profession, with the thought of working with families and/or athletes.

— Supplied editorial

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D12

nzherald.co.nz | The New Zealand Herald | Thursday, October 15, 2015