PRINCIPAL SPEAKS
Why is equity so hard to implement? Image courtesy of Belmont Primary School
What a privilege it is to be a leader of a school! It would be better if this Government was more supportive… When I reflect on my 42 years of being a teacher and principal, I do so with pride, satisfaction, and an understanding that all teachers and principals give their all to support students, parents, staff, Boards, and associated agencies. This has been highly evident over the past 24 months, when principals and all staff were asked to step up to the plate and lead, not only their school, but their community during a global pandemic. And everyone did. It was tough, it was challenging, and all of us had to adapt and adopt; very quickly. Our communities were grateful. When you reflect on why you became a teacher or principal, one reason was probably that you thought you could make a difference. And you did. It is with immense pleasure that I have led Belmont Primary School, on the lovely Devonport Peninsula, for 17 years. All the staff are outstanding and the collegiality, congeniality, and high-performing culture that has been created is one of the best I have encountered. And the students benefit greatly from this in so many ways: we are well-resourced, especially
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When our iPad/ chromebook leases expire in 24 months, or they get too old, how will we fund 400 devices at a cost of $200,000?
Bruce Cunningham Principal, Belmont Primary School
with digital technologies, which have been hugely beneficial over the last 24 months. Which leads me to think about educational policies around funding and equity. And I think about teacher/ principal wellbeing a lot. I taught at Baird’s Primary in Otara from 1981-1984, where the late Wally Morley was a leader before his time. The staff were his focus (maybe because the Education Board did everything!) and all staff had a wonderful experience and a great time. We were happy, we were all excellent teachers, and we were well resourced. We had the same resourcing as my fellow first-year teachers in other communities. We got paid a year above our step, due to teaching in Otara. What a great incentive to get quality teachers to schools that find it difficult to staff. Maybe the MoE could rethink a cost-of-living allowance for Auckland teachers?
From 1985 to 1989, I had the privilege to be led by the late Jim Laughton at Richmond Road School in Ponsonby. The school was at the forefront of education based on research. All staff worked extremely hard, but we also had a great time. And the students achieved. And we were well-resourced. The same as other schools in other communities. Then, Tomorrow’s Schools came, and the funding of schools changed dramatically, as did pay parity, so I jumped ship. From 1990 to 2001, I taught at Kelston Boys’ High School in a variety of roles. Sir Graham Henry and Steve Watt were my principals. Both men had an emphasis on creating a culture of success through hard work. KBHS was one of the most social schools to be a part of. The students were wonderful. The importance of congeniality and collegiality was hitting home.
EDUCATION
From 2002 to 2005, once again I had the honour to be led by a wonderful leader and person - the late John Clarke at Southern Cross Campus in Mangere. All these four schools embedded in me the belief that your staff are the most important resource. However, when I moved to Belmont Primary, I noticed a difference in physical resources and inequities in our educational settings. This should not happen. Some of these inequities were school-based, but many of the inequities were in the homes of the communities I had just left. Why do governments not ensure all households have internet in their homes? Why do governments continue to build three-bedroom homes when they know the households might have over 10 family members? And my list could go on. Term 2, 2022 | schoolnews.co.nz
