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How long have you been an educator, and where did you train?
I have been in education for a very long time now. I trained at the Auckland College of
Education. I was really lucky to become a principal early in my career and have now been a
principal for over 22 years.
When did you become the principal of Pukekohe Hill School?
I was fortunate to be appointed principal of Pukekohe Hill School in 2017. Before coming to
Pukekohe Hill School, I was principal at Waiau Pa School and Kaihere Primary on the Hauraki Plains.
What’s the best thing about being an educator and principal?
The best thing about being an educator and principal is definitely our people. Schools are full of energy, laughter, excitement, and optimism. As principal, every day is different, and there is something really special about seeing children grow in confidence, discover what they are capable of, and achieve things they didn’t think possible.
What’s special about Pukekohe Hill School?
What makes Pukekohe Hill School special is the culture and sense of belonging we have within our kura (school). There is a real feeling that people care for each other and want the very best for our tamariki. Our staff go above and beyond, our students are enthusiastic and kind, and our whānau are incredibly supportive. We are proud of being a school that values relationships and connections alongside great learning opportunities. Our history and story are also a really important part of who we are. Pukekohe Hill School originally opened as Pukekohe Māori School. That history is something we are very proud of and continues to shape our values and identity today. The importance of manaakitanga, whanaungatanga, and creating a strong sense of belonging for all learners remains central to who we are as a kura. There is a real whānau feel to our kura, with many families having generations of their members attending the school.
Is there anything you’d like improved in the education/school management sector?
One of the biggest challenges facing schools today is that we are often expected to be the
solution to many of society’s wider issues. Schools are supporting children with increasingly
complex wellbeing, behavioural, and social needs, while still delivering high-quality teaching and learning. We are proud to play our part, but these challenges require a collective community response. Strong partnerships between schools, families, health providers, and social agencies are essential if we want the very best outcomes for our young people.
