Paul Strang, Commerce and PE teacher trainee at Westlake Boys High School

After 30 years in sport becoming a teacher has felt like a natural evolution for me. I’m passionate about sport as a vehicle for character development so being in a school allows me to combine sport with education to bring about positive, integrated learning experiences for tamariki, and at the same time future proof my career path.
​With prior school experience as a Director of Sport I hope to curate my experiences outside the classroom and blend them with those inside it. The Auckland Schools Teacher Training Programme is a fantastic platform to make this transition with its immersive training model and experienced mentor teachers guiding you every step of the way. It is giving me a well-rounded learning experience and an insight ‘backstage’ to what it takes to shape the next generation of kiwis. ​

​Dr Andrew Wadsworth, Science teacher trainee at Diocesan School for Girls

​NEW TEACHER TRAINEE BRINGS HEAVYWEIGHT SCIENCE AND RESEARCH EXPERTISE TO DIO
Former senior research scientist Andrew Wadsworth has joined Diocesan’s cohort of trainees under the Auckland Schools’ Teacher Training Programme (ASTTP) which embeds student teachers full-time in their chosen school.
The programme, which is now in its third year, provides the advantage of real-world experience and mentoring, while also offering financial support for trainees in the form of fee costs and a stipend.
Dr Wadsworth will join the school’s Science department, assisting with Year 9 and 13 classes. For the past six years, he has been a senior research scientist at Douglas Pharmaceuticals, New Zealand's largest privately owned pharmaceutical and healthcare company and one of the country’s most innovative exporters in its sector.
While he was a member of the new product development team there, he worked on a number of key areas including drug treatments for bowel and cervical cancer, skin acne, depression and wound healing.
 Prior to that, he had spent ten years at the University of Auckland where he worked closely with Dio Old Girl Dame Margaret Brimble (FRS), a Distinguished Professor and Director of Medicinal Chemistry at the University.

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​Under her mentoring, he completed a PhD in organic chemistry, specialising in the total synthesis of natural products and neuroactive compounds.  He then moved to become a research fellow, where he was actively involved in post-doctoral research and mentoring of other PhD students.
 Dr Wadsworth says that after nearly 20 years in the academic, research and scientific areas, he decided it was time to add a little more variety and creativity to his work.  
 Before he made his career change, Dr Wadsworth consulted with several friends who are teachers, including Dio’s Year 12 Dean and biology teacher, Kit Bushell. 
 He says the course work so far has encouraged him to look at the type of teacher he hopes to be, as well as his own ideas, values, and whakapapa. In addition, he says the benefit of the year-long training programme will be the ability to move between year groups and to observe a range of teaching methods and academic delivery. 
 He believes his extensive scientific and research background will bring a real-world view to his teaching and hopes it will help inspire and guide students towards a career in those areas.
 “Having worked in both academia and industry, I’ve got a good idea of where science can take you,” he says. “It’s easy to get lost in the concepts of science and what you can use it for, but I can give students a real-world understanding of how science research works in New Zealand.”
 Dio Principal Heather McRae says the school will benefit from Dr Wadsworth’s expertise which will greatly enrich the school’s broad offering.
 Alongside his career, Dr Wadsworth has spent several years volunteering with charity Camp Quality New Zealand which runs camps for children living with cancer.
 “Working with the kids at camp is great, but it’s only one week a year, so I’m looking forward to being able to work with students all year round, albeit in a slightly different capacity,” he says.

Helena Moore, English and Social Studies teacher trainee at Westlake Boys High School

The journey that led to my decision to become a teacher has not been linear. I originally trained to be a midwife before completing a BA in Psychology. As I spent the first few years of my twenties dipping my toe in various fields, a clear pattern soon emerged; Caring for others fulfilled my innate desire to nurture and engage in meaningful work. Ultimately, working as a Teaching Assistant in 2022 solidified my decision to become an educator.
 
I am thoroughly enjoying my time in the ASTTP programme and feel incredibly grateful for all the wonderful opportunities it has provided me with thus far. The programme is valuably unique as it prepares me for the challenges I will inevitably face as a new teacher. I am supplied with plenty of hands-on experience and mentoring that help me develop relevant skills and knowledge, consequently giving me an advantage going into my first year of teaching. 

Rebecca Boniface, Science teacher trainee at Rangitoto College

I chose to go into teaching because of the experiences I had at school with some incredible, inspirational teachers. They saw the best in me and pushed me to achieve my greatest potential, and this has fuelled my passion for doing the same for the students of today and the future. I also have experience in teaching by being a swim instructor for the past four years. I have been lucky enough to work with swimmers of all ages, and developing a mentor-like relationship with each swimmer has been really fulfilling and I feel this is also a significant driver in me becoming a teacher as a career. I chose this programme because of the full immersion experience it provides. I have been fortunate to be back at my own high school, where the science teachers in the department are a mix of people who were at the school when I was a student, and others who have entered the department since I left the school. Rekindling these relationships in the trust of teachers I know are extremely good at what they do reassures me that I will be in good stead when I begin teaching on my own from next year. 

Rob Turvey, Technology and DVC teacher trainee at Westlake Boys High School

I’ve been working as a graphic designer for 20 years but have decided to follow my interest in teaching and helping others.
​I want to see young people become the best they can be and develop a love for learning.
​Being part of the Auckland School’s Teacher Training Programme has allowed me to be immersed in the teaching environment and prepare me for life in the profession.

Zahra Kirk, Physical Education, Health and Dance teacher trainee at Long Bay College

Originally, joining the ASTTP group was not on my to do list of 2023. I was heading towards doing my Graduate Diploma in Secondary Teaching as the majority do with on and off weeks of placement. When I was offered the opportunity by my old college to join this group, I quite honestly felt fear. I was not sure if it was the right way to go or if it would be too much for me to handle. But it was when I remembered an old lecturer say to me ‘take those opportunities that scare you the most’ I knew it was the way to go. Looking back on it, I realised I made one of the best decisions I have so far in my life.
 Being part of ASTTP has been hard work, but nevertheless the most beneficial thing I could have done for myself as a teacher and individual. 

Being part of a school for a whole year lets you in on what it is like to be part of a community in teaching. You have ongoing support from staff, Waikato, and the ASTTP, so even though I am doing this programme alone at my school, I never actually feel it. If I hadn’t of chosen to go down this path, I never would have been offered a position as a LAT either, which has been lifechanging for me. The ongoing opportunities to build and grow as a teacher is something I don’t think I could receive anywhere else.
 This programme has given me a well-rounded insight on the harsh yet beautiful reality of teaching. You really get to build relationships with the students and see the day-to-day life as a teacher. The knowledge and experience I have gained so far is much more than I originally imagined. For people searching for a full-on and insightful experience, I would highly recommend the Auckland Secondary Teacher Trainee Programme. ​

Taimana Iversen, Te Reo Māori and Social Studies teacher trainee at Westlake Boys High School

Ko Mauao tōku maunga
                              Ko Mātaatua tōku waka
                              Ko Waitoa tōku awa
                              Ko Tahuwhakatiki tōku marae
                              Ko Ngā Potiki tōku hapū
                              Ko Ngāi te Rangi tōku iwi
 
                              Ko Ngongotaha tōku maunga
                              Ko Te Arawa tōku waka
                              Ko utuhina tōku awa
                              Ko Paratehoata tōku marae
                              Ko Ngāti Tunohopu tōku hapū
                              Ko Ngāti Whakaue tōku iwi
 
                              Ko Taimana tōku ingoa.

Ko te manu e kai ana I te miro, nōna te ngahere engari, ko te manu e te kai ana I te mātauranga, nōna te ao the bird that consumes the miro berry owns the forest, However the bird that consumes knowledge owns the world.
This whakataukī embodies why I want to be a teacher and chose this programme. As a rangatahi Māori in Aotearoa who attended English medium education institutions I have seen Māori students who have fallen by the wayside due to a system that didn’t suit their learning needs or teachers who underestimated them. The disparities in education between Māori and non-Māori rangatahi is an issue that I care deeply about. This disparity becomes more evident when I look at my own educational journey and that of my friends and whānau. Two things helped us, firstly having a strong understanding of our identity, who we are and where we are from. Secondly having the support of a couple of teachers that saw our potential and encouraged, mentored, and challenged us. They made sure that our classes and learning reflected and championed our identity, helping us to soar, by taking us under their wing, mentored us, challenged us to set high goals and supported us to work hard to achieve them. I would like to play this forward and believe that I can be the kind of teacher who helps to inspire, support and guide rangatahi of all ethnicities to reach their true potential.

Stephen Butterworth, Performing Arts Teacher Trainee at St Cuthbert's College

After 35 years of surviving a career as an actor which is precarious at best of times, I found myself wanting to teach. I do not regret my time as an actor because as you can imagine, the highs were very high and the lows well, very low. I had some unforgettable highlights including working with the eldest boy from the 'Sound of Music' to being the first Māori to ever play Richard the Third in a professional production in Aotearoa. I think it is fair to say I found teaching and teaching found me. I realise how important it is to pass on the information that made me successful and the significance of how to protect oneself in an industry that can be rather ruthless. Above all, I found that teaching has brought me such joy. The fulfilment I have got from something I have taught come to fruition is equal to that of a standing ovation. Ultimately with better prospects and a proud sense of security for me and my whanau. 

Natalie Stettler, Languages and PE teacher trainee at Westlake Boys High School

My experience lies in over twenty years spent practicing, studying, and teaching Ashtanga Yoga in Australia, New Zealand, Canada and Switzerland. Studying the connection between our mental, emotional, and physical bodies has inspired a love of healing, exploration, and learning in me that has eventually brought me to the classroom here at Westlake Boys. I am loving the opportunity to work with young people in discovering their own voice, agency, ability, potential and competence. ​

Before yoga I studied International Hospitality, and growing up, our home was often filled with people speaking various languages such as Swiss-German, French, Spanish and Japanese. This has meant that travel, communication, and curiosity, as well as awareness and respect of other cultures and languages are also important aspects of my life. 
 
I am finding the interconnectedness of what I have learned and experienced in my own life, along with the powerful avenue for exposure to the teaching profession that is the ASTTP programme, is creating a pathway for me to become an empowered, eloquent, and confident trainee teacher. The support I am getting from my mentor teachers, along with the access to information, technology, professional development, and a community of experienced, knowledgeable teaching staff to be inspired by, is making my journey achievably challenging, exciting and a lot of fun. Highly recommend. 

Muhammad Rohail, Mathematics teacher trainee at Henderson High School

My background is in electrical engineering and data science. I have a master's degree in Data Analytics. Throughout my career, I have worked on a variety of projects including wireless communication, statistical analysis, mathematical optimization, machine learning, and artificial intelligence. As a lifelong learner, I have always been passionate about the transformative power of knowledge. It is this fascination that led me to pursue a career in teaching, where I have had the pleasure of helping students maximize their potential while cultivating a love for learning. As a teacher, I strive to create a supportive and inclusive learning environment that fosters students' intellectual curiosity.
 Waikato University's Teacher Teaching Program was immediately attractive to me because of its reputation for excellence in teacher education. In addition to having a comprehensive curriculum, the program emphasizes practical experience, which fits perfectly with my teaching philosophy. It is deeply satisfying for me to know that the university is committed to providing aspiring educators with the skills and knowledge to make a positive impact in the classroom. Furthermore, the program's focus on cultural diversity and inclusion aligns with my values, as I wish to nurture an environment that is both equitable and culturally responsive. Hopefully, I can contribute to the development of future generations of learners by Waikato University's Teacher Training Program.

Zac Bird, Mathematics teacher trainee at Westlake Boys High School

I have had several changing careers so far in my life.
 have done most of my degree in Mechanical Engineering and completed one in Media Design. I went into attempting a start-up company for a few years and followed this by moving into sales. I ended up feeling unchallenged in my sales role and wanted to move into something that both gave me a challenge and helped give back to the community. Hence, teaching.
I am loving this program as it has me fully immersed in the school system, getting to see all the sides of a school rather than just a snapshot during a short placement. I am now excited by my work and feel a great sense of fulfilment from the challenges I overcome every day.

Campbell MacKenzie, Musical Theatre teacher trainee at Takapuna Grammar School

​I began my teaching journey after I left high school, providing guitar and ukulele lessons for students of all ages. I enjoyed this for a good number of years, but eventually decided that it was time to take the next step. The ASTT Programme has provided endless opportunities to develop and improve upon my teaching skills through valuable hands-on experience at my placement schools, alongside informative workshops at kura all over Auckland. I am thoroughly enjoying teaching this year, and I hope to continue teaching music students for many years to come.

Taryn Bennett, Social Studies and Geography teacher trainee at Westlake Boys High School

My passion for learning started after I left school. I started working as a teacher aide when I was 17 years old and spent 6 years working at two different school whilst I studied part time.
After I finished my Bachelor of Science my school was struggling with finding relievers, and I got the opportunity to apply for a limited authority to teach. For 6 months I taught as a technology teacher and reliever. That experience is what solidified for me that teaching was something I was passionate about and wanted to make my career.
I first heard about the Auckland Schools Teacher Training Program (ASTTP) opportunity through a family member in education and jumped at the chance. The opportunity to experience a full year at a school in an ‘apprenticeship’ model is going to provide me with a huge head start into my teacher career and learning.
Connections made with students and staff at your base school are also invaluable when heading into a teaching career. ​

Dawn Stubbing, Food Technology and Hospitality teacher trainee at Northcote College

​With over 15 years in the hospitality industry, working alongside apprentice chefs to hone their skills, I wanted to give back to my community.
Northcote College has given me the opportunity to guide rangatahi ākonga to discover their passion for cooking.
This programme has allowed me to get valuable first-hand knowledge from kaiako in kura to help shape me into the kaiako I want to become.
​The amount of support from fellow kaiako trainees is one of the main reasons why the programme works so well.
​I would highly recommend anyone wanting to become a teacher that they choose this programme. 

Emma Walling, Science teacher trainee at Rosmini College

a ora koutou!
I am currently writing this as I cross the halfway point for the year at Rosmini College… and what an experience it has been so far! I have been unconditionally supported through the biggest challenges I’ve faced in any career and I’ve been encouraged to bring my own personal, creative ideas to each day. I’ve been able to fully immerse myself in the akomanga and experience the real successes and challenges of full time kaiako. 
The Auckland Secondary School Teacher Programme has allowed me to take on the learning experience with confidence and clarity, I’ve had in-classroom experience from the very first day and from that I’ve been able to implement learning and teaching strategies on a day-to-day basis as I improve and critique my teaching practice. This has undoubtedly been the biggest highlight of my journey so far!  

The challenges of this particular method of learning, full time study paired with being in a kura full time, has come with great benefits as the cohort has been able to support one another which lead to the development of long term, meaningful relationships. The cohort has been actively engaged in communication and collaboration since the first block week in January in Waikato and the opportunity to build connections with colleagues while also building connections within a kura has definitely been another highlight for the programme. 
The ASTTP ākonga are all so passionate and experienced in their fields, the cohort has really brought a new, exciting energy to the teaching profession and I can not wait to see what the next few years as “beginning kaiako” will bring for us all. 
He waka eke noa! We are all in this together!

Gill Scott, Mathematics teacher trainee at Glenfield College

I believe to be a teacher you need to have a passion for education. You certainly don’t do it to make millions. Teaching requires empathy, resilience, patience, and creativity. The ASTTP programme has been instrumental in me succeeding in this diploma. Meeting people from so many different walks of life, sharing the ups and downs of navigating this learning journey has been invaluable. Teaching is such a rewarding vocation. You realise the opportunities that are out there for these kids and that you can make a difference in their lives for when they enter the real-world.
The connectivity between us as a cohort has been all-important. We regularly attend workshops together, have coffee catch ups, and chat groups, that help us get on top of what is expected of us and serve as reminders to each other for when and where assignments, forums, and quizzes are due. This year’s cohort has a mix of students, from firefighters, lawyers, university lecturers, career returners, career changers, primary teachers, scientists, chefs, and engineers.

I have been very lucky to have supportive people around me, my family, my colleagues, the school leadership team and, of course, my fellow peers on the ASTTP programme with me. We are on a shared journey of discovery and I believe I have made some lifelong friends. Career change can happen at any stage of life. You are never too old to make the change and maybe, just maybe, you should listen to your mum!
When I was a child my mother always said I should be a teacher, but being a typical teenager I did the opposite of what my parents advised me to do. I followed my brother to university and embarked on a degree in accountancy but realised after my first year that this was not my thing. I eventually graduated from Otago University with a degree in marketing and management.
After several years working in large telecommunications companies both here and in the UK, I embarked on part-time employment while we raised our three children. I began as an administrator doing psychometric testing and then worked thirteen years for an employment lawyer in administration and accounts. Funny how the world turns and not only did I end up in an accounting role but I am now training to be a teacher! Oh how my mum likes to rub this in when I speak with her! 
While deciding what to do next, I worked in schools as a learning assistant, ESOL teacher, and a teacher aide for the last four years at Glenfield College. My enjoyment in these areas, particularly in helping those with learning difficulties to become the best they can be and seeing many gain NCEA and reach Level 3, led me to applying to do a Post-Graduate Diploma in Secondary Education through the Auckland Secondary Schools Programme (ASTTP) based at my school, Glenfield College. Paul, the Principal at Glenfield College, has been supportive and encouraging from the very beginning. From teaching small group English and Mathematics classes, I am now a full-time LAT within the Mathematics Department, working on my diploma at nights and weekends.

Scott Sanderson, Geography and Social Studies teacher trainee at Northcote College

There is a saying that “teaching is a calling” and I can say that it was for me. Teaching was not a career I considered as a graduate and it took me some years to realise that it was the right career for me.
 After completing my studies in Earth Sciences and Environmental Management, I settled into a consulting role for a few years and also had a brief stint in the fitness industry. During the pandemic, I knew I needed a change to a more fulfilling career, as I felt like I had much more to give and the novelty of the corporate world wore off. I knew that I enjoyed helping others and sharing my knowledge. I also knew that I enjoyed working with young people from when I was a student ambassador at university. After some encouragement from friends, I realised that I could combine this with a passion for geography into teaching.  

When I discovered the ASSTP I thought it was too good an opportunity to pass up. It has been a valuable part of my professional learning to experience being a part of the school community for the entire year. We also get to attend workshops at various schools throughout the year, giving us a taster of different school cultures and the opportunity to learn from actively practising teachers. It can get very busy at times, but there is a great support network in ASSTP and mentors who believe in me and want me to succeed. Seeing students have those lightbulb moments, or just saying hello to you outside of class makes it all worth it!
 If you are thinking of changing careers or are a graduate thinking about teaching, I would definitely recommend this programme!

Keegan Allen, Social Studies and History teacher trainee at St Peter's College

o Keegan toku ingoa.
 I am a student in the Auckland Schools Teacher Trainees (ASTTs) Program, based at St Peter’s College, Epsom. I was first engaged with the course by current St Peter’s Headmaster James Bentley who approached me with the great opportunity of training to become a teacher whilst having the full-time experience of being in the classroom and day-to-day of school life.
 After completing a Bachelor of Arts Degree in Criminology and Psychology, I found myself lost with what I wanted to do next, which pathway to take to begin a career. I ended up doing some part time work in a school, where I fell in love with the prospect of becoming a teacher. I took James up on his very kind offer and began the process to enrol in this wonderful course for 2023.

 I have truly enjoyed the experience this year has brought through being involved in the school each day. I have been able to see the reality of teaching, both the hardships and some amazing moments, all of which will contribute to my growth and development as I strive to become a great teacher for the akonga of Aotearoa. I am very passionate about education as a tool for giving students important knowledge and understanding they can use to achieve success in their lives. I have had the opportunity to teach in an array of classes this year, gaining valuable experience, ever increasing my confidence in my ability as a teacher.
 This course has been the best way for me to become a teacher. The experience in school alone is priceless, but when paired with the workshops put on by various schools in the program and the amazing support I have been given for all of my University work, I recommend this course to anyone who wants to become a teacher.

Lis MacLeod, Social Sciences teacher trainee at Whangaparaoa College

The Auckland Schools Teacher Training Program has allowed me to be fully immersed in school life, to witness, first hand, the day-to-day running of a classroom and receive consistent and valuable input from experienced teachers. Having the post-graduate diploma running alongside this, providing the theoretical backbone to the practice, has certainly been a challenging workload but there are breathing spaces within the year and the semesters pass quickly. It has been a steep learning curve but there is lots of support around assignments and the fulfilment of learning requirements. I fully believe that by the end of the course I will be able to confidently move into my first-year teaching role easily because of the comprehensive preparation this course has given me. I would highly recommend this pathway to anyone who is considering teaching as a profession either as a first career or retraining, as I have done. I have loved it!