Aroha - Ako - Arataki
We Love to Learn so we can
Learn to Lead so we can
Lead with Love
Learn to Lead so we can
Lead with Love
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I began teaching aged 19, some 40 years ago, 25 of those as a principal.
Currently in my fifth year as principal of Western Heights School, I have also led Tareha School in Napier, Pomaria School in West Auckland, Te Akau ki Papamoa School in Tauranga and Kaiapoi Borough School in Canterbury.
2018 Recipient of Woolf Fisher Fellowship Award - travelling to 14 countries and attending Harvard University
Personal Achievements:
Whanau
Married to Jacqualene - Principal of Mangere Central School
Father to Natasha and Asher - living in Australia
Tiaki - at Auckland Grammar
Grandfather to Natalia and Jacob - living in Australia
Pepeha:
Ko Uruao te Waka
Ko Aoraki te Maunga
Ko Waitaki te Awa
Ko Moeraki te Marae
Ko Kati Mamoe te Iwi
Ko Maindonald taku Whanau
Ko Jacualene taku Hoa Wahine
Ko Tiaki taku Tama Tane
Ko Ash Taku Ingoa
Currently in my fifth year as principal of Western Heights School, I have also led Tareha School in Napier, Pomaria School in West Auckland, Te Akau ki Papamoa School in Tauranga and Kaiapoi Borough School in Canterbury.
2018 Recipient of Woolf Fisher Fellowship Award - travelling to 14 countries and attending Harvard University
- President of Waitakere Area Principals Association 2003 - representing 92 schools
- Apple Distinguished Educator Award - 2009.
- Secretary Auckland Computers in Education Society
- Primary Principals’ Representative - Primary Sector Education Advisory Committee
- Waitakere City Council - Award for Outstanding Contribution to Education, 2003.
- Presenter at UNESCO Conference on Values in Education, 2002.
- Guest speaker - International Principal's Federation Conference, Auckland 2002.
- Ministry contracted trainer - Implementation of New National Administration Guidelines
- First Time Principals’ Mentor for Ministry of Education in Auckland and Christchurch.
- University of Canterbury School Curriculum Development Facilitator - e- Learning, ICT in 2011 and 2012.
- Executive Member of Waitakere Area Principals' Association since 2017
- Governance Committee - Waitakere Community of Learning - Kaui Ako - since 2016
Personal Achievements:
- Sportsman of Year - Christchurch College of Education 1978
- Canterbury Colts Softball representative
- National League football with Woolston FC
- Waimakariri Football Club Junior Coach of the Year - 2011, 2012, 2013
Whanau
Married to Jacqualene - Principal of Mangere Central School
Father to Natasha and Asher - living in Australia
Tiaki - at Auckland Grammar
Grandfather to Natalia and Jacob - living in Australia
Pepeha:
Ko Uruao te Waka
Ko Aoraki te Maunga
Ko Waitaki te Awa
Ko Moeraki te Marae
Ko Kati Mamoe te Iwi
Ko Maindonald taku Whanau
Ko Jacualene taku Hoa Wahine
Ko Tiaki taku Tama Tane
Ko Ash Taku Ingoa
Servant Leadership - Service Mindset:
The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first.”
- Robert K. Greenleaf
Servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better organisations and ultimately creates a more just and caring world.
The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.
The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?
A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.
All human beings seek relatedness, competence, and autonomy, with the first of the three referring to the desire to care about, the feeling to be connected to, and the sense of being appreciated by others (Ryan & Deci, 2000).
If developing empathy is an intellectual endeavour, developing a service mindset is putting this intellectual ability into action. Research shows that in order to live a truly fulfilled life, one ought to satisfy one's most fundamental needs.
Serving and being appreciated by others not only fulfils one's fundamental needs, but also improves one's learning ability through improved cognitive engagement.
Service Learning
One movement that recognises the value of service, is service learning, a relatively new teaching and learning strategy that "integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (Fayetteville State University, n.d.).
About a dozen studies conducted in the 2000s have found a positive impact of service learning on students' academic achievement. Research shows that service-learning students in grades K-12 improved their academic performance and school engagement (Davila & Mora, 2007).
Low socioeconomic-status students who participated in service scored higher in achievement, motivation, grades, bonding to school, and attendance than similar students who did not participate in service (Scales, Roehlkepartain, Neal, Kielsmeier, & Benson, 2006).
The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first.”
- Robert K. Greenleaf
Servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better organisations and ultimately creates a more just and caring world.
The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.
The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?
A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.
All human beings seek relatedness, competence, and autonomy, with the first of the three referring to the desire to care about, the feeling to be connected to, and the sense of being appreciated by others (Ryan & Deci, 2000).
If developing empathy is an intellectual endeavour, developing a service mindset is putting this intellectual ability into action. Research shows that in order to live a truly fulfilled life, one ought to satisfy one's most fundamental needs.
Serving and being appreciated by others not only fulfils one's fundamental needs, but also improves one's learning ability through improved cognitive engagement.
Service Learning
One movement that recognises the value of service, is service learning, a relatively new teaching and learning strategy that "integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (Fayetteville State University, n.d.).
About a dozen studies conducted in the 2000s have found a positive impact of service learning on students' academic achievement. Research shows that service-learning students in grades K-12 improved their academic performance and school engagement (Davila & Mora, 2007).
Low socioeconomic-status students who participated in service scored higher in achievement, motivation, grades, bonding to school, and attendance than similar students who did not participate in service (Scales, Roehlkepartain, Neal, Kielsmeier, & Benson, 2006).
