Leadership for equity and excellence

(The video opens on a woman sitting in an office speaking into the camera. On a shelf behind her we can see a silver trophy, an award of some kind, and a small potted plant. Text along the bottom of the screen reads, “Anne Miles, McAuley High School”.)

The student is at the centre of the school.

(Her voiceover continues as the video changes to a woman walking alongside two girls in school uniforms.)

What are their needs? It'll be like pastural care.

(The camera now shows a classroom. The teacher points at something a student has made of toothpicks and they both erupt into laugher.)

It'll be curriculum delivery.

(The camera closes-up on the hands of the student playing and electric guitar. It then pans upward to show the girls face as she plays.)

It'll be liaison with the community and community support.

(Two students sit on a mat set out on a classroom floor. They both wear Pasifika headdresses and hold large wooden bowls in front of them. A third student bends down with a small cup and scoops a liquid out of one of the bowls. A group of girls watches in the background.)

And the support systems that are put in place for the students.

(A different woman now speaks into the camera. Behind her on the wall hand several small framed paintings of native New Zealand birds and plants. Text along the bottom of the screen reads, “Kiri Turketo, Deputy Principal, McAuley High School”.)

Originally, the roles were scattered, meaning that everyone had a touch of everything.

(As she says “define” the camera changes to show a school staffroom. A kitchen is in the foreground and beyond it are tables where a group of adults are sitting. As she says “master” the camera zooms in to Anne Miles speaking to another woman. As she says “positions” it shows two women laughing together in the kitchen.)

And then when Anne came in, she decided to define the roles, so that rather than a jack of all trades and a master of none, we'd become masterful in our positions or portfolios.

(Anne now sits at a table speaking to another woman. The voiceover changes to her voice once more.)

Above all, I wanted consistency of delivery.

(We are briefly back with Anne in her office. As she says “pastural” we return to the staffroom where people continue to talk among themselves. Anne gets up from her table and walks across the room. When she says “administration” we return to her office.)

So we made the decision that we would have a DP in charge of pastural care, so that there was consistency across the different levels, that we would have a DP in charge of curriculum, and a DP in charge of administration, and that included IT development within the school.

(The video changes back to the people in the staffroom talking amongst themselves, some with coffee cups or holding folders. A woman stands and reads something out loud to the group, but we cannot hear what she is saying.)

We have a meeting every week and we share from every different department, so that it's a shared process of moving forward.

(A new woman’s voice now speaks in voiceover. At the meeting another woman stands to speak.)

Not only does it give the teachers consistency, but it also gives the students consistency.

(The camera now shows the speaker, who was also the woman last shown speaking at the meeting. She stands in front of a large window. Text along the bottom of the screen reads, “Rachel Williams, Deputy Principal Curriculum, McAuley High School”.)

The students know if it's something to do with NCEA, we go to Miss Williams. If it's something to do with pastural care, if it's to do with what's happening at home, we know that we go to Ms. Turketo.