From the Rector

The joys and demands of a teaching career

At the end of this year, I will be completing a 44-year career in schools. Many regard teaching as a ‘calling’, something they have been compelled to do from a young age. Others choose teaching through a love of learning, or a passion for a particular discipline or subject. Many recognise their yearning for variety, human connection, and sense of purpose, and see a life surrounded by young people as an attractive option.

It was in 1980 that I had my very first taste of teaching in a classroom, as I completed my ‘Div C’ Postgraduate year at the University of Canterbury. As a 20 year old, with a BA in English and History from Auckland University, I found myself on section at none other than St Andrew’s College, teaching Seventh Form English to a then all-male class under the watchful eye of Master Teacher, Gordon Oglivie. To be fair, my memories of that time are a little vague, but I do remember the text was Chips with Everything and Pipe Band Director, Richard Hawke, and I have chuckled about the fact he was in that class!

Many years later, and after various roles at Nayland College (1981–1986), TASIS England (1987–1988), Tauranga Boys’ College (1989–1994), St Hilda’s Collegiate (1999–2007), and finally St Andrew’s College (2007–2024), I have called ‘time’ on what has been a most rewarding and satisfying career.

Without experiencing it first hand, it is surprisingly difficult to understand the life of a teacher. The role of a classroom teacher is demanding. Guided by a curriculum, lessons are designed and prepared, tailormade for the learning preferences and capabilities within the class. Students are motivated through the enthusiasm and passion of the teacher, and individual emotional needs are considered. Some of the challenges currently facing the teaching profession are increasingly diverse student needs, issues related to the misuse of social media, behavioural issues, at times unrealistic expectations from parents, ever increasing workload with co-curricular involvement, health and safety requirements, rapid change in digital technology, and the need for schools to provide emotional support on many levels.

At St Andrew’s, we are able to apply extra resourcing in support of these challenges and through facing them head on, leveraging our teachers’ skills, creativity, and passion for teaching, along with their unshakable belief in young people, support them to continue to overcome these obstacles and shape young minds with professional care and dedication. The many successes once again highlighted in this Regulus magazine are a result of this dedication and skill of our teachers and staff. Behind every student achievement or success are countless hours of teaching, guidance, coaching, encouragement, and support. It is my greatest wish that these teachers be recognised and appreciated by our community.

Recently, I had the pleasure in attending the Festival of the Spoken Word speech competition, where Senior students spoke with heart, conviction, and maturity on subjects such as AI, which is predicted to change the very nature of our future societies. Listening to them gave me faith in the future. Like the generations who have gone before them, today’s St Andrew’s students will be leaving the College ready to think, test, challenge, imagine, and dream of a world where good decent values remain at the heart of what people believe and how they behave.

So 44 years on from my first experience at St Andrew’s College, I believe that, as one school in the educational network across New Zealand, we can stand proud knowing our St Andrew’s young people will make a positive difference to many lives and communities beyond school. Despite all the challenges, our teachers and staff will continue to ‘Together, building better people, for life’.

With best wishes.

Christine Leighton
Rector