# data[].attributes.body
Helena in the Helena and Kailagh conversations show that Helena is obviously already a reflective practioner seeking feedback and support. How do you work with those who aren't interested in seeking feedback, improving etc.

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With a senior staff member regarding the acknowledgement of tapestry weaving when meetings are being run, creating concern that important messages, development and understanding what we are focussing on are being lost, leaving teams feeling anxious they are being left behind and anxious about meetings in general

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Mentoring relationship where the mentor (SLT) does not seem aware of their own positionality (resulting in dismissive and/or hurtful comments). Mentoring process (led by mentor) also not currently following best practice models. Mentee wants to address this.

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Shared sensitive information about a colleague with an SLT member and was assured it would remain confidential. The person in question was called in and informed about the discussed matters. It resulted in a complete relationship breakdown.

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Being mentored by an SLT member who brings in a pad and pen to our sessions, and treats the session like their role is a secretary, makes me feel like the mentor mentee relationship is being viewed as 'fires to put out' ...... And then no action/follow through of support

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discussion with SLT member about inequitable treatment of two PCTs in their care

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Being disregarded, ignored and the worst assumed of them by a very conservative SLT because they are the only openly LGBT+ teacher in the school.

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When you are surfacely encouraged to be creative in learning design, building team culture or creating meaningful learning experiences, but getting knocked back behind closed doors without explanation

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Staff members who frequently exhibit sexist and homophobic/transphobic behaviours to students in the school but are never pulled up for it by SM because there is a "mens club" mentality in the school.

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Dismissal of student culture and inclusivity as important in a classroom

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Communicating with PCT coordinator about them not fulfilling their requirements

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Feeling like I am constantly being stonewalled with my creativity, ideas and incorporation of Māori into practice and policy.

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SLT - where are members who do not listen but become defensive when any issue is raised and tend to blame others.

# data[].attributes.body
Talking to a co-worker about the way that they mark NCEA standards- e.g giving students E when they technically dont meet the standard

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Mentoring a teacher returning to the profession after another career who wants to stand and deliver facts rather than facilitate learning, and leaves straight after classes when we agree to have a discussion after and then disappears for the day. When challenged on practice accuses you of ageism.

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Challenging conversation with colleague (PCT on cusp of certification)

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Challenging conversation with colleague (PCT on cusp of certification)

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No units written and not taking charge of their own assessments. Have not been his mentor along the way but I am his HOD so it's a concern!

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Trying to have a conversation to support someones growth in a role (that they have held for sometime) and they say it isn't complusory so they do not have the time

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When senior management pushing for SCT to do things out of their purview

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A Kōrero with an SLT member (Associative Principal) after he referred to me using, in my opinion,  a derogatory term in an internal job interview. 

# data[].attributes.subject
A Kōrero with an SLT member (Associative Principal) after he referred to me using, in my opinion,  a derogatory term in an internal job interview. 

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Talking to a co-worker who used to be an HOD about the way they belittle and degrade your opinions and contributions in department meetings

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Challenging conversations from a leadership role, with a staff(s) who work in your team, that are also a member of the SLT

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When a HOD continually fails to meet the NZQA procedures for the department. Help and support has been put in place. Suceeds the next year, then continues to fail for the next few years. PN has provided support and guidance.

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Student accused me of "touching" them. Principal believed him... despite there being a witness. 2 years of TC investigation later and finally being proven innocent, principal still wont talk to me or look me in the eye. no apology, no advice, no checking in on my mental health. Thank goodness for my PPTA Field officer!!!

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You are not ready for full certification!

# data[].attributes.headline
Reluctance to incorporate Te Ao Maori at all into teaching

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Reluctance to incorporate Te Ao Maori at all into teaching

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Where you are supporting a teacher and meet with principal and it feels like a competence concern.

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The BOT teacher rep discussing things that are talked about in committee to other teachers.

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Being delegated a performance managment situation where no relationships exists (I have never spoken to the teacher concerned) and the other teacher does not agree with the reason for performance management.

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I have a PCT who is consistently late to meetings- late 10-15 mins. I often arrange guest speakers and find that they apologize to the speaker but not to me. I know they have a non-contact before the meeting. How do I address this?

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Individuals who, when you try to have an open conversation with them will say everything is ok. But you know they are openly working to damage school culture and erode trust behind the scenes.

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Approaching a conversation with an experienced teacher about lack of professionalism and accuracy in marking assessments and also lesson planning.