Board of Trustees
Who are the Board of Trustees?
From left to right: Juliana Rae (Principal), Linda Baran (Staff representative), Brenda Martin (Deputy Chairperson), Mike Pile (Parent representative), Sarah Long (Chairperson), Paula Hawkins (Parent representative), Rachael Spencer (Parent representative), Chris Miller (Parent representative)
I joined the Board as a co-opted member in term 2, 2018. My husband and I have three daughters; Rosa and Kate are in Tūhura and Whakarewa respectively and Hazel will start in 2020. As a family, we love most outdoor pursuits. I am an Occupational Therapist working part-time for a community provider. In my current role, I primarily write rehabilitation and treatment plans for people with an intellectual disability who have been court directed into our service. I have worked in various health sectors but mostly in the area of mental health. My particular interest is in health and well being. I would like to see the research in positive psychology used in our school to promote healthy and resilient children.
Sarah Long (Board Chairperson)
My association with the school began when our daughter began school in Whakarewa in 2015. I was elected to the Board in 2016 and elected Chair at the start of 2018. My background is in Secondary education and my particular areas of interest are student achievement and staff recruitment. I am proud to be on a Board that is high functioning with a clear sense of governance and which values people as our most important resource and priority.
Mike Pile (Parent representative)
I have been part of the Clarkville school community since 2009 when our eldest started his schooling career. I was co-opted onto the board of trustees in 2015 as part of the board’s succession planning to the future and ensure the board had some continuity moving forward as long serving board members completed their terms.
In my time on the board, I have been able to utilize my Project Management skills and building knowledge in the constant projects that crop up with the buildings and infrastructure of the school. I am involved in the regular Health and Safety Meetings, Working Bees, and any Infrastructural issues/emergencies that can arise with the day to day running of the school.
My wife Paula and I became part of the Clarkville School family when our son Noah started here in 2015, and our daughter Louisa followed along two years later. I work as an Air Traffic Controller at Christchurch Airport and am a member of the Swannanoa Volunteer Fire Brigade. I am proud to work alongside a very passionate board that is focused on the wellbeing of the children and staff of Clarkville School.
Paula Hawkins (Parent representative)
I have been a part of Clarkville School since 2016 and joined the Board of Trustees in July 2019. My husband and I have two girls, one in Whakarewa and one in Tūhura. I am a trained Early Childhood Teacher and have a passion for education. I am excited to be on the Board of such an amazing school and the community it represents with its high levels of commitment to the children and their families.
Linda Baran (Staff representative)
I began Clarkville School mid-year in 2014 as an Associate Principal following a number of years at Selwyn House School. I specifically targeted Clarkville School because I knew the environment and commitment to future-focused pedagogies would be a great fit. I’ve enjoyed teaching across the school, with a particular focus on the senior teams, and meeting the Clarkville families. My time in the leadership team and as a Staff Board rep has given me an appreciation of the complexities and rewards involved in running all facets of the school.
What is the role of the Board of Trustees?
All of New Zealand’s state and state-integrated schools have a board of trustees. The board of trustees is the Crown entity responsible for the governance and the control of the management of the school. Its key roles include:
- development and ongoing review of the school charter and strategic plan
- monitoring and reviewing the school’s progress
- putting in place a policy framework
- employing the principal
- managing assets
- ensuring the school’s legal compliance
- implementing the National Education Guidelines