Nicola Young
The problem with being a teacher, they say, is that everyone has an opinion.
Everyone has a personal experience of school as we've all been. And a good proportion of us get a second round at it as our children go to school - my firstborn starting this year.
I've got the teacher DNA - my mum is a teacher, my uncle and aunty, and my cousin too. So I've always been around teachers and maybe have a few extra insights into what it's all about.
My mum was a primary school teacher in NZ and Fiji, then special needs teacher at Wanganui Intermediate and towards the end of her working life, qualified as a resource teacher learning and behaviour (RTLB). She's spent a good part of her career with those struggling in the mainstream, working at the proverbial coalface of complex needs.
My uncle has worked throughout the education sector - primary schools, secondary schools, lecturing trainee teachers, developing policy at the Ministry of Education, consulting in the Pacific and now developing apps that, as they say, make learning fun. His passion is maths and his frustration that sticks with me is that somehow it's acceptable for people, including teachers, to say "I'm terrible at maths" but it would be pretty unusual to meet a teacher who said "I'm terrible at reading.".
And my cousin has just finished her first two years as a teacher at a decile one primary school and has had many moments of joy alongside challenging experiences. As an aside, I can't believe my youngest cousin has had a responsible professional job for two years and that my son is nearly a school boy.
So where does all this teaching knowledge by osmosis leave me when reflecting on the education-related policy announcements by the three main parties in the last week? I have huge respect for the insights of my family members but that certainly doesn't make me an expert.
I'm someone who's cruised through the New Zealand education system, supported by a stable and educated family, with university qualifications under my belt. I had breakfast everyday - my biggest challenge getting over the boredom of self-inflicted peanut butter sandwiches every day for lunch. No holes in my shoes either.
My motherhood experience of the education system is also brief - highlights being the wonderful Wanganui East Kindergarten and the Central Baptist Early Childhood Centre, both benefiting from the strength of experienced people in leadership roles.
I've reviewed a 2012 interview with world-renowned kiwi professor John Hattie. He was misquoted this week as saying poverty wasn't a factor in educational achievement when this article clearly states he sees it is "critically important".
But it is a problem he can't do much about it as his focus is on what teachers can do to raise achievement.
Of course that's where the Greens' Schools at the Heart proposal kicks in. I rate the bottom-up approach of strengthening communities through centralised health and welfare hubs. It's sensible expenditure that saves money through prevention and supports kids so they are able to learn.
I also like the Labour proposal to provide a form of universal child allowance to most, although a $150,000 threshold is high income in the provinces. Just to mix it up, I even like aspects of the National proposal of supporting outstanding teachers, although unsure whether it will support the collaboration needed and may instead drive more individualistic behaviour. For me, the value for money in the Greens concept is the strongest. It's dealing with a factor slowing children's learning right now.
Back to Hattie; his examination of thousands of studies shows that quality feedback and interaction with teachers matters the most. My uncle and my mum agree - quality of teachers is the top factor. Being ready to learn through addressing poverty is essential, but more is required across schools of all deciles.
No silver bullets in this week's announcements but perhaps signs of a step towards engaged discussion on helping kiwi kids achieve their potential.