Lights, camera, classroom with Jaymee

In this episode, I sit down with Jaymee, a vibrant fourth-year media and performing arts teacher whose journey into education began long before her teaching degree. From playing “school” as a child with whiteboards and worksheets to discovering the power of creative expression in high school, Jaymee always knew teaching was her calling.

She shares how her love of musical theatre and media studies shaped her path, eventually leading her to teach everything from dance and drama to senior media classes. We talk about her unforgettable entry into the profession during COVID—completing her practicum online with cameras off and minimal engagement—followed by the shock of stepping into a real classroom with just six weeks of face-to-face experience.

Jaymee opens up about the joy and weight of academic deaning, supporting 230 students through data, pastoral care, and personalised planning. She speaks honestly about the challenge of balancing high-energy creative subjects with leadership responsibilities and what she’s learnt about setting boundaries, teamwork, and knowing when to stop.

We explore her passion for performing arts, the magic of school productions, and how community, friendship, and collaboration make the long nights and big emotions worthwhile. Jaymee also shares invaluable insights for early-career teachers—especially those in small departments—about the power of connection, networking, and not reinventing the wheel.

Finally, we look toward the future of media studies, the importance of media literacy, and how AI is reshaping the learning landscape. Jamie’s reflections remind us why teaching, despite its challenges, remains a profoundly meaningful profession.

Hosted by Debbie Ross
Find us on Instagram & Facebook: @nurturingeducators

For more information, guest recommendations, and sponsorship opportunities 
or to chat, please email: nurturingeducators@gmail.com or visit  www.nurturingeducators.co.nz

Thanks for listening! 

Transcript

Debbie: Today I’m chatting with Jaymee, a vibrant young educator who teaches Media and Performing Arts and also serves as an Academic Dean. She brings so much energy to her students, especially during the busy show season, and I’m excited to hear how she balances it all while still looking after herself.

Debbie: Hi Jaymee. Thanks for joining me today.

Jaymee: Thank you for having me. 

Debbie: Exciting. Would you like to tell us a little bit about yourself?

Jaymee: Yes. So, I'm Jaymee. I am in my fourth year of teaching. My main subjects are Media Studies—it's like what I'm passionate about—and then I've also taught some English, and some dance and drama. But yeah, fourth year coming into my fifth year next year.

Debbie: Pro now, eh?

Jaymee: Oh, God. Trying.

Debbie: Awesome. And what inspired you to become a teacher?

Jaymee: I am a classic, like, I loved being a teacher as a kid. Like, that was what I played. I had the whiteboard, I had the markers, I printed the worksheets. And I was really keen on helping my teachers at primary school. Like, I would stay after school so I could staple their stuff on the wall. Bookworm, right? Yeah. And so I just knew from the get-go that I wanted to be a teacher. And then in my high school kind of experience—it was a rocky high school experience at times—and I really, really loved my drama teacher, and I truly believe that she is someone that just inspired me to become a teacher. And I just really, yeah. So that's, yeah, that's me.

Debbie: Cool. So what made you head down the area of media and performing arts?

Jaymee: So, I grew up doing a bunch of musical theatre. I absolutely loved it. I was in shows, like, multiple times a year, really enjoyed it. And when I was at uni, I actually had the opportunity to work for a performing arts company. And so I got to teach small children...

Debbie: What did you do at uni?

Jaymee: University of Auckland. Undergrad and post-grad did it there.

Jaymee: And so I taught three-year-olds all the way up to 18-year-olds performing arts, and just really, really loved it and knew that was kind of an area for me. And in the media side, I was a bit rogue in Year 12 and needed an extra subject and was like, "Media Studies, great. I watch TV and films, perfect." And then after a year, decided I wanted to major in it as my whole degree, funnily enough. And so that was, yeah, I really enjoyed those subjects at school. I was such an arts kid and so I really kind of saw myself moving into that area as a teacher. Yeah, awesome.

Debbie: So what was the transition like moving from the studio environment into teacher training and then into the real classroom?

Jaymee: Gosh, interesting. I was... A journey. Yeah, I did my post-grad dip in 2021. So I was actually standing at school in my practicum, and we got the notification saying we're going into lockdown. And I remember trying to be at the front of the room, like, "Stay calm, like, you're the adult in the room, no need to panic." And then I actually did my second practicum online. So I spent it on the computer, cameras off, like, no one's engaging with me, did all my observations that way. And so coming into the classroom post that was so interesting. I really only had six weeks in a classroom, and then I started the year, and then I came all the way into teaching by myself.

Debbie: What a switch up.

Jaymee: So different, but there was something really awesome about just seeing the kids' faces and I was like, they're actually engaging with me! But it was challenging. It was such a shift.

Debbie: Wow. COVID times.

Jaymee: Oh, far out. I'm glad we're not in lockdown.

Debbie: Amen. Ugh. So what was an early teaching moment that really stayed with you?

Jaymee: Oh, I was thinking about this and I actually couldn't come up with one from, like, my first or second year. But I think one that stood out to me was this year specifically, where I said goodbye to my Year 13s. And some of these kids I've taught since Year 10 in Media Studies, and there was just something so special. There were tears, there were gifts, like it was just such like a room full of aroha. And I just really was like, that's amazing to be part of their journey for four years before they're coming into, like, their university and some of them are doing media in uni. And I just, that's amazing. That was really special, and I was like, "This is why you do it." So, yeah, that's really cool.

Debbie: And so you've been doing academic deaning this year.

Jaymee: Yes.

Debbie: Tell us a little bit about that.

Jaymee: Yeah, so academic deaning is you kind of work alongside the pastoral dean, but you've got quite a specific focus on academic tracking for students. So a lot of it involves data analysis and so looking at students' grades and kind of looking at where the gaps potentially are, or seeing if the attendance is impacting anything. It's not just about potentially those students who need a bit more support on the lower side, but also the students at the top side that need a bit more of an extension as well. So it's essentially 230 kids, looking at the data and tracking kind of how we can get them to succeed at their best, and what success looks like for them. Yeah.

Debbie: Big job.

Jaymee: Yeah, big job, but...

Debbie: I mean, I'm sure the students really appreciate that extra support.

Jaymee: It's been a journey, and definitely a space that is needed, I think, isn't it?

Debbie: So what did you enjoy most about it? I mean, it would be quite hard, but...

Jaymee: Yeah, definitely challenging. For me, I don't teach Year 10s this year, and I'm the Year 10 Academic Dean. So the first challenge was learning who these kids were. All of them. Yeah, so I think the best thing was truly working with these students, and you catch up with them every now and then, and you talk to their parents, and actually creating a plan that feels achievable and doable, because often you meet with these students who just see no way out. They're like, "I'm failing everything, I don't know what to do, I don't know how to get better." And so it's creating those plans and then watching them kind of succeed. And I had some beautiful emails from parents who were just like, "Our student is just so happy that they got an E on this," or, "They just passed this math test." So it was very, it's rewarding.

Debbie: Yeah, that made it a job worth it.

Jaymee: It really does, yeah. Yeah.

Debbie: So, obviously, you've had a massive year. So what have been some of the challenges of having to balance your leadership responsibility as well as teaching and as such a creative and high-energy subject?

Jaymee: So, balance, that would be the biggest challenge, I think. I... yeah, it's been a very interesting experience. You don't get a lot of time for academic deaning. I think it's two hours a fortnight. So it's trying to manage that and all of those queries and meeting with the students, whilst also maintaining a really heavy senior load as well as all of the marking. So I would say the biggest challenge has been the balance, and knowing when to stop, because I find—what's teaching, and I assume a lot of other careers are like this as well—but you could keep going. There's always something to do. And so knowing when to stop and going, "Oh, I actually can't do anything more with it until someone gives me something." I've really had to learn it's a 50/50. You know, I've give my effort, they've also got to give it back to me. So sometimes you just, you're having to work hard, but you need someone else to meet you halfway. So that's been the biggest challenge. Learning to stop and going, "Okay, it's a 50/50, it's a team work here. We need to be able to work together to achieve the end goal. It's not just me pulling the weight."

Debbie: How do you support students academically while also encouraging them to be creative and look after their well-being?

Jaymee: So I think, obviously, we're quite a high-performing school where, you know, excellence is what's expected and what students really push for. So there's been a couple of times where I have had to remind students that you can, you can only do your best. And so it's creating plans that feel achievable for them. And I'm a very big believer in you can't pour from an empty cup, right? So for students, their sports, their arts, their after-school activities, their tutoring, that's all really important, and that's going to help them be successful in whatever way that looks like. So it's not just about, "I have to study every night to be able to achieve an excellence." It's like, what's actually manageable and what can I fit into my life? Because it's about your whole aura. It's about the whole package, right? So it is reminding students that it's not the be-all and end-all. It's important, and I do really believe in, you know, working hard for your academic life. But there's also some kids are also just naturally creative, and some kids also really need to prioritise their mental health. And so it's about finding that balance. And I like to have those conversations with students as well. You can't do everything. You can only do your best. And so what does that look like, and how are we going to get there?

Debbie: That's such valuable insight. I love it. What advice would you give to young teachers kind of entering the media or performing arts area?

Jaymee: Yeah, gosh, I think for media and performing arts, there's such small departments. Like, you'll know with languages, often you're a one-man band, or there might be two of you. And so it's about those connections. For me, I got a call, like, a couple days before I started this job, and it was like, "Great, you're so you're teaching Years 11, 12, and 13 now. We just need you to step into the senior teaching role." And I went, "Oh great, that's scary." But I really relied on the connections that I had made, and I think that's my biggest advice. You have to go to those conferences, you have to go to those hui to meet people. You need people to moderate, you need people to share their ideas, because you can only do so much. And so, for me, it's about those connections. If you sit back and you don't make those friends, or you don't make those connections, it's going to be hard. And you don't know what other people like are connected to as well. So if I need a job and there's someone over here, this person might put in a good word for me. It's so small. So you have to really focus on those connections. I couldn't do half of the stuff I do without my colleagues or my friends from other schools. It's just so important.

Debbie: Yeah, it really is about who you know?

Jaymee: And it's just, it's how society works, right? It's not what you know, it's who you know. Yeah. And so I believe with media and performing arts, when you're such a small entity, you've got to have those connections. And I've learned some amazing things from my colleagues. And I actually had a meeting a couple of weeks ago with one of my really good friends that I studied with, and we just shared information, and I was like, "Oh great, that's a new thing I can steal, or I can manipulate into my own way." You know, it works for them, so it could work for us. And you just, you know, it's not about reinventing the wheel. It's about what you can use to make, you know, your job successful and easy, creative and for the kids as well.

Debbie: Yeah, that's such great advice. And I think really important for those, yeah, as you said before, those teachers who are working by themselves in a school and feel isolated.

Jaymee: Oh, yeah. It's an isolating experience. "I need people to moderate." And it's just like, "Where do I go if I don't have any friends in other spaces?" So I have moderators all over Auckland. And it's been so important. And you get to learn about their schools as well. So you see what your kids do, and you see what their kids do. It's so useful.

Debbie: That's cool. With regards to your job, you work quite closely in helping run the shows at school. And that's been another massive job that you've had to do this year along with everything else. How was that for you?

Jaymee: Big. Yeah. I was just saying this morning, I can't believe our show was this year. Like, it's been such a big year. And it's tough because...

Debbie: I don't know how you've done it.

Jaymee: Oh, I don't know either. With friends, I think. I think that's what it is. It's the connections. I couldn't have done half of the things that I've done without the people around me, and it's a true, like, testament to, you know, my friends. I don't just do it for myself. I do it as a reflection of the people around me as well. And so shows are big. They are big. And, you know, watching those kids on stage, oh gosh, I got teary. I was just like, "I'm so proud." That was so amazing. And they were so great. Such a good show. Yeah, just honestly, and such a fun time as well. It's hard in the moment because you're spending two afternoons a week, sometimes a weekend, and then show season, most nights, you're out until like 10:30, 11:00. It's hard. It's really hard to balance. It's been a big year. But you're doing it for the kids. Absolutely. At the end of the day, those kids stepping out on stage, magical.

Debbie: Yeah. And so what was your role? What did you, were you in charge of?

Jaymee: So I did a little bit of everything. As I said, I have quite a big background in performing arts, specifically, like musical theatre. Yeah. So I did a bit of, like, vocal, like, direction with a lot of the leads. And then, you know, it was just kind of here, there, and everywhere. Wherever they needed me, I was like, "Yep, I'll do that, yeah, I'll do that." I just love being involved. Like, it's so nice to have this full circle moment of something that I loved at school and being able to have that for the students as well. So it's just, yeah, I was just here, there, and everywhere.

Debbie: So if there was a school wanting to or thinking about doing a show or doing a production, what advice would you give them?

Jaymee: Oh, gosh. Make sure you've got a good team. Yeah. Don't do it on your own. Don't do it on your own. It's so impossible to do it on your own. Yeah, you've got to have a good team around you. Our faculty is so tight-knit as friends, but also as colleagues, which I think just worked amazingly. You know, we all just were like, "Oh, there's a need for this, we'll fill that. We'll just, you know, everyone was helping each other." It's not an easy task. It's worth it in the end, but you've got to make sure the support systems are there because it is a really big task.

Debbie: So are there any resources out there to help schools?

Jaymee: Not necessarily. A lot of it comes from, I think, that past experience that people have had. There's a lot of companies that have maybe a guide that you could use, and like your scripts have like information in it as well, but you still have to have the creative, the creative juice to get it all going and pull it all together. Not everyone can be the director, choreographer, and musical director. It's so specialised. So it's challenging.

Debbie: Oh, cool. So what do you wish you had known before you stepped into the teaching profession?

Jaymee: Gosh, so many things. I'm, I'm going to go in a positive, positive way, and this is probably more of like a reflection answer. I wish I had known that I was about to step into some of like the best years of my life, and just meeting some amazing people who are going to have so much impact on me. And not to say it's all been perfect and sunshine and butterflies and rainbows, but I truly wish I'd gone in being like, "This is going to be the best rollercoaster ride I've ever had, and the people are going to be so important to you." So, yeah, it's just, I've been very lucky to have the people around me, and I just, that's... I wish I'd known that going in and being like, "This is just like saving every moment. It's going to be great, regardless of how hard it is." Yeah.

Debbie: Yeah, I like that. And what are some of your hopes for your future in education? Where would you like to be...?

Jaymee: Yeah. So it's going to be interesting. I think the Media Studies space, well, it's changing with all of the curriculum changes. So it's a subject at level two and three, but for me, I would really like to see it at that junior space. I think media literacy is so important. I think there's a really, I guess, misconception about what media studies is. It's not just about watching movies and making a film. There's a huge media literacy element, and being, teaching students to think proactively, right? It's not just taking it impassively, you're actually an active viewer and listener, and the things that you engage with actually influence and impact you. So I would really love to see it at that junior space curriculum-wise. And then I guess moving forward, I really love this faculty energy, I guess. I've enjoyed academic deaning. To an extent, it's been challenging at times, but I've really, something about that faculty space really speaks to me. Growing the numbers, making sure there's really nice cross-curricular happening. I'm quite lucky in Performing Arts specifically with, you know, there's four different departments. So I quite like working across those. Yeah, so maybe into the faculty space at some point, hopefully. Yeah, I've got a few aspirations, but it takes time, some PD, and working with, you know, mentors and stuff to get there.

Debbie: Yeah, great. And with regards to AI, how does that kind of blend in with your subject area?

Jaymee: Oh, yeah, just like any other subject area, I think, at the moment, there's a lot of, "What do we do?" But I think there's such an important thing to be able to teach students the ethics around it, because it can be so amazing and so useful. But it's not just, "Can you write an essay for me?" It's about learning how to use the tool, to kind of advance your work or your learning in some sort of way. It's not just a search engine. So there's been some challenging moments, but it's, yeah, I mean, I'm still learning all about it as we all are. So it's about working with it, I think, instead of just banning it, because then it becomes like a tool that's used in the wrong way. So I'm interested to see how the space, especially with new curriculum, is there anything going to be in it, potentially around it? I'd really like to see it again at that junior level, because kids are using it, we can't just say it's banned, because they're still using it. So it's about teaching students how to use it correctly, I think. Because it can be a powerful tool. Yeah. But it's a dangerous one as well. I'm scared for the future, I think.

Debbie: Oh, good. So any last words of wisdom before we wrap up?

Jaymee: I think teaching is so magical. I think I love it. I love to moan and complain, and it can be the hardest thing. I can feel like I'm going to cry most days, but honest, like I said with those Year 13s, seeing them walk out as 18-year-olds, like young adults ready to enter the world, that is so special, and you do it for those kids that just love it and want to learn from you and, you know, hopefully one day they'll go, "You were the teacher that inspired me to do X, Y, Z." And I think that's what it's all about.

Debbie: Yeah, you're so right. All right. Well, Jaymee, thank you so much for sharing your journey and giving us such an honest look at the creative side of teaching. Your insights are a real reminder that art brings incredible joy, but also requires a huge amount of energy and care.

Jaymee: Yay. Thank you so much for having me.

Debbie: Thanks for joining us. So fun. See you later.

Jaymee: Bye.