By NZAIMS inc | Posted: Friday December 14, 2018
Originally shared with members in December 2018. We thank you for your support in completing the current survey, the results which and the bones of the submission will be shared with you early next week. The emerging findings are assembled under the 8 recommendation headers, with the intent it will be of use to you for sharing with your networks and community.
Nga Mihi NZAIMS members,
A number of NZAIMS executive have met and discussed, “Our Schooling Futures: Stronger Together Whiria Ngā Kura Tūātinitini. Report by the Tomorrow’s Schools Independent Taskforce.”
We have shared these emerging findings assembled under the 8 recommendation headers, with the intent it will be of use to you for sharing with your networks and community. We ask you to be particularly careful to use the phrase - “expanding middle schooling from 2 to 4 years” as this negates the media “intermediate schools abolished.”
No doubt the new year will bring many challenges but we look forward to working with you to keep our network strong. Enjoy your well-deserved break.
Ka Kite ano
NZAIMS Emerging Findings:
1. Governance | Ngā Mahi Whakahaere.
This review will require cross political party consensus.
Hubs will add another layer of Bureaucracy.
Hubs disempower BoTs and empower Bureaucracy
Hubs disengage school communities from their schools and schooling networks/pathways.
“The closer to the end user the decision is made the more likely it is to be owned and positively give effect to outcomes.”
2. Schooling Provision | Ngā Momo Kura me Ngā Hononga.
Recognition of MIDDLE SCHOOLING as an age and stage/sector within the schooling pathway.
Endorses the pathway Primary Yr 1-6 / Middle Yr 7-10 / Senior Secondary schools Yr 11-13.
Endorsement of expanding Age and Stage appropriate middle schooling to 4 years from the present 2.
Endorse the use of already existing re capitation processes and agreements to gradually effect this change over time.
Development of age and stage resourcing
The development of Maori and Pacific language pathways
The development of age and stage teaching qualifications
Flexibility within the system to respond to situation-specific learning needs.
Endorses the need for Area Schools Yr 1-13 in isolated areas.
Year 1-8 / Yr 7-13 schools configuration of the schooling system which is included as a second choice option.
3. Competition and choice | He Tauwhāinga, He Kōwhiri
Moves to reduce the inequity inherent within NZ society and the education system
Recommendations for children to attend localised schooling pathways.
Replacement of Decile Funding within the resourcing system
An absence of effective action to manage ROLL FLIGHT and the resulting further development of winner and loser schools.
While the equity effects appear initially to be Education system based the causal factors are far more complex and socio-economically based than the report suggests.
4. Disability and Learning Support | He Mahi Āwhina i te Ako.
This inclusive approach and recognition of the need for extensive expanding of resourcing is the highest priority.
5. Teaching | Ngā Mahi Ako
Our system needs to do better at recruiting, training and supporting
Specialist age and stage-specific training for middle schooling
Development of Primary / Middle / Secondary endorsement of degrees
Recommendations rationalising teacher resourcing and conditions between sectors, Primary / Middle /Secondary
6. School Leadership | Ngā Mahi Ārahi
Principal employment recommendations that will both further stress and remove security of tenure discourage applications for positions. These positions are already considered low in desirability, as evidenced by the low number of applications and frequency of re-advertising.
7. Resourcing | Ngā Rawa
The proposed equity index is implemented as soon as possible and prioritised for the most disadvantaged schools.
Recommendations rationalising teacher resourcing and conditions between sectors, Primary / Middle /Secondary.
Management and staffing entitlements are reviewed to ensure they are fit for purpose.
Recommendations extensively expanding responses to learning support and disability.
Delays in periods of transition around expert and resource support for those requiring learning and disability support have the potential to cause significant disruption to student learning and equity of opportunity.
8. Central Education Agencies | Nga Tari Pokapū..
Establishment of Advisory/Support component within the system.
The creation of a new independent Education Evaluation Office reporting directly to Parliament which:
Reports regularly on the performance of the education system.
Evaluates the performance of the Ministry of Education and Education Hubs.
Is responsible for all quality assurance functions currently carried out by NZQA.
The Teaching Council should include a new Leadership Centre to operationalise the Leadership Strategy and Capabilities Framework.
The disestablishment of the Education Review Office (ERO) and New Zealand Qualifications Authority (NZQA).
By disestablishing a national school review system, we risk losing a national perspective.
Establishing Hubs along with the associated legislated authority and consequent distant decision making from end-user promotes bureaucratic approaches and methodologies that will cause friction with the New Zealand schooling system.