APPA/ PCT Project 2019
The Ministry has approved 60 new places for the APPA/PCT project for 2019.
Please check the link in the on the APPA website to apply. Applications will close on 22 August. We know this isn’t a lot of time however the application process is very simple so please do it straight away if you are wanting to participate in 2019.
Government Education Portfolio
The Government has five main objectives for their work programme for their education portfolio over this term of Government:
- Learners at the centre
- Barrier Free access
- Quality Teaching
- Quality Public Education
- 21st Century learning
To this end there are a number of strategy groups currently in action unpacking present states of education, seeking understanding of what’s working and why, what’s not working and why not, sharing knowledge and information and finding workable solutions that could solve short term needs, medium term needs and long term solutions.
One group working together on the Education Workforce Strategy 2032 (Quality Public Education umbrella)is the Education Workforce Strategy Governance Group (EWSG)- see the information below under the Quality Work force information.
The primary purpose of the Education Workforce Strategy 2032 is to ensure that the current and future workforce has the capacity, mix and capability to deliver the required educational outcomes for the 21st Century.
It will ensure that all New Zealand children and students are provided with quality, inclusive public education that meets their individual needs- from early childhood to secondary schooling.
The strategy will be developed as two parallel streams – one component for Maori medium and one for the English medium context. Both will be highly connected and largely share the same outcomes.
Just a reminder to inform the Ministry about your school’s strike action. Some schools will remain open for supervision and so far we’ve only had notification from 2 schools and both have small numbers attending school. This demonstrates how much our communities are behind us. Well done. We really regret the impact this strike will have on our families, striking is about sending a clear message to the Government that we are serious.
Closure notifications are to be sent to:
- Tai Tokerau: firstname.lastname@example.org
- Auckland: email@example.com
- Waikato: firstname.lastname@example.org
- Bay of Plenty, Waiariki: enquiries.BoP-Waiariki@education.govt.nz
- Hawke’s Bay, Tairāwhiti: email@example.com
- Taranaki, Whanganui, Manawatu:firstname.lastname@example.org
- Wellington: email@example.com
- Nelson, Marlborough, West Coast: firstname.lastname@example.org
- Canterbury, Chatham Islands: email@example.com
- Otago, Southland: firstname.lastname@example.org
Please note that further information is available in NZSTAs guidelines: Board and Strike Action: Obligations, Responsibilities and Assistance [Word]
Quality Work force
It’s vital we give strong messages to the Government about our profession. We need more teachers and we need them now.
So what is APPA currently involved with –
The Education Workforce Strategy Governance Group (EWSG)
Workforce Strategy Outcomes
The Māori and English-medium components of the Workforce Strategy will deliver the following three key outcomes.
1 Attract, recruit and retain sufficient quality teachers by:
- defining ‘quality’ for teachers and ensuring that this is reflected across the workforce
- ensuring that teacher supply levers are applied optimally to ensure that supply meets demand
- providing the right mix of complimentary workforce roles
- ensuring that the workforce make up and mix supports new ways of working
- raising the status of the profession, and
- being mindful that attention to wellbeing is key to retaining a quality workforce.
2 Deliver quality leadership by:
- delivering fit for purpose induction, mentoring and continuous professional development for all leaders
- planning for the targeted career progression for leaders, and
- providing systemised succession planning for all leadership roles.
3 Ensure a quality education workforce by:
- developing the required workforce capabilities to support all learners, including cultural responsiveness, diversity and inclusion
- developing new workforce capabilities to meet future 21st century needs
- delivering fit for purpose induction, mentoring and continuous professional development
- providing clear teacher career pathways, and
- delivering quality Te Reo and te ao Māori outcomes to promote equity and excellence for Māori across all education settings.
For each outcome, gender, cultural responsiveness, the needs of Māori students, Māori language in education, Pacific, and the needs of individual and diverse learners for the future work force will be considered. The Workforce Strategy will also reflect the concepts and values of manaakitanga, whanaungatanga, rangatiratanga that underpin the education system needed for every learner.
Education Workforce Strategy Governance Group (EWSG)
The Education Workforce Strategy Governance Group (EWSG) will enable broader ‘on the ground’ engagement with the education workforce and associated agencies through the groups its members represent.
The scope of the EWSG is to:
- collate, analyse, and contribute relevant information, including feedback, from their existing networks
- consider issues and opportunities that arise in the course of developing the Workforce Strategy and identify further action required, and
- represent the voice of their networks and provide an ‘on the ground’ perspective.
The function of the EWSG is to:
- provide governance and oversight throughout the strategy’s development phase, including related activities such as the Wellbeing Framework implementation, data dashboards, and the work of the Joint Taskforce on Compliance
- support the strategy development and monitor delivery against planned outputs
- monitor the development of collateral for the Workforce Strategy and Joint Taskforce workstreams • identify the Joint Taskforce members
- work in partnership with other members of the ESWG and the Ministry on development aspects of the strategy and provide insights and perspectives, and
- be a conduit for diverse voices during the development process.
The EWSG (as members of the broad education sector) has been tasked with working in partnership, and to engage with parents, students, whānau, communities and industry, to develop the first New Zealand Education Workforce Strategy by the Minister of Education: https://www.education.govt.nz/assets/Documents/Ministry/Information-releases/2018-releases/Final-Education-Workforce-Strategy.pdf.
To do this effectively will require all involved to find new ways of working together. We will work together from the outset, jointly identifying problems or opportunities across the sector to develop best solutions, strategies and priorities. The MoE Strategy development team will work alongside the EWSG and across the Ministry such as with Education System Policy, Māori Education and Pacific Education colleagues, to contribute to and align with the other transformative education portfolio work programmes. It will also draw from other sector initiatives such as the Education Council’s proposed changes to initial teacher education.
Using this partnership approach, the Workforce Strategy development process will engage with collaborative thinking across the full diversity of New Zealand’s learning population to ensure that it is future focused and inclusive in its approach and content.
In partnership with the sector, innovation and new future thinking will be critical. As the development of the Workforce Strategy proceeds, ongoing reflection, evaluation and refinement will be undertaken throughout the development process.
The Workforce strategy is currently being developed in close partnership with the education sector. We have had one meeting so far and are focussing on short term, medium term and long term solutions.
Staffing Crisis- APPA
Yes it’s terrible. No it hasn’t got any better. Yes we’ve tried everything from staffing our schools and classrooms with Provisionally Registered Teachers, Part timers, Ex- retired teachers, Overseas trained teachers , Senior leaders and Principals.
Many of us have had to split classes regularly or double up ILE spaces with extra students when we can’t get relievers.
Please keep close contact with your Ministry Advisors. Let them know when you can’t get relievers. Let them know when you have to spilt classes. Keep them fully informed so that they get a full picture of what’s really happening.
Staffing Crisis – Some Suggestion:
Disclaimer: The material contained in this document is the considered opinion of a group of experienced principals in our association. It is offered on the basis that our members can use, or ignore it, as they wish. As the document was written by principals, not lawyers, it should not be considered legal advice.
As an association we have been reflecting on the various discussions around the current staffing crisis. We are concerned that, inadvertently, principals may be placing themselves at risk as they seek to try and solve the issue of being unable to appoint a suitable teacher for a class.
Please Note: In considering this situation we are aware that there are ‘public relations’ issues that many schools face in dealing with issues like this. We have had to put these considerations to one side and simply consider, from a purely logical point of view, what actions should be taken.
The first thing we need to consider is whose responsibility finding suitable teaching staff actually is. While the Board is the legally the employer of all staff at the school, the responsibility for managing staff, including appointments, is usually delegated to the principal. In normal circumstances, when the teacher supply is adequate, this delegation presents few problems. The key word in the previous sentence is ‘normal’. The current staffing crisis cannot by any stretch of the imagination be considered ‘normal’.
The first step we would advise principals to take is to review the specific mandate they have been given by their Board to manage and appoint staff, this should be recorded in writing somewhere.
Assuming that the Board has provided the principal a mandate such as “The Board delegates the recruitment and appointment process to the principal and senior management”. The question of how to successfully recruit and appoint a suitable teacher in the current environment remains. More specifically what actions can a principal take if this proves to be difficult or even impossible.
As an association we would advise all principals, irrespective of their current staffing situation, to formally notify their Boards that schools across the country are experiencing issues with recruiting and appointing staff. Ask that the Board formally minutes this advice noting the possibility that this, nationwide – and potentially ongoing – issue, could prevent a principal meeting the requirements of the Boards delegation to recruit and appoint suitable teaching staff.
One of the options a principal may consider, if they are unable to make a suitable appointment, is not accepting any new enrolments. Our advice – and the relevant legislation – is clear, this is simply not an option. If the student meets your school’s enrolment criteria you must enrol them. (WAPA)
Joint Task Force on Reducing Compliance
This group has been established to work on looking at ways that compliance be reduced to support schools to focus on what’s vital. Unfortunately Assessment is an off limits debate for the Task Force. In September schools will be contacted to join a workshop to determine what areas can be reduced. The Task force wants a broad range of schools to participate.
IEAG Inclusive Education Action Group
During the holiday break I had the pleasure of attending the launch of the IEAG voices: belonging project on the IEAG website
The Inclusive Education Action Group (IEAG) advocates for change in the education system. They promote knowledge, attitudes, policies and practices that facilitate inclusive education
so all children, young people and adults, including those with disabilities, have equal opportunities to learn, belong, and flourish in their local, regular, educational setting. The ‘Voices: Belonging Project’ makes visible the voices of disabled students who tell their stories.
The website is a treasure trove of resources, ideas and real stories that will support you to ensure all our learners grow from the learning experiences at school and inclusive education is truly valued in our settings.
At the launch Associate Minister of Education Tracey Martin stated that there will be two positions of huge importance to schools in relation to Special Needs- The School Special Needs Co-ordinator – employed by the Bard of each school and the Special Needs Facilitator – Employed by the Ministry – linked to a number of schools.
Leadership Advisors Regional Management Group Auckland Report to the APPA Executive
The leadership advisors’ team is Carolyn Marino, Andy Thompson, Brian Gower, Owen Alexander, Puti Gardiner, and Steve Bovaird. Paul Manson is team leader. Appointments are all ex- principals and made by the employer, Evaluation Associates which won the contract to set this up and then hand it to the Education Council to run.
The Ministry of Education is represented by ex-principal Julian Le Sueur. Principal Representatives are Gregory Pierce (secondary), Bruce Warren (primary) and Arihia Sterling (kura).
The Regional Management group meets once each term and last met on the 31 July.
There are currently 95 beginning principals (up from 79 Term 4 2017, 83 term 1 2018). Comprehensive reporting is provided at each meeting. Formal and informal feedback about the support provided is positive both from beginning principals and from leadership advisors.
Mentor principals are often selected by beginning principals because of existing relationships. This means a significant number of principals who have offered to be mentors, have not been called on yet.
The top five areas of focus for term 2 have been personal leadership dispositions/skills; leading professional learning/pedagogical practice; human resource management; principal wellbeing; and leadership inquiry. An informal survey about what is keeping BPs awake at night pointed to concerns about the quality of applicants for vacancies; pressure on existing staff/principal to pick up added responsibility; finding relievers and foregoing release to cover classes; and frustration at the dire situation not improving.
Concern for the welfare of the U1-2 principal: not enough time to do the job risks burnout. We are encouraged as an association to make even stronger pleas to the government for better resourcing for people who take on this challenge. Good people are lost to the profession because the job is too big.
The RMG would like further representation from APPA, ideally another principal from somewhere else in Auckland (not the North Shore where I am). There is also a request for Pacifika representation. I ask the executive to consider how they might choose a suitable candidate and then contact Paul Manson at Evaluation Associates. (repeated)
Although there are concerns about principal wellbeing, there are no immediate concerns about how this initiative is tracking. We have good people who work hard to provide timely and effective support for beginning principals.
Anyone with information or questions that you would like me to take to a regional meeting, please contact me.
email@example.com 09 4788424 / 021 475105
Health and Safety, Sports Events for discussion
Are we putting ourselves, our schools or our students at risk?
What are the risks we are taking if sports organisations do not send us their safety plans?
Each interschool sports event (organised by schools or sports organisations) should have according to legislation 3 safety plans so the shared PCBU concept is actually implemented. This is a link to the Secondary Sports Council to show you how they have this sorted. The 3 plans are in one doc.
APPA Principals should not approve their children going to sports events until they see the 3 safety plans at least a fortnight before the event. We would need to stand as one on this to ensure it has traction.
If you already have this in place, awesome. If not could this might help.
It has implications for sports organisations and for schools that host inter-school sports events. And should then be extended to cultural events.