13 September 2024
The Otago Primary Principals Association executive (OPPA) joins the New Zealand Principals’ Federation (NZPF) and other regional Principal Associations in expressing serious concerns over the Government’s proposed changes to the national curriculum. The speed at which these changes, particularly around structured literacy and structured maths, are being pushed is alarming and places significant strain on schools and educators. We believe the current approach is placing an unsustainable burden on schools and teachers,
particularly in light of the limited time remaining in the 2024 school year.
While we acknowledge the importance of continually evolving our education system to meet the needs of all students, the current pace of implementation is unrealistic. The tight timelines set by the Government do not account for the practical challenges faced by schools. Staffing shortages already pose a significant hurdle, and now schools are expected to undertake extensive professional development and curriculum adjustments without adequate support.
Moreover, a significant number of principals are currently having to teach extensively each week over and above their role as principals to ensure that our children have a teacher for their class. This additional burden further negatively impacts the ability of principals to effectively lead and implement curriculum changes. The role of the principal is critical in guiding schools through educational shifts, but these extra teaching responsibilities undermine their capacity to fulfill this leadership function.
The data being used to justify these changes is being misrepresented, suggesting a crisis that does not reflect the realities of our schools. This misuse of data undermines the hard work and progress that many schools have made. It also adds unnecessary pressure on teachers who are already stretched thin. The lack of sound pedagogy in the proposed changes further exacerbates the situation, raising concerns about the long-term impact on teaching and learning.
The OPPA executive echoes the sentiments expressed in the recent media release from the New Zealand Educational Institute (NZEI). We are deeply concerned about the lack of facilitators available to support the professional development needed to implement these changes effectively. Without proper guidance and resources, schools are left to navigate these complex transitions on their own, which is neither fair nor sustainable.
It is also troubling that the messaging being communicated to the public does not align with the reality in many schools. Communities are being led to believe that these changes are widely accepted and easily integrated when, in fact, they are causing significant disruption. Schools across Otago have developed strategic plans in close consultation with their communities. These plans reflect the unique needs and aspirations of our students and families, yet they are now being ignored in favour of a one-size-fits-all approach from the Government.
The OPPA executive urges the Government to reconsider the pace and approach of these curriculum changes. We call for a more collaborative process that respects the professional judgment of educators and the voices of our communities. Our primary focus should be on providing a quality education that meets the needs of every child, not on hastily implemented changes that threaten to undermine the stability of our schools.
We call on the Government to:
● Slow down the pace of change to allow schools time to implement changes effectively.
● Provide adequate resources and support for professional development and implementation.
● Engage in genuine consultation with principals and teachers to inform the reform process.
● Re-evaluate the data being used to justify the changes and ensure it accurately reflects the situation in
schools.
The wellbeing of our teachers and students is paramount. We cannot afford to rush through significant curriculum reforms without careful consideration and adequate support.
