26 August, 2024
The Tawa Cluster joins with other Principals’ Associations and the New Zealand Principals’ Federation (NZPF) in expressing serious concerns over the Government’s proposed changes to the introduction of the new national curriculum. Whilst obviously reflecting the Government’s perceived urgency for change, the deviancy from previously outlined timelines is unhelpful and places significant strain on schools and educators across the motu who are already dealing with the challenges of a reduced workforce, buildings that are unfit for purpose, and communities struggling in a cost of living crisis.
The Principals of Tawa recognise that education and curricula should continually evolve to meet the needs of all learners. However, the rapid disestablishment of the previous Draft Te Mataiaho document and the recent announcements that both the new draft Maths and English curriculum for Years 1-8 will be implemented from 2025 has presented schools and leaders with implementation timelines that are unrealistic. These timelines do not reflect the reality for many schools in our community who struggle to find relievers to release teachers for the PLD to implement significant pedagogical change or are simply struggling to staff their schools.
We are also concerned with the rhetoric being used by the government and the misrepresentation of data that paints a picture not reflected in our schools. This misuse of data not only creates distrust between educational professionals and the government, but undermines the hard work many schools have done to address their own concerns, often unsupported by the MOE or professional development facilitators. It also creates suspicion in our school communities that is often unjustified.
In a profession that is seeing many of its members moving offshore, leaving the profession for other roles, or simply not joining the profession, the misrepresentation of the data does not uphold the mana for our teachers and learning assistants who work hard on a daily basis to see students thrive at school. The proposed timelines and misuse of data will surely only exacerbate this reality further.
The Principals of Tawa join colleagues from across Aotearoa in expressing significant concern about the absence of Learning Support provision from recent government education policy announcements. Whilst the Minister for Education has made reference to Tier 2 and Tier 3 support for Literacy and Numeracy, there has been a lack of specificity about how this funding will be implemented and schools in our community are concerned with information emerging that sees support tagged directly to school involved in Ministry PLD or having the equity index applied. Schools in Tawa are desperate for resources to support learners with additional needs and professionals to support students suffering from a myriad of mental health challenges relating to trauma, anxiety, and neurodiversity. Learners will continue to struggle to achieve arbitrary literacy and numeracy targets if their wellbeing and neurodevelopmental needs are not first addressed. Clear targeted support for these learners, their teachers, and their whānau would benefit all learners.
Tawa Principals reiterate the Southland Primary Principals’ Association in echoing the sentiments expressed in the recent media release from the New Zealand Educational Institute (NZEI). We are concerned that the speed of change does not amply give PLD facilitators time to be any further ahead than schools are currently. The rapid change in pedagogy from what many organisations within the PLD sector were most recently advocating does not provide us with confidence about the support that professional development will provide schools to implement these changes effectively.
For many years the Ministry has advocated that schools take a localised approach to developing curriculum. While we acknowledge that this has led to inconsistencies across the motu, much work has been done on consulting and working with school communities to develop strategic plans and local curriculums that reflect the unique needs and aspirations they have for their learners. Work deemed important by schools’ communities in their strategic plan for 2025 will now be shelved because of the change in timelines; consulting and developing a plan and then ignoring it is not how you strengthen connections with your community.
The Principals of Tawa strongly encourage the Government to reconsider the timelines and approach being taken to implement these curriculum changes. The way for positive, sustained change in our education system is for the Government to collaborate with those who are working each day with learners to raise their achievement. A more collaborative process respecting the wisdom, experience, and professional judgement of educators and the communities they work in is essential.
We all agree that every learner deserves a quality education that attends to their individual needs. We may all agree that change is necessary. However, whilst there is nothing wrong with urgency, haste can be extremely problematic.
“Unreasonable haste is the direct road to error.” Moliere
On behalf of the Tawa Principals’ Association
Zac Mills
Tawa Kāhui Ako Leader
