I appreciated the opportunity that Minister of Education Hekia Parata provided last week for local school Board of Trustees and Principals to meet with her.
The Minister has been passionate about the benefits of education for a long time and it is exciting to see someone born on the Coast in such a senior position again.
I was excited to hear about developments in governance coming out of the Christchurch situation. Ten years ago the Kiwa Education Partnership discussed a campus-based approach to schooling in Gisborne but it doesn’t seem to have eventuated. Cluster governance makes sense when we think about a village raising a child and a seamless transition between early childhood education, primary and secondary schooling.
It was somewhat reassuring to hear the Minister say she doesn’t see any need to link performance-based pay to National Standards. One of the big fears in low decile schools is that such a policy could see highly skilled teachers moving to schools where more students have participated in quality early childhood education and have better access to support for their learning. Advice from Treasury officials also reject pay based on test scores.
Ministry of Education research shows that students from poorer communities generally have slower progress than their peers – the level of material resources available to families, health problems, substance abuse and conflict, all have a deep impact on the ability of students to attend school and learn. If pay is based on the rate of progression, this may also disadvantage teachers and communities where progression is slower because of external influences.
High student expectations from parents and teachers is essential and building strong partnerships between home and school is one of the most important things we can do.
Class sizes do have a major impact on student achievement and the secondary teachers current collective agreement limits class size to no more than 26 students. While it may save money to squeeze more kids into each class, we should expect learning to be compromised.
Though it seems to go against the whole basis of the National Standards her government pushed through in their last term, I was pleased to hear the Minister acknowledge that one size doesn’t fit all and progression in learning and achievement levels should be ‘flexible’.
It was also reassuring to hear the Minister sees inequality as a major issue that the country needs to address – both in terms of educational achievement and socio-economic status. Of course we are yet to see what the plan is for addressing the growing inequalities, fuelled in part by some massive tax cuts for those of us who least need them while future generations are being burdened with government loans from China.
Schools are not solely responsible for addressing every issue facing kids – neither is central government, nor parents or the wider community. But together each stakeholder has an important part to play in pulling together the pieces of the puzzle.
Beginning a ‘conversation’ on what the goals should be and how as a community and country we can achieve them is an admirable and pragmatic approach for any new Minister. I hope the commitment to a mutually meaningful dialogue is genuine and key stakeholders all have a real opportunity to shape the direction of education in New Zealand. Tough choices have to be made all the time by those wielding power in public but including all of the people most affected by decisions in the process is essential for good results to be achieved and enduring.
Manu Caddie is Chairperson of a school Board of Trustees but these views do not necessarily reflect those of the school staff, whānau or BOT.
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