Tags >> student achievement
Posted by: PPTAweb
on 29, Nov, 2011
Tagged in: teaching , teachers , students , student achievement , social disadvantage , schools , research , power , NZARE , National Standards , equity , education politics , CLASS , change
Growing inequities - so what?
Today was spent in Tauranga, participating in the NZARE (NZ Association for Research in Education) conference (well listening anyway).
Professor Robert Tierney was the opening keynote speaker "Growing inequities: how do we contribute" was the title of his address.
Posted by: PPTAweb
on 23, Nov, 2011
Tagged in: Tomorrow's Schools , teaching , teachers , students , student achievement , secondary schools , public education , professional learning and development , National Party Education Policy , Mrs Tolley , league tables , elections , education politics , Christchurch schools , Anne Tolley
Dear Anne
I have just read your party education policy. This letter is written in disappointment that National Party education policy can so blithely ignore the best evidence in education research and policy, and dismay that you appear not to have heard the education hopes, dreams and aspirations that teachers have for their students.
National takes credit for all improvements in the education sector over the past three years; some achievements - such as retention rates in school, are unlikely to have been influenced by National education policy, others are simply manipulations such as 'employed 1600 more teachers"; shuffling funding from one education area to another doesn't double it; league tables encourage some particularly unpleasant uncooperative competitive behaviours so how on earth can your policy blithely state "ensure schools make the most of their facilities and resources and they collaborate rather than compete with each other" or does this only apply to Canterbury?
We'd like you to know that all actual improvements in the secondary education sector can be attributed to school communities, the hard work of parents, boards, students, teachers and, most importantly, quality teaching.
Posted by: PPTAweb
on 31, Oct, 2011
Tagged in: unions , teaching , teachers , students , student achievement , secondary schools , schools , public education , professional , profession , PPTA , parliament , education politics
I described PPTA as being 'apolitical' recently and then immediately thought "oops don't think I used the right word", Kevin Bunker (PPTA General Secretary) always carefully describes PPTA "as not supporting any particular political party". So to Wikipedia I turned
"The state or quality of being apolitical can be the apathy and/or the antipathy towards all political affiliations. Being apolitical can also refer to situations in which people take an unbiased position in regard to political matters."
Wiktionary took it further
Posted by: PPTAweb
on 16, Oct, 2011
Tagged in: Tomorrow's Schools , teaching , teachers , student achievement , public education , PPTA , power , OECD , learning , equity , elections , education politics
PPTA president Robin Duff responds to the challenge of PPTA being 'dreamers' if we really think politicians of all stripes can work together for a better future for New Zealand students and our education system.
"Dream on"
Firstly, 'dream on' is quite a perceptive comment in that I believe that much of my work has, is and perhaps always will be based on 'dreams' for education as much as it was/is for other areas of my life.
The dream actually motivates and drives us all.
Posted by: PPTAweb
on 10, Oct, 2011
Tagged in: teaching , teachers , students , student achievement , secondary schools , PPTA , Performance pay , MOE , Ministry of Education , learning , education spending , education politics , education , Class size , annual conference
Sitting on the train wondering where to begin with this week's blog. Class size seems a good place to start as Kate Gainsford, PPTA vice president, was on breakfast TV yesterday morning discussing class size - and in the twitterverse a couple of commentators suggested performance pay for teachers would be better value for money in improving student achievement.
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