PPTA News: the magazine of New Zealand secondary teachers.
Approximately 18,000 copies of PPTA News are distributed free to secondary and area schools and other institutions.
Not all the opinions expressed within PPTA News reflect those of the PPTA.
PPTA News December 2016
- Last Updated on Thursday, 08 December 2016 02:03
The December 2016 issue of PPTA News: the magazine of New Zealand secondary teachers
Table of contents:
We can be heroes, just for one day - President's viewpoint p.3;
Code of professional responsibility - p.4;
What is Pasifika success? - p.5;
Middle management debate - p.6;
Farewelling Aranui High School - p.7;
NCEA and Neoliberalism - Opinion - p.8;
Set up your own charter school - Satire - p.9;
The Rhetoric and the Reality - Book review - p.10;
Changing schools and holiday pay - Out in the Field p.11;
Support for quake affected members - p.11;
Issues and Organising seminar - p.12;
Have your circumstances changed? - Member alert - p.12;
PPTA News November 2016
- Last Updated on Wednesday, 23 November 2016 23:21
PPTA News October 2016
- Last Updated on Wednesday, 23 November 2016 23:27
PPTA News October 2016 (volume 37. No 7)
The October 2016 issue of PPTA News: the magazine of New Zealand secondary teachers
Table of contents:
Teachable moments - President's viewpoint p.3;
Palmy pioneers collaborative school community (Palmerston North CoL) p.4;
Treaty workshops in schools - p.5;
Cooking with the minister - How to boil an egg (Dave Armstrong column) p.6;
Your vote counts (PPTA presidential team elections) p.7;
Principals alarmed by funding proposals (bulk funding) p.8;
What happens when teachers BYOD? (PPTA ICT committee) p.9;
Wage issues (field officer advice) P.10;
Blunt tools (Locked Out book review) pg.11;
Mental Health Awareness week pg.12;
The transformation of schools into businesses
- Last Updated on Wednesday, 07 September 2016 04:48
The transformation of schools into businesses University of Nottingham education professor Howard Stevenson shares the horror story of bulk funding in UK schools.
Learning lessons from England
The English public education system stands on the brink of becoming a privatised, for-profit system in which students, teachers and schools all find themselves competing against each other.
Approximately 60% of the country’s secondary schools are ‘academies’ – similar to New Zealand’s charter schools. The proportion of primary schools is much lower but the government is committed to all schools becoming academies by 2020.
These schools are no longer part of local government control (and therefore subject to democratic community accountability) but are run by ‘academy chains’ and Multi-Academy Trusts (MATs).
Many of these organisations have links to the private sector, and some represent the ‘public sector’ face of what are already global for-profit edu-businesses.
Although, technically, it is currently not possible to be ‘for profit’ in the English public system, key services in schools are increasingly contracted out to for-profit providers. Allowing for-profit providers formally into the system is probably one general election away.
England’s ‘reform’ agenda places it in the vanguard of the so-called ‘global education reform movement’ (GERM) and students and teachers are paying the price.
Where did it all go wrong?
To understand how English education policy got to this point it is important to take a historical perspective and see a number of sometimes small, but incremental, changes that have, over time, eroded the public service ethos of English education.
The obvious starting point was in 1988 when the Education Reform Act Bulk Funding Learning lessons from England introduced a set of linked measures that began the process of ‘school markertisation’, made possible by testing, league tables and so-called parent- choice policies.
Perhaps most significant at the time, but not always appreciated, was the introduction of Local Management of Schools (LMS) in which budget allocations to schools were based on pupil numbers and budgets were decentralised en bloc to schools (governing bodies and principals).
This was the point at which schools started to become, and act like, businesses in a market and the divide between principals and teachers began to open up.
At roughly the same time, New Zealand was adopting similar policies (Tomorrow’s Schools in 1989). Since then New Zealand has avoided many of the worst excesses of what we have witnessed in England, although it is clear vigilance is still required and now more necessary than ever.
Devolved budgeting – what’s the problem?
The argument for devolving budgets to school level was simple and superficially attractive – surely decisions about resource allocation should be taken closest to the point where those decisions will have impact?
We should not be embarrassed to be concerned about efficiency and increased efficiency should lead to increased effectiveness. What could possibly go wrong?
The answer is that LMS (as was, but now ‘reformed’ numerous times) has acted as a Trojan Horse for the real motives under-pinning reforms – transforming the school system into one that first behaves like a private market, before eventually morphing into a fully-fledged private market in which public funds prop up a multimillion pound business ‘opportunity’.
Meanwhile students and teachers in England live with the consequences. Devolved budgeting has set school against school in a competitive market. Governments walk away from funding problems as schools fight between themselves for scarce resources.
At the same time school leaders are transformed into business leaders (a new ‘them and us’ emerges), spending more time negotiating business contracts that improving teaching and learning.
In order to assist them an army of ‘school business managers’ are recruited (often for their business ‘knowhow’) so that, paradoxically, rather than increase efficiency a new raft of bureaucracy is created in every school.
Inevitably, school leaders look for every opportunity to make savings where they can – replacing older teachers with (cheaper) younger teachers, employing unqualified staff and using teaching assistants to cover teaching roles are all now a feature of the English school system.
It is important to note that teachers in England have not had collective bargaining since 1987, national pay arrangements have been completely eroded and academy schools set their own pay and conditions.
The whole system is based on merit pay, often linked to student test scores. It starts with devolved budgets – this is where it ends.
PPTA News September 2016
- Last Updated on Thursday, 01 December 2016 03:31
The September 2016 issue of PPTA News: the magazine of New Zealand secondary teachers.
Table of contents:
Somebody is thinking of the children - President's viewpoint p.3;
A chance for children (He Huarahi Tamariki) p.4;
Crossing cultural barriers through movement (Louise Fielder) p.6;
Examining the teacher laptop scheme (TELA) p.7;
Integrated curriculum vs subject silos (Gerard MacManus and Lawrence Mikkelsen) p.8;
What are you like at bass guitar (Dave Armstrong on teacher registration) p.9;
Too many tasks for too few people (PPTA workload taskforce) p.10;
The transformation of schools into businesses (Bulk funding) p.12;
Cultivating culture - PPTA pasifika fono) p.14;
Pathways for Maori success (PPTA Maori Teachers' Conference) p.16;
Te Wiki o te reo Maori every day (Cecelia Pakinga) p.17;
Involving everyone in Health and Safety p.18;
Consultation on management units essential (Field Officer advice) p.19.
The Global Budget - bulk funding by another name
- Last Updated on Monday, 15 August 2016 02:35
Bulk funding: trading teachers for cash.
The Ministry of Education is seeking the sector’s feedback on seven proposals for changes to school funding.
One of these, The “Global Budget” would remove the split between funding for staffing (which covers salaries for a set number of full time teacher equivalents) and cash for operations. The Global Budget means the most important asset of a school, the teaching staff, would have to be ‘traded off’ against other costs that schools face. Instead of the government guaranteeing a minimum number of teaching staff to each school, each year the board will decide how many teachers it would employ. This is the essential element of bulk funding,which teachers and communities rejected in the 1990s.
PPTA News July / August 2016
- Last Updated on Tuesday, 30 August 2016 06:33
The July / August 2016 issue of PPTA News: the magazine of New Zealand secondary teachers.
PPTA News v.37 (5) July/August 2016
Table of contents:
Braving the storm - President's viewpoint p.3;
Treaty partners at co-governed school (Nga Puna O Waiorea, Western Springs College) p.4;
The Global Budget - bulk funding by another name p.6;
The power of collective strength (interview with outgoing deputy general secretary Bronwyn Cross) p.7;
A coming together with Shakespeare p.8;
Culture support needed for isolated schools (Shakespeare Global Centre NZ) p.9;
Technology in the classroom (Debate) p.10;
Support for student teachers at summit p.11;
Postcards and perserverance for paid parental leave p.12;
Celebrating Pink Shirt Day p.12;
3 fascinating reasons teachers need to have a growth midset too! (Guest blog) p.13;
Are you getting paid correctly for your qualification (Field Officer advice) p.14.
Health and safety research for older teachers (Stuart King) p.14.
Chalkdust: A look into PPTA's past (bulk funding battles of the 1990s) p.15.
PPTA News June 2016
- Last Updated on Tuesday, 26 July 2016 05:45
The June 2016 issue of PPTA News: the magazine of New Zealand secondary teachers.
Table of contents:
Pragmatic problem-solver will be missed - President's viewpoint p.3;
Academic mentoring at Lytton High School p.4;
Kaiapoi High School traffic issues p.6;
Should New Zealand history be compulsory (Debate) p.7;
Familiar faces, new roles (PPTA's new deputy general secretary and junior vice president) p.8;
Marking Matariki (Celebrating Maori New Year in schools) p.9;
Much needed support for special needs coordinators (TRCC) p.10;
Pasifika fono p.11;
Industrial update p.10;
Education and citizenship - a debate we must have (Guest blog) p.13;
Media review - Try Revolution p.14;
Letter - Marlborough college co-location - the girls' school's point of view p.14.
What's the deal with being fixed term? (Field Officer advice) p.15.