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Posted by on in Uncategorized

What happened with the Education and Science Select Committee report on engaging parents in the education of their children?

This is one of the most wishy-washy and banal reports I’ve seen from a select committee – it’s not even in the ball-park with the ambitious 21st century learning report from this committee, or the gutsy health select committee report on children’s health.

Quite apart from the limp recommendations, it’s characterised by muddled thinking.

This paragraph is probably the worst, and deserves to be looked at closely.

The ministry told us that all countries exhibit an association between socio-economic status and student achievement. One New Zealand-based project, Competent Children, Competent Learners, found that socio-economic status explained 18 percent of the variation in achievement in the Programme for International Student Assessments, an international study that assesses reading, mathematical, and science literacy in 15-year-old students. A synthesis of over 800 meta-analyses relating to achievement, by Professor John Hattie, (Visible Learning: A synthesis of over 800 meta-analyses relating to achievement, 2011), concluded that socio-economic status was the 32nd most influential factor in achievement. An OECD report, Strong performers and successful reformers in education, indicates that in the best-performing countries in the world, students’ performance is only weakly linked to socio-economic status. Nevertheless, some of us consider that factors such as poverty and transience remain significant obstacles to some parents engaging in their children’s education.

Let’s go through this mess sentence by sentence.

1. The Ministry told us that all countries exhibit an association between socio-economic status and student achievement.  For real. If the MPs didn’t know this already they should not be on the Select Committee. It’s an incontrovertible fact; it’s the nature and strength of that ‘association’ that are interesting and debatable.

2. One New Zealand based project, Competent Children, Competent Learners, found that socio-economic status explained 18 percent of the variation in achievement in the Programme for International Student Assessments….  Oh dear. Competent Learners is a sophisticated and nuanced longitudinal study of children educational experiences over fifteen + years. It makes no mention of PISA, and certainly no mention of any percentage associated with SES. The 18% figure is one that Minister Parata plucked out of the last PISA report,  which presents a very narrow reading of the ‘out of school’ factors that affect learning.  Mixing these two together is either incompetence or an attempt to give a dubious claim a lot more credibility than it deserves.

3. A synthesis of over 800 meta-analyses relating to achievement… Yet another example of misrepresenting Hattie.  He explicitly states that the greatest factors influencing achievement are characteristics outside of school -  50%, students peers, 5-10% and the home, 5-10%.   Once again, SES is very narrowly measured in this report, but the recognition that it’s out of school factors that are the dominant ones is clear.

 

4. An OECD report, Strong Performers and successful reformers in education, indicates… It is clear that the link to SES is stronger in New Zealand than some OECD countries (one reason could well be that we resource schools that students in poverty attend only a small amount more than those where wealthy students go), but it exists everywhere.  The following table shows it clearly. 

b2ap3_thumbnail_PISA-graph.jpg

 

5. Nevertheless, some of us consider that factors such as poverty and transience remain significant obstacles…  Okay, so some of them don’t consider poverty or transience a significant obstacle.  Well, there we go then.  Just ignore 50 years of education research, data like the graph above, and the submissions to the inquiry.

 

And as a result of that you get a weak report which adds very little to the education policy debate.  

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So yesterday it emerged that Willie Jackson’s application for a charter school has been accepted. It’s not official yet, but it’s almost certainly true, given the wackiness of most of the rest of the applications.

This map tells you one crucial thing you need to know about this charter school. It will most likely be where the blue dot is – at Nga Whare Waatea Marae.

b2ap3_thumbnail_Mangere-map.jpg

 

That’s right, it’s within a couple of kilometres of a kura a iwi, a kura kaupapa Māori and numerous other schools.

Now, the local kura a iwi, Nga Tapuwae, won’t suffer as a result of this new school. They’re a designated character school, which means that they take students from all across Tāmaki whose parents chose to buy into the Tainui tikanga of the school. They have a long waiting list and are set to expand from 270 to around 600 students in coming years.

But over the other side of the motorway is Te Kura Kaupapa o Mangere. This school has 190 students, and is not a designated character school. In 2012 the ERO review commented on student behaviour that wasn’t being well managed. There is no waiting list at this kura. 

And check out this table which is from a parliamentary question in June this year.

b2ap3_thumbnail_surplus-capacity.jpg

 

There certainly are times when school should be closed down, and similarly there are times when new schools need to open. But applying the Starbucks approach of cannibalizing local schools isn’t the way to go about this, and the Minister knows it.  This should be about prudent fiscal management, good use of the school network – and as a result, much better and more equitable outcomes for students.

So, can the Minister guarantee that if Willie Jackson gets his kura, that students staying at TKKM o Mangere won’t lose curriculum breadth or extra-curricular options? And that student losses won’t put pressure on the viability of other local kura? Can she guarantee that, unlike with the first round of charters, an analysis of the impact on other schools in the area will be done, in the same way as when any other school is opened?

And it has to be asked whether there’s been an approach to any of the schools within a 5km radius letting them know that a new school is about to open? If not, this shows how seriously the Minister really believes in the IES rhetoric of collaboration.

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Posted by on in Uncategorized

Every time Jamie Whyte opens his mouth the chance of Act having any influence on the next government plummets.

Native Affairs on Monday night was a case in point.

Act has been trying to appeal to Maori leaders with various anti-state policies for some time, promising to roll-back the oppressive burden of government and give autonomy to iwi groups. The latest manifestation of this is of course charter schools. Catherine Isaac asked Dame Iritana Tawhiwhirangi to jack her up a chance to speak at the iwi leaders forum this year to sell them to this influential group.

 It’s not hard to picture how iwi leaders would have responded when Jamie Whyte goes off on one about rolling back ‘Maori privilege’, including getting rid of whanau ora (which he, self admittedly, doesn’t even know what it is). I doubt too many of them are regretting not putting their hands up for the second round of charter schools – no major iwi groups applied, despite Isaac’s best efforts. No need to spell it out to this crowd when someone’s trying to pull a swift one.

What’s more, Minister Parata’s hardly going to be beside herself with joy at National’s preferred coalition partner’s ‘grotesque and inflammatory’ comments.  Remember, Parata left the National Party after Brash’s Orewa speech.  Even if, somehow, Act is returned in a National led government, I am sure Parata (who I suspect will still be Minister of Ed should National win) will be absolutely clear that her portfolio has had quite enough damage from the junior partner over the last three years, and it’s someone else’s turn to cop it.  

 

Of course, Whyte wasn’t fussed about the iwi leaders or Minister Parata with his latest rant; this was aimed at Louis Crimp and his type, and was about cajoling him to get out the cheque book again. However, 2014 isn’t 2004, and even Act party members are finding this dog-whistle politics grating. 

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A note to all presenters  who announce proudly “my child / grandchild can use my iPad (iPhone, tablet, slate...) therefore they are gifted tech users and therefore we need to do this ... (pick your re-engineering, reverse engineering, reformist, future focused,  digital, technological, jargon words to apply)  … to education (school, teacher)”.  

I’ve been to a number of presentations that included such announcements.

I’d like to offer this quote from Silicon Valley 

…we make technology as brain-dead easy to use as possible.“  

Educators deserve to  be treated with more respect. Let’s move beyond anecdote driven conversations and presentations. 

I don’t really want to see a picture of your ‘cute’ 3 year old as the evidence for your statement. Especially if you don’t have a topic related qualification or a school teaching practice background.  I’d like you to offer research based content and information gathering conversations.  

I’d like presentations with a purpose – using evidence and practice-informed ideas to improve the learning opportunities for our students, and with ideas to improve the resourcing of schools.  

I don’t want to hear that education needs to be reformed based on your family experience and your techno fascination.

The plural of anecdote is not data 

#justsaying

 

 

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I’ve been reading the harrowing tale of Pike River by Rebecca Macfie recently, and one of many things that struck me is how in so many cases information given to directors and share-holders was feel-good garbage, spun and polished to make sure that the money kept flowing and hard questions weren't asked.

Obviously Pike River is in a different league in terms of the potentially catastrophic impact of this phenomenon, but I think we’re seeing a similar class of ‘misinformation’ in documents like this:

 b2ap3_thumbnail_Tkhkwhangaruru.jpg

 

This is from a report which went to Minister Parata in February. It’s about the charter school in Whangaruru, the one that the Ministry of Education said should not be opened as it wasn't going to be ready, and they had concerns about the capacity of the people involved to run a school.

Stories out of Whangaruru in the last few months ( e.g. here and here) show :

 

  • ·         Staff left in the first weeks
  • ·         It never had the full contingent of teachers appointed
  • ·         There were health and safety concerns from the outset
  • ·         Relationships between school leaders broke down, leading the Ministry appointed facilitator to take over the running of the school
  • ·         And we know that the facilities were not ready at the start of the term.

 

The point of this isn’t to single out this school for the rough time they’ve had. The Minister should never have signed them up, and the Ministry should not now be colluding with this terrible decision by sugar-coating the pill.  But, as we know too well, this sort of fluff keeps the money flowing.

 

* The title of this post is from this description of Macfie's book on Pike River. "Shares in the company had been rapidly taken up by investors, swept away by predictions of extraordinary returns. Beneath the hype, though, lay mismanagement, mistakes and wilful blindness that would cost men their lives."

 

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Red Queen - John Tenniel - WikipediaAlice laughed. "There's no use trying," she said:

"one can't believe impossible things."

"I daresay you haven't had much practice," said the Queen.

"When I was your age, I always did it for half-an-hour a day.

Why, sometimes I've believed as many as six impossible things before breakfast." 

1. There has been no consultation.

This might be true if these changes had been legislated in place but that’s not what happened. The $359 million was an employer offer made to unions for them to bargain and amend with the aim of eventually putting it into their collective agreements.   If using the democratic structures of unions to make changes for teachers isn’t consultation what is?

2. The money could be better spent on…

It possibly could but it was approved via the Budget process to be spent on a specific educational initiative.  Budget spending decisions are a government prerogative.  Anyone waiting for the day when a democratically-elected government sets its budget priorities by national plebiscite will be waiting a long time.  If it is more important to spend money on addressing issues of poverty than teachers does that mean teachers will never seek another pay increase?

3. IES creates a layer of management…

Two of the positions are very clearly classroom teaching positions tasked with sharing their expertise and supporting other teachers.  They have no management responsibilities at all. The position previously called change principal is a standard principal position with extra remuneration to take account of the school’s recruitment problems and the role that was entitled “executive principal” involves facilitation not management.

4. The evidence is lacking

There is plenty of evidence on the professional benefits of mentoring and the positive results that focusing on collaboration rather than competition will bring.

5. There is growing disquiet and concern in the sector…

Only in a small part of the beltway in Wellington.  Elsewhere schools are thinking about what clusters they are already in and what they need to do to be ready to pick up the extra staffing and funding that will come in next year.  Listen carefully – that is the sound of professionals collaborating.

6. It will suit secondary schools better than primary

There is no reason why it should.  Most of the NZ experience with clusters is that the one secondary school in a cluster of primary schools doesn't feel that it gets a look in.   There is a risk, though, that if primary don’t engage the end result will be secondary –focused - but them’s the breaks. 

 

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The timing was immaculate. The day after the Auditor General condemned a school’s dubious spending, it emerged that its principal had applied to open a charter school.

The Auditor General report stated that at Te Kura Kaupapa Māori O Whakawatea – “The kura spent $5,120 on Christmas gifts and vouchers for its staff and board members bought from a business owned by the principal. In our view, spending of this nature illustrates waste and a lack of probity on the part of the board.”

 

The business is a beauty spa with a side-line in colonic irrigation – which offers such things as microdermabrasion (from $99) and Hopi Ear Candling (from $55). It's owned by the principal and her husband.

The principal, Susanne Simmons-Kopa, went in the local paper to claim that the spending was all above board and was after all, only $200 per person – enough for a coffeeberry yoga with enzyme mask specialised facial.

How they managed to find 25 staff and board members at a school with 110 students is mystifying – the school I’m on the board of has a lot fewer staff with more than double the students.

Anyway, it turns out that the principal had in 2013 applied to open a charter school as well, under the aegis of the Whakawatea Kaporeihana, a clever way to get around the rule that existing schools can’t apply. The application form is revealing. Simmons-Kopa calls herself the ‘innovator-director’ of the Whakawatea Kaporeihana, an incorporated society that is paid over $30,000 a year by the Whakawatea Kohanga Reo for ‘administration services’, as well as getting MSD funding for afterschool care, presumably at the Kura Kaupapa that Simmons-Kopa runs too.

At this point it’s obvious that she’s a very busy woman – nothing necessarily wrong with that, though most principals I know report that the job is fairly demanding on its own.

 

But what is wrong with this picture is that if she does open a charter school, spending tax-payers money on things like gift vouchers from her beauty salon won’t be picked up, as the Auditor General doesn’t have any oversight of charter schools. 

And, in the US and UK where this experiment is well down the track, cases of fraud, misspending and funnelling public money to dubious ends, are regular news. 

One question that strikes me - why isn't the Taxpayers' Union crying foul about charter schools?

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Random thoughts after reading about the faith based franchise charter school that wants to open up in Porirua.  

Charter school cartoon on Frank Macskasy blogWords that came to mind were missionaries, colonisation, deficit thinking.

Apparently children in Porirua don't need qualified registered professional teachers, just people passionate about education.

Some kind of choice aye. 

A choice the ACT party thinks those kids deserve and National are rolling it out for them.

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EDUCANZ

So many submissions, so little time

The Education and Science Select Committee are putting in long days (and nights) travelling the country to hear, mostly,  from  teachers counting the ways they are opposed to this legislation.  The committee is in a race against time because they need to hear the submissions, agree a report and get it back to the House by the 21st of July.   Parliament dissolves for the election on July 31st.

What’s the rush?

So the whole thing is being rushed - always unwise with legislation but particularly injudicious when the legislation lacks widespread public support and the very profession for whom it is supposedly designed, is actively opposed to it.

It’s hard to see the consultation process as anything other than perfunctory, considering the EDUCANZ Transition Board was set up in December 2013 but the legislation did not appear until March the following year.   And it will probably be followed by minor changes then rushed through under urgency; disrespectful to teachers, the public and democracy.

PPTA submission 

President Angela Roberts presented the PPTA submission on Wednesday 7th of May. She left the Committee in no doubt that the bill in its present form would not be acceptable to teachers.

"What it does is it tells the world, it tells parents, it tells employers and it tells my colleagues that we cannot be trusted to do the one thing that is fundamental to every profession, and that is hold each other to account," she said."That is so offensive to my colleagues and to myself."

She also said that teachers would have to pay for the council and did not want to if they were not going to be represented.  "We're happy to take responsibility for it and continue to pay for it," she said.   "The taxation on the profession - nearly $7 million a year - we're comfortable with that to pay for its core business, but there is no taxation without representation."

She also questions why anyone would pay the premium it costs to become a qualified and registered teachers if the it was possible to just walk into the profession through the proposed new door labelled “personalised LAT”.

Secondary Principals’ Council Submission

Rosey Mabin Principal of Inglewood High School presented the SPC submission. As well as reiterating that there must be representation – including of secondary principals, she objected to the range of functions and the suggestion that the code of ethics could be reduced to a code of conduct. 

She explained to the committee how professional learning had to come from action research inquiry and respectful discussion and couldn't be demanded by diktat as seems to be planned in this legislation.  She expressed some concern that the new functions given to the Council will eventually lead to it interfering in curriculum.  

Were they listening?

Yes they were!   Well at least the opposition parties were. Catherine Delahuntey, Tracey Martin, Megan Woods and Chris Hipkins asked thoughtful questions and showed they had really understood what teachers’ concerns were.  Like teachers, they were bemused that the government has, on the one hand, loosed the requirements for registration in charter schools while stropping up everyone else. 

The National Party MPs were not so engaged.

Maggie Barry looked positively bored and left the room at one point and returned clutching a banana. (I don’t think that was symbolic but it might have been).    

Tim Macindoe seemed more interested but created a distraction by getting under the table to fiddle with the power cords causing Tracey Martin to remark “We seem to have brought the government to its knees.” 

Cam Calder was charming as ever - he is very good at helping submitters feel at ease and Colin King asked a good question about LATs.  But even those two got up and swapped roles in the middle of a presentation.  

Is it just teachers who expect people to sit still and listen when someone is talking?

Umbridge decree

Did they understand the Harry Potter reference?

The cleverest submission came from the NZ Students’ Association  who wittily and wickedly compared the legislation to an incident in Harry Potter when the  ruthless, cruel, brutal and  corrupt dictator Dolores Umbridge posted an Educational Decree at Hogwarts  that disbanded all student organisations and forbade any unauthorised student meetings.  

 

 

Teachers Council

Peter Lind (the CEO of the Teachers Council) and Alison McAlpine the chair, made a fantastic submission.  

As well as challenging the silly name for a teaching body,EDUCANZ, they questioned how a council could deliver on vague functions like “raise the status of the profession.”

Best of all they went through the sections line by line pointing out where the changes would create logjams and inconsistencies in the practical operation of the competence and discipline functions. 

Clearly in the haste to get the Bill drawn up and in its determination not to risk the dreaded “capture” by consulting with people who knew stuff, the Ministry has drafted a bill that is dangerously unworkable and will need extensive reworking.  

The Council kindly offered to work with the ministry to clean up the mess – which is more than the ministry deserves. 

What next? 

The Bill should be scrapped and the people in the ministry who helped prepare it and advised on it should be moved to sections in the ministry where they can do less harm.   

There was never any need for such “root and branch” changes anyway – changes could have been made to the competence and discipline functions without the creation of this ugly new body and without freighting it with a load a functions that it is never going to be able to deliver on.

 

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Following two public slappings from the Ombudsman in 2013 the Ministry of Education promised to ‘proactively release’ information about charter schools rather than waiting for it to be dragged out of them via Official Information Act requests.

Following an extensive 'document dump' late last year, they seem to have fallen back into their old ways. Is this an example of what the May 2013 review of the MoE said was “…changes … not yet … fully driven down into the Ministry so that they are understood and followed by all staff”…  (i.e. blaming the workers) or is it something else? I suspect something else, and that something is the Minister’s need for political management.

PPTA was assured that there was an information release on charter schools due by the end of March. Funnily enough it hasn’t arrived. What was going on for the Minister then? Well – the storm around Te Kohanga Reo Trust had Parata very much in its grip , and there was the ISTP happening which was all about Parata getting some good vibes from her much trumpeted ‘world cup of education’.

Thus, no more information on this round of charter school applicants, which, amongst other things, would no doubt have included the newsworthy  confirmation that a US applicant was lining up for the next bite of the cherry. 

 

All of this is understandable – if disappointing. The question is, why would the Ministry promise to change when it won’t? This is public service 21st century style – where service is about serving your minister, not the public. The cynic wins over the optimist again and proactive information releases will be to the minister’s timetable.

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My experience with Novopay has been a deeply fraught, frustrating, and indeed frightening narrative.  Qualifying as a PRT in 2012 I began work as a day relief teacher and then ongoing work in fixed term relief positions.

The process of becoming a registered teacher is straightforward and robust, as it should be.  The process of becoming a paid teacher is akin to mating elephants.  A complicated courting, accompanied by high level squealing and trumpeting and taking nearly 18 months to see any results.  Since February 2013 I have either not received the complete amount of money owing to me or the taxation on my earnings has been incorrect.

Teaching is not easy Minister Parata. I reflect constantly if not hourly on how to help all the children and young people that I deal with. I plan and read, I travel 140 kms daily to do this. If I so chose I could qualify to be on a benefit.

Minister Parata, I live in a three bedroom home that belongs to the Ministry of Education, it has no insulation, an open fire for heating.  I need a regular and correct salary so that I can move into a warm well heated home so that my children and I do not get sick. 

Minister Parata  I am doing it by myself .

Minister Parata I have been in the situation where I cannot pay my rent properly, put petrol in my car, go to the doctor, physiotherapist or dentist or buy the shoes I need because Novopay does not pay me properly, or worse still takes money from me unlawfully.

I am running out of energy to fight any more.  I have had to threaten to go on a hunger strike in the last year, make constant phone calls and emails and speak to some outstanding idiots at Novopay in an attempt to get my correct pay.

Minister Parata, I am a quintessential kiwi battler, and my needs are very simple.

Minister Parata I do not want to be anxiously waiting for my pay advice every Tuesday,  I want to be able to trust that Novopay pays me correctly, taxes me correctly and puts the money in my bank account.  Not much to ask for is it?
Can you tell me when this might occur? Why must I use the Union, the press, a hunger strike, embarrassment for this to occur?

When I say that is all I want, that is not completely correct Minister Parata. I am a member of a profession that values education, we recognize the difference it makes in our children’s and young peoples lives.  We strive for excellence and success, it is a collective so the things that I want for myself Minister Parata are those that I want for all members of our profession.

I want our principals to be freed up from having to be worried about the ongoing effects that this absolute shameful debacle has on their, teachers, their absolutely essential and just as valuable support staff.  I want our executive officers to be freed from the petty mindless bureaucracy that Novopay is and allow them to concentrate on the areas that they really need to.  I want our Boards of Trustees to be free from becoming a bank and personal lending institution, I want our creditors to not have to hear I am sorry I can’t pay this week because of Novopay.  We don’t want charity Minister Parata, we want justice.

If this was the parliamentary pay system it would be sorted in a day, if not a week.

Minister Parata, it is a disgrace and it reflects on your governance and the National led government's impotence and incompetence.

If your advisers are telling you all is well at Novopay, Minister Parata, and you believe them, then it appears that the emperor really believes that they have  new clothes.

 

This is a guest post from PPTA member Paul Cronin. 

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Posted by on in Uncategorized

One of the promises of charter schools was that they would be innovative. And as every educational expert from business sponsored think tanks, marketing companies and discredited political parties knows, one of the biggest hurdles to innovation is the collective employment agreement.

The immutable laws of Freidman and Hayek tell us we can’t have 21st century, child-centred instruction while teachers have such industrial era expectations as a set number of hours, class size controls, non-contact time or payments for extra duties.

So, what is going on here then?

Te Kura Hourua ki Whangaruru, Whangaruru (2 positions)

(10 Mar 2014)

Our secondary, bilingual school, nestled within the picturesque setting of Whangaruru, is an inpiring land and water environment which will be embedded in our curriculum delivery. We seek registered, experienced teachers to fill two positions. (1) 0.5 junior science teacher. (2) Full-time English teacher. Applicants will have proven teaching ability, can motivate and engage students to learn to their potential, inspiring our students to excel. We offer small classes of 15 and individual contracts with high-quality working conditions – equivalent to the Collective Agreement. If you are seeking a teaching opportunity to make a difference for our youth and want to work in idyllic surroundings, we welcome your application.

 

Have they forgotten what they were established to do? They have to show that our ‘long tail of underachievement’ is all a result of the lazy, incompetent teachers hiding behind exactly such outdated protections as collective agreements.

 

 (Before you rush off to apply for these jobs, they’re now advertising three positions. Out of four teachers. Within two months of opening.)

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The Ministerial Inquiry into Novopay found problems with governance, with the process, with accountabiliity, with implementation, with trust - with the system.

8 months later the Minister 'bought in' to fix Novopay - Minister Fix-it Joyce - hasn't fixed 'it'. 

The explanation Minister Joyce made  to the teachers and support staff who were, thanks to Novopay, left without pay - or without the right pay - was that the problem is the:

"huge amount of pointless data entry required at the start of every school year."

Apparently schools like to "make work".

Minister Joyce believes it is "time to reform other parts of the education system to prevent this happening again."

So in order to meet the needs of an Australian software company the Government is going to reform the education sector.

By May 2014 Novopay will have been stuffing up for 2 years – 24 months - a whole lot of pay periods, a whole lot of heartache and whole lot of work for a huge number of school communities.

But you know what - according to the Minister - it’s your fault not Novopay’s …

 

Afterthought - would this call to reform the education sector, to fit Novopay, have anything to do with an ex Talent2 shareholding Minister and a 'red tape' taskforce provided for in ACT’s Confidence and Supply Agreement with National?

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Posted by on in Charter schools

Hekia in the House today appeared to admit she reads the PPTA blog. (about 1 min into the clip)

She didn't seem to be answering the question though.

Just like - if she had read the blog - she hasn't answered the fundamental question about charter school funding.

Why are charter schools being funded / resourced in a way that state schools can only dream of?

 

For a more entertaining experience - view on YouTube and turn on the captions.

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One of the premises of charter schools was that they would be funded at the same level as public schools – clearly a pretty crucial factor if comparisons between the two are going to be made. The Ministry states that the resourcing is intended to “provide a broadly similar level of funding to that for schools and students in the state system.”

What the Minister hasn’t said is that the funding – while ‘broadly similar’ is actually far more than almost all students in the public system receive. A newly released cabinet paper from October last year spells it out though. “The cost is particularly high, especially for small secondary schools…” and, the cost of these schools “is much higher on a per student basis” than others.

How much higher is revealed in the charter school contracts.

School sponsor

Establishment Payment

Annual operational payment, 2014

Students 2014

Per student funding, 2014

Villa

$1,019,533

$1,340,940

90

$14,899

ATC

$1,611,534

$2,123,804

108

$19,664

He Puna Marama

$1,880,693

$2,016,630

50

$40,332

Nga Parirau

$1,379,150

 

$1,508,560

71

$21,247

Rise UP

$391,945

$484,440

50

$9,688

Total

$6,508,389

$7,474,374

369

$20,255

 

Compare this to the average per student funding in the public system (2011- most recent year figures released for) including property, staffing and operations resourcing: $6,978

The Ministry of Education says that it’s unfair to compare these two, as these are new schools which always cost more. But the point is, they only build new schools when they really have to because of roll growth, not just for a political, or ideological point. Except in the case of charter schools.

And the greatest irony of all, this is a policy from the party that claims “Government spending is out of control.”

 

 

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One of the criticisms of yesterday’s announcement is that this is performance pay by stealth. Have a look here, here or here for examples.

It’s reasonable to be wary of this, from a Minister who said in the past that it something she’s considering.

PPTA’s position on performance pay is clear. In 2012 the Executive affirmed a long held stance rejecting “discriminatory performance pay for teachers”.  Nothing has changed since then.

The word ‘discriminatory’ is significant. To some extent teaching, like any other profession, already has elements of performance pay. And I don’t think anyone would argue with that.  At the most basic level, if you don’t perform at all, i.e. turn up, do what is required like finish your reports and keep your classes gainfully occupied, then you lose your job.

But there is a lot more to it than that. When performance pay is used, in teaching or other jobs, there various ways performance is measured. And in actuality, piece-work type employment, like apple picking, where the outputs are easily quantified, and the work is generally menial and repetitive is the only area where ‘pure performance pay’ happens regularly.

In most other professions there are some sorts of more or less subjective judgements made about how well someone is doing their job, or how much of it they are doing, which help determine whether or not they keep it, or get paid more or less.

And teaching is not that different. Except that one advantage teaching has, thanks in part to the strong collective agreement that covers our employment is that those judgements tend towards being less subjective and more transparent than in other workplaces.

The three areas in which teachers’ performance already impacts on their pay are:

  • Their qualifications – a proxy for ‘quality’ – not always the best, but certainly a reasonable indication of a level of skill and knowledge that will enable you to be a better teacher. Teachers with lower level qualifications earn less.
  • Attestation that teachers are meeting standards. There are two sets of standards that teachers need to meet – professional standards in the collective agreement to get pay increases and registered teacher criteria to continue to hold a practising certificate. Teachers have to show that they are meeting these standards – which are broad and reasonably holistic, and were collaboratively developed.
  • Pay for extra duties or responsibilities. Teachers who ‘do more’  - whether it’s leading a department or taking responsibility for some significant extra-curricular activities can get more money – this is what units are for. This is clearly a performance related pay – more work leads to extra pay.


So, hardly a ‘soviet car factory’ as some would suggest.

The second and third of these three areas are clearly where these new roles of ‘Expert Teacher’ and ‘Lead Teacher’ fit. They will have standards that teachers will need to meet to get the job – standards we’ll be involved in developing and which won’t (because we’ll make sure they don’t) place undue weight on reductive ‘measurables’. And these roles have extra duties and responsibilities attached – for sharing good practice, leading collaboration and encouraging innovation. Like the Specialist Classroom Teacher, which we fought for the in the 2004 Collective agreement round – they are a career pathway for teachers who have something else to offer their colleagues and the system as a whole, and in a role that is not simply ‘management’ of the school. And ideally – we’d like to see the third of these – qualifications be introduced to give them a further degree of objectivity and removal from school management control.

Performance pay becomes ‘discriminatory’ when it is competitive and rationed, and that’s where we have concerns. The position that we took in 2012 was that, if a performance pay system would pit teachers against each other in competition for a limited number of bonuses or recognise one type of easily quantifiable contribution to the school more than another less easily quantifiable one, then it would be resisted. At the time the Executive agreed that

“Discriminatory performance pay is a tool to control teachers and minimise the costs and responsibility of government for delivering equitable and high quality education to all. Some of its implications include:

  •  Changing the motivation of teachers from the intrinsic reward of seeing students learn to the extrinsic reward of a better pay packet
  •  Breaking down collegial and collaborative relationships, and replacing them with competitive ones
  • Increasing the recruitment and retention challenges for low decile schools
  • Ensuring that some students are taught by teachers to be deemed less effective, but remain teaching on a lower pay rate
  • Forcing schools into bidding wars for teachers in areas of subject shortages
  • Making it easier for inadequate educational leaders to command superficial compliance from teachers, at the cost of genuine motivation and buy in.
  • Undermining the morale of the teaching profession”


The new roles of ‘Expert Teacher’ and ‘Lead Teacher’ (the names are naff, I don’t know many teachers who will put their hands up and say, “Yep, I’m an expert”) don’t come with bonuses – but with extra pay for actual an actual job. There are always a limited number of positions – whether Principal or Head of Department. Roles that are focussed on mentoring other teachers rather than managing them, and sharing good teaching practice rather than developing it in isolation are fantastic – and in stark contrast to simply giving extra cash to a teacher who wrings the most ‘value added’ out of their students.

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Positive reinforcement is one of the main techniques in any teacher’s toolbox, whether it’s to congratulate Talia on staying in her seat for five minutes, or Logan on completing his third practice essay before the mock exam. And starting the year with some good vibes always is nice, right?

In this spirit then, let’s look back at some of the good things that the government did in 2013, and hope that we see more of these in 2014.

1. Continued investment in and support for the Positive Behaviour for Learning Action Plan. The various programmes under PB4L, which started in 2009, are starting to bear fruit. Many of the schools involved are reporting fewer behaviour problems, and, though it’s tenuous to link the two, the Youth 2012 survey shows some positive changes in student well-being and behaviour across schools. Linked to this, the prime minister’s Youth Mental Health Initiative instigated a review of guidance care in secondary schools and the report which has just been released is really valuable and significant. Positive Behaviour for Learning is run in collaboration with the sector, properly resourced, given time to succeed and is evidence based. We’d love to see more initiatives like this.

2. The response to the report on twenty-first century learning and the Network for Learning. This report came out at the end of 2012, and is a very sound document. The minister’s reference group to work out which recommendations to advance and how to do it is dynamic and credible. Teachers are looking forward to cabinet’s response to their report. Alongside this, the Network for Learning has huge promise, and what’s not to like about all schools getting free, uncapped broadband?

3. The Ministry of Education’s new approach to consultation. Secretary for education Peter Hughes has made it very clear that he wants the ministry to have a different role from how it has often been, as a facilitator of the sector, rather than directing it. He’s been keen to consult secondary teachers and principals for advice from the chalk-face when new policy is being developed or implemented. Though there still seems to be some teething problems in regards to the ministry recognising the cycle of the school year and when such requests will easily be answered, the goal of easy transition back and forth between schools and ‘head office’ is sensible.

4. The Aranui cluster and the secondary sector in Christchurch. This year has seen massive improvement in the ministry’s communication with the sector about Canterbury schools. The Aranui year 1-13 campus has two elements that are welcome; there has been genuine consultation, and the concept of the school as a hub for the community with social, health and recreational provision is fantastic. Many teachers would like to see this model replicated elsewhere.

5. The property announcements in response to the Beca Review. The big ticket $300 million to fix schools with broken or egregiously out-of-date buildings is necessary and welcome. More low key, but more significant in the long term, is the recognition of one of the many problems of Tomorrow’s Schools – school boards and leaders spending far too much of their time making decisions about things like carpets and swimming pools, and not focussing on teaching and learning. The option for schools to be able to hand property management back to the ministry couldn’t have happened soon enough.

 

Teachers are worth it image

 

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It’s no surprise that two of the four opinions published by the Ombudsman this year are against the Ministry of Education. Add these to the High Court ruling on Phillipstown (which hinged on not giving the school information it required), and the vision of a ministry incapable of meeting its duties of public accountability and transparency is confirmed.

I had hoped that by September when I put in an OIA request for the evaluation of He Kakano that Peter Hughes’ ‘new broom’ might have found its way into the crevices of the Ministry and stirred the dust a little. But no such luck.

Twenty working days after the request went in I get a call from the Ministry saying that they’re about to release it publicly and “Did I mind waiting until then?” On asking when this ‘about to’ would be’ I’m assured, “By the end of November”.

November comes and goes and the Ministry again assures me, it’s with the Minister, just waiting on the final go ahead to be released.

Another complaint to the Ombudsman later (fourth this year) and still no information.

It’s not just about the principle of publicly available information. This report matters – its evaluating a programme that has gone into 100 secondary schools over the last 3 years, cost millions of dollars and now is supposedly being used to inform the ‘Building on Success’ programme which is going to cost over $31 million. And Hekia claims that it works.

But that’s not what the rumours say. People who saw an early draft of the evaluation at the start of this year claimed that it raised some major problems with the programme. And participants talk about it being totally leadership focused – giving principals the chance to have interesting hui on marae around the country, but not doing anything for the teachers actually working with Maori students. This is in major contrast to Te Kotahitanga – which was classroom focused and rigorously, and publicly, evaluated. Not releasing this report, and allowing Hekia to trumpet how good it is, while quietly shuffling the programme aside and replacing it with the next incarnation is too convenient.

How opportune for this report to be massaged into bland obscurity, with a summary that glosses more than reveals, and slip it out onto Education Counts just a few days before Christmas.

Hughes has asked the sector to give the ministry a break and assume cock-up rather than conspiracy. It’s getting harder and harder to do that.

 

 

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A tall tale? Jet Star needs pilots in order to cover their flights – they overpromised and are unable to operate without these pilots. They have approached Air NZ requesting Air NZ pilots fly Jet Star planes - at Air NZ's expense.  This  means Air NZ will have to reduce both domestic and international flights.

Air NZ has refused.

Jet Star managers are up in arms at Air NZ's refusal to cover.  They are encouraging their passengers to write opinion pieces to the papers and to comment in social media damning this divisive approach.

Reasonable?

It seems that ACT supporters who encouraged the development of charter schools - an apparently different, new, innovative and exciting model of education  (and a well funded education model with - because charter schools can afford it - small class sizes) are now upset that local public schools (not as well funded) are saying they are not prepared to teach the charter school students.

Hang on a minute - isn't this supposed to be a new model of education? One that doesn't require qualified registered teachers? A model outside the state system - doing it differently.

Seems that for charter schools 'doing it differently' means - the ability to access and use for  free the teaching resources of state schools - so that the charter school extra funding  can be used elsewhere. The state schools are expected to juggle their resources for the benefit of the charter school.

Go figure.

If the charter school students will "miss out on opportunities" because they can't be taught in the state schools - then why was it we needed charter schools?

The NZ model of charter schools isn't about students. The NZ model of charter schools is about opening up the education market.

Lets close these schools before they open - stop the division - and resource all our state schools appropriately in order to support all our students.

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It's no surprise that a political spinmeister like Matthew Hooton would be so quick to leap to the defence of charter schools.American experience shows it is exactly people like himself, along with developers, consulting companies and of course, the self-styled "CEOs" of charter schools who make the big money and will be the real winners out of this political scam.

It's not about the kids. If it were, instead of parroting the minister's simplistic platitude about "the tail", Hooton would make an effort to understand the cause of under achievement and what might constitute a real solution to the problem.For a start, the 20% who are the cause of our concern happen to constitute the same 20% who grow up in extreme poverty, who are more likely to live in overcrowded dwellings, more likely to suffer from preventable health problems and more likely to live in families blighted by drug and alcohol dependency and mental health problems.As the Prime Minister's science advisor Sir Peter Gluckman has observed, there are no "quick fixes" to these problems; solutions, such as there are, will be multi-systemic and long term

Trumpeting charter schools then, as the answer to this complex array of problems is the educational equivalent of colour therapy.According to Hooton, it's ok to conduct educational experiments on other peoples' children because will lead to "new ideas".Sure Matthew; service academies, teaching creationism, and class sizes of 15 were all unknown until charter schools discovered them!One of the new charter schools has even announced it will be relying on local high schools for the delivery of core curriculum subjects "“ nothing new there.

Considering we are now pretty sure about what features of schooling make the difference for kids, such a level of ignorance is unforgiveable.The best education systems in the world don't go near charter schools instead they do some or all of the following. Firstly, politicians of all parties work together to develop and fund an education system that works for learners not the favoured few; political stunts designed to shore up coalition agreements rather than genuinely address under achievement would have no place in such regimes. Two, teachers are valued, well qualified, have good access to professional learning and work collaboratively. There is none of the denigration of teachers that is implied in the charter school agenda.Interestingly, the OECD has noted that a feature of top performing countries is a positive and consultative relationship with teacher unions.Three,the curriculum and assessment systemencourages innovation,flexibility and deep learningnot the anti-science mind control that is being proposed in some charter schools or the teach by numbers rote-learning advocated in others.Lastly, attention is paid to inequality.Schools are funded to address the range of health and welfare needs these students have rather than developing policy based on a belief in miracles.

Of course, these initiatives cost money; predictably the people who are the strongest supporters of charter schools are also most hostile to taxpayer money being spent on welfare and outrageous indulgences like ensuring students are healthy and well-fed.The existence of charter schools allows them to feel smug and satisfied by the glory of their own charitable instincts (paid for by the taxpayer what's more) while ensuring that the financial privileges their own offspring enjoy in schools such as Whanganui Collegiate, avoid scrutiny.

If PPTA members, having considered the case against charter schools, choose not to expend the professional capital they have acquired at great cost and over many years, providing succour to a political experiment in privatised education, that is their business.All these activities are, after all, done in their own time and out of their own good will.

As a cheerleader for competition and as an advocate for the promotion of self-interest above everything else, surely Hooton is not telling teachers that they should put extra time and effort into students in schools other than their own, given the risk that the external students could do better in league tables than the students for whom the teachers are directly responsible?

Make up your mind Matthew. Either we have a system that works cooperatively and collegially for the benefit of all students or we run our schools as profit-making, balkanised warring states and accept that a proportion of kids will lose out.We know what we side we are on and we are not about to apologise for that.

Angela Roberts PPTA presidentb2ap3_thumbnail_charterschools_advert_PPTA2013.jpg

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