Category: PPTA

Source: Post Primary Teachers Association (PPTA)

“The legislation contains far-reaching changes which have very significant implications for school communities. The secrecy around this legislation and the speed at which it is being pushed through shows a disconnect with the realities of busy parents and communities. All families are working incredibly hard during the cost of living crisis, it’s a huge ask to then drop everything to engage in this consultation – but the decisions being made are incredibly important.

“This time around the legislation will not only enable existing local state schools to convert to charter schools, it will also enable the Minister to order an existing state school to convert, and it will enable any single person in the community to propose converting a local state school to a charter school.

“What happens if parents don’t want to send their children to a converted charter school or students don’t want to attend such a school– what rights do they have? Where are the rights of school communities in all of this?”

The proposed legislation also contains drastic changes to the employment conditions of teachers employed at a school that converts to a charter school. “The legislation proposes to completely override teachers’current rights both in employment law and their collective agreement – this is a profound change that, along with the other changes, deserves a decent amount of scrutiny.

“Rather than fast tracking the consultation process, the Government should be rolling out a comprehensive programme letting school communities know what is in store and encouraging them to have their say.”

The Education and Training Amendment Bill, which provides the framework to establish charter schools, had its first reading under urgency today and has been referred to the education and workforce select committee. The select committee has been instructed to report back in early September, allowing approximately eight weeks for the written and oral submission process.

Source: Post Primary Teachers Association (PPTA)

“We are shocked to see it includes legislating completely over teachers’ rights under employment law and their own employment agreement.”

Usually if public schools merge or close, teachers can access support to relocate to other schools, or are eligible for redundancy type provisions. However, this legislation proposes that if a public school converts to a charter school, then teachers, principals, and all school employees would be forced to either transfer to the new charter school – or resign.

This is despite charter schools having stark differences to state schools. For example, charter schools will not be required to employ trained and registered teachers or teach the New Zealand Curriculum or provide a New Zealand qualification. 

“Effectively the Government is seeking to strong-arm teachers into charter schools. Associate Education Minister David Seymour has said repeatedly that teachers will want to teach in charter schools. Why then remove the provisions that protect teachers’ choice to opt out of a conversion with dignity and keep our valuable teachers in the state school teaching workforce?”

Chris Abercrombie said there was no proof that charter schools were successful when they were introduced last time – and the fact that all of them, bar one, have been reintegrated into the state school system showed they were an unnecessary experiment.

“There is nothing charter schools claim to do that can’t be done in a local state school, given the resources and political commitment. The only thing charter schools have been proven to do is to open the door to the privatisation of our education system by enabling businesses to come in and run schools for a profit.

“New Zealanders want their local schools to be community assets, run by local representatives – not commercial conglomerates. The $153 million being poured into the charter school experiment could – and should – be put to far better use in our local state schools.”

Source: Post Primary Teachers Association (PPTA)

The assessment, carried out in 2022, of 15-year-olds from 64 countries, asked students to think of original and diverse solutions for simple expressive tasks and familiar problems, such as coming up with an interesting story idea or thinking of different ways to conduct an awareness-raising campaign in school.

New Zealand students’ results were among the top seven countries in the assessment – the first time PISA has assessed students’ creative thinking competencies.

Chris Abercrombie, PPTA Te Wehengarua president, says the results highlight the creativity of rangatahi, with 2/3 of students seeing beauty in everyday things, 1/3 expressing themselves through art and Aotearoa New Zealand students reporting above average ‘openness to art and experience’.  “There is no doubt that literacy and numeracy are important, but the Arts certainly has an important place in our curriculum also.

“Equipping rangatahi with these kinds of creative problem solving and lateral thinking skills is increasingly important in this day and age and Kiwi teachers should be very proud of these results,” says Chris Abercrombie, PPTA Te Wehengarua president.

“Teachers are committed to, and passionate about, helping young people to navigate confidently and competently their future beyond the school gate – a future where innovative problem solving and diverse creative thinking and critical thinking skills will be increasingly essential.”

He says the PISA results pose a challenge for the Government’s approach to education which seems to favour more standardisation and streamlining of teaching. Also, a critique of the recently released Ministerial Advisory Group on English and Mathematics* recommends that:  ‘To ensure an inclusive, effective, and holistic educational approach, it is crucial to balance the potential benefits of structured teaching with the flexibility required to meet diverse student needs effectively and respect their cultural contexts’.

Chris Abercrombie said he hoped the creativity assessment represented a new direction for PISA, away from the more traditional rote-learning assessments of the past. “It would certainly encourage more New Zealand schools and students to take part.”

*Ministerial Advisory Group report critique

PISA media release

Source: Post Primary Teachers Association (PPTA)

“We are delighted the Ombudsman has decided to investigate our complaint,” says Chris Abercrombie, PPTA Te Wehengarua president. “We believe the refusal to release this information is extraordinary and demonstrates that neither the Ministry of Education nor Associate Education Minister David Seymour are meeting their responsibilities to release information proactively.”

The complaint from PPTA Te Wehengarua relates to its request in March for information about the Government’s policy, advice and costings for the re-introduction of charter schools.

The Ministry’s response to the request, received in May, identified 25 documents as in scope of the request. Only two of the documents have been released in part. Four documents have had even their titles withheld and 17 documents have been withheld under section 18(d) as ‘soon to be publicly available’. However, as at the date of the complaint, only three of these documents are currently listed – not published but title given – on the Ministry of Education website. All other papers, specifically those that have been prepared for Associate Education Minister David Seymour, are not listed on the website.

PPTA’s complaint to the Ombudsman says that ‘despite including in our request that a date be provided for any documents withheld under section 18(d), the Ministry has failed to provide a date by which the information will be available, nor have they previously notified us when information has been made available. We do not have confidence that the refusal is justified based on ‘the agency [being] reasonably certain that the requested information will be published in the near future (and be able to articulate when and where).’

Chris Abercrombie said the public deserved to know more about the proposed model for charter schools. “This is particularly important, given the coalition agreement allows for state schools to be forced to convert to charter schools. What is that going to mean for communities and local schools? Local communities are being left completely in the dark.

“The Government has said that charter schools will be funded on roughly the same level as public schools but have refused to release any information about the funding model. Recent budget announcements that charter schools will be able to access the period products in schools programme contradict the completely independent, bulk funding model that the Minister has been promoting.”

As the Government has stated it intends to introduce charter school legislation by 30 June, obtaining the official information was a matter of urgency for communities and PPTA Te Wehengarua members, he said.

“The lack of transparency around the plans for charter schools gives us cause for serious concern about how they will operate when they are re-introduced. More than $150 million of taxpayers’ money is being poured into charter schools all under a huge cloud of secrecy. This is not the Kiwi way.” 

Source: Post Primary Teachers Association (PPTA)

Negotiating corporate deals, private investigator, security guard, international teacher, unionist to the core. That’s a very short summary of the working life of John Dyer-Causton.

John started teaching English at Auckland Grammar School (AGS) in 2018. Pretty quickly he was drawn into the sphere of PPTA Te Wehengarua first as branch secretary and now as AGS branch chair.

Keeping the branch together

In 2023, a year of significant industrial action for PPTA Te Wehengarua members, John’s priority was to keep the branch and staff together and to keep everyone moving in the same direction.

This even extended to keeping the principal in the loop about what industrial action would look like and working to create a relationship that would serve the members well.

John took an educational approach and was not afraid of taking on a difficult conversation.

Focus on the future

John’s focus was on the fact that 2023 was going to be difficult but whatever the tensions that arose a resolution would be reached eventually. After that all the staff – members and non-members – would have to live and work together.

He framed conversations positively, insisting that the industrial actions were in the interests of the school community so that the branch was not to be seen as acting against the interests of the community.

Quiet words and backstage conversations

John was walking a tightrope, doing a balancing act, but he did so successfully. In 2023 PPTA Te Wehengarua membership increased to 87, well above previous membership numbers.

John continued to monitor any issues that arose within the membership. There were lots of ‘quiet words’ and backstage conversations with senior staff in a bid to resolve issues at the lowest level.

For John it is all about relationships, ensuring that the branch carried out the requirements of the industrial action while keeping the staff united. The employer recognised this with a Staff Award to John at the end of 2023.

PPTA Te Wehengarua is pleased to support John Dyer-Causton as the recipient of the Guy Allan Award for Branch Activism 2023.

* PPTA Te Wehengarua established the Guy Allan award in 2005 to recognise outstanding branch activism in the Counties-Manukau and Tāmaki Makaurau Auckland regions. The award commemorates the late Guy Allan — a former PPTA branch chair and an Auckland-based field officer who was renowned for his commitment to unionism and branch activism.

Source: Post Primary Teachers Association (PPTA)

Jeremy began his teaching career in the lowest performing public high school in the district of a large city in the United States.

At the time – in 2012 – and still now, this city had one of the largest proportions of homeless students with about nine percent either homeless or rough sleepers. “That’s really quite staggering and a really important context for how we were affected by the charter school.

Unfair comparisions
“One of the issues that we were up against is that we in the public school were often being compared to those in the charter school in terms of test scores, general achievement levels, things of that nature. One of the arguments that was used was that students going to this particular public high school were being pooled from the same neighbourhood as those going to the charter school so theoretically it’s the same pool of kids.

“So they were trying to say it must be something happening with our school or our teachers that’s causing the disparity in the outcomes – because it’s the same students. That’s the kind of soundbite that’s really easy to repeat in meetings and it just got repeated as a mattter of fact.

“No, it is not the same pool of students, it was not a case of equal input leading to inequal output – there were a lot of mitigating factors that put us in the public school in a very different circumstance than those in the charter school.”

Automatic filtering
As part of its application system, the charter school required applicants to have an address for receiving mail. “That’s going to automatically filter out those students who don’t have consistent addresses or are completely homeless or living in shelters or are rough sleepers. When you think about it, the students who are going to need the most support, the students who are more likely to have lower levels of achievement and academic success, it’s going to be these students – you can’t do your English essay if you’re not sure where you’re going to sleep that night.”

Jeremy said his school also had services and facilities, such as a teen mothers’ unit,  that provided for students with more diverse needs.

“We were also the district centre for special learning needs so students who had mobility issues or special learning needs, or who needed additional support, were going to opt out of the charter school because they knew it didn’t have the resources available.

Students with greater needs excluded

“So whether intentional or not, it became a system where the students who needed greater support, who were less likely to achieve, who needed more individualised focus – they were taken out of the charter system entirely. So it almost became a case of by default that  the students who were more likely to succeed, the students who had more stable backgrounds or fewer needs to support their learning or their academic success  – those were the ones who were able to go to the charter school. It was one hundred percent not a level playing field. Whereas the whole idea of a public educaton is that it is, or at least it aspires to be, an equal playing field for every child.”

Charter schools not the fix
Jeremy has concerns about the possibility, with charter schools this time around in New Zealand, of state schools that are deemed to be ‘failing’ being forced to convert to a charter school. “My issue with this comes from treating the charter system as a guaranteed ‘fix by default’ where really what we should be looking at is if a school is deemed to be failing, whatever the criteria, what specifically is not happening?

“You can provide support and solutions without needing to exacerbate this two-tiered system which I think would lead to further inequities in our education landscape here in New Zealand. Do they need smaller classes? Let’s see what we can do to give the school the resources and support to decrease their class sizes.

“Are some teachers not equipped to handle some of the new challenges coming through? Well then where is the PLD and the resources from the Ministry to help those teachers to upskill? 

“There are many other approaches that could be employed without switching to a charter system in which, by looking at how other countries have been impacted by them, we see that the benefits don’t outweigh the costs and drawbacks.”

Source: Post Primary Teachers Association (PPTA)

“Currently, assessing outputs is a measure of learning. Learning needs time and effort. Outputs need time and effort. AI breaks that relationship so outputs are fast and easy. All of the training we’ve done in how to do research –  AI now does it for us and it is doing it well.”

Simon McCallum encouraged teachers to think about whether they were teaching classical musicians or DJs. “Is what we are teaching on the pathway to students’ careers or what those careers used to be?

Fluid intelligence prime objective

“The quality of an education is measured not by how much you know, but on how fast you can learn. We need to change education to focus on adaptability and learning, rather than memorisation and compliance. Fluid intelligence becomes our prime objective.”

He has observed students using AI and says there are three distinct groups. “There seems to be one group who are using it a lot to avoid learning. They are replacing the effort to learn with the effort to work out how to get AI to do the task they have been asked to do. There is another group who are not using AI because they have been told not to. Then there is another group who are using AI a lot and in interesting ways. They are not using it to replace themselves, they are using it to augment themselves.So when we assess them they are moving much much faster because they are building their learning on top of AI.”

AI coming for all activities

Simon McCallum says AI has been coming for a while but society is not ready for it. “Change is now constant and the rate of change is acclerating. If AI is a five times multiplier then only 20  percent of companies need to adopt it to change an industry.”

AI is not just language models – it is  coming for all our activities. Rabbit AI for instance trains a model to do actions for you. Alpha Geometry, developed by Google subsidary DeepMInd, can solve hard problems in Euclidean geometry. It achieved a silver medal in the International Mathematical Olympiad.

Hold close to human connections

Humanoid robots, developed by Tesla, were beginning to look more human, could take instructions in English, acted autonomously, and moved in a disturbingly human way.

“We are going to have to hold close what we value, such as strong human connections.”

Dr McCallum is currently employed by Victoria University of Wellington, the Norwegian University of Science and Technology, and Central Queensland University, winning teaching awards in both NZ and Norway. He has 25 years’ experience lecturing in Computer Science, AI and Computer Game Development.

Source: Post Primary Teachers Association (PPTA)

“The last two scheduled meetings of the Curriculum Voices group – a group of key stakeholder representatives for guidance and feedback on changes to the national curriculum – have been cancelled with no reason given. The Professional Advisory Group to the Minister on NCEA, a representative group of extremely experienced teachers and principals, has been disbanded with new members to be selected by the Minister.

“We also understand that the Ministerial Advisory Group, set up by the Minister late last year to advise her on Mathematics and English curriculum learning areas, literacy and the draft Common Practice Model, has completed its work. However, there has been no consultation on the group’s report and it hasn’t been released publicly.”

Chris Abercrombie said subject associations, whose members dedicate huge amounts of time and effort to work on the national curriculum, are not being consulted on what is happening or planned. “When they have expressed concerns to the Minister, they are not even being acknowledged, let alone given a response.  

“I was deeply disappointed and concerned that the first time the president of the NZ Association of Teachers of English learned there was a group rewriting the English curriculum was when she was contacted by the media. For a Minister who claims to have great admiration and respect for teachers, choosing not to consult with the head of English subject specialist teachers about such a critical development, speaks volumes. If this is how the Minister intends to treat the sector, we are in for some torrid times.

“We have checked with other subject associations to see if they have been contacted about their curriculum rewrites and they have not – notably Mathematics, another subject that was under the scope of the Ministerial Advisory Group.

“Secondary teachers are passionate about their subjects, how they teach those subjects, and emerging effective practice in their fields. We are extremely concerned that if the Minister shuts teachers out of the change process, she risks being misled by people who hold views about education that are very much on the fringe and not representative of national or international effective practice.

“We have serious concerns about the ability of some of these people to provide sound advice on national curriculum matters. They do not have recent teaching experience and they represent a tiny minority of conservative educationalists who want to take schools back to the last century, rather than equipping them to meet the educational needs of current and future generations.

“Not releasing the report of her Ministerial Advisory Group risks the Minister being misled about current teaching practices in secondary schools and the strength of the evidence for what is being put in front of her.  We call on the Minister to have the courage of her convictions and publicly release the report.”