Category: PPTA

Source: Post Primary Teachers Association (PPTA)

“This means that more and more young people risk missing out on the deep grounding in subjects that they should be getting”, says Chris Abercrombie, PPTA Te Wehengarua president.

The survey, carried out in March 2024, found that 56% of schools had teachers working in non-specialist areas because they could not find suitably qualified staff. This is the highest number on record since the survey began in 1996.

“Students need teachers who know their subject area inside out, are passionate about it and can stretch students’ knowledge and skills.

“It’s not fair on teachers either; they are specialists who have studied their particular subject to university graduate level – often beyond – and have an amazing knowledge of the subject. It’s far more rewarding teaching from a wealth of knowledge and experience, rather than simply trying to keep one step ahead of your students.”

Chris Abercrombie said it was clear from the survey results and accompanying principals’ comments, that the secondary teacher shortage is growing not just across a small number of subject areas but across all. The shortage is affecting schools in big cities just as much as in the traditionally harder to staff rural areas. The number of New Zealand-trained teachers applying for classroom teaching jobs has never been lower.

“Schools and teachers are working extremely hard to ensure the quality of education for young people is up to a great standard – but unless the issues are addressed urgently, we have serious fears for the education of the next generation of young New Zealanders.

“Fast tracking residency for overseas teachers is a bandage, not a solution. We need a constant and abundant supply of New Zealand trained and qualified secondary teachers. If Prime Minister Luxon wants an end to his apparently sleepless nights worrying about education, his government needs to solve this shortage by making secondary teaching a first choice career.

“Secondary teaching is amazing and hugely satisfying. It needs to be resourced properly with salaries and conditions that attract young people to become teachers, keep highly skilled and experienced teachers in the profession, and that encourage the thousands who have left teaching to return.”

The survey was responded to by 125 secondary and area school principals around Aotearoa New Zealand.

PPTA Te Wehengarua 2024 staffing survey

Source: Post Primary Teachers Association (PPTA)

“We are seeing increasing numbers of students with additional needs in our secondary schools. There is an urgent  need for more effective interventions to enable these ākonga to make the most of the educational opportunities available.
“We look forward to receiving more details of what the Minister has in mind.”

Kate Gainsford says principals also looked forward to learning more about the Government’s priorities for teacher training, including leadership development pathways. While this is promising for the future,
the ‘fundamental changes’ needed, include a workforce for the present.

“Secondary teaching needs to be a first choice career that rewards people well, is properly resourced and has clear and dynamic pathways, particularly around leadership development.

“Leading a school is an extremely satisfying role, it comes with an amazing amount of responsibility – for ensuring rangatahi achieve their full potential and that kaiako are supported and enabled to bring their best selves to the classroom every day.

“Clear pathways to nurture and develop school leaders are greatly needed – and we look forward to hearing more about this and having a constructive engagement with the Minister.”

Source: Post Primary Teachers Association (PPTA)

“We need, and look forward to receiving soon, details of the six education priorities announced by the Minister today. However, any secondary school principal will tell you that the glaring problem that needs to be resolved urgently  is ensuring there are enough specialist subject teachers. Without them, the whole secondary education system is in serious trouble.”

 A new staffing survey report, carried out by PPTA Te Wehengarua in March, found the numbers of secondary teachers teaching subjects outside their specialist areas is at record highs.

“This means that more and more young people risk missing out on the deep grounding in subjects that they should be getting,” says Chris Abercrombie.

The survey, carried out in March 2024, found that 56% of schools had teachers working in non-specialist areas because they could not find suitably qualified staff. This is the highest number on record since the survey began in 1996.

“Students need teachers who know their subject area inside out, are passionate about it and can stretch students’ knowledge and skills.

“We need to get these foundations right before focusing on other priorities.”

Chris Abercrombie said he was also concerned that the clinical nature of the priorities announced today risked losing sight of the heart of education: the ākonga (students). “You can have all the monitoring, assessments, science-based models and systems in the world but unless you have the ākonga at the centre of all you do, these ‘priorities’ will count for nothing.

“No student is the same, and no student learns the same – an education system that fails to acknowledge that will lose the students very quickly.”

Source: Post Primary Teachers Association (PPTA)

Moeke Paaka’s appointment as kaumātua of PPTA Te Wehengarua is a culmination of more than 30 years of service to the
union. Moeke served as a member and convenor of Te Huarahi Māori Motuhake – PPTA’s Māori executive – for more than
20 years and was at the forefront in facilitating Te Tiriti-based dialogue and bicultural relationships.

His professional skills as a counsellor has helped union members in many challenging situations. He has always tried to approach people and issues with an open mind and a view towards restoration – a practice he established not long after he started teaching at Motueka High School in the early 1990s.

Also at Motueka, Moeke set up what was probably one of the very first models of co-governance in Aotearoa – a Runanga Maatua or parent support body, which established a partnership with the Board of Trustees. These parents were a part of the decision making process for the education of their children.

“At the time this was profound and
exciting for Māori parents. I could see
their determination and confidence as
we talked.

“I helped them to set some specific
educational goals for their kids. We
talked and came up with one goal: Māori
academic achievement at school. The
first thing was to imagine kids staying at
school until Year 13 – that became our
first goal.

“Dealing with discipline matters was our
second goal and attendance was the
final goal.”

In the mid-1990s a television documentary showcased the schools for its achievements in Māori students’ academic outcomes, and attendance and retention rates. Moeke says his dream and his passion was always to continue to improve Māori academic success. “Success in education controls to a major extent our destiny. For me, education leads to a decent standard of living and pride. It’s as simple and as passionate as that.”

The Association’s kaumātua and whaea are chosen by Te Huarahi to assist and support Association matters and they
participate in all aspects of PPTA Te Wehengarua, from conferences and seminars through to regular executive
meetings. The kaumātua and whaea are responsible for establishing and maintaining PPTA Te Wehengarua kawa and tikanga.

Kawa is the protocol and etiquette associated with the process of formal gatherings. Kawa does not change and once the kawa is fixed, these processes must be followed to maintain status of the iwi/organisation and safety through awareness.
Tikanga means doing what is right. Tikanga is the process of how kawa is implemented and is adaptable. The adaptability of tikanga is associated with the need for change which is often aligned to internal and external influences and the necessity to uphold manaakitanga.

Source: Post Primary Teachers Association (PPTA)

Shontelle Helg, Tāmaki Makaurau Auckland southern ward 

Ensuring teaching and learning in South Auckland is seen in a
positive light and making sure teachers’ voices are heard during
the implementation of the new NCEA Level 1 are some of the key
issues for PPTA Te Wehengarua members in Tāmaki Makaurau
southern ward, says Shontelle.
After she gets to grips with what being an executive member
is all about, Shontelle wants to focus on making sure
intermediate and middle school teachers and learning coaches
have a voice. “I also want to make sure South Auckland’s voice
is represented and heard.
“Our schools are doing amazing things for our learners, we
have such a rich multicultural nature in South Auckland and it’s
important to celebrate it.”
Shontelle, who is a Learning Coach at Ormiston Junior College
(OJC), has been an active member of PPTA Te Wehengarua
throughout her 20 years of teaching. Highlights of her union
activism so far include being the youngest recipient of the Guy
Allan award for activism and seeing the OJC branch, of which
she was chairperson, grow from two to three members, when it
started, to more than 60 members when she stepped down.
The best things about PPTA Te Wehengarua are its solidarity
and inclusiveness, she says. “When we come together on union
matters, the unspoken, shared reason we are all here is for the
betterment of those that follow us.”

Shannon-Mae Read, Hutt Valley and Wairarapa

Working with more of the membership, not only activists,
is one of Shannon-Mae Read’s goals as an executive member.
“A lot of our members don’t have direct access to executive or
understand the structure and how the union works.”
Shannon-Mae, Head of Art at Upper Hutt
College, has been PPTA’s Hutt Valley Rainbow representative
for the last three years, and branch secretary for five years.
She is also a member of the Network of Establishing Teachers,
having begun teaching only eight years ago.
She says workload is a key issue for members. “The collective
agreement settlement was a step forward financially but in
terms of conditions, it didn’t make a significant dent in our
workload. I think it speaks to bigger issues in the profession as
well – it’s why we don’t have as many teachers coming through
and why many are leaving.”
For her, the best things about PPTA Te Wehengarua are
whakawhanaungatanga and community. “There is no better
network of humans who care. I could also add PLD (professional
learning and development) and everything I’ve learnt about the
profession and workers’ rights – but it is ultimately he tangata,
the people.”

Hemi Ferris-Bretherton, Te Huarahi Mana Motuhake

Hemi says his top priority as an executive member is to place
kaupapa Māori to the forefront and advocate for his kaiako Māori fraternity. “My first experience of an
executive meeting recently was certainly an eye opener. I had been warned that there are many different standing committees and many HXs (decision making papers) that come before you to speak on.”
Hemi, a teacher of Te Ao Haka at Te Kura o Hirangi, says he
is looking forward to working on the executive in ‘a post
settlement phase’ and meeting challenges posed by the new
coalition government.
“The issues for kaiako Māori are numerous and include a
shortage of resources, realigning the TRM (Te Reo Māori)
standards, and schools’ ability to find relievers for teachers
wanting to take part in meaningful PLD.”
Hemi says the lack of access to the MITA (Māori Immersion
Teachers’ Allowance) has long been a bug bear for many kaiako
in mainstream settings. The Community Liaison Allowance
trial, part of the new collective agreement, is an attempt to
address that. “This is being trialled currently in a number
of areas throughout the motu and I’m really hoping that it
becomes successful.”

Source: Post Primary Teachers Association (PPTA)

“First and foremost, we want to express our concern and sympathy to the huge number of people who are losing their jobs because of the Government’s stubborn commitment to tax cuts that it cannot afford. We are talking about people’s livelihoods here and it must be incredibly stressful and worrying – everyone who has been told today that they no longer have a job is in our thoughts. Kia kaha.

He says the number of jobs being cut at the Ministry of Education was equivalent to the staffing of 10 average-sized secondary schools.

“Sadly, we have seen situations before where Ministry of Education positions are done away with, only to create a gaping hole in essential work and support for schools and teachers further down the track. I have no doubt that this is the case today. One area that troubles us greatly is the cut to staffing in the NCEA change and curriculum refresh programmes. These programmes are at the heart of teaching and learning and young people’s qualifications and opportunities.

“The work will still need to be done and it will most likely mean school leaders and teachers will pick up the shortfall, creating further pressure on an already straining system.

“Staffing cuts in these areas make a bit of a mockery of the Education Minister’s announcement recently about slowing down implementation of the NCEA levels 2 and 3 changes. The extension of the timeline was meant to enable more work to be done on the curriculum changes and ensure that the assessment changes were developed as effectively and robustly as possible. How can this happen when you’re axing a whole team of staff whose jobs were dedicated to this?

“These cuts will have serious ramifications – maybe not immediately but increasingly over the next couple of years.”

Chris Abercrombie said PPTA Te Wehengarua appreciated the Ministry’s offer of a briefing later this week to get more details of the cuts and the implications.

Source: Post Primary Teachers Association (PPTA)

Secondary principals and teachers welcome significant changes, announced by the Minister of Education today, to the timeline for implementation of new NCEA Levels 2 and 3 qualifications.

“Delaying the implementation of Levels 2 and 3 is a sensible move. Schools, and communities will rely on the certainty of the new timeframes.  “says Kate Gainsford, Chair of the Secondary Principals’ Council.

“Making sure curriculum development is ahead of the assessment changes is an important development.”

However, we also recognise that the delay will be a source of frustration for schools who have done a significant amount of work on subjects that were to be introduced for assessment at the new Level 2 next year. Nevertheless, NCEA remains a robust qualification and a better experience for students and teachers is on the way.”

Chris Abercrombie, president of PPTA Te Wehengarua, said secondary teachers were pleased the Education Minister had listened to teachers’ concerns about the need for the curriculum changes to be more aligned with the assessment changes and the significant impact of the implementation of the new NCEA Level 1 this year.

“This pause will give time to embed the changes to the teaching and learning programmes we need to ensure that the implementation of Level 1 is manageable and for learning from this to be part of the development and lead in for levels 2 and 3.”

“It is really important that now this decision has been made that the time is used effectively, so that when finally implemented the curriculum and assessments are aligned, and the support materials necessary are ready to go.”

Source: Post Primary Teachers Association (PPTA)

“The new histories curriculum has a big focus on New Zealand and Māori history – something which was missing for more than 160 years,” says Chris Abercrombie, PPTA Te Wehengarua president.

“You talk to people from other countries and they have a deep, well-formed knowledge of their history  – they know very much who they are and where they are going in the world. Yet, up until only last year the unique history of Aotearoa New Zealand was not part of what we were required to learn at school. The vast majority of New Zealanders know a great deal more about European or American history than their own.

“It’s really important for children and young people to learn about the history of Aotearoa New Zealand to get an understanding and sense of where we are at in Aotearoa New Zealand today, how we got here and the challenges that lie ahead of us.

“It’s also equally important that young people are able to see themselves in the curriculum – it helps them to identify with what they’re learning about and whets their appetite for learning more.”

Chris Abercrombie said the ANZ histories curriculum was very new – it only began to be implemented in schools last year – so there was still a lot of bedding in to be done. “And we still need a lot of support to make this curriculum as fantastic as it can be for all students. We hope the recommendations  made by ERO, particularly in terms of more support and resources, are picked up and run with.

“This new curriculum is a huge improvement on what we were teaching previously. Clearly there is a need for more support for teachers to ensure that the curriculum content is covered in full. These are momentous changes and they will take time to tweak and improve.”

Source: Post Primary Teachers Association (PPTA)

“The findings of the Education Review Office (ERO) report, Time to Focus, about student behaviour will, sadly, come as no surprise to anyone working in a school,” says Kate Gainsford, Chair of the Secondary Principals’ Council.

“Principals and teachers have reported a significant increase in behavioural incidents and issues in the classroom and school grounds have increased significantly over the last few years.

“Our schools are a mirror of our communities and the issues being experienced in our communities are brought to school by young people every day.

“While the scale and complexity of social issues increases, schools are expected to do more – but without a corresponding increase in resources. It’s not all about money for schools, it’s about service and a workforce to provide the necessary service.”

Kate Gainsford said schools endorsed the report’s call for a consistent set of expert supports and programmes. “We need more investment in effective support to help the better management of behaviour including timely access to mental health professionals for young people who need this. Parents, young people and schools need this, and the call for this
has not seen corresponding movement in pace or volume of service provision.

ERO’s findings support the Secondary Principals’ Council 2021 report into staffing of schools which highlighted issues with insufficient provision of government resourcing for pastoral care and the negative impact particularly on larger schools. 

Chris Abercrombie, PPTA Te Wehengarua president, says secondary teachers have identified the need for  more help with student behaviour for some years. “This is why we claimed for more pastoral care staffing as one of the key elements of our collective agreement last year.

“Next year secondary schools will be receiving additional resources for pastoral care staff as part of our recent collective agreement settlements. Although this will be gratefully received it is under half of what is needed to make a real impact in secondary schools and the system has been too slow to respond.

“The Minister of Education should take note of the impact of challenging student behaviour on attendance and student achievement in the report. Initiatives to support the needs of young people need to be of a high quality, reliable and accessible. This must be a priority – not channelling funding away into charter schools.”

“Teachers want to spend more time teaching and helping learners.

“Schools rely on parents and families to be able to follow up mental health and health concerns with health practitioners, and learning difficulties with specialist services within the Ministry of Education. Too often these services receive only leftovers in budgets, yet investment in our young people should be front and centre of Aotearoa New Zealand’s development plans.”  

Source: Post Primary Teachers Association (PPTA)

“We have already made a complaint to the Ombudsman and are about to again, after a series of unsuccessful attempts to get information from the Government about what advice they have received about potential costs of charter schools and their impact on students and communities.

“We are concerned that charter schools could cost taxpayers billions of dollars. It seems that a huge amount of money is about to be poured into a vanity project at the same time as the government says it can’t afford to continue providing lunches for students in need, it can’t complete much needed school building projects and can’t ensure there are sufficient classrooms for schools whose rolls are growing.

“Charter schools are a direct import from the USA and UK and there is no evidence that they work. This is in stark contrast to Associate Education Minister David Seymour’s insistence on evidence being required for Ka Ora, Ka Ako to continue.

Mr Seymour has stated that public schools will be able to convert to charter schools as part of the government policy. School communities deserve to know what the government is planning for their local schools, and the possible impact of this on parents and students.”

Chris Abercrombie says there are many questions the government is refusing to answer, including:

• How will the government fund teacher redundancies from state schools that convert to charter schools? Our calculations are that this cost could be into the billions.
• What arrangements will be put in place for the sale, rental or transfer of property to converted charter schools and how will transfer of property be accounted for in the government’s assets? Will the community still have access to this property?
• What provision is being made for students whose local public school is converted to a charter school which they do not want to attend? How will school zones and impacts on neighbouring schools be managed?
• How much funding will be cut from the state and integrated school system to fund this vanity project?
• What are the financial risks are to the government and what the risks are to learning and access for students.

“The fact that all but one of the remaining schools involved in the previous charter school experiment were able to be re-integrated successfully into the public education proves overwhelmingly there is no need for this hugely expensive vanity project.

Aotearoa New Zealand simply cannot afford this untested experiment on the education of our children and young people – we call on the Government to be honest and come clean with New Zealanders about their plans.”

Ends