31 Jan 2013 NZ Teacher by NZME. Educational Media

EDUCATION REVIEWseries

Part of the

NZTeacher 2013 / www.educationreview.co.nz / $10.95

EDUCATION SUPERSTAR: WHAT’S THE FUSS ABOUT FINLAND?

SPOTLIGHT ON THE

RT: LIT SERVICE

SALISBURY DECISION: THE IMPACT ON SPECIAL EDUCATION

EDUCATION REVIEWseries

PostGrad

Part of the

Schools of Education

2013/ www.educationreview.co.nz

the stArpAth project Addressing

inequality in educAtion

a closer look at

rAising boys’ Achievement Part of the

EDUCATION REVIEWseries

rudolf steiner educAtion

International

Kiwi Teachers abroad TeLL iT LiKe iT is

Focus on second languages

League TabLes:

Learning from inTernaTionaL experience paThway of The poor?

Vocational education under scrutiny

New Zealand

series

of the >> Leadership & PD >> Postgrad & Research >> ICT &Part Procurement >> Education in Review >> NZ Teacher Teach International >> Leadership & PD >> Postgrad & Research >> ICT & Procurement >> Education in Review

MEN IN ECE

NCEA VS OTHER SYSTEMS THE DOWNSIDE OF PICKING SIDES

>> Leadership & PD >> Teach International >> PostGrad & Research >> ICT & Procurement >> Education in Review

Teach 2013 / www.educationreview.co.nz

GENDER DIVIDE:

WE DON’T JUST MAKE COPIERS. WE HELP SCHOOLS CREATE BETTER FUTURES. Te Rapa Primary is a highly recognised school and the recipient of many awards. Their partnership with Canon has made a positive difference to teachers and pupils alike. The ease-of-use and reliability of Canon copiers means teachers can spend more time creating better futures for our children. By teaming up with Canon, Te Rapa Primary School was able to free up capital, enabling them to invest more money into things like library books, learning resources and sports equipment. See the Te Rapa Primary School’s video story at canonbiztips.co.nz Call us to learn how Canon can help you create a better future phone 0800 222 666.

DOCUMENTING BUSINESS SUCCESS

Download the QR app on your Smartphone and scan this QR code to view the Te Rapa Primary School video story.

CDBS004

in educAtion

Kiwi, KiwifRuit,

Part of the

anD the DaiRy inDustRy:

TwiTTer and The Thesis

SPOTLIGHT ON THE

Juggling the MBa with the JoB

rbi: The long counTry road To broadband

SALISBURY DECISION: THE IMPACT ON SPECIAL EDUCATION

uniquely new ZealanD research

a closer look at

rudolf steiner educAtion

rAising boys’ Achievement

RT: LIT SERVICE

iPADS:

Part of the

2012 // www.educationreview.co.nz

NZTeacher 2013 / www.educationreview.co.nz

MORAL COMPASS

GENDER DIVIDE:

Schools of Education

MEN IN ECE

2013/ www.educationreview.co.nz

the stArpAth project

Teaching values in schools

Kiwi Teachers abroad TeLL iT LiKe iT is

PostGrad

Part of the

Education in Review

EDUCATION REVIEWseries

2013 // www.educationreview.co.nz

Procurement

part of the

ICT&

EDUCATION REVIEWseries

Part of the

International

EDUCATION REVIEWseries

do they have a Place in ece?

Teach

EDUCATION REVIEWseries

Addressing

inequality

a billion dollars:

Focus on second languages

CHARTER SCHOOLS The DebaTe Rages

rbi: The long counTry road To broadband

THE ADS FOR school stationery are a sure sign that the new school year is about to begin. It is about now that teachers are slowly turning their minds from boogie boards to blackboards, starting to prepare themselves for new students, new challenges, new opportunities. Last year was a difficult one for education. If you haven’t already, jump online and check out our summary online-only edition for 2012, Education in Review, which looks at the many and varied issues that confronted New Zealand education last year. With the uproar over the proposed teacher cuts, league tables, charter schools, and Christchurch education still fresh in the memories of many, and the Novopay nightmare that won’t quit, it may be difficult to banish the cynicism that pervaded many staffrooms towards the end of last year. Yet, we don’t need to look far to see that there is so much happening within our schools, early childhood centres, and tertiary institutions that is worth celebrating. Stonefields School’s Breakthrough Project, allowing students regular opportunity to pursue whatever they are passionate about, has transformed life and learning for students. The Mutukaroa programme has provided a whole new take on home-school partnerships at Sylvia Park School with amazing results. A collaborative teaching inquiry model at Newmarket School is helping to raise achievement levels of Māori and Pasifika students. These inspiring examples, and others, are recognised within these pages. We also probe some interesting subjects in this issue. We hear firsthand from principal Brenda Ellis on why she believes Judge Dobson’s verdict to overrule the Ministry’s decision to close Salisbury School was the right one and her fears for the future of residential special education in New Zealand. Tracey Carlyon confronts the misconception that teaching younger students is a step down from teaching older students and looks at the effect transitioning between different levels can have on a teacher’s practice. Kate Russell investigates why there are so few men in early childhood education and why more are needed. The diversity of the topics in this issue of NZ Teacher reflects the rich and varied profession of teaching. Hopefully you will derive some inspiration from its content as you prepare for the new school year and all it has to offer. Jude Barback, editor editor@educationreview.co.nz

a closer look at

rudolf steiner educAtion

BULLYING

aRe we failing ouR kiDs?

2012 // www.educationreview.co.nz

2013 / www.educationreview.co.nz

Schools of Education

2013/ www.educationreview.co.nz

inequaliTy IN EdUCATION

hekia’s hopes foR new ZealanD eDucaTion

>> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement

a closer look aT

RUdOLf STEINER EdUCATION

>> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement >> Education in Review

Teach International

series

of the >> Leadership & PD >> Postgrad & Research >> ICT &part Procurement >> Education in Review >> NZ Teacher

BULLYING

aRe we failing ouR kiDs?

>> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement

hekia’s hoPes foR new ZealanD eDucaTion

rAising boys’ Achievement EDUCATION REVIEWseries

PostGrad

THE STARPATH PROjECT AddRESSING

RAISING BOYS’ ACHIEvEMENT

CHARTER SCHOOLS The DebaTe Rages

>> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> PostGrad & Research >> ICT & Procurement

NZTeacher

Part of the

>> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> PostGrad & Research >> ICT & Procurement

NZTeacher

MORAL COMPASS Teaching values in schools

part of the

>> Education in Review >> NZ Teacher >> PostGrad – Schools of Education >> Teach International >> Leadership & PD

Part of the

EDUCATION REVIEWseries

Education in Review

EDUCATION REVIEWseries

iPADS:

do they have a Place in ece?

Part of the

series

EDUCATION REVIEWseries

NEW YEAR, NEW  OPPORTUNITIES

Playgrounds, turfs, and comPuters:

whaT schools are buying

TwiTTer and The Thesis

New Zealand

of the >> Leadership & PD >> Postgrad & Research >> ICT &Part Procurement >> Education in Review >> NZ Teacher

in educAtion

BEHIND THE CHRISTCHURCH EDUCATION SPEND

League TabLes:

Learning from inTernaTionaL experience

Teach International >> Leadership & PD >> Postgrad & Research >> ICT & Procurement >> Education in Review

Part of the

EDUCATION REVIEWseries

Playgrounds, turfs, and comPuters:

whaT schools are buying

Postgraduates revolt over student allowance changes

EDUCATION REVIEWseries

Part of the

BEHIND THE CHRISTCHURCH EDUCATION SPEND

Does a Master’s Mean More Money?

paThway of The poor?

2013 / www.educationreview.co.nz

a billion dollars:

Boosting R&D: can the ‘supeR MinistRy’ Do it?

inequality

Vocational education under scrutiny

2013 // www.educationreview.co.nz

EDUCATION SUPERSTAR: WHAT’S THE FUSS ABOUT FINLAND?

the stArpAth project Addressing

2013 / www.educationreview.co.nz

2013 // www.educationreview.co.nz

Part of the

2013 // www.educationreview.co.nz

EDUCATION REVIEWseries

& ICT& Postgrad Education NZTeacher Research in Review Procurement EDUCATION REVIEWseries

2013/ www.educationreview.co.nz

Part of the

Schools of Education

EDUCATION REVIEWseries

PostGrad

International

Kiwi teAchers AbroAd tell it liKe it is

Focus on second languages

leAgue tAbles:

leArning from internAtionAl experience pAthwAy of the poor?

Vocational education under scrutiny

NCEA VS OTHER SYSTEMS THE DOWNSIDE OF PICKING SIDES

>> Leadership & PD >> Teach International >> PostGrad & Research >> ICT & Procurement >> Education in Review

Teach 2013 / www.educationreview.co.nz

New Zealand

series

>> PostGrad – Schools of Education >> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement

>> Teach International >> Leadership & PD >> PostGrad & Research >> ICT & Procurement >> Education in Review

EDUCATION REVIEWseries INSIDE:

EDITOR Jude Barback PRODUCTION MANAGER Barbara la Grange ADVERTISING Belle Hanrahan PUBLISHER & GENERAL MANAGER Bronwen Wilkins EDITOR-IN-CHIEF Shane Cummings CONTRIBUTING WRITERS

Tracey Carlyon, Dionne Christian, John Clark, Brenda Ellis, Janet Hunter, Wendy Kofoed, Kate Russell, Ian Vickers

Positive learning initiatives: signs of a world-class education

An insight into the Salisbury Story

The gender divide: Men in ECE

ewmarket School takes a collaborative approach to N student achievement

Careers education at a crossroads

NCEA, IB or Cambridge? The downside of picking sides

What’s the fuss about Finland?

Making tomorrow’s history today: the importance of alumni

Inequality of school achievement: why the events of 2012 will not fix the problem

ransitioning between class levels – a way for teachers T to connect the dots

lifetime’s experience: lessons learned after 50 years A in education

One school’s journey to teacher wellbeing

he RT: Lit service: for your literacy concerns, T call an Aunty Lit

NZTeacher Vol 4 Issue 1

APN Educational Media Level 1, Saatchi & Saatchi Building 101-103 Courtenay Place Wellington 6011 New Zealand PO Box 200, Wellington 6140 Tel: 04 471 1600 Fax: 04 471 1080 © 2012. All rights reserved. No part of this publication may be copied or reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publisher.

ISSN: 1173-8014 Errors and omissions: Whilst the publishers have attempted to ensure the accuracy and completeness of the information, no responsibility can be accepted by the publishers for any errors or omissions.

EDUCATION REVIEW NZ Teacher 2012

EDUCATION SUCCESSES

SIGNS OF A WORLD-CLASS EDUCATION Amid a fairly tumultuous year for New Zealand education lurk many, many examples of positive, inspiring learning initiatives. Education Review plucks a few stories to share with readers who will no doubt be able to relate to all the good stuff that’s happening in our schools. STONEFIELDS SCHOOL: BREAKTHROUGH PROJECT Ask the students, ‘what’s the best thing about Stonefields School?’ and nine times out of ten, the answer will be ‘Breakthrough’. It’s the day that children run that little bit faster to the front door. The premise is simple. While we have a strong focus on developing areas of core literacy, of inquiry, and of learner dispositions, how much time do children actually spend doing what they are passionate about? All children have innate strengths and talents. As Ken Robinson puts it, it’s not about recognising if children are intelligent, it’s how they are intelligent that matters. It’s about children finding fulfilment in learning and achieving mastery in something that they are good at, rather than hitting them over the head constantly with things they cannot do. Breakthrough is valued so highly that it forms one of the core vision principles. “For me, it was a dream come true. I could never have dreamt of doing what I love doing during school time,” explains Jackson, a Year 6 student. For Jackson, his Breakthrough project time is spent 3D modelling using Blender. He’s one of a group of students collaborating on a science fiction movie. It’s a passion that he has brought to school, enthusing others in the process. And it’s extraordinary to watch him learning: a YouTube tutorial open in one window, Blender in another, as he develops the latest element to the fantastical creature that he’s animating. No teacher has shown him how to do this; in fact, the best way to cause learning here is for the teacher to stand back! Some innovative businesses have had this approach for years; Google is perhaps the best known, where employees are given 20 per cent of their time – a day a week – to work on special projects. Companies like 3M have been doing it for decades, too, with huge success, and both consider that many of their innovations have flowed out of this time. As a school, our core purpose is quite different. It’s not about making money or about innovative product lines and engineering initiatives. It is about student engagement; it is about developing a love of learning, about providing authentic context, about developing students who are intrinsically motivated, about utilising problem-solving skills and the application of an inquiry process, about building collaborative skills, and about valuing a broader notion of what constitutes success. Breakthrough does all this, and additionally, provides invaluable leverage into other learning areas. Take a walk around school this term and you’ll see a whole school approach to Breakthrough, with Year 1 right through to Year 8 students

EDUCATION REVIEW NZ Teacher 2013

learning together in areas of interest. So you’ll see a group working on designing a senior playground, a group learning to build a table with a parent (Breakthrough time attracts lots of parent and community support), another preparing a dance item for the end of year assembly, students painting a mural inspired by the local environment, a Year 8 putting the finishing touches to his novel, and of course, a group working on Blender. As Jackson so eloquently puts it: “Breakthrough is a great time for me to work on my self-responsibility and self-awareness. It’s a time I can really pursue something that I’m good at.” Undoubtedly, it is a time of the week at school that children eagerly look forward to. Just walk around school during Breakthrough time to observe the deep level of engagement or stand by the front door first thing in the morning!

MUTUKAROA SCHOOL: A WHOLE NEW TAKE ON HOME-SCHOOL PARTNERSHIPS

can start teaching them properly straight away. Schools don’t often share this data directly with parents. Our question is, why not? We believe that the data is not beyond the capacity of our parents to understand – as long as it is delivered to them in a way in which they are supported to understand it and be able to respond to it. Because we are data-driven, we have had a longitudinal research project tracking the outcomes of our work. Our commitment has always been that if it does not impact on student achievement, then we will change tack or put our energies and money elsewhere. The results have been an unequivocal success. In short, we have been able to show multiple stanine shifts over a year that are consistent, and in many cases, dramatic. Further to this, our parents learn the language and mystery of school and are able to engage meaningfully. In three-way conferences, parents can really play their part by asking pertinent questions and making pertinent suggestions. When we make overall teacher judgements in relation to the National Standards and say that these are based on a range of information, including specific assessment results such as the Six Year Observation Survey, not only do they have copies of it at home, but they understand it fully and have been responding to it themselves. We are at a particularly exciting stage now as we are seeking to roll Mutukaroa out to several more schools in 2013 – watch this space!

MINISTRY INITIATIVE: READING TOGETHER There are 200 schools implementing Reading Together this year as part of a three-year project managed by John Good for the Ministry of Education to scale up Reading Together to decile 1-3 schools across New Zealand. >>

Barbara Ala’alatoa and Ariana Williams As a school, we believe that raising achievement depends on making targeted decisions about teaching on the basis of good data (being datadriven) and ensuring that quality teaching happens every day in every class. The big question for us is ‘when it comes to home-school partnerships, why do we revert to a generic approach and ignore being tailored and targeted about what different parents need to know to support their children’s next learning steps?’ We think that any home-school partnership committed to raising student achievement needs to be designed on those same principles – which is exactly what Mutukaroa is. When students enrol at Sylvia Park School, a range of assessments are undertaken so that we

EDUCATION REVIEW NZ Teacher 2013

EDUCATION SUCCESSES << continued from page 2 Good says it is no surprise the Reading Together programme has been successful, given that it has been extensively researched since 1982, when it was developed by Jeanne Biddulph. “The research has replicated the evidence of just how high the impact of the programme is if implemented effectively. It engages parents/ whānau as hugely significant learning partners with the school, produces accelerated reading and engagement in learning for their children, and often transforms homes from stress to harmony around kids and their learning,” says Good. Good shares recent feedback received from one participating school to illustrate the effectiveness of the programme. In this example, nine parents (eight Māori and one New Zealand European) attended four workshops of an hour and a quarter run by the school. They then take their child to the second workshop. “It is good to know that we do not have to be the teachers. I like being the cheerleader rather than the coach,” says one parent. “I have a much better relationship with my children now. We read together as a family. Everyone wants to be involved,” says another. A third parent adds, “I’m not afraid to just tell them a word. It’s good to not have to sit there and make them work it out for themselves and see them get frustrated and angry. I don’t worry about little mistakes now. If the story still makes sense, I let them keep reading.” Arguably most inspiring was the feedback from this parent who found the programme beneficial to their own learning journey: “I loved coming to these workshops. It was fun, and I think every parent should do them. I found it hard to come in the door, but it has given me the confidence to enrol on a course to better myself. I wouldn’t have believed I could have done this, and joining this group was enough to make me realise that I could learn.” Laurie Thew, principal of Manurewa Central School, describes Reading Together as “an amazing programme” that is very supportive of parents. “[It is] certainly one of the positive initiatives happening in New Zealand at the moment,” says Thew. Ultimately, the Reading Together workshops aim for parents and whānau to develop a basic understanding of the reading process, support their children’s reading at home, reflect on their children’s reading, and select appropriate reading material for the children from school and local libraries.

KRISTIN SCHOOL: STUDENTS BECOME FORENSIC INVESTIGATORS More than 80 budding investigators from schools across Auckland came together at Kristin School over the October holidays to take part in the second annual Forensics@Kristin camp run by a group of 46 students. An intensive five-day studentled experience, the camp is designed to test the participants’ problem solving, research, logic, and creative skills when they take on roles of Detective, Controller, and Scenario Doctor and work through evidence to solve simulated complex homicide cases. Kristin Gifted Education teachers Raewyn Casey and Rod Fee worked tirelessly in the weeks leading up to the camp with Year 9 and 10 Controllers and Logicians, who spent over 600 hours creating

EDUCATION REVIEW NZ Teacher 2013

extensive records, databases, interviews, and evidence to accommodate whatever line of enquiry the 80 Detectives may follow. The Detectives tested fingerprints, DNA and toxin samples, documentary evidence, forgeries, footprint and tyre-print casts, pollen, and soil and fibre samples. The groups led their own investigations, tested the evidence in the laboratories, and arranged for specialist testing, police interviews, and search warrants. They utilised the multitude of resources, skills, and intelligence at their disposal to sort out the evidence from the red herrings in a race to solve the case and find the killer. Always ahead of the Detectives were the 46 Controllers, Scenario Doctors, and Controller Directors who were responsible for delivering evidence to the young investigators, leading them ever closer to their final conclusions. Supporting these teams were a group of organised and efficient logistics specialists from Years 9 to 11, who kept the wheels in motion throughout the week. The investigations culminated in a simulated court trial where detectives became defence and prosecution lawyers, interviewing key witnesses and arguing their side of the case. Over the course of the week, the participants attended presentations by specialists who explained the real-life application of what they were learning and the realities of forensic investigation and crime solving. These visitors included Detective Peter Litherland, forensic scientists Kate Stevenson and Dr Anna Sandiford, and Crown Prosecutor Josh Shaw. While Kristin staff were on hand to help and guide as necessary, it was the students who led the camp, addressed the participants, and took responsibility for its ultimate success. Planning is already under way for Forensics@Kristin 2013, which will be held in July.

JOHN LANGLEY: THE FUTURE OF EDUCATION RE-IMAGINED BY THE YOUTH OF TODAY Education, as we all know, is fundamental to the success of our country and the world as a whole. We can also see the empowerment technology enables and Ultra Fast Broadband (UFB) over fibre promises even more opportunity. What’s more, children are right behind it! I recently participated in the inaugural Telecom ‘Amazing Ideas Search’ as a judge.

The competition called for Kiwi students (primary through to high school) to imagine ways UFB could change how we live, work, learn, and play. Having reviewed entries from around the country, it quickly became apparent how impressive the range of ideas from children (and their application) really are. Interestingly, five of the 10 winning entries had a learning and education focus. The majority of the winners were also from regional cities and towns. Students are embracing and expanding the worldwide trend in education where technology both supports student’s unique learning needs and the role of teachers. The education ideas put forward by kids involved in the competition revolved around enhancing the way students learn – acknowledging the very important principle that learning doesn’t always have to take place in a classroom, with one teacher delivering material. Students are clearly aware that technology provides new ways to express themselves and illustrate their comprehension. As a case in point, this year, three of the winning entries were delivered via a movie file posted to YouTube. It’s inspiring to see technology become the means of feedback and not just delivery as it provides a powerful new range of tools for expression and impact. In addition to education, other entries addressed tourism, healthcare, agricultural productivity, sustainability, and of course, technology. One of the winners in the technology space presented impressive insight into how UFB will provide opportunities for New Zealand website hosting, resulting in reduced costs and greater reliability and opportunity for New Zealand businesses. To see such vision coming from young students is fantastic as it’s vital they understand technology is both a tool and an opportunity for their own future. Arguably, much of New Zealand’s future productivity gains and export opportunities will come from development and use of technology to take our ideas and products to the world. As the roll-out of UFB continues (through to 2019), hopefully initiatives like the Telecom ‘Amazing Ideas Search’ will not only spark the imagination of today’s students but also inspire tomorrow’s future thought leaders and entrepreneurs. From what I’ve seen, the talent is out there. n

SPECIAL EDUCATION

THE SALISBURY STORY

When Judge Dobson overruled the Ministry of Education’s decision to close Salisbury School, many were relieved. But the threat of closure has cast a question mark over the future of special education in New Zealand. Here, Salisbury principal BRENDA ELLIS explains why research and experience indicate the need for single-sex special education schools.

Brenda Ellis

alisbury School is a national residential special education school for post-primary aged girls with intellectual impairment and complex learning, social, and emotional needs. It is the only residential school for female students with intellectual impairment in New Zealand and is based in the Nelson suburb of Richmond. The purpose of Salisbury is to provide academic, social, and life-skills education for girls who are neither achieving nor experiencing success in their current mainstream school setting. All Salisbury students require significant adaptation of the curriculum as their learning needs are well below those of their same-aged peers. Prior to coming to Salisbury, it is not uncommon for students to be enrolled in a mainstream secondary school but be functioning at, or below, Level 1 of the primary school curriculum. At Salisbury School, each girl has her own individual learning programme, and because the girls live at the school, programmes are able to run across both the day school and the residential setting, seven days a week. Individual learning programmes are based on the key competencies in the National Curriculum, with a particular focus on reading, writing, and mathematics – the aim being to better prepare the girls for independent or semi-independent life beyond school. As well as academic, social and lifeskills programmes, a key focus for staff is teaching the girls the skills required to successfully manage inclusive education settings, so that when they return to their mainstream school, they are better able to cope with the demands placed on them. It is this inability to cope in the mainstream that has been a decisive factor in seeking enrolment at Salisbury. Historically, Salisbury School has had a notional roll of 80 girls who come from throughout New Zealand, including remote and rural areas such as Great Barrier Island, Central Otago, and small settlements on the East Coast of the North Island, as well as from larger cities. Up to 30 per cent of students are Māori, and in recent years, this has been as high as 50 per cent. Girls may enrol for a period of up to two years and are between Years 7 and 10 at the time of their enrolment. The school focusses keenly on addressing the Minister of Education’s three key priority areas of reducing the long tail of underachievement, providing culturally responsive programmes that support Māori students achieving success as Māori, and improving the levels of support for students with special education needs and their families. Prior to 2013, there have been four residential schools for special education students in New Zealand, two for intellectually impaired post-

primary-aged students and two for primary-aged students with behaviour and conduct disorders. In May 2012, the Minister of Education proposed that one or more of the four residential special schools could face closure and following a period of consultation, a preliminary decision was made to close McKenzie Residential School for students with behaviour and conduct disorders and Salisbury School at the end of the 2012 academic year. It was proposed that the Salisbury girls would be offered the opportunity to relocate to Halswell Residential College in Christchurch, currently a residential school for boys with intellectual impairment, which would then become a co-educational residential school for postprimary male and female students from 2013. Salisbury Board of Trustees is aware the girls that attend Salisbury School are uniquely vulnerable to abuse. A review of Salisbury School files of individual students who had attended the school throughout the last 15 years determined that 63 per cent of students had a known history of physical and/or emotional abuse on entry into Salisbury. In addition, while at Salisbury and only after a settling-in period and when they felt safe to do so, 47 per cent of girls made disclosures relating to incidents of sexual abuse perpetrated prior to their admission to Salisbury. These figures are consistent with earlier research undertaken at Salisbury that found more than 40 per cent of girls had been the victims of rape and other sexual abuse prior to their admission to the school. A substantial body of literature purports that girls with learning disabilities are up to seven

times more likely to suffer abuse, including sexual abuse, than non-disabled children of the same age. A subsequent review of internationally published research highlighted alarmingly consistent levels of abuse amongst students with intellectual impairment, with boys suffering consistently similar levels of abuse as girls.While the impact of this abuse affects young people with disabilities in varied and complex ways, there is evidence to suggest that girls have the potential to be re-victimised, while boys may go on to become abusers (Sobsey, 1994; Abel & Harlow, 1991; Briggs & Hawkins, 2006). In the light of the high level of concern regarding these findings, the Salisbury School Board of Trustees sought a judicial review of the Minister’s decision to close the school and make Halswell Residential College co-educational. Research presented to the High Court highlights the risks for young people with intellectual impairment and clearly indicates that putting two such vulnerable groups of young people together creates an unacceptably high level of risk for both female and male students. Moreover, in announcing his decision in favour of the school, Justice Dobson stated “no great leap in logic is required to recognise the validity of concerns over having boys and girls together for the educational aspects of residential special needs education, even if completely effective separation of the residential aspects of schooling in a coeducational setting is achieved. Those changes introduce a risk that would not be present in the single sex environment at Salisbury School”. There is clearly much work to be done in understanding the factors that influence the disproportionately high levels of abuse amongst female and male students with intellectual impairment and learning disabilities. It is interesting to note that for this cohort of students, in almost one hundred years of residential education in New Zealand, schooling has always been single sex. It is not unreasonable to assume, given the substantial body of research and as a matter of common sense, that the risk of sexual abuse for girls with impaired intellect is likely to increase if the single sex nature of residential schooling were to change. While Salisbury School’s future is assured for 2013 following Justice Dobson’s decision finding in favour of the school, the Board of Trustees will now shift its focus to securing the school’s future beyond this year in order to ensure that many more generations of girls with intellectual impairmentand complex learning needs can continue to benefit from the “extraordinary education” Salisbury School provides. n

EDUCATION REVIEW NZ Teacher 2013

EARLY CHILDHOOD EDUCATION

THE GENDER DIVIDE:

MEN IN ECE

KATE RUSSELL investigates why there are so few male early childhood education teachers in New Zealand.

arly childhood teaching is one of the most gendersegregated professions in New Zealand. According to the Ministry of Education’s latest statistics from July 2011, over 98 per cent of early childhood education (ECE) teachers are female. That’s a total of 379 male teachers, compared with 20,267 female teachers. However, Ministry of Education statistics say that male ECE teachers have nearly trebled since 2001, and have grown as a percentage from 1.1 per cent in 2001 to 1.8 per cent in 2011. Despite this growth, there is still a shockingly small number of men teaching in our early childhood centres. For the men who have chosen early childhood teaching as a profession, what has attracted them? For Simon Easton, who has been teaching our nation’s littlies for 36 years and works at Waimauku Childcare Centre in Auckland, it was a combination of things. “I did some babysitting for friends when I was at school and liked working with young children,” he says. “Also, our family swelled dramatically from four to 11, and younger children were a big feature in my world.”

EDUCATION REVIEW NZ Teacher 2013

For Roger Wilde, who is an overtwos teacher at Auckland Point Kindergarten in Nelson, it was meant to be. “I was made redundant from a cooking job, and I had to make a decision quick because I didn’t want to return to restaurant work,” he says. “I wanted a change and I wanted family-friendly work hours.” Roger was accepted into the University of Auckland’s Graduate Diploma course with a scholarship, which was a huge achievement considering there were over 400 applicants for 35 places. Having his own children had opened Roger’s eyes to the world of ECE, and he learned it can be a fun but professional career. Another Nelsonian, Stu Cottam, who is the head teacher at Little Footprints Early Learning Centre in Tahunanui, was attracted to the profession because he enjoys working with children and doing an active, challenging job. Simon, Roger, and Stu were all the only graduating males in their classes.

There are many reasons why men in New Zealand would be inclined not to choose early childhood teaching as a career. Dr Brent Mawson, Principal Lecturer at the University of Auckland’s Faculty of Education, believes that the small percentage of male teachers is a reflection of the lack of prestige of early childhood teaching. “We need a change of social attitudes so that early childhood teaching is seen as an appropriate and esteemed vocation for men,” he says. There is also the view that early childhood teaching has traditionally always been seen as “women’s work” and this perception still strongly exists today. Joanie Wilson, who is the head teacher at Auckland Point Kindergarten, believes this may be one of the reasons for the low percentage of male teachers.

“I think it was never respected as a valued role for males to be part of and it was ‘just for women’,” she says. There is also the stigma surrounding child abuse when it comes to men teaching in ECE, which came about after the Civic Crèche incident in 1992, when a male ECE teacher was charged with sexually abusing children in his care. Even though there are huge misperceptions about this case, the result of all the media attention and gossip that followed would put many men off the idea of becoming an ECE teacher. The profession is also not seen as particularly well paid, and the training would involve men being either the only, or one of few, males in the class, just as a male teacher would be the minority in a teaching team. Roger believes that many men wouldn’t consider choosing this profession until they have become fathers, as was his experience. By that stage, most men have already established a career. Parents and children alike feel privileged if they have a male teacher

teacher can bring that a female cannot, and that is only a man can be a male role model. “Only a man can model the possible ways to be a man, and it feels very important to me that I provide children with a positive male role model,” he says. Joanie agrees. “During my teaching career, there have been children without a male in their life, and I know at our kindergarten this is so,” she says. “Roger’s presence allows children to see a male in a positive light. While we women kaiako can play rough and tumble and hammer in nails, it just isn’t the same as having a male’s presence.” Simon believes that having a mix of male and female teachers is important. “When there is a mix of genders among adults in a centre, the range of perspectives is greater and the children are likely to have a wide range of people and experiences to choose from,” he says. “I think, too, that children seeing men and women working together cooperatively and constructively is very important for their social development.” Joanie loves having a male on her teaching team. “Roger complements our team,” she says. “There are times when we say things like ‘come on ladies’ then we stop and rephrase and have a little chuckle.” Do children react differently to male teachers? Not particularly, so it seems. As Stu has found, children take to different teachers. “I have many children that follow me around all day and others that are very wary of me,” he says. For Simon, who works with infants and toddlers, their reaction is very much individual. “There is not the same sense of them understanding how ‘social roles’ affect them as in the preschool,” he says. Roger doesn’t notice whether children react differently towards him because he is a man. “All teachers are individuals, each unique in the way they are with children, and children respond accordingly,” he says. So, why do these men love being early childhood teachers? “Without a doubt, the greatest thing in my job is helping children to make successful contributions to the work of the group,” says Simon. “There is a high level of skill and training involved in settling children and keeping them fed, slept,

Roger Wilde

in their centre. Roger, who has been teaching for one and a half years, says the reaction to him being a male ECE teacher is overwhelmingly positive. “I know it influences some parents in their choice of preschool,” he says. “Several solo mothers have said to me directly how much they appreciate having a male teacher for their child.” Joanie says that the children love Roger. “There is one child who seeks out Roger, and when he comes in the morning, he runs through the door saying ‘Roger, where’s Roger?’ and runs to give him the biggest hug.” According to Simon, things have been very positive within the profession, with parents, and in communities. “People have always seemed quite enthusiastic about the idea of men working with young children,” he says, “and parents have always have been very positive, as have their children.” Stu has had positive reactions from parents during his seven years as a qualified teacher. “Some seem very glad I’m there, and I’ve heard that a few parents have brought their boys to the centre because I’m there,” he says. Just like female teachers, men bring their own individual strengths and interests to their teaching practice. As Stu says, “There are as many differences within sexes as between sexes.” For example, Simon is especially interested in insects and spiders and language development. Stu is a keen sportsperson and likes to be active with the children. He has also worked as a primary teacher and is interested in early literacy and numeracy skills. Roger, on the other hand, brings his many interests of music, cooking, languages, natural health, sustainability, spirituality, ICT, and his knack for fixing things into his teaching practice. There are, however, certain qualities that a male ECE teacher can bring that a female teacher cannot. Brent Mawson believes that men are more relaxed about rough and tumble play and more inclined to allow children to test their physical limits. “As so much of learning in ECE occurs in the conversations and interactions with adults, males bring a different set of experiences, interests, and sense of humour into the setting, which widens and enriches the experiences available to children,” he says. Roger believes that there is one important thing that a male ECE

changed, clean, and happy so they can learn. It is really challenging and rewarding work.” Roger clearly loves his job. “I get deep satisfaction at doing something positive for individual children, for their whānau, for my community. It also requires me to be authentic, real, caring and loving – which is both hugely challenging and hugely rewarding.” Over the past couple of years, there has been a call

for scholarships and financial incentives to encourage men into ECE, which could be a step toward drawing more males into what is currently a profession dominated by females. As Brent Mawson puts it, “Children miss out by not having the chance to interact with male teachers in ECE settings, just as men are missing out on the chance to have an exciting and fulfilling occupation.” n

EDUCATION REVIEW NZ Teacher 2013

MA-ORI & PASIFIKA ACHIEVEMENT

A COLLABORATIVE APPROACH TO

STUDENT ACHIEVEMENT Principal WENDY KOFOED shares how a collaborative teaching inquiry model at Newmarket School is helping to raise achievement levels of Ma-ori and Pasifika students as well as increasing the evaluative capacity of teachers and an openness to professional learning.

EDUCATION REVIEW NZ Teacher 2013

t Newmarket School, a school-wide teacher inquiry approach was prompted by problems of practice. Teachers identified the need to build a greater understanding of the learning needs of Māori and Pasifika students who under-achieve. The inquiry and knowledgebuilding approach has long been a strong aspect of our school systems and practice. This approach is based on the importance of instructional leadership, of self-regulated inquiry, and the building of professional knowledge. The seeds for this approach were first planted in 2003/4 when Newmarket was a pilot school for the Literacy Professional Development Project (LPDP). At this time, all staff started a journey that focused closely on building effective interactions and relationships, building on students’ cultures and identities, and explicit teaching. Initially, we focused on building common goals and expectations across the school in the teaching of writing, with the inquiry an examination of technical aspects of our teaching practice. The focus for all teachers (and leaders) was to accelerate the progress of Māori and Pasifika students. While the professional learning was, at times, very challenging over this period, after the two years, teachers requested a continuation of this approach with a focus on effective reading practice. An inquiry approach that focused on the technical aspects of our practice had, and still has, very positive results. However, several teachers saw a need to build on, and move beyond, a technical focus. Teachers, experienced in the inquiry model, felt very accountable to raise their capability, and recognised that the work we were doing with our students was still not working for all students. There was evidence to suggest that our inquiries needed to go much deeper than examining the technical aspects of our practice. School-wide data showed that some students did not maintain the gains or were more challenging to accelerate. After some discussion amongst school leaders, we decided that our next step was to inquire collaboratively to begin looking at an area that was a common thread in several previous inquiry projects. The strategy we chose

to focus on was also signalled in our professional reading. Our inquiries would look specifically at what effective interactions and relationships look like in practice. In the first example of a collaborative inquiry into teaching practice, I worked with deputy principal Eilleen Dixon. We worked together on a collaborative inquiry that looked at effective interactions and relationships and explored student motivation, selfefficacy, and some tried and tested strategies for the teaching of reading. We worked with a small group of nine Māori and Pasifika Year 5 students who were identified as not maintaining previous acceleration gains. These students had highly effective and skilful teachers previously. Our first step was to discuss the barriers or problems we expected to encounter in order to mitigate these – for example, the reasons the students might not engage with us or their previous experiences. Given that two of our students had special learning needs, we ensured our planning factored in any known barriers to the success of our intervention. Our mind-set was that it was not the students who had learning problems but that we as teachers had to problemsolve the barriers to success for each of our students. We discussed students’ previous experiences, our understanding of how they would respond to us, and were clear on the connections we would need to make with each of them. We thought through how our learning and work with the students would transfer back to a class situation. Together and individually, we researched strategies that would progress the learning of each learner in our group. And progress they did! So what did we do? Key to our success was that we created spaces where our students could share their learning and tell their stories, both with whānau and the group, especially about their challenges and progress. This approach supported our learning about our learners. Within a safe environment we developed a reciprocal teacher/learner approach. For example, we made explicit over many lessons a reading strategy that they replicated as teacher with the group and their siblings/whānau. Students used iPads to film themselves as teachers and to critique their (and our)

performance. The iPads were also useful for supporting vocabulary development and understanding of particular concepts and ideas we came across in the texts we read together. We ensured the strategies we used were shared with and used by teachers in the reading groups of these students once back in class. Strategies we used were not new and included many old favourites, such as questioning, making explicit how texts were structured, creating mental images, and summarising. We used a great many sticky notes to record ideas and questions as we read, we had the flashiest reading book bags and resources we could afford – fitting to Year 5 students – developed a self-monitoring reading log, and confused ourselves by developing levels of achievement that students kept outstripping. One of the most powerful strategies we used was motivating students to accept home reading mileage goals and finding fun ways to reward them when they did. Readers improve reading by reading. The reward of using an iPad for the day back in class was highly prized. Though once students were self-motivated to read, the rewards became less important. We ensured the home reading material used by the students was appropriate, challenging, and highly engaging. We selected the reading materials with each student, e-books, e-comics, graphic novels, and other new library material, comics, journals, plays and poems, and Lego catalogues, to name a few. We were blown away, as were class teachers, with the students’ motivation to achieve targets, and at how motivated they became to read at home. Initially, we asked that they read for 20 minutes per night on top of any class homework, the majority of our group far exceeded this time. Over ten weeks, one student logged 60 hours of home reading, a remarkable achievement for a boy who initially told us he did not like reading. What we did from a teaching perspective was not rocket science or particularly new. On reflection, the point of difference was the strength of the shared nature of the inquiry, the co-construction with students and each other of our intervention, and the strength of the connections we made with each other, students, and their families. The second example of a

collaborative inquiry learning model at Newmarket School involves Virginia Kung, the assistant principal, working with Sonya Van Schaijik, ESOL & ICT leader. They, too, used the strategy of making greater connections with individual students and their families as a focus for their inquiry. These teachers decided to inquire into the utilisations of Pasifika students’ interests to motivate and accelerate learning. The vehicle they used was the high-interest Bro’Town television programme illustrated by Ant Sang. Kung and the students identified SMART goals with the students in reading and writing and worked on authentic tasks relating to planning a global forum that included a focus on illustrator Ant Sang and his work. Kung and Van Schaijik worked together to problem-solve ways to empower and motivate their students. They leveraged student leadership and responsibility as a means to ensure gains in literacy. Were the students successful? Over 1000 students in both Australia and New Zealand took part in the forum run through Skoodle and organised by the students supported by their teachers. Kung and Van Schaijik were learners as well as teachers during their inquiry. They both learned more about the use of technology, utilising authentic teaching contexts and personalised learning. Their students learned new and challenging skills and met the high expectations of them. They were highly motivated to read and write. The third collaborative inquiry involved school leader Odette Penno, Eilleen Dixon, and music specialist Lee Barry. Collaboratively, these teachers developed an inquiry that focused on developing Māori and Pasifika students’ digital literacy as a means to accelerate reading and writing skills. They brought their diverse teaching strengths in film-making, relationship building, and music to the inquiry. They used the strategy of making greater connections with individual students and their families as a focus for their inquiry. Key themes of the inquiry included examining ways of nurturing Māori identity, student ownership of learning, and motivation of learning through a focus on student stories and interests. Effective interactions and relationships across discipline

between teachers, students, and whānau underpinned the inquiry. Encouraging a strong role of whānau helped the development of this student-led project. A group of students told their story through film from a Māori perspective of guardianship. They worked with whānau, teachers, and other students to develop a film that looked at Kitiakitanga. They directed and produced the film and worked with Barry to develop an original soundtrack for their film. They identified that one of their challenges was to manage the audition process, with many of their friends wanting to be actors in their film. Recently, they entered their film in The Outlook for Someday competition. From a student perspective, they are chuffed that they are now finalists in this filmmaking competition. So did this approach raise achievement? Gains in literacy achievement were made by all

participants in the project; it utilised much goal setting, reading, writing, and research. From a teachers’ perspective, Penno, Dixon, and Barry are well under way to developing the collaborative skills necessary for teachers of 21st century learners. After ten years of utilising the inquiry model, and more latterly, the collaborative inquiry model, Newmarket teachers see the value and rich outcomes of fostering a mind-set of continuous improvement based on problems of practice. For 2013, we intend to build on the collaborative inquiry model. I have my sights on an inquiry into the utilisation of teachers and teaching space as a means of raising student achievement. Watch this space. n

Does your school need A clnz print license?

YES If you plan to copy, scan or share printed material that you didn't create, chances are the answer is yes! Sounds serious, but fortunately it’s simple. For around the cost of a new book per class, your school can have advance permission to copy from a whole range of copyright protected resources. For a full list of benefits go to:

www.copyright.co.nz

EDUCATION REVIEW NZ Teacher 2013

CAREERS EDUCATION

CAREERS T EDUCATION AT A CROSSROADS

As schools eagerly await the outcome of last year’s CIAGE (Careers Information, Advice, Guidance and Education) review and what changes it might bring, Education Review takes a look at what tools and services are currently paving the way for our students.

he Herald recently cast the spotlight on school leaver Michael Thomson. As Fraser High School’s 2012 dux, the 18-year-old no doubt has his choice of options open to him. Thomson, in keeping with the recent Herald DigiPoll results, plans to study for a university degree in social sciences. Of those surveyed in the poll, 67.3 per cent recommend getting a qualification after leaving school. Just under 18 per cent recommend working for a few years before studying or training, and under 14 per cent suggest travelling overseas first. Tertiary study is a popular option these days, particularly due to the current lack of employment options for young people. Yet many, including Herald columnist Fran O’Sullivan, are scathing about the inability of tertiary graduates to find a job that covers their student debt. It is certainly a tricky path finding the right career, one negotiated by thousands of young Kiwis each year. What is available to them? What works? What doesn’t? Whose advice do they trust most?

SCHOOL CAREER SERVICES Beyond dining-table discussions with parents, for most students, the first meaningful career advice usually takes place at school. It is difficult to gauge the effectiveness of a school’s career education and advisory programme; schools are naturally loath to be self-critical and students are often at a ‘too soon to tell’ juncture for any feedback to be meaningful. However, the Education Review Office (ERO)’s review of Careers Information, Advice, Guidance and Education (CIAGE) in Secondary Schools in July last year – which was part of a major formal review of CIAGE commissioned by the Ministry of Education – identified a number of interesting findings. Of the 44 secondary schools examined, ERO found just four to have high-quality approaches to CIAGE. These schools were lauded for their ‘schoolwide focus on student futures’, including helping Māori students, priority learners, and students with special needs. Of the remaining 41 schools, 17 were described as having a more conventional approach to careers that centred on the work of a careers department. Many fell into a standardised pattern of career education, including Year 9 students visiting the careers centre and completing a self-awareness unit in health, Year 10 students developing a learning plan to inform their options for Year 11, senior students visiting tertiary organisations, and Year 13 students having individual interviews with a trained careers advisor. While staff at these schools were generally organised and competent and understood the need for students to develop career management competencies, this was not a top priority for the school. Nineteen schools, the largest group in the review, were identified by ERO as operating below this level with regard to career education. Although their approach to CIAGE was linked to the career education guidelines, there remained much room for improvement. The remaining four schools were said to have a low-quality approach to CIAGE, their focus for student career planning typically aimed at Year 13

EDUCATION REVIEW NZ Teacher 2013

students only with no expectations for curriculum departments to develop careers-based units or classroom materials. Assuming the sample of schools examined is representative of schools across New Zealand, it is fair to conclude from ERO’s report that while there are a number of exemplary programmes out there, the vast majority of schools are following conventional, one-size-fits-all approaches to careers education, with a few not measuring up at all.

CAREER EDUCATION BENCHMARKS Careers New Zealand identified this inconsistency as a weakness in schools’ and tertiary institutions’ career education; it perceived a lack of common understanding of what effective practice in career education requires. The organisation believes it has a responsibility to address this gap and help schools and tertiary institutions effectively educate students about their career options, to prevent them from walking blindly into a qualification, training course, or job without considering longer-term employment prospects. In reinvigorating the careers system, Careers New Zealand launched a suite of career-education benchmarks for the secondary and tertiary sectors. The benchmarks are, in essence, self-review tools that schools and institutions can use to evaluate their own provision of CIAGE. The benchmarks are a set of documents, informed by research and best practice, outlining key dimensions for effective career-education practice. Collectively, the benchmarks form a flexible tool that enables schools and institutions to use the best approach that suits their needs. Careers New Zealand also perceives the benchmarks programme as a means to gaining a more nationally consistent practice and smoother transitions for all young people from school. The secondary school benchmarks were launched in October 2011 and are now gaining momentum across the country. The tertiary version was released mid-last year and there are plans afoot to expand the benchmark initiative to Years 7 and 8. While some may consider it premature to begin career education at the tender age of 11 or 12, Careers New Zealand believes it is important to start the process early. A handbook aimed at career education for this age group has been released, discussing why it is relevant, what activities and discussions are appropriate, and how these will link in to career education later in their school life. The benchmarks will feed into this approach, enabling the careers and education sectors to work together to support young people in developing careermanagement competencies they can build upon

people to help them make a decision about their career. “It’s a case of looking at their passions and interests and weighing up the young person’s longterm goals, empowering them to think about what option is going to serve them best,” she said. Similarly, Find My Forté, Career Analysts, and other private user-pays services targeted at providing career advisory services to young people (among others) appear to take a tailored approach around the individual’s interests and needs. There are some useful career guidance resources – in print and online – that can also help students (and their parents) decide on future study and career options. For example, the leading print resource is the JET series, which last year published the JET Career Guide (for career and other postsecondary options) and JET Study Guide (for tertiary course options). The JET guides are sold from the publisher individually or in class sets.

THE CAREERS EXPO In an effort to link in with CIAGE and achieve consistency across New Zealand, Careers New Zealand is partnering with the famed Careers Expo this year. The expo will also have a number of strategic partners including Youth Guarantee and Fletcher Construction, which will collectively aim to breathe life into the Government’s Vocational Pathways initiative by showcasing each of the five Pathways: construction and infrastructure, manufacturing and technology, the primary industries, the service industries, and social and community services. Each pathway has been developed by a consortium of industry training organisations (ITOs) and representatives of schools and tertiary providers, liaising with government agencies, in an effort to clarify career options. But the Careers Expo is more than just flaunting government initiatives. The free expo is a wellknown avenue for students to connect with various employers, industry groups, tertiary and training providers, and government departments. It has been a part of secondary schools career programmes for 21 years, with over 120 schools attending the expo each year throughout the country. This year, it will take place from June to August in Auckland, Hamilton, Wellington, and Christchurch.

WHAT’S NEXT FOR CAREERS EDUCATION? For all the merits of external agencies and services, the possibility of outsourcing CIAGE services has been met with staunch opposition by some. Careers and Transition Education Association (CATE), an association representing 700 professional members working in the careers and transitional education sector, clearly stated its opposition to the idea in its submission to the Ministry of Education following the announcement of a formal CIAGE review. In its submission, CATE reasoned that “in the experience of our members, this has not led to better outcomes for learners. This is because outsourced provision alone does not lend itself to understanding the needs of individual learners or their families/whānau and does not integrate effectively within the learning community.” CATE and other parties with a vested interest in the outcome of the CIAGE review, not least the schools and tertiary institutions themselves, will have to sit tight for a little while longer in their wait for answers. Correspondence from Minister of Education Hekia Parata reveals that a report back to Cabinet on the outcomes of the CIAGE review has been deferred to March this year. Attempts to obtain answers via the Official Information Act have proved fruitless, so those anxious to know which direction New Zealand’s career education programme will take must continue to play the waiting game. n

EXTERNAL CAREER ADVISORY SERVICES While there are certainly benefits in having all qualification, training, and career options physically laid out, career experts insist that the most important thing for young people is having an understanding of their own strengths, interests, and long-term goals. Youthline, an organisation that provides advice, information, and counselling to New Zealand’s young people on a huge range of topics, takes this person-centred approach. Clinical services manager Glenda Schnell recently told the Herald that the organisation works with young

Disclosure: The JET series is produced by APN Educational Media, the publisher of Education Review.

Career GU DE

Career GU de [2013]

[2013]

LIFE after High School and photographers to drummers

from their intermediate years into their early teens and adulthood. Dale Bailey, Northern Area Manager for Careers New Zealand, feels strongly about the impact of quality career education. “Good career education makes students more aware of their own potential and provides teachers and tutors with insights into how they can engage and motivate their students,” says Bailey. “People with career-management skills make sound career decisions and realise their potential. Grounded with these skills, they become passionate, qualified, and employable people.”

decision making | Antonia Prebble on everything in between “what I wish I knew” Jobs | On the street:

and Steve skydive : Careers: from the top: J.K Rowling INSIDE Sector overviews | Tips

JET Career Guide is the leading guide for secondary school students. Containing vital information about work and further study, this bright and colourful magazine is essential for senior students - it’s all about education and career options. JET Career Guide covers important study and work issues, examines career opportunities and brings to life the experiences of 18 to 25-year-olds.

JET. Antonia, what did you wish you knew when you left ANTONIA. I would high school? have told myself not J. What do you enjoy to worry so much. there was a huge about acting? I thought divide between student A. There is something life and adult life, quite unprepared in me that is just drawn and I felt for what this ‘adult my understanding to performance. I world’ would be. In actually a smooth of myself, and of people have to use retrospect, it’s transition. I think I in general, in order to the character, and thought people would to suddenly know to connect I suppose I am drawn expect me things, but they didn’t to that process, which creative and analytical expect that at all. I’m fortunate because is weirdly at the same time. I’ve always known J. What is your work that I wanted to be actress, but a lot of philosophy? an my friends at high A. Some people can school had no idea wanted to do and be more casual about what they were quite anxious it, but I am very hardworking. Acting kind of swamps about it. My advice to them, my life; I think about and to anyone who working and when it all the time, when feels uncertain about I’m not working. I their next step after I’m always want to do what school might be, is I’m very grateful for my best because not to worry. The any job I get. I try students feel exactly majority of never to take anything the same way, and J. What advice would there is time to figure for granted. you like. There are you give to someone out what so many jobs out there actor? interested in becoming that, as a teenager, never even heard an you’ve of. A. Go for it, but be practical and sensible I think education is at the same time. agent. Go and visit a great way to expand You need an as many agents as your mind, and discover what it is you might you can. You need headshot. Take your have a passion for. a professional Even if you don’t have CV along with you; for anything, study it’s almost like a job a passion prepared. Work out something that remotely interview. Be what you want to interests you. Chose and follow that because say to them, talk about to be an actor and that you don’t have to why you want what you can bring commit to anything Just see where it leads, to acting. But do it way. New Zealanders forever. take in a natural Kiwi don’t respond well unfold from that because a step in some direction, and something to any sort of arrogance. As well as that, get will if you just stay still, as much experience nothing can really as you possibly can. learn something valuable happen. You can from every experience. we’ve J. How do you make every summer holiday the Istories When big decisions? was young, about of work and actingthe world course A. When facing a big I could. I looked is a bit of infoI did divided repertory decision, I always roughly in the newspaper sectors. Below shows because JET hastheatre try to operate from of integrity. Your personal really liked it but also surpluses, infor Career GuideIinto you understand a place shortages andbecause it helps barometer can get the industryincluding featured in this to study. so much skill circumstances. Maybe quite clouded by better.careers, and top places J. You’re various sectors, currently you’re getting offered these studying; amazing of what are you enrolled lists great, but you actually something that seems doing it with? industries, in and who are you know it is going to particular, compromise your try to trust my values, get brainstorming! A. I’m words, values. I my tenth other my instincts, the stuff In in year of a BA in English I know is right or wrong. I use that as my bottom Literature [laughs], Creative semester, I’m doing line. Also, I talk to although this outside the square a bit of French as of industries. people. I really believe or three or ten heads Keywords: Think well. I started it at when I left high school across all types Victoria University two are better than one. – part-time as I was Sales work is available as sales representatives. I talk to people I trust, have experience or working as well. When Outrageous, I switched work who have good, logical who market I started to Massey so I could Over 18,000 people minds. The process to people clears things nearly 6,000 people; distance]. study extra-murally of talking up in your head. I Advertising employs [by 3,000 people. try to imagine all the repercussions on both just fewer than I think studying at industry has possible research employs sides, so that when the same time as radio, and media it comes to the time trying to decide, I can trust thing. If you don’t over the The film, television, I have my instincts in that know what to do full-stop, to be an actor is a really good of sustained growth in moment because given the whole situation thing to do. It keeps education is a really undergone a period were employed I know I’ve your brain active, good careful consideration. 1996, 7,187 people to and it gives you a out of bed in the morning. last decade. In had increased valid excuse to get 2006, this number is the industry; by entry-level jobs Acting can be full The love of performing competition for on, but there is a lot 11,154. However, have to do unpaid of down time, so it’s important to have As anyone who’s tried Graduates often really something that means and failed at charades excessively high. something important Otherwise, it can be they find employment. the among us who love will know, there are to you. that very demoralising. internships before performing. Actors those of Labour estimates are the kind of people Currently based in just excel at charades; The Department visual arts and Auckland, Antonia who don’t they envision the working in the has a lead role in the and Medicine Woman world in a room and a huge backlog of number of people between 2006 feature film – an adaptation of draw on expressions, feelings, by a few hundred a Witi Ihimaera novel name. After its completion, and experiences to design fields fell character. Long story by the same articulate a Prebble will continue short, they love performing. 12,000 people. other acting projects. 2010 to about design graduates, to challenge herself Public Sector and thewith Be sure to keep an high numbers of Because of the eye on this Business leading lady. design jobs is high. immensely most entry-level talented in government jobs in Keyword: logical/analytical who have competition for

Sector

Overviews

KEEP CALM AND CARRY ON

worked 43,000 people the previous slightly down on December 2011, the year. people work in More than 62,5000 insurance industries in and finance, accounting, of the most This is where some New Zealand. can be found. well-paid jobs sector: economist,

With ANtONiA PREbbLE

If you don’t know what to do full-stop, education is a really good thing to do. It keeps your brain active, and it gives you a valid excuse to get out of bed in the morning.

12 // JET Career

Guide www.jetseries.co.nz

Antonia Prebble takes a break from her intensely busy work schedule to talk to JET about acting, life, making decisions and what she wish she knew when she left high school. While we’d all love to believe the hype about the leading lady who demands 12 vases of white lilies before she steps foot on set, this is a far cry from Prebble’s demeanor. She is humble and friendly and truly values hard work. Here at JET we couldn’t think of anyone better to ask a few of the big, tricky life questions.

A DAy in the Life

Antonia’s days are anything but typical, but she gives us a breakdown on how things go on the Medicine Woman set. I get up really early, maybe 5am. I have a shower, and that’s all I do at home. I try to sleep in for the maximum amount of time possible. In the car on the way to work, I do some vocal warm-up exercises like humming or singing to the radio or things along like that. When I arrive, go straight into wardrobe I and put on part of costume. Then I go my into make-up. This can take varying amounts of time – at the moment, it’s a couple of hours. While I’m there, some very person will bring kind me a cup of coffee and then I become human, and maybe breakfast (a couple of bits of toast). After make-up, I’ll finish getting dressed and filming will start at 7.30am. We have a lines run and then we block out the moves of the scene. Filming goes for 10 and three-quarter hours. It takes a long time to get all make-up and so I don’t leave off, until about 7pm. This is kind of a worst-case scenario – it’s not always like this.

The big break: Outrageous

prefer to hire people with design Employers often and/or experience design jobs specialist knowledge wanting to enter programmes. People short-term or freelance basis, on a may have to work can get full-time time, before they or volunteer their work. Careers include:

entertainer, dancer,

Public Fortune actor, model, In the hit series Outrageous Careers include: producers always Performing arts: expected to receive local government Fortune, Antonia’s character, Loretta, analyst, politician, heaps of assistant, planner, political artist, singer, stunt person. complaints, but they art director, is best neverrepresentative, designer, animator, did. We got personal architect, remembered for awaystatistician, Design: graphic scheming with a lot.” scientist, sociologist, developer, illustrator, officer, her way out of high photography, website tailor/dressmaker. communications J. Tell me aboutAdministration: school make-up artist, resources, working on light technician, manager, human research, brand and into the criminal media: market Outrageous Fortune. employment relations public Marketing and manager, small underworld where, manager, production advertising, promotions, A. Working onoffice despite copywriter, management, Outrageous reception, administration. mum Cheryl’s new-found event management, business owner,was auditor, broker, bank teller, really fun. It was relations, advertising, secretary, publisher, an inspiring services: desire for a crime-free press loss Financial journalist, editor, working environment life, accountant, insurance adviser, to Loretta thinks she be in. is known for its marketing. belongs. Everyone therefinancial trader. Massey University was really adjustor, Among her exploits schools at good The University Where to do it: it: the finance at what they did; Where to do Toi Whaakari. are are everyone and design school, journalism school; the burning down and AUT University can film of two Otago, Victoria knew we were working has a great Auckland,on public sector, you of Canterbury buildings, the blackmailing journalism school. To work in the good technical something special. economics, all excellent. Whitireia has a It was courses. of her principal, co-running anything – politics, for its marketing very performance-based study just about AUT is known geography, development an illegal party pills and character-driven, English literature, business, so therethewas list agoes on. and last but not least, studies, large amount of freedom running a brothel. given In one to the actors. On some sets, episode, she got Sparky you are told where to stand and to burn down the video where and how to move, but not Guide www.jetseries.co.nz hut where she worked, 16 // JET Career on Outrageous. and incidentally, the pet shop next store caught I don’t see the guys from fire. Antonia thought on the show as much everyone in New as I’d like – it was Zealand would hate her guts. such an intense time – but They because we’re actors, Antonia says: Outrageous didn’t seem to. we’ve all moved onto other seemed to have a intense things. I do licence to do things see a bit of Robyn Malcolm like that. The writers and Siobhan [Marshall], and though.

www.jetseries.co.nz

JET Career Guide

// 13

and IT Engineering, Science solving

Education and

Keywords: problem is a shortage of experienced Engineering: There in high demand. graduates are demand engineers, and there is a real In the energy industry, geologists, – biochemists, for skilled workers engineering and mechanical geophysicists, technician. biomedical engineer, line Types of engineering: product assembler, product electronics engineer, electronics technician, mechanic, Navy

assembler. of Canterbury The University Where to do it: course. The its engineering that offers is renowned for is the only one University of Auckland biomedical engineering and engineering science of Waikato focuses The University engineering. specialisations. experience in the field on building practical are often out in Science: Life scientists the lab. rather than in horticultural/agricultural Careers include: ecologist, environmental scientist, scientist, biochemist, technologist, forensic scientist, food physiologist, microbiologist, marine biologist,

People

Keyword: communication workers employed in 136,000 There are around there is a surplus sector. Right now, primary the education in secondary and of qualified people people struggling means there are subject education. This there are still some to find jobs. However, level that are experiencing English, areas at the secondary chemistry, maths, shortages, including reo Māori. are over physics, and te of tertiary lecturers More than half a shortage of translates into 50 years old. This positions. tertiary lecturer secondary candidates for primary teacher, Careers include: teacher, counsellor, librarian, teacher, early childhood psychologist, nanny, aide, tertiary education officer, education, teacher principal, special and technical support. at Victoria lecturer, office The teachers college some top Where to do it: has produced University of Wellington teachers.

Uni days

physical zoologist. At the moment, Physical science: skills are in applied research scientists with physicists. than theoretical demand rather astronomer, biochemist, Careers include: physicist, research oceanographer, meteorologist, lecturer. teacher, tertiary and Lincoln chemist, science Massey University Where to do it: places to very highly regarded University are study life sciences. fields usually require a Jobs in the science

technology: postgraduate qualification. communication Information and programming with computer Demand for people is high, and employers often skills and developing high skill level. workers with a are the struggle to find about it, computers area There’s no doubt in the IT a qualification future. Completing with a forever platform to deal will provide the industry. and rewarding technician, changing, complex, computer systems developer, Careers include: programmer, software animator, web developer, game developer, database administrator, and Unitec all helpdesk staff. Natcoll, SIT, CPIT Where to do it: have good IT programmes.

Health

people as Keywords: Helping in health is growing Demand for workers ages. There are around population New Zealand’s but there is a in New Zealand, 14,000 doctors severe shortage. Medical: doctor, Careers include: driver, dentist, ambulance physiotherapist, speech language optometrist, pharmacist, mental health nurse. midwife, therapist, nurse, aged care worker, director, Community services: counsellor, funeral clinical psychologist, psychotherapist, social occupational therapist,

Brewing Beer worker. and worker, youth University of Otago places Where to do it: the only of Auckland are The University in New Zealand. study medicine offers a where you can University of Sydney Unitec also In Australia, the nursing qualification. well-regarded nursing qualification. has an excellent

doesn’t feel like work U

“Show us the sliiide”

Check out the guys’ hilarious YouTube video.

22 // JET

Career Guide

niversity is perhaps the best business necessity is incubator of the all. The two students mother of invention, and living in for Matt Kristofskisaying goes that brewing beer to save money. Wellington’s dark, cold and Matt

It was this Warner, Aro Valley, necessity tinkering with // 17 home brew ParrotDog. JET Career Guide translated into that has led www.jetseries.co.nzMatt to one of Wellington’s Stevens joined most pursued the student qualification craft beer labels Matts last and business year in April, – acumen. “I didn’t know bringing with much about him his chartered Nonetheless, craft accountant he incorporated brewing at all when ParrotDog I came the company, as a commercial crunched the into this,” he says. venture. numbers, and assessed the viability of

The three Matts have qualifications range of the brewing at that professional capacity, they degrees have services; their span a out 200,000 hope to be been essential university bringing litres a year. the business. to the formation “This year The name? is of Kristofski studied much we can going to be about seeing “There was hustle,” says how a parrot in marketing, commercial Stevens. the flat where commerce, Currently, live,” says law, Warner the craft beer and Warner. we used to did and now has at around market share “Yeah, and his professionalslaw and pyschology 9 per we call each brought with and Monteith’s, cent, but that includes stands in law, and Kristofski. other ‘dog’,” him his commerce, Stevens Mac’s now owned says commercial respectively. accounting, “But not me,” law qualification. The numbers by Lion and DB, and chimes in Stevens, University plenty more indicate there moneyman. provided a potential craft the are “It would be combination inspiration unknowingly converts waiting weird if The company’s and of for the first around with the free time in which first commercial I did.” intimately hoppy hit to BitterBitch, home brew. to muck familiar release, make them was Tuatara, Yeastie with such labels The guys had coined with similarly as 8-Wired, laid-back style. Boys, Liberty, to scale up The craft beer the production bitter ale for Epic, and Emersons. entry of their The guys had The ParrotDog scene Warner says, in the Beervana 2011 festival. “Scaling up the production to scale up few months guys have learned over challenge. how It’s not a linear a beer is a real the last them to supply to approach bars know what process. We ale for entry of their bitter and convince the end result their beers, didn’t acquainted in the Beervana although being thought it would be with the bartenders was going wellto be too bitter,like. We 2011 festival. They all agree it BitterBitch.” so we named that instead doesn’t hurt. three is the Instead of The idea was perfect number. of being a crowd, typical that the tongue-in-cheek there is cooperation small business “Doing this might help competition, alone would it sell. Combined between craft name breweries. Kristofski. be very lonely,” and citrusy with the crisp beer They hop flavour, says taste coax the majoritywork as a united front it did. However, BitterBitch they agree to try is the second of drinkers it doesn’t produced like a job; litter. Along who purchase to by the two really there’s with the first pup in the ParrotDog beer big beer barons the dark side. create something no real boss. They’re seem BloodHound child of the over from trying to Dog, (a red ale), for themselves together and they One worry both command following. are doing for ParrotDog More – not someone a steady it is that the and smaller The home some offspring recently, the Parrot else. popular hop brew brewers in the FlaxenFeather, has produced varieties in quickly. in the operations kit still plays an ParrotDog Nelson sell important a blonde ale. and its aptly – it’s the trial out part with it three “There is a becoming named brood and they brew real demand or the toast of are can’t get them the commercial four times before it’s Wellington’s for beer scene, taken to fashionable from anywhere good hops, and we and the guys step. They around and This is, in part, demands) regularly get else,” says get opinions share the trial beer for more of Warner. due to the whose selling from other their product requests (or This year, instead boom the country. of craft beer, brewers. point is quality from around of contract respects for Mike’s Organic – a catch-22 The fact their brewing at the craft beer Brewery in in some brewing has purchased trade. Showing his Taranaki, they the demand been sporadic their just keeps means Stevens adds, healthy respect for capitalism, sent over from own equipment, about have growing, but own brewery “I’m with their to be China. By the about to kick it out. Someone sure the free market should be time they into action, the year will sort are will step in 2012 market.” and fill the Their success for the three Matts. gap in the goes to show around for that it pays the a job and more career option that seems to hunt least like like a hobby.

www.jetseries.co.n

z JET Career

Guide //

To Preview the JET Career Guide and order your copies, go to

www.jetseries.co.nz

EDUCATION REVIEW NZ Teacher 2013

SECONDARY STUDENT ASSESSMENT

NCEA VS OTHER SYSTEMS:

THE DOWNSIDE OF PICKING SIDES

The 10th anniversary of NCEA reveals there is still division in the ranks, with many elite schools offering alternative options for students. But is it at the expense of getting the best out of our own system? Education Review takes stock of recent debate.

he National Certificate of Educational Achievement (NCEA) was phased in from 2002 to 2004, leaving School Certificate, Bursary, and the somewhat bizarre Sixth Form Certificate in the past. NCEA was aimed at introducing a standard-based, rather than norm-based, system for assessment, so a student’s success in NCEA is dependent on their certain level of knowledge, rather than in comparison with others sitting the course. NCEA does, however, moderate the criteria so that only a certain number of students get the appropriate grade. Its introduction sparked such controversy at the time – for example, the credits available through straightforward, non-academic courses were far simpler to obtain than those in the more complex academic subjects. Others have berated the fact that under the NCEA students have more choice of excluding modules they do not want to enter from a subject. The logistics and associated costs of mailing hundreds of thousands of student exam papers in all directions has prompted NZQA to increase the level of marking completed by schools themselves. However, this adds fuel to fire for those who already find fault with the variation internal assessment brings. As Peter Lyons, teacher at St Peter’s College in Epsom, says in his Herald opinion piece, “We are back to the problem of how to ensure this national qualification is administered with the same validity at Gore High School as it is at Mt Roskill Grammar. A further problem arises if the economics teacher is an easier marker than the geography teacher down the corridor.” For whatever the grounds for objection, a number of schools have opted for alternative systems, which the Ministry of Education has allowed. Approximately 10 New Zealand schools offer the International Baccalaureate, in which its Diploma programme is the international equivalent of NCEA, offering six sections (language, second language, individuals and societies, experimental sciences, mathematics and computer science, and the arts) of which three are studied at a higher intensity. The Cambridge International Examination system, which is offered at 50 New Zealand schools, involves a three-year programme of study, beginning in Year 11. It is largely exam-based, with International General Certificate of Secondary Education (IGCSE) taken at Year 11 followed by

EDUCATION REVIEW NZ Teacher 2013

the AS levels, and A levels, taken in Year 13. The exams are sent off to overseas markers and the results are scaled before the student receives their mark. The most well-known proponent for the Cambridge system – or rather opponent to NCEA – is Auckland Grammar School, which announced that only its ‘weaker’ students would take NCEA, while the majority would pursue the Cambridge system. Former headmaster John Morris criticises NCEA in his Herald editorial for providing a system in which “knowledge has become atomised, schools and students are incentivised to drop ‘hard’ subjects in favour of those where passes are easier.” Peter Lyons, who has taught both NCEA and Cambridge courses, questions the Cambridge system, particularly how students are not privy to how their results were scaled nor do they receive their exams back. Lyons describes his experience of listening to a visiting Cambridge examiner telling teachers how to teach and assess students as “a lesson in colonial cringe”. Perhaps all could be forgiven if the system was producing results head and shoulders above NCEA. However, this may not be the case, as suggested by a meeting called by the University of Auckland with schools using the Cambridge exams system over concerns that too many students were unprepared for degree-level study. The university, as reported by the Herald, is understood to have found that younger Year 12 students who gained a place with Cambridge exams have struggled, casting uncertainty on some schools’ assertions that the international system outperforms NCEA. The university’s meeting highlights one problem with a number of different systems. In establishing entry requirements, tertiary institutions need to make sense of a number of different assessment outcomes, which is no easy task. One blogger on the subject believes that employers are also grappling with the different systems.“The qualifications are all basically clear

enough, but when the quality of these kids varies so widely (in terms of their employability), how are we meant to interpret them?” Chris Trotter in The Press suggests the opponents of NCEA aren’t interested in a system that sorts young New Zealanders not according to their abilities, but according to the socio-economic status of their parents. “And how better to signal to your children’s prospective employers that they have been educated at a private school or at one of the elite state secondary schools (like Auckland Grammar) than by substituting the CIE for the NCEA?” Trotter goes so far as to suggest the proliferation of alternative systems like CIE and IB will create social division in New Zealand’s education system. “In no time flat, this country’s education system will be driven almost entirely by considerations of class – and in New Zealand, that all-too-often comes down to issues of race and ethnicity,” states Trotter. There do not appear to be any moves to mandate NCEA among schools, however, and the majority view choice as a positive aspect of our education. Some perceive the competition as a way of driving quality in the NCEA system. John Morris believes his championing of the Cambridge exams system has helped to improve NCEA. The big advantage of NCEA is that it is ours to improve. As Lyons states, “Because it is ours, we have the means to make it work better. “Sadly, any robust debate has been stifled as the battle lines between those for and against have hardened. Meaningful dialogue has been lost in the process,” says Lyons. It seems that the vehement picking of sides has blinded many from working constructively to provide a quality assessment system from which students can benefit. NZQA has indicated a commitment to bettering NCEA – its year-on-year improvements of the system are testament to that. In its Statement of Intent for 2012/13 to 2014/15, NZQA states that, among other objectives, it is focussing on facilitating an integrated approach to education quality assurance and meeting the challenges created by assuring cross-institution and crossborder qualifications. In achieving these goals, its plea to the sector is emphatic: “NZQA cannot do this alone. It must work with the sector, in particular, with the Ministry of Education, and this will be a key focus in the next 12 months.” n

FEATURE

WHAT’S THE FUSS ABOUT FINLAND? We have long been preoccupied with how New Zealand’s education system measures up by world standards. Finland’s focus on a non-competitive education system has seen it shoot to the top of the charts. With our education system taking a different track, will we see similar success, or should we be looking closer at what the Finns are doing? JUDE BARBACK reports.

or over a decade, many have regarded Finland as the king of the educational castle. Finland has consistently been one of the top performers of all countries participating in PISA since 2000. However, it hasn’t always been this way. In the 1960s and early 1970s, the Finnish educational system was barely recognisable compared to what it is today. Back then, it followed an academic vs. vocational approach, forcing students to choose a path into tertiary education or drop out at 15 and find a job. Finland decided it wasn’t large enough to forgo education for all and began reforming its approach to education. In the 1990s, Finland decentralised its education system, placing more emphasis on the municipalities to take ownership for the delivery of education in their area. Henna Virkkunen, Finland’s Minister of Education, says that while there is a national curriculum, the municipalities have a lot of freedom.

EDUCATION REVIEW NZ Teacher 2013

Ultimately, the reforms focused on providing an education system based on equality, on the notion that there should be a good school for every child in every community. As a result, every single Finnish school is completely funded by the government. There are no private schools, in the New Zealand sense at least – private schools in Finland earn the descriptor by being a faith-based school or following an alternative model, such as Rudolph Steiner schools. One of the main things to result from the decentralisation of the Finnish education system was the need for a highly trained and skilled teaching workforce. This has helped to dramatically raise the profile of teaching in Finland. Teachers are held in high regard in Finland, and as a result, people are drawn to what is seen as a highly valued and reputable profession. Timo Lankinen, director for Finland’s National Board of Education, says teaching ranks just under

practising medicine or law in terms of its repute for young people choosing a profession. The teaching salary is not particularly great, yet the competition is very high for teaching jobs. Professor Pasi Sahlberg, in his interview with Kim Hill on Radio New Zealand, says there are no “alternative pathways” to teaching in Finland. Teacher training is based on the postgraduate model, with all teachers holding a master’s degree. Olli Luukkainen, president of the Trade Union in Education in Finland, says one of the key specialities of Finnish teacher training is linking the theory with practice, and the teacher training schools give student teachers the opportunity to progress. Consequently, competition is fierce for teaching positions. Sahlberg says that many schools suggest that prospective primary teachers learn how to play a musical instrument or a sport, such is the competition for jobs. Many have hailed Sahlberg, who established the Centre for International Mobility and Cooperation (CIMO), as the antidote for the unpopular education reforms currently taking shape in New Zealand. Indeed, Sahlberg strongly opposes the GERM (global education reform movement), which he says has not worked for many countries – including New Zealand, Australia, UK, USA, and Japan – since its introduction in the 1980s. He insists that trying to run education systems like a free market, based on competition, does not work. OECD studies show that none of the countries that have adopted GERM are improving. By contrast, Finland, which has avoided GERM, has shown upward trends. It seems strange that the business metaphor, of a free market, where growth is driven by competition and choice, should not work in education, as Sahlberg suggests it won’t.

EDUCATION MODELS National standardised testing and charter schools, both notions being driven here in New Zealand, have their roots in this concept of competition-fuelled growth. By contrast, Sahlberg says in Finland there is more emphasis on keeping choice open within the schools, rather than between them. He believes in more equality among schools and less marketisation. Also, there are no standardised tests until the end of high school in Finland, which begs the question of how the Finns monitor achievement in their schools. As the Finnish education system operates at a local, rather than a national, level, education covenants own and operate the schools and are responsible for quality assurance. Sahlberg says there is a lot of assessment and testing that takes place within these schools. This part seems a little weak in comparison to other aspects of the system. With no standardised testing, what assurance is there that all schools are performing well and not merely setting easy tests? Sahlberg says a systematic sample-based assessment of schools is undertaken, regularly testing a selection of random schools in different areas. He insists it is cheaper and just as effective for answering questions about achievement. Schools with a higher number of immigrant children or children who aren’t achieving as well as they ought are allocated more funding and resources. Sahlberg describes it as “positive discrimination”. At his presentation at the Principals’ Conference in Melbourne, Sahlberg made it clear that

competition does not belong in a school. He claimed it was wrong to believe that competition and test-based accountability improves the quality of education. The Finnish system advocates collaboration, not competition; individualism, not standardisation, which Sahlberg perceives as the worst enemy of creativity. The educational spend in Finland is less than many countries, including New Zealand. Children start school at seven years old, and in the earlier school years, there are typically four 40-minute lessons per day. As they do less, they spend less. The focus is on the quality of what they do. However, it isn’t as simple as saying, ‘let’s copy Finland’. There are a huge number of other variables to take into account, not least the social and economic factors influencing education policies. Finland, with its high levels of taxation, is in a better position to completely fund its education system, and in doing so, remove some of the sting and stigma of inequality. Finland’s child poverty rate is approximately four per cent, while New Zealand sits at over 20 per cent. However, prior to its education reforms 40 years ago, Finland’s child poverty rate was higher. As part of the reforms, Finland introduced a wellbeing policy that ensured that every child received a free meal at school, along with free health and dental care. Sahlberg says schools have to take part of the responsibility to ensure children’s basic needs are met before we expect them to participate fully in education. It is an all-too-familiar argument, and given the recent spectacle of empty lunchboxes, or more

accurately, no lunchboxes, at many low-decile New Zealand schools, the thought of free food and health care is achingly appealing. Sahlberg is conscience of the risk of continuing to evolve and change in order to make the system work well for the time. To draw a Finnish business parallel, he is mindful of Nokia’s complacency and inability to keep up with its competitors and is therefore keen to observe and learn from what other parts of the world are doing. He is particularly compelled, for example, by the way Shanghai, another high-ranking educational performer in the world stakes, is addressing its lower-performing schools by building teams between high-performing and low-performing schools in the hope that the weaker schools might learn from the others. As in many other countries, Finland’s approach to education has provoked much interest in New Zealand education circles, with many questioning whether we should be looking at taking a similar path. To do so completely would mean a major shift in political direction, away from standardised testing and other competitive measures. Yet, steps like raising the profile of teacher training through a postgraduate focus are within grasp. In any case, watching and learning what other nations are doing – and doing well – is important, but so is considering our own unique challenges and circumstances that need to be addressed. The best path can only be taken when best practice fully meets the specific needs of the population – that is New Zealand’s real challenge. n

EDUCATION REVIEW NZ Teacher 2013

A school’s recognition and celebration of past students’ achievements can benefit its current students. But without a past, are new schools at a disadvantage? JUDE BARBACK talks to three high schools about the importance of alumni.

MAKING TOMORROW’S HISTORY TODAY:

THE IMPORTANCE OF ALUMNI

am proud to say I attended Matamata College. If I get an opportunity to drop into conversation that I went to school with captain of the Silver Ferns Casey Williams or All Black Brendon Leonard, I will. Scrolling through the alumni section on the school’s website, I discover many successful people have attended Matamata College over the years: Minister of Justice Judith Collins, jockey Lance O’Sullivan, Olympic swimmer Matthew Stanley. Alumni sites like this one provoke the same curiosity about our contemporaries that social media sites do, but with a touch of nostalgia and pride seldom felt by looking through Facebook. But a school’s alumni presence generally serves a greater purpose than merely sating people’s nosiness. Returning to Matamata

EDUCATION REVIEW NZ Teacher 2013

College recently, I noticed the many honour boards in the school hall, names and years etched into wood, recognising the success of students over the years, including those who have achieved national representation in their chosen field. It seems honour boards, alumni sites, and associations are more than bragging tools for a school. They allow a school’s presence to permeate beyond Year 13. ‘Where did you go to school?’ is up there with ‘what do you do?’ and ‘where do you live?’ for the most socially defining questions we like to ask each other. Alumni associations help feed this notion. With events, magazines, and now social media driving communication, such associations are, in essence, forums for networking. Old boys

will support fellow old boys’ businesses, for example. Some associations even hold alumni events overseas, giving those in Sydney, London, Hong Kong, New York, and other ex-pat hotspots a chance to reunite. Hamilton Girls’ High School Old Girls’ Association is one of the more-established alumni associations, formed in 1914, a mere three years after the school was established, then as Hamilton High School (it was divided into boys’ and girls’ schools in 1955). Association president Dr Penelope Pollard believes for alumni associations to thrive and to be effective, they need a special environment. “The ingredients of this environment comprise a supportive principal and a number of active former pupils who make themselves relevant

to the school.” Pollard believes alumni associations can help maintain the place of the school in the community, help with opportunities to showcase the school, co-operate with projects and fundraising. Principal of Tauranga Boys’ College, Robert Mangan, describes the school’s Old Boys’ Association, which was established in 2008 at the college’s jubilee, as “extremely important”. It seems jubilees and centennials provide the perfect opportunity for reflecting on a school’s past and the successful students who have added to its reputation and history. “The Centennial celebrations were a magnet for present and past pupils to merge,” says Pollard of Hamilton Girls’ High School’s recent centennial. “The highlight for many was the morning tea for

ALUMNI

both old boys and old girls to mingle and renew friendships. Present pupils served food and escorted past students. Our girls created history boards through the ages with early photos of what the school was like at various times. These indirect methods are successful as students can make their own assessments of the past.” It seems alumni associations allow students not only to look back and reflect on the past, but also to look forward to becoming a part of the association itself. Although defined by bygone schooldays, these associations exist in the present. Tauranga Boys’ College’s head prefect for 2012, Hautapu Baker, is testament to this. A speaker at last year’s annual Tauranga Boys’ College Old Boys’ dinner, Baker said he “can’t wait to be part of the club”. “I really want to belong to this association and recognise when my time comes it will be a privilege,” says Baker. “I understand the value of tried and tested experience and wisdom that comes about through failure; the ability to overcome, then to take what is useful and apply it to oneself. These traits I believe are the true value of the old boys’ club. The collective experience of the many, then the fun, laughter, and memories that are shared and embellished as they are remembered and retold over and over again,” he says. Indeed, a school’s alumni presence also serves to benefit the existing pupils, allowing them to aspire to the success of former students. This is often done tangibly, through the presentation of awards. The Hamilton Girls’ Old Girls’ association created the Edith Collins Centennial Award, to celebrate the life and contribution of the School’s First Lady Assistant. It is awarded to a student of any level who has shown great service to the school, used her talents to add to the School’s history, and contributed to the wider community. For many schools, the connection goes both ways, with recognition granted to former students who have gone on to achieve great things.

The Hamilton High School Foundation has set up a prize for an outstanding Old Girl, the Annie Cooke award, in honour of the first female pupil to enrol at Hamilton High School. The inaugural winner in 2011 was Dr Kate Dewes, a peace activist. Similarly, each year at Tauranga Boys’ College an Old Boy of the Year is honoured. These have included world champion rower Mahe Drysdale, former Chief of the New Zealand Defence Force Sir Bruce Ferguson, actor and playwright, Ian Mune, and most recently, Bryan Gould, former Vice-Chancellor of the University of Waikato and a previous British Labour MP. “Each of these Old Boys has been chosen for the characteristics they have exhibited as they have achieved their success. These characteristics are then emphasised to the boys in assembly in the hope they will grow their own self-belief that they also can achieve to a similar level,” says Mangan. Given the success of its Old Boys, Tauranga Boys’ College students are not short of role models. A staggering seven Old Boys competed and represented New Zealand at last year’s London Olympics. During school assemblies, a student participant in the sports of the Olympians gave a background and profile of the Olympian, detailing the activities the Olympian was involved in as a student of Tauranga Boys’ College, and then his career pathway through to his achieving representative honours at the Olympics. “We emphasise the achievement of our Old Boys across a range of pursuits: sporting, cultural, and academic. We regularly have Old Boys return to the college to tell us their story, share their experience, wisdom, and provide motivation to our present students to achieve success,” says Mangan. The school’s top academic scholars have the opportunity to be mentored by successful Old Boys who have gone on and have achieved success in their chosen field. Similarly, at Hamilton Girls’ High School, a mentoring programme has been introduced,

It seems jubilees and centennials provide the perfect opportunity for reflecting on a school’s past and the successful students who have added to its reputation and history. allowing current students to learn and be inspired by former students. “Old Girls do not need to labour stories of past pupils and their achievements, but introduce them on relevant occasions,” says Pollard. “These pupils are more likely to be receptive to Old Girls telling of previous students at suitable times.” “Having been a part of the Old Boys’ day, where you can measure yourself against an old boy, whether it be on the sports field, in the class room or at the dinner table and being able to see and hear the successes of these men is so encouraging,” says Baker. “As the next generation of Old Boys, we don’t have to look far for amazing role models.” The importance attributed to its past is a fundamental part of Tauranga Boys’ College. The school’s emblem is Milo’s discobulus with the words ‘pergo et pergao’ underneath, which in

essence means ‘I take up the work and carry it through’. One of the mission statements is ‘respecting the past in creating the future’. For a new school, however, when there isn’t a ‘past’ to ‘respect’, is its lack of history perceived to be a disadvantage? Steve Lindsey, principal of Papamoa College, which opened in 2011, says he is keen to establish ways and traditions of celebrating the success of former students. However, given the first graduands won’t emerge until three years’ time, it isn’t surprising that the focus is more on today than tomorrow. Lindsey says that when the time comes, he will look to set up ways of connecting students to the school as they leave, such as a database for people to sign up to. He sees potential in social media to keep people connected and also likes the idea of an honour board recognising post-school success. n

Time for a Change? The United World College of South East Asia is a 4-18 international school in Singapore for 3,900 students of over sixty nationalities. The College now has two campuses: Dover and East. The College is currently in an exciting phase of development which will see it grow to around 5,500 students by 2016. An extensive building programme is in progress to enable it to achieve this growth while maintaining the unique character of a UWCSEA education. The College is an IB World School, offering the Diploma and Primary Years Programmes. It is part of the wider community of the United World College Movement and is a member of the Round Square Schools. Around 70 teaching vacancies in a wide range of subject areas will arise for August 2013. The posts will be advertised in October 2012. Benefits will include a very competitive salary, housing, medical insurance and education for children of teachers. Details of posts, the application process and of the College will be available on the College website at http://www.uwcsea.edu.sg We look forward to hearing from you.

EDUCATION REVIEW NZ Teacher 2013

STUDENT ACHIEVEMENT

INEQUALITY OF SCHOOL ACHIEVEMENT:

WHY THE EVENTS OF 2012 WILL NOT FIX THE PROBLEM

JOHN CLARK examines the long tail of underachievement through key events this year, including the class sizes controversy, charter schools debate, National Standards, and the Ministerial Cross-Sector Forum on Raising Achievement.

2012

was the year when the problem of inequality of educational achievement (or the ‘long tail of underachievement’ as it is often called) finally attracted the attention of politicians, policy makers and public commentators alike ─ although it has been a topic of major concern to teachers and academics for some time. Sadly, this sudden interest is laced with a considerable amount of ignorance, bad thinking and overt ideology such that any good which might emerge from the public debate has been overwhelmed by the search for a quick fix to a complex problem. The problem itself is no simple matter. With respect to their learning, children do not start school on equal terms. They arrive with differences of many sorts: some can run faster than others, some can swim better than others, some can ride bicycles less wobbly than others. There are other differences: some can read better than others, some can think with numbers better than others, and some have a better understanding of their world than others. These differences can be attributed to differences in, for example, neural processing of information, family experiences, social activity and the like. Given all that happens to them in the five years before they begin school, such differences amongst children are to be expected. What turns learning differences into inequality is the manner in which the differences are distributed across social criteria such as gender, ethnicity and social class. If learning and its achievement, as captured by such measures as NCEA, PIRLS and PISA, was spread across different groups in a fair and equitable way, then there might be less cause for concern, but it is not. Unfortunately, there is a marked tendency for some groups of children to perform disproportionately well and for other groups of children to perform disproportionately poorly. So, the data tells us that on average Pākehā children come out on top as the highest achieving cohort of students followed in descending order by Asian, then Māori, and finally Pasifika students. This gives a crude overall picture which blurs around the edges: do the four groups all have the same spread over the full range of marks even if differentially skewed such that the Pākehā bulge is at the top end while the Māori bulge is at the lower end of the shared range of achievement or is it the case that there is a sliding scale whereby Pākehā children occupy, for example (just to make the point), from a hypothetical 100 (taken as the

EDUCATION REVIEW NZ Teacher 2013

top mark) down to 70, Asian from 90 down to 60, Māori from 80 down to 50 and Pasifika from 70 down to 40? But there is a little more detail to be had: even if children of a similar kind should cluster together, the basis of the grouping can provide no insight into the causes of the achievement being what it is – this will require detailed examination of what in particular has contributed to this child of a certain group doing particularly well and others of the same group doing comparatively poorly. Why is it that some Māori students do very well, albeit fewer of them than their Pākehā peers, while other Māori students do poorly? It cannot be because they are Māori (or Pasifika); it must be due to something far more complex in nature that only a careful unravelling of an intricate set of causes can reveal. However, this need for a sophisticated theoretical explanation of the inequality of school achievement has not deterred policy makers and their political masters from embarking on a programme of action to remedy the situation. Indeed, there were five very significant events which in 2012 did much to shape (or perhaps mis-shape) the road to equality: class sizes, charter schools, reporting of national standards data, Ministerial Cross-Sector Forum on Raising Achievement, and the Secretary of Education’s Foreword to the Ministry of Education’s Annual Report. Whatever other features each of these had, they had one thing in common: a professed concern about the ‘long tail of underachievement’ and the need to do something about it. Whether they amount to a solution to the problem, or merely contribute to the problem, remains to be seen but the signs are not good.

CLASS SIZES The idea of increasing class sizes, thereby reducing the number of teachers and using the salary savings for professional development of remaining teachers to raise the quality of teaching which could lead to higher levels of student achievement, had its origins in the Treasury Briefing to the incoming government following the re-election of the National-led coalition government in 2011. Mr Makhlouf, the Treasury Secretary, managed to persuade the Minister of Finance, Bill English, the Minister of Education, Hekia Parata, and the Secretary of Education, Lesley Longstone, that this was a sound policy direction to take and so successful was he that its adoption was announced in the 2012 Budget. As we now know, it was not well received by teachers who pointed to the

unexpected consequences befalling technology teachers in intermediate schools; but what really led to the intervention of the Prime Minister and the u-turn announced by the Minister of Education was the perceived electoral backlash of negative parental feedback.

CHARTER SCHOOLS The 2011 election spawned a second development with the National-ACT agreement to establish charter schools to, amongst other things, shorten the long tail of underachievement by allowing parents in certain areas of social deprivation to choose whether to send their children to a centrallyregulated state school or a de-regulated ‘privatised’ state school. At year’s end no such school had been established and with the criteria for their formation being in flux, it remains a moot point with charter schools as to which is more important to ACT and its leader, John Banks: the ideological commitment to privatisation and parental choice or social justice by reducing inequality, for it is hard to see how the two can be aligned in any satisfactory sort of way.

REPORTING OF NATIONAL STANDARDS DATA Along with better reporting of student achievement to parents, national standards were also designed with the express purpose of providing data fit for the purpose of raising the achievement of underperforming students. The results of the first cut at the data proved to be far from satisfactory, with even the Prime Minister calling the data ‘ropey’ ,which was hardly a glowing testament of the robustness of the data, due in no small measure to the failure of the Ministry of Education to provide clear and uniform criteria for schools to act on. This reflects a libertarian attitude to letting the chips fall where they may rather than a more interventionist hand on the tiller to steer educational policy and practice in desirable directions. In 1939, Fraser and Beeby knew exactly what this meant; sadly, the current Minister and Secretary of Education do not.

MINISTERIAL CROSS-SECTOR FORUM ON RAISING ACHIEVEMENT Following the fiasco of the class-sizes policy, the Minister of Education established the Forum, composed of representatives from a very wide range of organisations across the education sector, to meet regularly on the matter of underachievement and report back on the key issues which must be addressed in four areas: quality teaching; smarter use of achievement information at individual,

school and national levels; strengthening the performance and accountability of schools and education agencies for student achievement; learning environments that are fit for purpose in the 21st century. The last meeting for the year was scheduled for 17 December so any report is unlikely to be released until later in 2013. The Ministry of Education has placed meeting documents on their website; it remains to be seen whether the collective wisdom of so many people attending six meetings will really raise achievement or merely served the ulterior political purpose of dampening down the professional criticism of government policy.

SECRETARY OF EDUCATION’S FOREWORD TO MINISTRY ANNUAL REPORT In her foreword to the Ministry of Education’s annual report for 2012, the former Secretary of Education Lesley Longstone commented that “our top learners are counted among the best in the world, and, on average, our learners perform well” and then went on to say “however, the system is still-underperforming for Māori learners and Pasifika learners, and learners from communities with significant social and economic challenges”. Whether it is the education system that is under-performing or those who use it who are under-performing, or a combination of the two, requires a far deeper level of analysis than the Secretary seems willing to give the matter. In a Radio New Zealand Morning Report interview in late October she said that New Zealand is seen internationally as high-performing but characterised by inequality and in order for schools to be truly high-performing they must deliver quality results for all children. However, the causal connection between quality results for all and reducing inequality is not one which can

be easily established, if for no other reason than quality is one thing and equality is, conceptually, quite another and their empirical link is very tenuous indeed. Then, in a Herald interview in early November, she was reported as saying that while some people attributed the disparity in achievement to poverty and was quoted as saying “I don’t agree with that analysis. I do agree that poverty makes a difference, but what I don’t agree with is that that explains everything because all those OECD countries have poverty”. On this she is correct: poverty is but one element of a larger causal set, and other causal factors also come into play; but it is a major contributor, if not the leading one, in a complex empirical explanation of inequality of school achievement, and the problem with her position is that it leads to the conclusion, drawn by many, that since poverty as a cause lies beyond the school and there are other factors within school which contribute, albeit in lesser ways, to the inequality, then it is easier for the education sector just to concentrate on the within-school considerations and park poverty where it belongs, as someone else’s problem. Those who think this way would be well advised to read the recently published book Whither Opportunity: Rising Inequality, Schools and Children’s Life Chances, edited by Duncan and Murname and funded/published by the Russell Sage and Spencer Foundations. Poverty might not be everything but it goes a long way to explaining the inequality of school achievement.

THE EVENTS OF 2012: WILL THEY HAVE ANY CAUSAL EFFECT ON INEQUALITY OF ACHIEVEMENT? The events of 2012 outlined above certainly have had a significant political impact and generated

both thoughtful analysis and intemperate debate. They are unlikely to have much in the way of any causal impact on the inequality of school achievement, for one very simple reason. The causal set consists of a complex mix of within – school and beyond – school factors, which come together in various ways to account for why this or that child does not achieve at school as well as they might. So, any reasonable solution to the inequality will require interventions that tackle those particular features of children’s lives which most adversely affect their school achievement. Such interventions will, primarily, focus on the beyondschool factors which have a marked tendency to be those with the greatest impact. Yet it is obvious that all that politicians and policy makers seem willing to address are those within-school factors which, by comparison, have a lesser impact. The difficulty is compounded by the ideological commitment to the binary dualism of withinand beyond-school factors, which makes it relatively easy to embrace the former and ignore the latter. We must rethink how we think about the problem: employing a continuum of distal (distant) factors at one end and proximal (close) factors at the other end might compel us to place all the empirical parts of a unified explanation into their appropriate place so that all are taken into account when determining the causes of and the solutions to the inequality of school achievement. Given the very selective focus on just some of the lesser causal factors and the deliberate exclusion of more fundamental causes, none of the events of 2012 seem destined to make much progress on solving this, our most intractable educational problem. n John Clark is Associate Professor at Massey University’s School of Educational Studies.

EDUCATION REVIEW NZ Teacher 2013

CAREER PROGRESSION TRACEY CARLYON opens the door for discussion on teachers transitioning between different class levels.

TRANSITIONING BETWEEN CLASS LEVELS –

A WAY FOR TEACHERS TO CONNECT THE DOTS “W hich class level is the hardest?” This is a common question asked by the students I’ve mentored during their practicum and initial teacher education programmes, and my response is always the same: “each class level is different”. I can answer honestly, as I’ve been fortunate enough to have had opportunities to transition between different class levels. Transitioning between different class levels is a topic that I have become interested in from my own experiences and observations as a parent, teacher, school leader, and university lecturer. These experiences and observations have led me to wonder why some teachers stay teaching in the same class and what (if any) impact does teaching different classes have on the professional learning and effectiveness of a teacher.

MY EXPERIENCE OF TRANSITIONING After teaching in Year 7-8 classes for a number of years, I asked to transition to a Year 1 class for a new challenge. The change of level certainly provided me with the new challenge I was looking for – and more! Even though I was an experienced teacher and in a leadership role, I initially struggled to manage the transition. I found that the younger children were much less independent, made more rapid progress, and finished everything very quickly. In the first few weeks, I had some memorable moments, but in particular, my first experience of taking 16 New Entrant children swimming stays etched in my mind. I was already feeling flustered after a somewhat shambolic lesson, when I discovered to my horror surplus underclothes left behind that apparently did not belong to anyone! These and other experiences helped me to quickly learn that I needed to adapt, and at times, change some of my teaching techniques in order to survive in the new level and best meet the learning needs of the students. Working in a school culture that was supportive and promoted collaboration helped me to find ways to adjust and adapt in my new class level. Although having to overcome challenges around communication, expectations, and relationships, transitioning became a very empowering and worthwhile experience for me. The experience provided me with many rich opportunities for personal and professional learning. I was compelled to question many of my teaching practices and engage in some deep critical reflection about my own pedagogy. I learned a great deal about the complex nature of teaching

EDUCATION REVIEW NZ Teacher 2013

early literacy and numeracy that could be transferred to older students. Transitioning provided me with the opportunity to gain a broader picture of the learning environment and a better understanding about students’ learning across all the levels. I was able to see where students were coming from and where they needed to get to in terms of their learning. The experience opened my eyes up to the different challenges of each class level and gave me a greater empathy for all teachers. For me, transitioning between different class levels was a way to ‘connect the dots’.

Why do some teachers only teach in one class level? Are they resistant to transitioning? Are some teachers not given opportunities to transition because they are particularly effective at teaching in a particular class level? TELLING RESEARCH These experiences and observations of others fuelled my interest in teachers transitioning and I became interested in finding out about other teachers’ experiences. My initial research with a group of teachers indicates that there are a number of benefits for teachers when they transition between different classes. The teachers in my research, who had all transitioned, believe they benefitted from the experience both personally and professionally. Although they described aspects of their transitions as challenging, they all felt they gained a better understanding of the curriculum and improved their teaching practice as a result of the experience. Transitioning helped the teachers to develop a wider range of teaching techniques and strategies. They also felt more confident in their own ability to teach in different class levels. The transitioning was the vehicle that prompted them to step back from their teaching, reflect on their practice, and develop as more critically reflective practitioners. However, the teachers all acknowledged that having mentors and positive school cultures that encouraged and supported teachers them to transition was critical.

PRINCIPALS’ PERSPECTIVES Further research with a group of principals revealed that many school leaders also see many

benefits for teachers from transitioning between different class levels. The principals in the research believed that transitioning was valuable for all teachers’ learning, and in particular, those teachers who aspired to take on leadership roles. The principals described how transitioning helps teachers to bring a greater openness to their professional learning and enables them to gain a much broader picture of all students’ learning needs. They encouraged teachers to consider transitioning and actively promoted and supported them to do so by creating a culture of open communication and collaboration among their staff. School cultures such as these empower teachers to take risks such as transitioning and engage in their own inquiry, gain breadth of knowledge about students’ learning needs, and develop their practice. There was a strategic approach taken by all the principals to foster teacher development and growth and they viewed the practice of teachers transitioning as an opportunity for teachers to gain new experiences.

UNANSWERED QUESTIONS Nevertheless, although the practice of transitioning is common practice in some schools and for some teachers, for others, this may not be so. While research has gone some way to explain the benefits and challenges of transitioning, it has also revealed more questions that I believe we should consider. Why do some teachers only teach in one class level? Are they resistant to transitioning? Are some teachers not given opportunities to transition because they are particularly effective at teaching in a particular class level? Is there a perception that the ‘older’ the children, the more experienced the teachers must be? Why do men often teach in the upper levels of primary schools? Are females more suitable to be teachers of junior classes? Why do some schools actively encourage teachers to transition while others do not? These and other questions I hope will open the door for much discussion and debate. Whatever our own opinions and experiences have been, it seems that transitioning is a complex endeavour, and although it may be commonplace for many teachers in many schools, it may not be for others and is certainly worthy of further research. n Tracey Carlyon is a lecturer for the University of Waikato’s Department of Professional Studies in Education. She invites teachers to share their perspectives about transitioning in a survey that will be accessible online in mid-2013.

EDUCATION REVIEWseries Don’t wait to scrounge at the office for the latest in-depth analysis of education in New Zealand. Subscribe to Education Review now, and we can deliver complete coverage of the education sector to your doorstep!

COMES TO YOU!

Published every two months, Education Review is New Zealand’s independent magazine that features expert opinion on hot topics, trends, and issues that matter to educators. Each issue is themed but broadly relevant to teachers of all levels – from ECE through to tertiary. We don’t flinch from the big issues – classroom sizes, Christchurch renewal, special education, Novopay, charter schools, national standards, international ‘brain drain’, changing technology in the classroom – if it’s affecting the sector, we’ll have it covered.

Education Review publishes the following issues each year, and your subscription covers them all: • NZ Teacher • Postgrad Schools of Education • Teach International • Leadership & Professional Development • Postgrad & Research • ICT & Procurement • Education in Review

EDUCATION REVIEWseries

Teach

PostGrad Part of the

2013 / www.educationr eview.co.nz

Part of the

eview.co.nz 2013/ www.educationr

Kiwi Teachers abroad TeLL iT LiKe iT is

the stArpAth project

Focus on seco nd languages

Addressing

inequality

Leag

ue TabLes: Learning from inTernaTion aL experienc e

in educAtion

paThway of The poo r?

Part of the

EDUCATION REVIEWseries

&Leadersh Professional Developmentip 2013 / www.educationreview.co.nz

The u-Turn on Teacher cuTs: a fraught fortnight in education

Walking the

in speciaL talk educaTion

pd for boTs: one board’s experience

Leaders argue prioriTies for

EDUCATION REVIEWseries

&Professional Development

new ZeaLand educaTion

Postgrad & 2013 // www.educationreview.co.nz

EDUCATION REVIEW

series

Teach

International

Kiwi teAchers AbroAd tell it liKe it is

Part of the

cationreview.co.nz 2013 / www.edu

2013 / www.educationreview.co.nz

leAgue tAbles:

pAthwAy of the poor?

>> Leadership & Teach International

>> Leadership &

PD >> Postgrad

& Research >>

ICT & Procurement

>> Education in

>> >> Postgrad & Research

>> PostGrad & Research

Research boosTing r&d: can The minisTry’ ‘super do iT?

does a Master’s Mean More Money?

Postgraduates revolt over student alloWance changes

Kiwi,

KiwifruiT, and The dairy indusTry: uniquely new Zealand research

JuggLing The mba wiTh The Job

ICT

& Procurement

>> Education in Review

>> NZ Teacher >>

PostGrad – Schools

of Education >>

Teach International

>> Leadership & PD

>> ICT & Procurement

>> Education in

Review >> NZ

Teacher >> PostGrad

– Schools of Education

>> Teach International

New Zealand

second Focus on languages

leArning from internAtionAl experience Vocational education under scrutiny

2013 // www.ed ucationreview.co .nz

Part of the

EDUCATION REVIEWseries

’ rAising boys Achievement Part of the

series EDUCATION REVIEW

rudolfion educAt

Part of the

Vocational education under scru tiny

Postgrad & Research Leadership at a closer look steiner

>> ICT & Procurem

ent >> Education

in Review >> NZ

Teacher >> PostGrad

series

Teacher

Review >> NZ

in Part of the ent >> Education ICT & Procurem

Facsimile: ........................................................ Email: ............................................. ........................................................................... Delivery address (if different from above): .........................................................

Does a Mast er’s Mean More Money?

Kiw

Postg ates revolt overradu student allowance chan ges

i, KiwifRuit, anD the DaiR uniquely new y inDustRy: ZealanD research

series

EDUCATION REVIEW

Part of the

EDUCATION REVIEWseries

ICT

& Procurem ent 2013 // www.educationreview.co.nz

a Billion

DollaRs: BehInd the chrIstchurch educatIon sPend PlaygrounDs, turfs, anD

2013 // www.educationre view.co.nz

in Review

coMPuters: what schools aRe Buying

RBi: the long countRy RoaD to BRoaDBanD

iPads:

Do they have a Place in ece?

Part of the

>> Education in

Education 2012 // www.educationreview.co.nz

in Review

NZTeacher

>> PostGrad – Schools

of Education >>

Teach International

>> Leadership & PD

>> PostGrad & Research

>> ICT & Procurement

>> NZ Teacher >>

PostGrad – Schools

of Education >>

Teach International

>> PostGrad & Research

>> ICT & Procurement

Review >> NZ

Teacher >> PostGrad

– Schools of Education

>> Teach Internatio

nal >> Leadership

& PD

& Postgrad Research 2013 // www.educationreview.co.nz

r&d: Boosting can the ‘super it? Ministry’ do

does a Master’s Mean More Money?

Postgraduates student revolt over changes alloWance

Kiwifruit,

Kiwi,dairy industry: and thenew Zealand research uniquely

MBa Juggling the with the JoB

ent >> Education

>> ICT & Procurem ICT&

Part of the

EDUCATION REVIEW

series

2013 // www.educationreview.co.nz

Procurement a Billion dollars:

Behind the christchurch education sPend

turfs, Playgrounds, and coMPuters:

what schools are Buying

and twitter the thesis rBi: the long country road to BroadBand

>> Education in Review

iPads:

a do they have Place in ece?

>> NZ Teacher >>

PostGrad – Schools

of Education >>

Teach International

>> Leadership &

Education in Review

PostGrad – Schools

of Education >>

Teach International

>> PostGrad & Research

>> ICT & Procurement

Part of the

EDUCATION REVIEWseries

>> NZ Teacher >>

in Review >> NZ

Teacher >> PostGrad

– Schools of Education

nal >> Teach Internatio

NZTeacher on dollars: a billi THE CHRISTCHURCH

BEHIND

EDUCATION SPEND

ds, turfs, Playgroun s: and comPuter

ools whaT sch are buying

2013 / www.educationreview.co.nz

education suPerstar: iTTer ands Tw whAt’s the fuss AboutefinlAnd? Thesi

rbi: The long road counTrydban d To broa EDUCATION REVIEWseries

Teacher : iPADS Part of the

MORAL

2013 / www.educationreview.co.nz

TeachingCOMPASS values in schools

a do they have Place in ece? CHARTER

The DebaTeSCHOOLS Rages

BULLYING

Part of the

EDUCATION REVIEWseries

aRe we failing ouR kiDs?

PostGrad Schools of Education

2013/ www.educationreview.co.nz

THE STARPATH PROjECT AddRESSING

inequaliTy

IN EdUCATION

a closer look

hekia’s hoPes foR new ZealanD eDucaTion

RUdOLf STEINER EdUCATION

RAISING BOYS’ ACHIEvEMENT Teach International

of the ICT &Part Procurement

>> Education in

Review >> NZ

series

Teacher

>> Teach International

>> Leadership &

PD >> PostGrad

& Research >>

ICT & Procurement

>> Education in

Review

>> PostGrad – Schools

of Education >>

Teach Internation al >> Leadership &

PD >> PostGrad

& Research >> ICT

& Procurement

ent

>> NZ Teacher >>

PostGrad – Schools

of Education >>

nal >> PostGrad Teach Internatio

ICT & Procurem & Research >>

2013 / www.educationreview.co.nz

teaching in schools

schools charTer DEBATE RAgES THE

bullying wE fAIlINg ARE OUR kIDS?

HEkIA’S HOPES fOR NEw ZEAlAND EDUCATION ICT & Procurement

>> Education in

>> PostGrad – Schools

of Education >>

Teach International

>> Leadership & PD

>> PostGrad & Research

>> ICT & Procurement

Review

salisBury decision: the impAct on speciAl educAtion

PostGrad Schools of Education

Part of the

& Research >>

EDUCATION REVIEWseries

PD >> PostGrad

2013/ www.educationreview.co.nz

the stArpAth project Addressing

inequality in educAtion

a closer look at

rudolf steiner educAtion

rAising boys’ Achievement EDUCATION REVIEWseries

>> Leadership &

Part of the

>> Teach International

sPotliGHt on tHe

rt: lit service

NZTeacher

Moral coMPass values

EDUCATION REVIEW

& Research >>

Please invoice Cheque enclosed MasterCard Visa Card number: Expiry date: ........ /......... Name on card: ......................................................................................................... Signature: ....................................................... All prices are in nzd and include gst

2012 // www.educationreview.co.nz

series

Part of the

PD >> Postgrad

One-year (7 issues) - SPECIAL OFFER $30 (Expires March 15) Payment method:

on Educati in Review

EDUCATION REVIEW

series

>> Leadership &

.....................................................................................................................................

Education

twitteR anD the thesis

EDUCATION REVIEWseries

and new Zeal education

Part of the

uereview.co.nz argucation // www.ed 2013s leader priorities for

ICT& Procurement

Part of the

series EDUCATION REVIEW

s: pd for Bot one Board’s experience

EDUCATION REVIEWseries

in special education

Part of the

Juggling the with theMBa JoB

talk

MY PAYMENT DETAILS

Walking the

Name: ............................................................ Name: ....................................................................................................................... Address: .................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... Phone: ......................................................................................................................

– Schools of Education

Boosting R&D: can the R MinistRy’ ‘supe Do it?

n on the u-tur teacher cuts: a fraught in fortnight education

Review

for just Buy a 12-month subscription ). All $60 at ued $30 (normally val r, doo r you to ct the issues, dire e! pric for half GET IN QUICK! Offer ends March 15.

International

MY DETAILS

series EDUCATION REVIEW

cation Schools of Edu

HALF PRICE SPECIAL OFFER!

International

Kiwi teAchers AbroAd tell it liKe it is

Focus on second languages

leAgue tAbles:

leArning from internAtionAl experience pAthwAy of the poor?

Vocational education under scrutiny

New Zealand

series

nceA vs other systems tHe doWnside oF PickinG sides

>> Leadership & PD >> Teach International >> PostGrad & Research >> ICT & Procurement >> Education in Review

Teach 2013 / www.educationreview.co.nz

gendeR dIVIde:

men in ece

Return your updated details to Gunvor Carlson (subscriptions): Address: Box 200, Wellington, 6140; Fax: 04 471 1080; or Email: subs@apn-ed.co.nz

EDUCATION REVIEW NZ Teacher 2013

CAREER OVERVIEW

Grant Barnes

DIONNE CHRISTIAN talks to retiring principal Grant Barnes about the changes he’s seen in a teaching career spanning half a century.

LESSONS LEARNED AFTER

50 YEARS IN EDUCATION

he end of year prize-giving at Ardmore School always attracts a large crowd of pupils’ parents and extended family, not to mention friends of the school, including one former pupil who started there in 1929! But the 2012 prize-giving was more crowded than usual, probably because it was the last one for popular principal Grant Barnes, who headed the semi-rural, full primary for 19 years. Grant, 67, gave a brief speech at prize-giving, which was greeted by a standing ovation. Looking around, many parents – mothers and fathers alike – had a tear in their eyes. After all, Grant wasn’t just leaving the school, he was retiring after 50 years in the teaching profession and that is a major milestone by most people’s reckoning. Grant entered Auckland Teachers’ Training College in 1963, graduated two years later, and at just 19, was the youngest intermediate school teacher in Auckland, starting his career at the then newly opened Howick Intermediate. He reckons senior teachers who acted as unofficial mentors and the fact that the school was new – so “we were all in it together”– aided the transition from training to teaching. A seven-year stint in private schools followed before he returned to teach in a number of state primary schools. After nearly five years as deputy principal at Papakura’s Cosgrove Primary, Grant became principal at Ardmore School. His personal experiences have taught him much that may be useful to today’s teachers, but he doesn’t want to tell anyone how to run their school or do their job. He prefers to talk about positive developments that he believes need to be maintained or further nurtured so New Zealand’s education system continues to meet the needs of young people in a rapidly changing world. Broadly speaking, he sums these up as: honouring the spirit of Tomorrow’s Schools, seeking innovative ways to use the New Zealand Curriculum, and embracing technology.

group – should be working together, working for the kids and going in one direction to ensure their learning needs are met. That was the whole aim of Tomorrow’s Schools, and I think it is well worth honouring that intent but you need to understand your community for your school to work effectively within it.” Admitting he’s not a fan of formal occasions, getting to know the community has meant getting out and about amongst parents and talking with them. The Ministry is vital to that collaborative approach. Grant says it must put its faith in the ‘people on the ground’ and trust them to do their jobs, and when challenges do arise, work alongside the school to find solutions that suit that community. “Talk, communicate, and listen. In the end, it should always come back to working together for the good of children, working in conjunction with one another to achieve the best possible outcome.” But, he says, each community is different and seldom is there a ‘one size fits all’ answer that will suit all providers. Similarly, schools shouldn’t be expected to provide a panacea for the ills of a given community. “Teaching is a challenging job, and it’s made all the more challenging when, for whatever reasons, children come from homes where there’s disadvantage, be that as a result of family breakdown, financial circumstances, or as has become increasingly the case, drugs and alcohol. “Wiser people than me have said that nowhere in the world have the problems of educational underachievement, when those circumstances exist, been solved by education alone. Playing a blame game with the teaching profession doesn’t help at all. It’s about all service providers coming together and finding strategies, ways to help families in these situations.”

TOMORROW’S SCHOOLS TODAY

Describing the most recent New Zealand Curriculum document as excellent, Grant believes it provides a solid foundation on which to teach, but he says it must always be remembered that some children are practical rather than academic learners. Individual differences must be respected and, where possible, catered for. He’s enjoyed the breadth primary school teaching provides for incorporating both those approaches, saying competence in reading,

Grant has seen a major shift in the philosophy of education. Rather than the emphasis being on teaching itself – the how we do it, if you like – greater prominence is accorded to thinking about how children learn and what is best to serve their needs. He says that’s the way it should be. “Everyone in a school – the teachers, its board of trustees, its parents and wider community and, if the school has one, its parents’ support

EDUCATION REVIEW NZ Teacher 2013

THE NEW ZEALAND CURRICULUM

writing, and maths gives pupils confidence and a firm grounding in the basics needed to learn; other subjects give them the chance to apply that learning. “There has to be a strong focus on reading, writing, and maths, but we have to provide a balance of learning experiences with other subjects like social studies, science, technology, sport, and the arts. These give kids a chance to test out the theories, to work together, and are – let’s be honest – frequently the fun subjects that make them want to come to school. “I think we have a good balance in New Zealand and I wouldn’t want to see that change. The New Zealand Curriculum is an excellent document, and at Ardmore, we did some very detailed work around how best to implement it right across the school. We didn’t work with an external facilitator but sat down as a staff and talked and listened. That involved getting input from junior as well as senior members of staff and was very useful in encouraging junior teachers to step up and take on more responsibilities.”

TECHNOLOGY The introduction of computers has been without doubt one of the biggest changes Grant has witnessed. He reckons it’s great and enjoys working with today’s ‘digital natives’, but he’s all too aware of the costs and the burden that can place on schools. “To be brutally honest, I think the Government and the Ministry do the best they can with this type of resourcing because technology is expensive, it does change rapidly, and schools also have many other needs. If you can afford it, go for it, but I’d say you might have to look for other funding sources. There’s no easy answer, but it is the way of the future.” So what is the future for him? After a lifetime dedicated to teaching, he wants to maintain some sort of connection, perhaps in a mentoring-type role. His other great love is cricket and there may be an opportunity for administration and/or coaching work. “I think parents are looking for schools to be places where their children feel secure and are learning. As for the kids, to be honest, I don’t think they’re all that different to those I first taught – at least the ones at Ardmore aren’t. They are enthusiastic, open to learning, and curious about the world around them.” n

TEACHER WELLNESS

ONE SCHOOL’S JOURNEY TO

TEACHER WELLBEING IAN VICKERS discusses the importance of teachers looking after themselves and the benefits his school has seen from the introduction of a teacher wellbeing programme.

e aha te mea nui o te ao? He tangata! He tangata! He tangata! People are the most important part of any organisation, and this is most certainly true in our educational institutions. Whilst the vast majority of the focus in any school is quite rightly on the young people in our care, we as teachers require a little more focus also. Excellence, passion, enthusiasm, innovation, commitment, and industry are demanded of teachers through constant rhetoric from principals, senior leaders, parents, boards of trustees, Ministry of Education, unions, media, academics, and anyone else with an opinion on education. If you really want excellence from teachers in your schools, then a teacher wellbeing focus has got be an integral part of the professional learning package that is offered to this particular group of professionals. In every school, there is a silent majority who work extremely long hours, are creative, energetic, wonderful classroom teachers and this is expected every day, 40 weeks of the year, year after year, with very few queries from senior leaders on how they are coping and managing to maintain this level of performance. At a recent educational conference, I mentioned to a principal of a large school the concept of looking after our teachers with regards to their health, self-care, and overall wellbeing. He replied that his philosophy was to work teachers extremely hard, and if lucky, he would get 10 years good service out of them before they were burnt-out and then replace them with a younger model and go again. This is an appalling attitude but not an uncommon one, as I have learnt on discussing teacher wellbeing around the country over the last two years. The other regular tick-box solution to looking after teachers is for principals to put on a couple of morning teas and shout the odd Friday happy hour and all is well with the world. It is not my intention to save the teachers of the world. Nor can I force or insist a teacher think about their wellbeing. If an individual makes only one change to the way they work during the school day, then that is a positive help to their wellbeing. Some colleagues are aware that they are often working on empty by the end of each week and are very receptive to looking at some wellbeing strategies. Others are very reluctant to even acknowledge that teaching is affecting their health – at least nothing that cannot be cured by regular caffeine during the day and a drop of alcohol every night. The health data on teachers is woeful and whilst the big three – cancer, heart, and stroke – are prevalent, as in most other employment groups, my initial research seems to suggest that the average age that these illnesses are affecting teachers is in

their 40s compared with an overall average age in the 50s across all careers. Teacher depression accounts for many of the Income Protection claims. In 2012 at Sancta Maria College we embarked on a year-long teacher wellbeing focus. A 53-minute presentation was signalled to all our teachers. There was an initial 15 minutes in February, with a promise to be back every week for 38 weeks, with a regular one minute input and wellbeing focus topic, hence the 53 minutes. A ‘little bit often’ was the plan of action, with a different wellbeing strategy promoted each week. The aim was to encourage colleagues to think about their working habits during each week and whether the promoted focus for the week could be of benefit to them. The ideas were very simple, such as weeks with the focus on drinking more water, eating more fruit, stopping for lunch, time management, tidying up work spaces, going home early once in a while, an evening off school work, avoid using e-mails, and planning some quality ‘me’ time for the holidays, to name just a few. Such a simple idea, put together in a $2.50 inhouse photocopied resource booklet. Each week’s focus was promoted by a member of the senior leadership team. One colleague was delighted to have all the ideas in one booklet as she admitted to having spent thousands of dollars on medical professionals to help her gain a work-life balance. It was such a wonderful journey through the year and a sense of close collegiality developed as we professionally spoke openly about the demands on a 21st century teacher and how a continued focus on our wellbeing would be beneficial. How do you measure the benefits of this wellbeing programme? Sickness days data was quite revealing, with a 40 per cent reduction in

term 1, 2012 compared with term 1, 2011, and similarly, 20 per cent and 26 per cent reductions for the two winter terms. At the time of writing, the final term 4 data is unavailable but a superficial look would also suggest another pleasing reduction. The queues for the water cooler rather than coffee forced the school to upgrade to a high-speed water tap to diminish the queue times. The most important change was in the staffroom, with more laughter and fun, a place where colleagues can relax and meet at morning tea and lunchtime. Too often our staffrooms have become soulless places where if you sit down during a non-contact, other colleagues passing through at high speed either make a remark to you about whether you have anything to do. What a difference a year makes. In February 2012, we launched our teacher wellbeing programme and weekly resource booklet to help develop good new habits. At the end of my initial 15-minute presentation, we gave out the booklet of ideas and strategies and then followed five minutes of near silence. I exchanged glances with the principal and we were stunned that 80 teachers were sitting in silence, flicking through pages of ideas. Having encountered similar experiences of periods of silence at other schools and conferences, the feedback is always the same – that as teachers, we do not do this sort of thing: think about ourselves. Towards the end of term 1, the school had a visit from ERO and one of their team had great feedback from our staff about our ongoing wellbeing programme. She took a resource booklet home, read it from front to back that evening, and reported back very positively to the Board of Trustees on this initiative. One year on, teachers talk openly about their wellbeing strategies, and pleasingly, other colleagues have introduced other initiatives around nutrition and exercise. Some quieter colleagues have made subtle changes like replacing biscuits with fruit and yoghurts for morning tea, working a slightly longer day and then doing no school work at home, or working smarter towards the end of each term so that the holidays can be thoroughly enjoyed. We have a huge bright green banner on the wall in the staffroom that simply says “Remember to Remember”. This is a daily reminder for all of us to remember to look after ourselves during the hours at work. Schools are extremely busy places, teaching is like no other job, and so with our unique working environment, it is vital that teacher wellbeing is part of the overall learning programme for us all and not just Friday happy hour drinks to tick a box. We deserve much better support than that! He tangata! He tangata! He tangata! n Ian Vickers is assistant principal at Sancta Maria College in Flat Bush, Auckland. The above are his personal views and opinions.

EDUCATION REVIEW NZ Teacher 2013

RESOURCE TEACHERS

FOR YOUR LITERACY CONCERNS,

CALL AN AUNTY LIT JANET HUNTER explores the ins and outs of the Resource Teacher: Literacy service and how it can make a real difference to students’ literacy learning.

s a colleague approached a school gate one morning, she heard a welcoming cry from one of her students, “Aunty Lit, Aunty Lit, I read my book last night!” In fact, this wasn’t the child’s aunty but an RT: Lit, a Resource Teacher: Literacy. The Resource Teacher: Literacy service was established in 2002 as part of the government’s National Literacy Strategy to help address the disparity between our good readers and our underachievers. Previously, there were a number of Resource Teachers of Reading working, in the main, with individual students in a model much like that of Reading Recovery. Students were withdrawn from the classroom and it was the Resource Teacher of Reading’s job to ‘fix’ the child. In 2001, these Resource Teachers of Reading positions were disestablished. Many Resource Teachers of Reading took up newly established RT: Lit positions and extra positions were created. There are now 109 RT: Lit throughout the country and all schools have access to the service. The 109 RT: Lit work across a cluster of schools in their area, have an office at a base school, and are governed by a management committee. The number of schools in the cluster varies according to population and geographical considerations. One RT: Lit might have as few as ten schools while others have over 30 schools. The geographical positioning of RT: Lit clusters can provide some challenges. While many clusters are in and around urban areas, there are a number of RT: Lit who work in remote areas. They travel long distances and have to contend with inclement winter weather and at times hazardous driving conditions. RT: Lit are the teachers who tear around from school to school, very often eating their lunch as they are driving to save time. They can be easily recognised by the coffee stains and tell-tale tomato pips on their fronts. Some RT: Lit work in offices and clusters where there are up to three RT: Lit. Most, though, work alone. The professional isolation of the job takes some getting used to and is the reason that groups of RT: Lit regional groups meet a number of times each year for professional development and collegial support. It is obvious that with so few RT: Lit and so many students with literacy learning challenges, it would be impossible to work individually with all referred students. With the change to the RT: Lit service came a shift in focus from working with the child, to working with teachers to ensure all students have access to quality classroom teaching. This is not to say that quality teaching is lacking. Indeed our results in international studies of reading such as PIRLS and PISA demonstrate the excellent literacy teaching and learning taking place in our schools.

EDUCATION REVIEW NZ Teacher 2013

RT: Lit have a wealth of knowledge of and experience in working with learners with literacy learning challenges. They can offer advice, modelling, and guidance for classroom teachers specifically designed to meet the particular child’s literacy learning needs. They act as a support for the classroom teacher, adjusting programmes, providing resources, and making suggestions when required. The intention is for students to progress quickly to achieving at or close to National Standards. Access to an RT: Lit is through a referral system. Schools identify struggling students from their school-wide data. There are three priorities for acceptance onto an RT: Lit roll. They are: students well below National Standards, students who are referred on from Reading Recovery, and students that have the highest literacy needs on RT: Lit waiting lists. Once a student has been accepted onto the roll, the RT: Lit and the teacher work together to decide the best way to proceed. This means an examination of diagnostic data to determine the student’s strengths and needs and a discussion of the future needs of the teacher. The teacher and the RT: Lit plan and deliver the instruction and monitor and evaluate the effectiveness of their approach. Working collaboratively in this way means that the teacher can transfer new skills and understandings to other students experiencing literacy difficulties. RT: Lit support takes two forms, direct and indirect. Direct instruction is where the RT: Lit works with the child or a group of children without the teacher being present. It is used for diagnostic purposes or for a short burst of intensive instruction aimed at getting the student under way in the use of effective strategies. Indirect instruction is the major focus of RT: Lit work. In indirect instruction, the RT: Lit, teacher

When we can boast about our good readers’ achievements in international studies, without having to acknowledge the long tail of underachievement, we will know we have truly succeeded.

and student(s) work together. The teacher and the RT: Lit take turns at observing, modelling practice, and providing feedback and they collaborate to make next-step decisions so that the student has the optimal programme designed specifically to meet their needs. There a number of challenges faced by RT: Lit and the teachers they are working with. When classrooms are visited on a fortnightly rotation, it only takes the teacher or the student to be absent and it can be a month before the teacher and RT: Lit see each other. Teachers are very busy and have to juggle any number of things. Sometimes amongst the busyness of daily classroom life, the impending visit of the RT: Lit can be easily overlooked. This is where technology is invaluable. A reminder alert on the teacher’s cell phone ensures that the visit is not forgotten. A student will be discharged from the RT: Lit service for a number of reasons. Of course, we would like all students to be successfully discontinued. This happens when a student is working at or close to the expected National Standard. Some students will not make accelerated progress while on the RT: Lit roll. Very often, these students have ongoing learning challenges in a number of areas and it may be that the RT: Lit service is not the most appropriate support. These students will be referred on for further support from, for example, the RTLB service or GSE. Other students will be withdrawn for a number of reasons for example behaviour issues or they have moved from the area. And yes, as is the way of itinerant teaching services under the present regime, the RT: Lit service is to be reviewed. This is an operational review and will take place this year. We are hoping to retain all that is good about the service so that teachers have access to quality professional development around struggling students. All things considered, the work of an RT: Lit is hugely satisfying and rewarding. Teachers do want to make a difference with struggling students. When they can see that their pedagogical decisions and explicit teaching have accelerated the student’s progress, then real change to teacher practice results. RT: Lit and teachers are working to improve literacy outcomes for New Zealand children. When we can boast about our good readers’ achievements in international studies, without having to acknowledge the long tail of underachievement, we will know we have truly succeeded. n Janet Hunter is president of the New Zealand Resource Teacher: Literacy Association.

EDUCATION REVIEW

PARTICIPATE IN THE EDUCATION REVIEW READER SURVEY TO WIN By spending just a few minutes giving us your feedback about Education Review, you will go into the draw to win a fabulous summer reading prize pack. THE PRIZE PACK INCLUDES COPIES OF: » Michael Cooper’s Buyer’s Guide to New Zealand Wines 2013 » Quotable New Quotes

READING EDUCATION REVIEW How did you come to read the magazine? It was sent to me directly It was in a pile in a common area Online Other(please specify) ........................................................................................................................................

How many other people read your copy of the magazine? None 1 2 3 4 5+ On average, how long do you spend reading Education Review? 1–5 minutes 5–15 minutes 20+ minutes How would you rate the articles in Education Review? Excellent Good Average Poor Very Poor What do you most like about Education Review?

» The Ultimate Vegetarian Collection » Touchstones: A Memoir » Dear Heart » The 20th Century in Poetry

Who would you like to see interviewed in Education Review? ................................................................................................. ....................................... ................................................................................................. .......................................

Are there any other products or services you would like to see advertised in Education Review? ................................................................................................. ....................................... ................................................................................................. ....................................... ................................................................................................. .......................................

Have you visited the Education Review website in the past three months? Yes No Would you like to read Education Review as an EMagazine? Yes

Do you currently subscribe to any EMagazines? Yes

If so, which? ................................................................................................. .......................................

What do you most dislike about Education Review? ................................................................................................. ....................................... ................................................................................................. ....................................... ................................................................................................. .......................................

Which themed issue of Education Review do you most enjoy? NZ Teacher Postgrad Schools of Education Leadership & Professional Development Postgrad & Research Teach International ICT & Procurement Education in Review (end-of-year update) What aspects of education are you most interested in? [multiple answers] Early childhood Primary Secondary Tertiary – Undergraduate Tertiary – Postgrad/Research Other (please specify) What education topics are you most interested in? ................................................................................................. ....................................... ................................................................................................. ....................................... ................................................................................................. .......................................

................................................................................................. .......................................

Which of the following education sector publications do you prefer to read? Education Review Education Gazette (Ministry of Education) Education Aotearoa PPTA News NZ Principal Principals Today Other(please specify)

ABOUT YOU What is your gender? Male Female Transgender/other What is your age? 18 – 34 45 – 54

35 – 44 55+

How many years of teaching experience do you have? 0–2 years 2–5 years 5–10 years 10–20 years 20+ years What is your highest level of education? Certificate/Diploma Bachelor degree Postgraduate Certificate/Diploma Master’s degree Doctorate Other (please specify) What is your annual income? Under $30k $30–50k $50–80k $80–$100k $100k+ How do you look for work in the education sector? Education Review magazine Education Review website Newspapers TradeMe website Seek website Other (specify) ................................................................................................. .......................................

How many conferences do you attend each year? None One Two Three Four or more Which peak body best represents you? New Zealand Teachers Council New Zealand Educational Institute Post Primary Teachers’ Association New Zealand Principals’ Federation Secondary Principals’ Association of New Zealand School Trustees Association Other (specify) .....................................................................................................................................

Do you have any other comments? ................................................................................................. .......................................

........................................................................................................................................

Would you recommend Education Review as a good read to someone else? Yes No

WORKING IN THE SECTOR Do you believe you are paid appropriately for your skills and experience? Yes No What do you believe is the appropriate number of students in the classroom (primary and secondary classes)? 1-10 11-15 16-20 21-25 26-30 More than 30 Do you have comments on the state of education in New Zealand?

Are there any new sections you would like to see in Education Review?

.................................................................................................................................................

................................................................................................. .......................................

.................................................................................................................................................

................................................................................................. ....................................... ................................................................................................. ....................................... ................................................................................................. ....................................... ........................................................................................................................................ ................................................................................................. .......................................

Rest assured that your information remains confidential and will not be given to any third party. To enter the prize draw, write your details below and send your survey marked ‘Education Review' reader survey’ to: Post: Box 200 Wellington 6140 Fax: 04 471 1080 Email: editor@educationreview.co.nz Your name: ................................................................................................... Job title: ............................................................................................................ Postal address: ......................................................................................... Email: ................................................................................................................... Phone: ................................................................................................................. Mobile phone: ..........................................................................................