Kia ora koutou katoa Iain Taylor
National President, New Zealand Principals’ Federation
Every time another call for feedback hits the desk, Programme’ and the ‘Aspiring Principals Programme’ but whether it’s from the Ministry, the Education Council or a Select could we do things better? The support is not sustained over Committee, I think ‘principal hauora.’ At the start of the year time. Principals need access to quality professional supervision we ran a quick survey to get an indication of where to focus our throughout their careers, not just for the first twelve months. advocacy work on your behalf this year. You came back in big That is where Principal Leadership Advisory (PLA) comes numbers ‘shouting’ principal well-being, workloads, impossible in. The NZPF executive has been investigating this scheme timeframes and stress; In other since 2014. We knew there was words, principal hauora. successful system running in Principals need access to quality aNew Some of you went further South Wales and in Victoria, explaining that the source of professional supervision Australia and we looked into both the stress was not so much the of those. What we wanted to do increase in volume of paperwork, throughout their careers, not just was make sure that we didn’t just meeting deadlines, or even for the first twelve months. end up with an imported scheme thinking through whether the (think Novopay!), but a scheme new Community of Learning (CoL) concept is a good idea for tailored especially for the New Zealand context. you, but rather that none of the changes and expectations fit together logically. They are not generated by professionals and communities making rational, evidence based suggestions to improve learning for students. They are imposed, often with no warning at all, by people who have no direct experience in teaching and learning. This leaves principals searching for reasons, for connections and for links to improved student outcomes. It is when that search proves futile, that principals become more stressed and their trust in the system is weakened. No busy, dedicated principal wants to be filling their day with tasks that are pointless and have no logical link to improving the OL quality of teaching in schools or helping kids learn. They want ENR W NO to be focussing on things that are strategic, that are leading to constant improvement in the quality of everything we do so that kids get the very best learning experiences we can possibly offer Are you in a student support role and them every day. looking for professional development? The job is hard enough already. NZPF recognises that. We are one of the very few professions that is not supported by a Complete our three teacher aide certificates and system-wide ‘professional supervision’ scheme. It has been well gain the Certificate in Teacher Aiding, Level 4. documented by academic researchers such as NZCER’s Cathy Enrol today and we will provide you with: Wylie that since Tomorrow’s Schools and self-management, ✓ Strategies and skills that can be applied immediately to the principals have become less connected and more isolated. The students you are supporting competitive elements of the Tomorrow’s Schools policy also means ✓ Experienced and qualified tutorial staff that principals are less likely to seek help, except through other ✓ A qualification that is approved by the NZ Educational Institute more experienced principals they trust. It’s a very hit and miss (NZEI) and NZQA support system. ✓ An online programme so you can study where and when it The evidence shows that isolation, together with inexperience suits you in leadership, results in a breakdown in relationships between Boards and principals. Inexperience in itself should not be a reason to fail. All great leaders started somewhere. What is missing is sustained support, advice and guidance for those inexperienced principals. We have the ‘First-time Principals NZQA Category 1 Provider | IBM Kenexa Best Workplaces Finalist 2008 & 2015 | Celebrating 21 years in business
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There were some elements from the Australian schemes that made sense. First, the schemes were run by principals on secondment. It was like a sideways career step for principals for two years, after which they returned to their schools. They were all trained in coaching and mentoring skills and nearly all of the interaction with principals was face to face. They were available to all principals irrespective of their level of experience. In Australia, that resulted in some hefty travel bills. The key element we took from the Australian experience was that any professional support would need to be initiated by principals for principals. We already have one shining example with our Māori Achievement Collaborations (MACs). A big part of the success of the MAC PLD is that it was developed in response to a need identified by principals. It is also directed and delivered by principals. Our first steps in getting a PLA service established have followed that same mantra. It is ‘For Principals, by principals’. David Hain, our first PLA, was appointed to work alongside Northland principals a year ago. What a difference that has made! Principals are lining up to draw on David’s extensive experience, knowledge and wisdom. He boosts their confidence and empowers them. Because he is a trusted colleague principals are unafraid to admit their failings and weaknesses which makes finding solutions so much clearer. NZPF says we need more ‘David Hains’ everywhere!
Extending the PLA service is a priority. Alongside that priority is the toughest issue of all and the source of our greatest stress. It is the lack of trust in our current system of education. There is no simple answer but the complete lack of a vision for developing quality leadership in our schools or indeed in our system as a whole is an impairment to progress. That is why we instigated the debate on ‘the purpose for education’ at our Moot (see report p.18). That is why we keep asking the Minister and the Ministry to give us a ‘map’ to show us how proposed changes fit together. And that is why we will continue this advocacy until we get results.
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