Editor
As I write this column an OECD report has just emerged families. And how wonderful it would be if he could spend all praising New Zealand teachers for being amongst the most of his time and energy leading his school and its fantastic team professional in the world. In fact we are rated fourth out of thirty- of teachers and support staff rather than spending so much five participating countries. A significant difference between New time begging his business community to stump up for the next Zealand teachers and the rest is that teacher professionalism is school initiative, whether that is the swimming programme, rock just as outstanding in socio-economically disadvantaged schools climbing, a school camp or some other learning experience for as in socially advantaged schools. the children. The Minister acknowledged this The question is, how prepared Schools like Jason Swann’s are fact saying that no matter what grateful that the corporate world school children attend in New are we to embrace multigives generously to help feed Zealand they all have access and clothe their children and to great quality teaching. The culturalism in New Zealand? support so many other school report did note however that New programmes that benefit his Zealand teaching professionals could be better served by having children. Corporate sponsorship is however a two-edged sword. more networking and collaborative research opportunities. It demands questions of the state’s on-going commitment to Principals would add that having more professional leadership provide free education for the people of New Zealand. Corporate support would also make for higher quality school performance sponsorship also comes with branding and all the ethical and boost student success. Sorting out the mess that is special dilemmas associated with marketing directly to children. You education in New Zealand would further enhance the prospects can read more about the ethics of corporate sponsorship in a of many more students and curbing child poverty would almost research report by Robert Aitken of Otago University on P.29 immediately turn cohorts of struggling learners into achievers. of this issue. That said the OECD report is a substantial endorsement of New Otahuhu School’s ethnic mix is a poignant reminder that Zealand’s public schooling system. The message for Government New Zealand society is multi-cultural. The Pākehā-European from this research is to get behind our great education system and proportion of Otahuhu School’s roll is three per cent. Samoan make it even better. New Zealand is a small country, with a small and Tongan students each make up 26 per cent and the Indian population. Our Ministry of Education cannot be spreading its cohort is now approaching 20 per cent. Māori children make up attention and resources across multiple schooling options and 16 per cent of the roll and a mix of Asian, African and others expect to do a good job for them all. It needs to focus on one make up the rest. Many more Auckland schools from the North major system and work on strengthening that. It is obvious that Shore to South Auckland record minority percentages of Pākehāour public schooling system is the one that deserves its attention. European on their rolls too. NZ Principal has published numerous stories about schools in The question is, how prepared are we to embrace multiNew Zealand. We have talked about the diversity of initiatives that culturalism in New Zealand? The NZPF executive felt there was are implemented by schools responding to specific community a precursor to this question and asked, ‘How prepared are we to learning challenges. Such a story outlining the unique approach embrace bi-culturalism in New Zealand?’ taken by Otahuhu Primary School appears on p.10 of this issue. Two years later, NZPF has answered that question by developing I am sure that if Otahuhu School principal Jason Swann was an initiative in partnership with Te Akatea Māori Principals’ invited to have a say, he would be asking the Prime Minister to Association and the Ministry of Education called the Māori address the issues of poverty, inequity, housing and employment Achievement Collaborations (MACs). This is a PLD programme for the families of his community so that he and his outstanding for principals, by principals and supports mainstream school team of professionals could concentrate fully on their core work principals to nurture a bi-cultural environment in their schools of teaching. How wonderful if all of his children arrived at so that Māori students can succeed as Māori. You can read more school ready to learn, rather than so many turning up hungry, about this programme on P.6 of this issue. thirsty and cold. How wonderful if all of his children remained Principals and teachers have a history of being innovative at the school from year one right through to year six rather than and solving problems so that children everywhere can have a families having to move all over the Auckland region chasing fair go. It’s great that the OECD has recognised this and given more affordable rents. How wonderful if all of his children lived the New Zealand teaching profession its well-deserved world in a single family house instead of sharing a house with three class ranking.