Editor
Since the launch of the Tomorrow’s Schools Task Force of supply. The work force cannot release them, in the current report, the sector’s collective minds have nudged into overdrive. climate, so where will they come from? Their worried response is exacerbated by the urgency with which Fears are growing that hubs may become another layer of the report must be critiqued and submissions assembled. bureaucratic control and it is unclear how their relationship with In response, we have, in this issue of NZ Principal, endeavoured the Ministry will play out. Perhaps if they were just providers of to include articles that might help you think through some of services and resources and schools could choose to access these the major issues. Lester Flockton provides a provocative and resources or not, they might be more acceptable to the profession. thoughtful response in his column School Lines whilst NZPF This would also help to reduce some of the inequalities that occur President, Whetu Cormick, addresses between schools now. issues of equity and local versus Whilst the members of Whilst the members of the Task central control, highlighting points Force are clear that Tomorrow’s made through discussions with his the Task Force are clear Schools has had its day and the system national executive. requires radical change, others are that Tomorrow’s Schools There is much to consider if a not so convinced. Many feel that functional, successful, better and has had its day and the the one school, one Board model of enduring system of schooling is to self-managing schools is still perfectly result. One might ask whether all the system requires radical functional. They say those struggling recommendations being proposed to elect community members with change, others are not so in the report, are in fact addressing the necessary skills to govern could the issues that are most pressing for convinced. be better supported through the schools. option to appoint individuals with Take managing young people with serious behaviour issues, the expertise. They argue that the majority of schools have no for example. Constantly we hear that there is insufficient such problems. support, including funding; the waiting time for assessments are Despite the doubts and questions, there are aspects of the intolerable; there are insufficient psychologists, speech therapists, report that the profession has warmly welcomed. These include behaviour experts, and the list goes on. the support and advisory services planned for principals Whilst it is commendable that there is now a special education and teachers. The idea of introducing a quality improvement strategy in place, and admirable that 600 SENCOs are to be approach to the evaluation of schools has also been thoroughly funded, the question remains. Where will these SENCOs come applauded, as has the suggestion to measure the country’s from? How will 600 teachers be released from our already limited educational success through national sampling. In particular, work force, to train for these positions? Further, even if we could the profession welcomes having Leadership Advisors, themselves magically produce 600 SENCOs, would they provide the answers professionals, to undertake the school evaluations and to appraise to managing these highly challenged young people? principals. It is an honourable aspiration to aim for equity and inclusion Having Te Tiriti o Waitangi as a constant through all aspects and provide the very best education possible to meet every child’s of the report has also been met with generous support. For too needs. But is the best education for every child, all day, every day, long Māori schooling issues have been separated out as problems achieved through a full-time placement in mainstream school? to be solved. It is heartening to find acknowledgement of our A growing number would think not. country’s founding document taken as a given and Māori given The Tomorrow’s Schools report is mostly silent on these issues true and equal partnership status in the report. of supply. It is quite clear that whatever experts we can muster, Overall there remain more questions than answers and the would reside in hubs, and be available to all schools within that next weeks and months will generate some exciting debates. hub, but how that would help to meet the growing demands is Hopefully, the final recommendations that go to Cabinet will be difficult to appreciate. closer to meeting the hard, cold realities of educational life than Hubs are another contentious issue in the report. They would the ones we are seeing at this stage. replace the current Ministry’s regional offices and it is heartening that it is proposed that a goodly proportion of the hub personnel would come from the profession. Again, we face the problem