Filter Content
Kia tau te rangimārie ki a koutou
Like many organisations in 2021, the team here at the office serving APIS/NZCEO have had a busy, and at times manic, 2021. Challenges of a political nature, multiple judicial reviews, developing systems and processes to support the distribution of EPMP funds and supporting the protection of special character were just a few of the ‘highlights’ of the year. I am grateful for the team around me and their commitment to serve the state integrated school sector.
However, APIS/NZCEOs challenges pale in comparison to the issues that school boards and principals have faced in managing the COVID-19 pandemic. The government’s decision to mandate vaccination for the education sector will have added to an ‘annus horribilis’ for many leaders in our schools. Whether school boards or school leaders agreed with this decision, or not, the stress of having to work with valued colleagues in such an emotional space will have been very taxing. I understand some of our state integrated proprietors have had significant numbers of their teachers and staff who are vaccine hestitant. In some cases, proprietors have had to consider closing schools or moving into a remote schooling model and these are very emotive, difficult and complex decisions. Much of the pressure has fallen on school boards and especially our wonderful principals and they have navigated this space with sensitivity in trying to uphold the dignity of all parties. They have my admiration and gratitude for the work they have done in supporting the health and wellbeing of students and staff at a time when it must seem like everything including the kitchen sink has been thrown at them. To all our school proprietors, boards, staff and students I hope the New Year will be one lived to the full while hoping that in 2022 you can all move forward with optimism and hope.
Kia tau ngā manaakitanga o te Ariki ki runga i a koutou
The Teaching of Mathematics
I have noted that in both New Zealand and Australia the teaching of mathematics is currently under the microscope. A recent report in Australia has highlighted that student achievement in mathematics (as measured by PISA) has declined steeply in the last two decades and this mirrors similar concerns in New Zealand. At the heart of this debate is an ideological battle between student led, ‘constructivist’ pedagogies and teacher led ‘instructivist’ teaching approaches. I do not want to oversimplify what is a complex issue but academics in Australia propose that an emphasis on strategy over explicit teaching has led to a lack of student self-confidence resulting in diminished understanding and knowledge. They argue the emphasis in Initial Teacher Education (ITE) programmes in Australia on constructivist pedagogies has resulted in limited emphasis on explicit teacher instruction in mathematics resulting in declining achievement outcomes for students.
As a former, and enthusiastic, teacher of mathematics I have followed this debate with interest. Pedagogical practice in education often swings between extremes and it seems the solution is one of balance – our students excel at something when they understand what to do, are knowledgeable, successful and stimulated. My golf game is appalling but I have never had a lesson and, therefore, do not know what to do to improve. Explicit mathematics instruction will provide the skills and once mastered students will have sufficient expertise to engage in student led activities in the classroom. It is never one or the other but a beautiful combination of pedagogical approaches that masterful teachers integrate in their practice. However, our teachers deserve the support of a national coherent set of resources and strong leadership across the sector regarding those approaches that work best for student achievement. It will be interesting to see how our schools and ITE institutions in New Zealand respond to the current critique on the teaching of mathematics.
Governance Support
Karen Raitt and Rosalie Connors have been working with Sue Cotter (NZSTA) to develop a governance policy framework for state integrated schools. This work has been ongoing for the last five months and is the result of proprietors representatives approaching NZCEO with concerns over the lack of understanding by some school boards (and service organisations) of current legislation promoting and preserving special character (Schedule 6 Education and Training Act, 2020). This work is almost completed and APIS/NZCEO hope that it will be available for school boards early in 2022. It should be of great support to new board members elected in the elections scheduled for September 2022. The Office hopes that this governance framework will be a key element in professional development programmes offered to state integrated school boards at that time.
Finally
The NZCEO team would like to offer all our stakeholders a holy, relaxing, and peaceful summer festive season. For those in Auckland and elsewhere who are over their own company, enjoy the new freedom and what Aotearoa has to offer – you deserve it. The rest of the country are grateful for your sacrifices on our behalf.
Ngā mihi o te Kirihimete me te Tau Hōu ki a koutou
Kevin Shore
Chief Executive Officer
Wonderfully creative artwork from the talented NCEA Art students at Wā Ora Montessori School in Lower Hutt - their work this year included painting, pottery, photography and more. There are more examples on the school Facebook page
We are very grateful to our sponsors who have continued to support APIS / NZCEO during an extremely challenging year. Their ongoing support is greatly appreciated and we look forward to growing these important relationships in 2022.
Below are some of the exciting projects involving our sector that our key sponsors have shared with us this year.
Toshiba’s ongoing collaborative relationship with APIS & NZCEO
Up Your School's Digital Game in 2021
