Lighting New Fires: School & Policy Updates - July 2022 (NZCEO)

TĒNĀ KOUTOU KATOA

Kia tau te rangimārie ki a koutou

APIS (Association of Proprietors of Integrated Schools) had the pleasure of meeting with Associate Minister of Education Jan Tinetti in recent days and it was a pleasure to engage with her and discuss the current education issues involving curriculum and assessment. Minister Tinetti is no stranger to the state integrated school sector having been educated in Christchurch at Villa Maria College and her experience as a principal in the state school sector provides her with a great deal of understanding of the challenges facing school communities in Aotearoa. APIS were impressed by her ability to connect the dots of the current reforms in education particularly in curriculum and assessment.

As other education commentators have alluded to, since 2017 when National Standards were abandoned, school leaders have been left to make local decisions about how to lead curriculum delivery, assessment, pedagogy, and professional development. I remember this time well (as a principal in a school) and there was a plethora of different approaches taken by schools as many used the freedom in the NZ Curriculum to develop local place-based curriculums to compliment the core curriculum. These efforts resulted in some rich and innovative approaches to the curriculum but across the sector outcomes were variable. Falling achievement rates and concerns over levels of student literacy and numeracy resulted in increasing scrutiny of the curriculum and there were calls for more clarity for teachers in interpreting what was most important to teach and how to teach it. Approaches to assessment were also a crucial part of this conversation given the strong rejection of National Standards by the education sector.

Therefore, it was great to hear from Minister Tinetti that curriculum and assessment will be based on best practice models that have a strong research base in terms of effectiveness. The teaching of literacy is one of the most important strands of the current review and as a former school principal I know well that low levels of student literacy are the most significant threat to equitable outcomes in education. Students with low levels of literacy (and numeracy) have a limited ability to participate in the breadth of the senior school curriculum resulting in more limited career options. At a personal level, I am encouraged by the strategies that Minister Tinetti was articulating, including a focus on best practice teaching for literacy and numeracy, curriculum statements that have more clarity on what should be taught and when, funding for curriculum lead support, focused professional development for our teaching staff in schools and a more comprehensive set of resources to support teachers in delivering the curriculum.

However, any number of good educational ideas have been scuppered by poor delivery strategies and so I am hopeful that this aspect of the current education reforms in curriculum and assessment does receive the necessary funding and technical support to be successful.

Essential Property Maintenance Package (EPMP)

Please use the following link for an update on the current progress of the EPMP workstream. It is a very busy time and APIS appreciates the dedicated efforts of property staff in a very challenging building environment.

Mr Gifford vs Secretary of Education

APIS is not expecting to hear a decision from the Judge on this judicial review until the end of July.

Ngā manaakitanga

Kevin Shore

Chief Executive Officer

NZCEO Handbook for Boards of Trustees of Catholic Schools

NZCEO is working on updating and refreshing the Handbook for Boards of Trustees of Catholic Schools. As part of this process we have prepared a short survey for Handbook users. The survey is anonymous and available to anyone who clicks on the link at the bottom of this article.

Faith and social principles the guiding light for Sacred Heart College, Napier

By Maria Neville-Foster, Principal of Sacred Heart College, Napier.

Nine Catholic social teaching principles guide every aspect of our school life at Sacred Heart College in Napier, from board decisions to curriculum development and learning in the classroom. 

These nine principles are integral human promotion; dignity, solidarity; the common good; preferential option for the poor; care for creation and nature; peace; participation; and distributive justice and subsidiarity.

They were developed at the end of the 19th century in response to injustices as a result of the Industrial Revolution but have been modernised to include issues such as climate change.

Paola Minehan, the presiding member of our school board, says the principles are a guide for behaviour or evaluation. “As a Catholic school we are called to hold certain principles as important and seek to live these out in our lives.” Paola says they are a response to social, economic, and ecological problems in the world.

“Using these principles as a guide to live your life, lets your values drive your choices. It also avoids ‘just this once’ choices, meaning we are more likely to live lives we are proud of rather than ones we regret. They give us a sense of empowerment to reflect on a given situation, make a judgement and take a course of action.”

Sacred Heart College’s school board use this as the lens when making decisions, says Paolo, as effective leadership means walking alongside, and respecting the gifts and talents of others.

“We also have to take steps to ensure the work we are a part of is accessible to the poor and vulnerable in our communities. The poor and vulnerable need to be at the centre of our decision making and this means that we have to give them a voice and agency in the process,” say Paolo.

As a Catholic school, our main purpose for being is evangelisation and passing on the Catholic faith to the next generation. Due to our integration agreement with the Crown we are not restricted by the Ministry from teaching the nine Catholic social teaching principles across all of our departments.

We're a restorative school, and we approach our restorative practice with reconciliation and forgiveness. It is important to bring human dignity and forgiveness to the forefront as we teach our girls how to use these principles to guide them in their everyday lives.

As Principal, I believe it is not just about paying lip service to the social principles, but ensuring they are part of the fabric of the school. To aid this process, teachers need to be educated on the principles’ place and relevance. While a lot has been done to enshrine the social principles as part of the Catholic worldview, I still believe they are the best-kept secret in the Church.

I hadn't fully understood them until I became the Principal of Sacred Heart, but I think their importance came out in discussions with our teachers about what a Catholic curriculum looks like and what the Catholic world view is. We held a full staff Professional Learning and Development (PLD) to look at what the Catholic world view is today. We asked each department to write a unit - initially it was just one unit - that they would teach in their department, which would bring in a Catholic social teaching principle. Some subjects can align to this quite easily while it is more of a challenge for others.

The social sciences are well aligned to the principles of Catholic social teaching because they can be explored through the lens of social justice. Our sciences can also be viewed in the light of Catholic Social Teaching, for example when students study environmental change and climate change, which relate to the Catholic social teaching principles of caring for creation and stewardship. As stewards of this world, we are charged to look after and be responsible for the world.

The principle of distributive justice can also be applied to maths lessons. One of the key areas that has been looked at by our maths department is the resources and finances available to an entity like Caritas (Catholic Relief Services) in one year. They also examine how the funds are distributed in accordance with the principles of Catholic social teaching.

I believe it is important in my role as Principal to make sure that the principles are not only taught in the classroom, but also become part of the student voice and the philosophy of the school in its entirety. The principle of subsidiarity means that it is not just the leader’s opinion that counts, but that decision making, and responsibility is devolved to those it will affect the most.

Head Girl Taila Reardon-Crichton believes that the social principles are the strength that grounds the school’s students, as they reflect the Gospel values of love, peace, justice, compassion, reconciliation, and service. She says “As a leader in the school, I see these principles being demonstrated across all year levels every day - from classroom to break times. I believe human dignity is one of the most important Catholic social teachings because as a Head Girl you have to respect all human life, human rights, and work with your leadership team to support and build common good”.

Taila believes human dignity creates a healthy school community where all students are heard, talents are expressed, and responsibilities are met between students and leaders. “I have been taught through the Catholic church that all human life is sacred, and the dignity of a person is the foundation for all Catholic social teachings. Our faith illuminates the pathway during hard times and helps give strength in times of weakness. Across the school, faith is always demonstrated in academic areas, sporting, and cultural activities,” Taila says.

There is now a greater understanding by our staff and students of the Catholic faith and our school’s special character. Catholic social principles inform all aspects of school life, especially our approach to restorative practice. This includes participating in society, which the school demonstrates by its association with the Society of Saint Vincent de Paul and its work with the poor and vulnerable.

COVID-19 brought the Catholic social principles into sharp relief, when the school’s decision-making had to focus on the vulnerable. When we were making decisions around going online or remaining open, we were especially thinking about our vulnerable children and what was best for them, as well as the common good. The principles have helped us navigate some really difficult situations during the pandemic.

For our school, and me personally, the key is to always bring God and Jesus Christ into every situation. In times when we are feeling like all is lost, we need to go back to our Catholic social teaching principles and our faith, and we will then realise that all is not lost.

New Zealand's Catholic Schools

 Here is a snapshot of the Catholic education sector from the NZCEO 2021 Annual Report. The full report is available at the link below.

Te Kupenga and NZCEO 2022 Catholic Schools Zoom Symposium

Te Kupenga – Catholic Leadership Institute, in association with NZCEO, are hosting a two-session online symposium in 2022. Following feedback from our recent survey we have arranged two speakers and set topics, dates and times. The following are tentative descriptions and solid dates which we are inviting you to set in your calendar. More details will come closer to the time.

Session 1: Aroha Pūmau Holiness – The call to be whole.  A key Te Rama Aroha Cross Theme in the new RE curriculum Tō Tātou Whakapono Our Faith and a critical but often misunderstood area of understanding for Catholic School Communities.

Wednesday 24^th August – 3.30pm – 5.00pm

Professor Peta Goldburg

Peta Goldburg is the foundation Professor of Religious Education at Australian Catholic University and has broad teaching experience at primary, secondary and tertiary levels. 

Peta has played a significant role in curriculum development for teaching religion across Australia and specifically in Queensland writing the QCAA syllabus for Study of Religion in 2000, 2008, and 2018 and Religion and Ethics. Peta has published several textbooks for students including Understanding Religion for Years 7 – 10.  Her most recent student textbook for senior secondary students is Religion: Contexts and Expressions (2020). 

From 2014 to 2019, Peta worked alongside Professor Jim Gleeson on the Identity and Curriculum in Catholic Education Project which focused on embedding Catholic perspectives in the general curriculum.  The culmination of this project is a book edited by Gleeson and Goldburg entitled Faith-Based Identity & Curriculum in Catholic Schools (Routledge 2020).

Session 2: Mana Tapu Grace – From Salads to Sacraments: The presence of God. Another key Te Rama Aroha Cross Theme in Tō Tātou Whakapono Our Faith. An opportunity to think anew about moments of grace as experiences of God in our lives and schools.

Wednesday 9^th November – 3.30pm – 5.00pm

Colin MacLeod

Colin is Director of the National Centre for Religious Studies, which is part of Te Kupenga – Catholic Leadership Institute in New Zealand. Associated responsibilities include leading the journey to Tō Tātou Whakapono Our Faith the new RE curriculum for all NZ Catholic schools.

With over twenty years’ experience as a DRS, he also chairs the New Zealand Catholic Bishops Committee for Interfaith Relations, the Religious Studies Teachers Association of Aotearoa NZ and is involved in various parish and ministry groups in Dunedin. He is also heavily involved in the Ministry of Education review of RS Achievement Standards.
Colin holds Bachelors degrees in theology and Education, a Masters in Educational Leadership and is half-way through a PhD in Education. He is married to Jan, and they have one son, Callum, who is teaching in a Catholic primary school in Auckland.

Educational programme ‘Seasons for Growth’ flourishes in Kāpiti

Seasons for Growth is an innovative educational programme, which explores the effects of change, loss, and grief. It has been available in New Zealand for over 20 years and also experienced great success in Australia and further afield. With COVID affecting the world and causing increasing anxiety within communities, there is even more of a need for this programme, and it is widely available in schools and also in adult communities.

In 2020, Reverend Sandra Williams from Uniting Parish in Levin launched a Seasons for Growth project in collaboration with Trainer/Coordinator Katrin Eickhorst (Archdiocese of Wellington).

Reverend Sandra trained as companion and operates as regional coordinator where companions work with 12 primary and secondary schools. She obtained grants to cover training costs and collaboration with Katrin.

Local whānau suffer significant loss through COVID, family breakups, redundancy, substance abuse, violence, death and suicide. Self-harm is increasing amongst students.

Social Workers and Learning Support Co-ordinators (LSC’s), who regularly request companion training, see this as a valuable tool against increasing anxiety. The safe setting allows students to learn that change is normal, and sharing their stories increases trust. They “make better choices, develop empathy and emotional regulation”.

As one participant said: “I wish I could do this every day… I feel calmer… I have some ideas about what to do when I get upset”.

As parents and whānau appreciate the outcomes of the programme, Levin Uniting Parish, assisted by Katrin Eickhorst, is expanding the focus to include adult courses like the 6-week group programme Exploring the Seasons of Grief. Also available are two parenting programmes to support parents/caregivers of students struggling with grief and loss.

Fr Dennis Nacorda (St Joseph’s Levin) sees this as important pastoral ministry. “The parish community needs every support as we journey forward”. 

Fr Raymond Soriano (Our Lady of Kāpiti), a trained companion, says, “Seasons for Growth has answered my longing to be equipped and continues to empower”.

Katrin Eickhorst, 021 374 405,  seasons@wn.catholic.org.nz   

Caritas updates

Social Justice Week

We are excited to let you know that the Caritas school resources for Social Justice Week (Sep 4-10) are now available online. The focus this year is on racism and the resources are entitled 'WHAKAKĀHORETIA TE KAIKIRI. KOTAHI ANŌ TĀTOU I ROTO I TE KARAITI / SAY NO TO RACISM. WE ARE ONE IN CHRIST.' 

Students will as part of their learning consider the negative impacts of racial discrimination and reflect on how they and our wider community are called to be like Jesus and show aroha, tika and pono in all our relationships. 

Resources include a poster, teacher notes, student learning activities, additional curriculum link ideas, supplementary reading resources, daily prayers, an action card, a board game, and primary and secondary liturgies.

Our hope is that schools will continue to access and use this year’s Social Justice Week resources as part of their ongoing classroom learning programme as they provide a wonderful opportunity to focus on this important issue of racism. The resources are designed to encourage reflection and respectful dialogue which will in turn lead to a real awakening and change in the hearts of our youth in the months and years ahead.

SINGout4JUSTICE Winners

We had an incredible response to this year’s SINGout4JUSTICE competition. The quality of the entries was of a high standard, and it was inspiring to see the talent, passion and faith demonstrated through the different compositions. 

A big congratulations to our overall competition winners:

Year 7-10 Winners: 

Yena Wang and Audrey Basillio, Sancta Maria College, It’s About Faith

Year 11-13 Winners:

Theo Parker and Zac Griffith, Garin College, Love is Here to Stay

You can listen to these students’ amazing compositions by visiting our website - www.caritas.org.nz/singout4justice. We know you will feel truly inspired and blessed by their songs.

Opportunities for study with Te Kupenga

Catholic educators included in Queen’s Birthday honours

From CathNews New Zealand

The important service of Catholic education for society was highlighted in the Honours List announced on Queen’s Birthday. For their services to Catholic education, Jenny Gordon and Patrick Walsh are featured on this year’s Queen’s Birthday and Platinum Jubilee Honours list. Both have become Members of the New Zealand Order of Merit.

Jenny Gordon

Jenny Gordon has contributed to Catholic education for more than 40 years, specialising in mathematics and religious education at several state integrated schools.

She also coordinated the Catholic Family Life Education programme for the Wellington Archdiocese and helped develop and implement the document Te Houhanga Rongo: A Path To Healing.

In addition, Gordon was the vicar of education for the Archbishop of Wellington, the first female and first lay person to be in that position. In that role she oversaw Wellington Archdiocese’s Catholic state integrated schools’ operations for over 45 schools.

She was instrumental in building strong relationships with the Ministry of Education, the Association of Proprietors of Integrated Schools and the New Zealand Catholic Education Office.

“It has been a privilege to have been involved in and to serve Catholic education and the state integrated sector.

“Of particular importance is that I have always been in a faith community where I was able to promote and strengthen Catholic education and be a kaitiaki of Catholic Special Character.”

Patrick Walsh

Former John Paul College principal Patrick Walsh says a letter from the Governor-General announcing a Queen’s Birthday honour was unexpected.

Walsh played a key role in the leadership of the Secondary Principals’ Association of New Zealand and has been a member of the executive since 2005.

He is currently New Zealand’s representative on the Education Advisory Committee of the Australia Scholarship Group. In this role he will be responsible for reporting on trends, issues and initiatives from the New Zealand education sector.

His LinkedIn page lists years of dedication to education.

Ten years as Deputy Principal of De la Salle College, 17 years as Principal of John Paul College, three years as President of SPANZ, Chair of SIEBA and nine years on the Disciplinary Tribunal of the NZ Teaching Council.

He was also the President of SPANZ Union, President of ANZELA (NZ Chapter), elected Secondary School Principal representative on the NZ Teaching Council and is a former Chair of the NZ Law Society Seminars on Education Law.

In 2020 Walsh also received the Woolf-Fisher Fellowship to Harvard University.

Teamturf Presentation

The specialist team from Teamturf held a Zoom session with proprietors and property managers of state integrated schools last month to introduce themselves and to provide an overview of their product. Their presentation involved answering questions from those in attendance, and providing in-depth information about what Teamturf offers. The recording of this Zoom session is now available online, and if you weren't able to attend at the time, we recommend you watch it to see what is available. Upgrading your school turf may fit in to the criteria for an EPMP project which need to be submitted for approval by August 2022.  

If you would like more information about what Teamturf can offer you can view their website by clicking here or email the team at info@teamturf.co.nz. 

A download link for the PowerPoint slideshow which accompanies the presentation is below.