Category: Archived

All the old posts from years gone by.

  • First in class: No gold star for top Kiwi teachers?

    Our best and brightest young teachers are leaving the profession because of frustrations over too much paperwork, insufficient pay and a lack of career options in front of classrooms. A Canterbury University…

    Source: First in class: No gold star for top Kiwi teachers?

    This is an ongoing problem in our schools. Retaining teachers needs to be a priority, however, because expert teachers and experienced teachers cost more money for the government to employ than beginning teachers do, there will be no intensives to stay on in education more than one can put up with.

    Education certainly isn’t as it used to be, and I wouldn’t hesitate to say that even in the five years I have been teaching, there has been a heightened emphasis on assessment and data than ever before. And it’s not making teaching any better. It merely just takes up time and effort. Something that is becoming increasingly difficult to find these days.

    It has come to the point where I don’t think I would go out of my way to encourage anyone to become a teacher today. It’s a pretty sorry state when those in the business can’t recommend it to others who could, or even should, become teachers.

  • IES and the Poisoned Apple

    Over the next few weeks, primary teachers are meeting to discuss the proposed changes to the IES (Investing in Educational Success) announced last year.

    The changes are, to some, significant and, before I get too cynical, NZEI have done a good enough job even getting the Ministry of Education to make any amendments to their proposed $359,000,000.

    However, when this was first broached with the sector, a resounding 93% of NZEI members voted to have nothing to do with it. They saw the pitfalls of such a system, such as quality teachers no longer in their classrooms, teacher workload, and the fact when it comes to education one size does not fit all, and what works in one school won’t necessarily work in another, and voted appropriately. Still, NZEI remained in the negotiating tent; however smelly; to try and make the most of a sucky situation.

    Joint Initiative

    Now they have a working alternative, which has many changes which I won’t go into. You can read more here.

    However, it doesn’t address the fact that quality teachers and principals will essentially become part time at multiple schools, rather than full time in the classes and schools that benefit from their time and effort. The whole initiative makes busy teachers busier, and the so-called benefits it will bring to student success is hardly mentioned in any of the agreement negotiations, and instead all possible roles are discussed at length. It all seems to just focus around teacher busy-ness, and misses the point completely. This could just be because the agreement is between teachers and the government, but regardless; it somewhat surprises me that student success isn’t more of a factor.
    Let us not forget that this is hailed as raising student achievement, where there is little or no supportive evidence that this will work at all.

    Essentially all that has happened is turd polishing.

    The Poisoned Apple

    Let’s look at it like this.

    The government has offered the teaching community a nice, juicy, red apple. It shimmers and shines in the light and looks delicious to a hungry princess. The soft light glints off it’s polished skin, the deep red matches the crimson lipstick of her luscious lips.

    However, this current government’s education office is run by a witch with a mirror on the wall, and she has poisoned the apple with a curse, as she has done for the other apples she has tempted us with.

    Teachers realised this very early on, and did not want a bar of it. They could see the money spent to buy the apple could be much better spent on other things; like an orange tree.

    But the witch isn’t offering the orange tree. She’s offering the apple.

    Now, NZEI advisor comes to the rescue, or so we think, and the advisor to the king talks with the witch. They discuss at length the properties of the apple, and how it could be made better, so that the princess might eat it. They decide that turning it into a toffee apple might be more appealing. They cover it with the caramel coloured glaze that drips down and turns the apple into a gooey, sticky, goodness.

    While the toffee apple is much more appealing, and is somewhat irresistible in comparison with the delicious apple that was offered before. But deep down the princess knows that the apple is still poisoned and will be the end of her. Still, upon receiving advice from the advisor, she takes a bite. We all know what happens next.

    The only problem is the solution requires a huntsman with a large axe. Which we don’t have.

    Instantly Sceptical

    Essentially, with this government’s attitude and treatment towards teachers, they haven’t done themselves any favours. Add to this the class size fiasco, and you have a workforce which simply does not trust or have faith in anything you try to accomplish. The way they steamrolled out the National Standards turns out to be indicative of how they have continued to operate; make it policy, and then consult with those involved. We saw this again in the Novopay disaster.

    It is no wonder then that teachers were instantly sceptical of IES and picked it apart. It’s also no wonder that the Ministry seem to be rolling on regardless of the situation. I also suspect that it won’t matter what new policy the government bring out in education; teachers are simply going to oppose it purely because of this government’s track record.

    Essentially the vote this week isn’t voting on whether we want the joint initiative agreement made by NZEI and the Ministry of Education or not; it’s voting on whether we want what the Ministry proposed in IES, or the joint initiative (which essentially is a no-brainer for any teacher). In the past it’s quite clearly been said, when given the choice of Ministry backed options, or NZEI backed options, go with NZEI because at least they are looking out for and supporting teachers. They have the teacher’s interests at heart.

    But democratically, a vote like this is completely flawed. We’re choosing between a poisoned apple, and a poisoned toffee apple. At the end of the day, it looks the same, it smells delicious, it’s big, red, and juicy, but you wouldn’t want to take a bite.

  • Teacher Wellbeing – Stop

    Stop. How often do we actually just STOP? Clear our minds? Be totally present in the here and now? It can be difficult – all the thoughts swirling around. A million things to worry about and fill the space in our minds. But mindfulness practice is so important to your wellbeing. And yes, sometimes it’s tough, but that’s why it takes practice. Find a quiet corner today, sit still, and find the space in between your thoughts. When you find that inner tranquility – that inner serenity – it’s a beautiful and empowering thing.

  • Teacher Wellbeing – Re-Hydration Challenge

    Sometimes it can be a wee bit of a struggle to drink enough water each day – especially if you’re busy. But water is a fundamental key to improving your health and wellbeing – and is vital to making sure all your internal systems work as they should. Take our Re-Hydration Challenge this week, and flush your system with some nourishing water.

  • Teacher Wellbeing – Staffroom Spruceup

  • Teacher Wellbeing – Count Chemicals; Not Calories

    This has quickly become topical in today’s media, and in our own social conscience. Gluten-free never used to be a thing, and now it’s almost abnormal to not give a rats about what gluten or calories you have in your food. I must admit, as one who has jumped on the sugar-free bandwagon, I do look at labels more regularly, but certainly don’t go into this much depth.

    I think there is one thing that works no matter the food.

    Everything in moderation.

  • Reliability of National Standards Assessments Called into Question

    A recent report has cast doubts over the reliability of teachers’ National Standards assessments and rises in student achievement.

    It found that just 40 per cent of overall teacher judgments (OTJs) matched the ratings generated by the Progress and Consistency Tool (PaCT), a tool developed to improve the consistency of teacher judgments on National Standards assessments.

    The PaCT was launched in schools in last year with a mathematics pilot. The latest report of the National Standards: School Sample Monitoring & Evaluation Project 2010-2013 compared the judgments from the pilot with a selection of teacher judgments finding significant variance.

    In the past, I have expressed interest in PaCT as a way of standardising National Standards a bit more. But it would seem that even with the tool, getting a consistent standard among teachers, and students, is flawed.

    What I find interesting there is a move in education to individual education programmes, individual assessments, and student centred learning initiatives, yet as our main form of reporting and assessment we are putting them in boxes, and grouping them together, using a ‘one-size-fits-all’ grading system and tool.

    What are your thoughts on the PaCT tool? Have you been to any workshops? Have you seen it in action?

  • Teacher Wellbeing – Stop for Lunch

    Teacher Wellbeing – #03

    Stop for Lunch

    One thing that I try and keep is regular. Regular lunchtime, regular lunch.

    If I miss lunch, I become so busy throughout the rest of the day that I usually only realise I’ve missed lunch at about 4pm.

    So I really encourage people to not by martyrs, and take the breaks you’re entitled to. Stop and take time for a break.

     

  • Teacher Wellbeing – Fun in the Workplace

    Teacher Wellbeing – #01

    Fun in the Workplace

    The first of the series of Teacher Wellbeing videos released in July 2015 reminds us to get back to basics in the workplace and have a bit of fun.

    If it’s one thing my current school does well, it’s have a laugh. We’re definitely a special bunch who can give and take humour at all hours of the day. Whether it be a jovial lunchtime discussion about cooked vs. raw cheese, the retelling of a particular hot air balloon story, or particularly ‘blonde’ moments of different staff members, we have for many years learned not to take ourselves seriously.

    But I know that it is not like that in every staffroom. In fact, I’m pretty certain our particular staffroom, however jovial, however crass, is one in a million. We certainly get awkward looks from visitors, who quickly learn to let their guard down a little.

    So if you can, try just one thing from this video and see what happens. The number one rule in my class is ‘Have Fun’!