Kia ora koutou e te whanau, 

NZPF Manifesto

Each election year, NZPF constructs its own Education Manifesto. The purpose of the Manifesto is to communicate NZPF’s position on important education issues as they affect the compulsory schooling sector. 

The NZPF Manifesto is a collaborative effort representing the contributions of over 100 Regional and National Presidents who participated in this year’s NZPF Moot. We express our sincere gratitude to all the participants for bringing their association’s voice to this work. The Manifesto outlines our collective position on various aspects of education, reflecting our commitment to shaping a successful future for the young people of Aotearoa New Zealand.

The Manifesto was sent to all Regional and National Presidents on Monday. We hope that it will be discussed with all principals who attend your next Association meetings.

The Manifesto will also be shared with political parties and has a very clear request to remove education’s policy and planning away from party politics. NZPF’s position is that education decisions made by a cross-party coalition, which includes practitioners, educational researchers and academics, will allow for thoughtful, strategic, long term planning, which is much needed in our sector.

Click here to read the NZPF Manifesto

Ministry of Education updates

The Secretary for Education, Iona Holsted, has agreed to regularly update us on areas of interest to all principals. These include Leadership Professional Development, Eligibility Criteria, Leadership Advice, supporting the Teaching Council Leadership stream and the Ministerial Advisory Group.

Leadership Professional Development, Eligibility Criteria and Leadership Advisory:

Decisions regarding Leadership Professional Learning and Development (PLD) funding are under consideration by the Ministry. Ministers have approved a work program. A work program comprising three broad workstreams is now being developed.  Workstream #1 includes exploring how to support principals with clear pathways to further knowledge and skill; Workstream #2 is about ongoing teacher development; Workstream #3 ensures these are being developed in alignment with the principal Eligibility Criteria. The Ministry is also providing management and leadership advice through the Leadership Advisory.

Collaboration with the Teaching Council (TC):

The Ministry has a funding agreement with the TC until September 30, 2025. The agreement supports the TC to develop its online Rauhuia offering, based on the TC leadership strategy.  Regular meetings between the Ministry and the TC cover Rauhuia updates, feedback, and recommendations for the implementation of Rauhuia.

Ministerial Advisory Group Terms (MAG) Terms of Reference (ToR):

The consultation period for the draft ToR has concluded. Feedback and recommendations, including MAG membership suggestions, have been received from approximately half of the contacted peak bodies. The Minister will make final decisions on the MAG ToR and will appoint the MAG members based on the feedback received. The Ministry is collating all sector feedback to provide advice to the Minister on next steps and to assist Cabinet to make decisions. There is also ongoing engagement with Te Rūnanga nui o ngā Kura Kaupapa Māori o Aotearoa, Ngā Kura a Iwi o Aotearoa, Ngā Kura Motuhake, and Rumaki reo rua.

Rediscovering Purpose: How do you refill your cup?

To answer this question, some of us ask another: “What is my why?” “What keeps me stimulated, enthusiastic and passionate?” For many of us, rejuvenation comes from being with young people and with colleagues. The energy, enthusiasm, and fresh perspectives they bring never fail to inspire and uplift our spirits. This is what refills my cup.

I thank the following individuals and groups for the opportunity to be in my happy place - with tamariki and with my colleagues. 

Celebrating the Duke of Edinburgh Gold Awards:

A recent event that exemplified the remarkable achievements of young people, was the Duke of Edinburgh Gold Awards ceremony, held at Government House in Wellington. Hosted by Dame Cindy Kiro and her husband, Sir Richard Davies, this prestigious event celebrated the commitment of these young people to pursue personal development and community service. It was a privilege to witness their accomplishments and share in their joyous achievements, reminding us of the profound contribution our akonga are making.

Visit to Newlands Intermediate School, Wellington:

My special thanks to Angela Lowe, for inviting me to visit her school, Newlands Intermediate in Wellington. I relished the opportunity to immerse myself in a school environment again, surrounded by young people who genuinely enjoy being in their kura. I acknowledge Angela’s leadership and dedication to educational excellence, which was on display in so many ways at her school. I also thank her for serving her Intermediate colleagues, as President of NZAIMS.

Collaboration and Exchange:

It was with great pleasure that seven members of the NZPF Executive were hosted by the West Coast, Greymouth and Buller Principals’ Associations last week. I acknowledge and extend our gratitude to these associations for their warm hospitality and for their honest and frank conversations.

To listen and to learn about your unique (and beautiful) region was a treat and a reminder of just how diverse our country is. The collegial support that you muster for each other, irrespective of the distances between you, is inspiring.  And in the face of environmental threats and challenges, your commitment to local communities and akonga, is unequalled. Your stories have left lasting impressions on the NZPF delegation. As we advocate for better conditions, and funding for rural schools, your stories will be our motivation to work harder.

Furthermore, the National Office recently hosted the Wellington Principals’ Executive and the Brooklyn School Senior Leadership Team. Sharing collective wisdom, ideas and educational practices is a very powerful exercise. So please remember, the NZPF National Office is available to host Regional Associations and schools when they are in the capital. Nau mai haere mai te whanau.

Ngā Pou E Whā 

To listen, to learn, to act.

Pou Tahi - Leadership Strategy

Jason Miles, Tracy Fraser, Stephanie Thompson, Leanne Otene 

Professional Supports 

The role of Tumuaki is demanding and complex. There are options to assist us navigate our mahi. These include mentoring, coaching, critical friends and supervision, but what are these? The following descriptions will help you decide which option might suit you best. 

Mentors/Mentoring

A mentor walks alongside the leader. Mentors offer advice, support, and guidance - inspire, encourage and celebrate the leader's journey. They help the leader refine skills and gain knowledge and assist with goal setting and achieving tasks. For example, they might share processes, systems, or solutions. 

Coaching 

Coaches form a supportive relationship with leaders. The relationship is premised on the ‘do with’, not ‘do to’ the leader.  Coaches help the leader through careful questioning which draws out solutions. The focus is on the leader’s goals. The relationship is non-directive, reflective and based on problem-solving. The leader is the expert, sets the direction and agenda, and ultimately the path to success. It is a strengths-based approach, uses open-ended questions and allows opportunities to explore the current situation and develop a future vision.

Critical Friend 

A critical friend is a trusted person who asks thought provoking questions, can help individuals or groups look at data from a different perspective, and provide an independent critique of their work.

Principal Professional Leadership Groups (PPLGs) and Professional Growth Cycles [groups] (PGCs) can benefit from a critical friend in different ways. Because they are collaborative and needs-based they are suitable for groups and useful for critical problem-solving and ‘think tank’ activities.

A group may design their PGC so that the leadership role is rotated amongst the members, including the critical friend. Shared leadership of the PGC makes the group more agile and flexible.

Professional Supervision

This is a one-on-one relationship. The supervisor takes a coaching approach where the coach understands the workings of the educational system as well as your context and issues. The supervisor helps the leader by providing critical feedback/direction on goals and assists with monitoring success.  Unlike mentoring, it is a holistic approach. The focus is on the leader’s long-term development and wellbeing.  Supervisors act like sounding boards. They help the leader unpack concerns, celebrate successes, reflect on career development and identify professional opportunities. Professional supervision is a formal and trusted/confidential relationship that would help leaders find meaning and calm in the chaos. 

Pou Rua - NZ Curriculum refresh - Te Mātaiaho

Karen Brisco, Jen Rodgers, Blair Dravitski, Heidi Hayward 

Update to the work (June):

NZPF and the MoE continue to collaborate on the provision of principal professional development  so that you can feel confident leading the Refreshed NZ Curriculum | Te Mātaiaho in your school.  The second Teacher Only Day will be held in term 4. We hope to bring you more details later in June. 

One action to promote:

As indicated in the MOE Bulletin released this week, the mathematics and English curriculum documents have been released and are available from this link Refreshing The New Zealand Curriculum – Te Poutāhu.  We encourage tumuaki to take the time to read these and discuss with others.

Pou Toru- Students / Ākonga / Inclusive Education

Shane Buckner, John Bangma, Phil Palfrey, Gavin Beere

At NZPF’s request, ERO has sent us a release statement for Poutama Reo. It appears below.

A support for your school as you consider your te reo Māori goals.

Poutama Reo: the improvement journey, Te Reo Māori in English Medium schools. Poutama Reo provides a pathway for schools to review and improve their provision of Māori language schoolwide.

Asked for by educators, designed for educators, tested by educators.

The profession, teachers and school leaders in schools like yours, were clear that they wanted guidance. This led to the creation of Poutama Reo.

Poutama Reo: provides you with information to map your te reo Māori improvement journey. In our research ‘Te Tāmata Huaroa’ you said you wanted to provide quality te reo Māori teaching and learning opportunities.

An improvement framework that makes creating a te reo Māori improvement plan simple.

Poutama Reo: supports you to determine where to focus your Te Reo Māori Improvement journey using the dimensions:

• Leading
• Teaching and learning.
• Whānau, hapū and iwi
• Student agency

As you go through the framework you will discover indicators and examples of effective practice to support you to specify your school’s goals.

A tool to support your goals for children, compliance and your contribution to te reo Māori.

Poutama reo: places all students Māori, and non- Māori at the centre. Through this process you will build on the aspirations of students and their families, whānau, hapū and iwi.   

Ko te tamaiti te pūtake o te kaupapa.

Contribution to the revitalisation of te reo Māori: Participants in the Poutama Reo Pilot (2022) indicated that the framework supplied them with clarity about the teaching and learning of te reo Māori. This knowledge and the practice of self-review was seen to support transformation school wide.

Compliance: As you create your te reo Māori improvement plan it will support you to respond to the expectations of the Education and Training Act 127, The National Education and Learning Priorities, and the Teaching Council standards and attestation requirements.

The team at ERO working on the Poutama Reo project are keen to support the development of Te Reo in English Medium schools. They are acutely aware that there are a number of initiatives and new resources landing on the desk of already busy principals at this time, and want to make sure that principals are aware that this will be arriving soon and will take a few moments to look at it and share with staff as appropriate. This is the guidance that has been asked for to support your Te Reo Māori Improvement journey. 

Pou Wha- Policy, Constitution and Legal

Hayley Read, Julie Hepburn, Cherie Taylor-Patel 

Professional Learning Groups (PLGs)

PLGs are communities that unite professionals for ongoing learning and development. They provide an advocacy platform, allowing members to collectively address issues and drive positive change. Through collaboration, PLG members amplify their voices, influencing practices and decision-making. PLGs have the potential to foster continuous learning, enabling professionals to enhance skills, stay updated, and explore innovative strategies.

They prioritise member well-being by promoting work-life balance and providing support.  Belonging to a PLG is a powerful way to drive change, foster growth, and prioritise well-being strategies.  You can network and share resources and good practice.  PLGs do not conduct formal appraisals of principals. The new approach is explained in the linked panui, "Professional Growth Cycle FAQs."  We encourage you to join a PLG if you haven't already. 

Centrally Funded PLD - Professional Learning Development (PLD) is accessible in all regions and it is important that you take it up. The provision for PLD is allocated equitably based on factors like location, travel distance, and learner type, ensuring fair distribution of resources and growth opportunities.

Accessing PLD enables you to enhance skills, acquire knowledge, and stay current.  It promotes continuous improvement and inclusivity by acknowledging diverse learner needs. If you encounter difficulties accessing PLD, contact the local MOE office. They will help you. It is important to proactively engage with the PLD process so that the MOE is clear about what schools need.  

Click here for the form to nominate candidates for President and Vice President for next year. 

Click here for the form to nominate candidates for the executive committee for the next two years.

Nominations close on 5 August and the electoral roll closes on 25 August. Your subscription payment must be received by this date in order to be eligible for voting.

Te Ariki Scholarship 

The Ariki Trust has been established to commemorate the leadership research and development of the late Dr David Stewart. David’s legacy is continued through a memorial scholarship which is offered annually to principals, who are studying leadership.
Te Ariki is now self-funding and administered by Te Ariki Charitable Trust. NZPF and NZEI are the Trustees.

Applications for the 2023 Te Ariki scholarship are now open. 
 
To find out more about the David Stewart Memorial Scholarship click here>