Kia ora e te whānau,

This week we are a country of two halves. In the South Island, a tsunami of covid has hit our schools, sending hundreds a day to isolate at home, while in the North Island, principals are welcoming back students who have now recovered from covid. At both ends of the country, principals are examining the implications of removing vaccination mandates, maintaining safe staffing levels and getting through the daily essentials.  Kia kaha!  This too will soon be over.

Amid the health crisis, you may have missed last week’s release of Now I don’t know my ABC, a report on the poor state of literacy in our country, published by the ‘Education Hub’ think tank.  If you did catch up with it, it’s unlikely you found it as entertaining a read as the title insinuates.  

The report highlights the decline in students’ literacy levels, as measured by PISA and PIRLS international assessments and the New Zealand NMSSA data.  It references wider societal factors that have also influenced the decline and recommends changes that could be made within the system.  While the timing of the report couldn’t be worse for most of you, nevertheless it is worth looking at some of the analysis and suggestions for improving.

What are the issues and what can we do?

The report identified that we do not have a national plan or agreement about how reading, writing and oral language should be taught in schools and it goes on to suggest ways in which we might do this better.  The Curriculum Refresh is one vehicle through which we can decide what should be taught, what could be taught and what would be nice to teach, if there is time.

Starting with literacy is logical.  It is a foundational subject.  It has clear progressions and a range of assessment tools to identify progress, achievement levels and next steps.  We know, however, that a narrow focus on literacy will not bring overall gains in achievement.  A decade of ‘National Standards’ taught us that. 

As we review and co-construct improved literacy content and delivery, we must be mindful that the rest of the curriculum is kept in balance. No subject exists in a vacuum. Literacy is essential to all curriculum subjects. It makes sense to use the rich, powerful, authentic, engaging learning experiences of other subjects, that students find motivating, to help build literacy skills.  When students are motivated about a topic, whether that is social studies, technology, art, music, physical education, drama, sport or performance, they want to talk, to read, to write and to learn more.  If we want our students to love reading and to love learning, we have to make sure our teachers use their skills, knowledge and creative talents to make literacy relevant, purposeful and fun.  

What does effective literacy look like?

We have no national agreement on effective literacy pedagogy and assessment.  Schools use many pedagogical approaches for many reasons.  We teach a diverse population of students within and across our schools.  Sometimes we choose a pedagogy by design and sometimes by default.   

Literacy experts agree that oral language is the foundation for a strong literacy programme.  Our preschool teachers focus heavily on developing oral language through play and read to the children every day.  Advocates for structured literacy want accelerated and consistent improvement in reading.  Other teachers advocate for a balance of phonological and whole language strategies.  For ESOL students or dyslexic students there are calls to personalize learning, to better meet individual styles and needs.

In my experience, it is the teacher who has indepth knowledge and understanding of all the dimensions of literacy who will run the most effective classroom where all students achieve.
  
Right now there is a wide range of professional development in literacy.  Equity of access to PLD and evidence of PLD effectiveness is variable.  Historically, national literacy strategies have been established, but once PLD funding is withdrawn, they fall away.  

The Education Hub report talks about a three tier approach to improving literacy instruction, including

1. a) Well-designed, research-informed, in-class learning,
2. b) Specific targeted interventions for students who have had disrupted learning or those who have specific learning disorders, such as dyslexia and
3. c) Intensive interventions for key students who need more support. 

The key to all of this is investment in our leaders and our teachers.  Within our sector, we need investment in literacy PLD that we know will make a difference to students’ learning.  The sector also needs to be involved in the review and redesign of current literacy progression frameworks.

Literacy Communication and Mathematics Strategy

The Ministry has just released the Literacy and Communication and Mathematics Strategy.  While the strategy is comprehensive, it is not yet clear how kaiako and teachers across New Zealand are going to “agree to and use a widely understood common practice model that is effective in teaching literacy and communication”.  There is clear intent to begin capacity building at national, regional and in-school levels.  Who leads this and how the sector is involved will be critical to the strategy’s future success.

And about assessment ...

The report calls for investment in tailored assessment tools.  Assessment in general needs a rethink in the Post-Covid era.  We have an opportunity to rid ourselves of excessive assessment, and notions of accountability measures and outputs. These ideas have no place in learning.

Assessment to inform ‘next learning steps’ is however critical.  We want to evaluate the success of different initiatives and practices to better support students’ learning. Evaluation at systems level is also useful, so long as the information gathered is used for improvement purposes.

Assessment in literacy needs to be part of a wider conversation about how we define success in learning, post-covid. 

Is this the time to co-construct definitions of what it is to be a successful learner?

Is this the time to review the rigidity of ‘pre-covid’ achievement milestones, in favour of ‘post-covid’ progession signposts? 

Is this the time to redefine assessment as a guide to the next goal, rather than a measure of success or failure?

Through the Curriculum Refresh, we have an opportunity to lead the change we want to see.  

But just for now, getting through to Easter COVID-free is the best we can hope!

Te Ahu o te Reo Māori

This year, the Ministry of Education has partnered with twelve groups across New Zealand to deliver Te Ahu o te Reo Māori.  It is a key strategy to support the goal of ensuring that “by 2025 all children in school in New Zealand will have te reo Māori integrated into their learning”.

The programme is specifically aimed at supporting the education workforce; teachers, managers, support staff and whānau to use te reo Māori with confidence.  It focuses on Māori language acquisition for immediate integration into the classroom and has been well received by schools and staff.  Teachers and staff who have participated in the programme describe it as practical, positive and effective in helping to build their confidence and capability.

Registrations are now open- The programme is open to all teachers, support staff, and whānau of all schools, kura, kōhanga, and early childhood centres. 

To assist with your ongoing communications, Te Ahu o te Reo Māori in a nutshell is:

• A free te reo Māori programme for the education workforce
• Delivered online
• Caters to all competency levels – beginners to advanced
• Each level is completed in a single school term
• Includes a $500 payment to schools/ECEs per participant graduate
• Tailored to your region, local iwi and histories
• Supports teacher professional standards
• Supports delivery of Aotearoa NZ histories
• Helps to build a localised curriculum

For more information or to register, please click here. 

Te Ariki Scholarship

The Te Ariki Scholarship was set up in 2014 in memory of David Stewart.  David was a respected educator who worked closely with principals, to support professional learning.  He developed professional learning circles, used by groups of principals to inform their individual and collective practice. 

Today the focus of his work aligns most closely with the professional growth cycle work many of you are involved in. 

Each year a scholarship is offered to a school leader to study and/or do research in the area of leadership.  Sometimes it is used to assist people completing a Master’s dissertation or thesis or part of a doctorate. Sometimes it is awarded to a principal or educator who wants to lead a research initiative on some aspect of leadership.

Applications for the 2023 award are now open.  Please follow the link for more information.