With just days to go, we end the year as we began it, under the cloud of COVID.  Despite this, principals, senior leaders, teachers, staff and whānau have continued to support student learning, at home, at school, in hybrid learning contexts, with and without staff.  Thank you for the flexible mindset you have developed to be responsive to the ever-changing work environment you operate within.  We have a sector of ‘stars’ who can do anything! 

And some good news for 2023 ... Curriculum TODs approved

A media release was issued this week to announce that Minister Tinetti has agreed to the provision of two Teacher Only Days (TODs) in 2023 and two days in 2024.  These are for primary and secondary schools to focus on implementation of The New Zealand Curriculum refresh, the re-design of Te Marautanga o Aotearoa and the NCEA Change Programme. The first day in 2023 is set to occur between 24 April and 5 May. It is hoped that schools will use this opportunity to collaborate locally.

The MOE will be establishing a sector representative group to work alongside the Ministry regarding the timing and nature of the other TOD days.

It is good to have certainty around TODs for the start of 2023.  More could come through the Collective Bargaining process.  Because union negotiations are now rolling into 2023, any news about TODs will be too late to help with strategic planning and annual planning.  This year, NZPF has strongly advocated for at least four curriculum TODs per year to be automatic, not just for 2023, but for each year of the ‘Curriculum Refresh’.  We have also consistently stated they should not be dependent on Collective Bargaining.  

For now, we will take the win and keep advocating for the support needed to do this work well.

Strategic Planning considerations

The MOE Workforce Strategy Group has been discussing proposed changes to Strategic Planning requirements.  The work is to ensure school strategic plans have the ‘NELPs’ (National Education Learning Priorities) embedded, a focus on implementation of the Local Histories Curriculum and on Local Goals.  The intent of the work is to keep things simple and provide guidance with flexibility in how plans are developed.

During those meetings, an important question was raised –
Should we be incorporating COVID Contingencies as part of our planning going forward? 

We know how COVID has continued to disrupt all facets of school life over the last three years.  Every week of this year school life has been impacted by COVID.  It makes sense that as part of schools’ strategic planning processes that COVID contingencies be considered and factored in.  In this way, principals will be ready to lead proactively to minimize the future impact of this pandemic that is still with us.

MOE Restructure – change and opportunity

While change has been a constant this year, the MOE has also been organizing a significant internal change management process.  Last week, MOE staff were notified that a restructure was imminent, as the process of implementing the new Te Mahau layer of our education system is bedded in.  Jobs have been disestablished and new jobs created with the intent of the restructure being to provide more responsive support and service to the sector. 

From March 31, 2023, there will be four layers in our Education System -  National Office (based in Wellington), Te Mahau (Three Regional Layers (Tai Tokerau and Auckland, Waikato to just north of Wellington, Wellington and the South Island), thirteen Regional Offices (Auckland being split into three) and the Local Level made up of 2,500 schools. 

As the restructure progresses it will be important that new ‘kawa’ or ‘ways of working’ are established.  We need the MOE to work with the sector.  We need the sector to be part of design and decision-making processes.  We need to ensure there are multiple opportunities for school leaders with expertise to be seconded into the system at all levels, to be part of building systems capability and capacity.

 If something good has come from three years of  COVID disruption let it be the opportunity to redefine relationships and ways of working that are culturally sustainable, inclusive, co-constructed and positively focused on support of all ākonga.