The Crisis In Schooling Is Not In Schools But In Political Leadership

I am no longer based in a school but I am still working closely with schools and leadership teams. I see colleagues struggling to align what they see happening in their schools as a result of their strong leadership, the awe-inspiring work of their teachers and the efforts of their students with the picture being hurled out of the mouths of our political leaders.

My unease was first raised when we were hit with the mixed messages from the Minister of Education (Stanford) and the Associate Minister of Education (Seymour). Very quickly Stanford has moved to promoting a one-size-fits-all model for the teaching of Reading and Mathematics with mandatory requirements for all state schools because this is what the research and evidence says is the way to go. But on the other hand we have Seymour moving at apace, taking a lot of the money that could be spent in the state sector, to introduce Charter Schools that will not be bound by any of these mandatory requirements which, apparently, research says is the answer. Surely they can't both be right.

There is no doubt, in my mind, that a crisis is being manufactured by our political leaders. I am really worried about what the purpose might be for such a determined intent to manufacture this crisis.

Found on Twitter

So many projectiles are being launched that it would be easy, but ultimately futile, to be reacting and responding to each. But somehow we have to find a way to overturn this narrative of crisis about our schools.

Ministerial Missteps 1: Stanford on Hosking

I have always rejected the positioning of knowledge against skills and believe it is a combination of both that serves our young people the best so that they can thrive in and beyond school. I have tried to resist it being an 'either or'. I lost all respect for Stanford when she said on Hosking's radio show (and quoted in the NZ Herald 5 August), "No more of this 'your kid turns up to school and decides what they want to learn'".

Any belief that I may have had that she was going to be a Minister worth rallying behind has been thrown out the window with such an ignorant and outlandish statement, with no basis in fact, and designed to manufacture a false view of what happens in schools and to contribute to the crisis narrative.

Ministerial Missteps 2: Luxon and Stanford on Maths

Based on an assessment attempted by 853 students in 42 schools which assessed students' Maths ability at Year 8 in a curriculum not yet being taught! Luxon and Stanford pound the pulpit about a crisis in Maths. They then use this 'data' to launch, 1 year ahead of schedule, a mandatory approach to Maths, with twice a year testing, using texts issued to all teachers, and workbooks issued to all students. This is because they believe evidence tells them this is the right way to do it. Charter Schools won't be required to follow this approach though!

Some people might say using data in this way meets the definition of lying.

Some people are also saying that by using such irrelevant data at this point which shows low level of achievement, that, when after 1 year of teaching in the new way, the assessment will, unsurprisingly, show dramatic improvement - which is what always happens when you teach to the test.

Ministerial Missteps 3: Luxon and Stanford on Maths Resources

We've been told in August that every single primary student will receive their very own workbook in their hands at the start of next year and every primary teacher will get their manual. Someone is going to be paid a huge amount to produce, publish and issue these huge quantities. If proper and transparent procurement processes are to be followed (they will won't they?) how can this possibly occur by the end of this year? 

I can't recall the exact dollar figure that was announced for the professional development support that is necessary for such a shift. I know it seemed like a big number, but calculations done at the time showed that it equated to about $400 per teacher. That's about the cost of the relief teacher to cover them for one day while they attend training.

Ministerial Missteps 4: Luxon on Art and Music

Luxon takes the cake for his ignorance on what makes up an effective school curriculum with what he said on Hosking's radio show (what is it about this show or its host which results in such ignorant outbursts) on 6 August:

"We are focused on outcomes: achievement in Maths and Reading and getting kids to school. That may well mean we're going to defer our arts and music curriculum for now."

Now I know that he is not saying that we won't be teaching art and music (I hope that is correct), but what I do know is that every art and music teacher in the country, every student with a passion for art and music, and every parent who knows that it is art and music that is keeping their child engaged in education and helping them with their Maths and Reading has heard our Prime Minister relegate those learning areas to the bottom of the heap. What a way to lead and inspire!

Why Is A Crisis Being Manufactured?

I don't know, but I have some fears.

Are they preparing us for more privatisation of our schools? Are they channeling scarce resources into the hands of publishers and others who support their ideology? Are they looking to create a crisis so blame can be directed at groups such as, let's say, unions?

I'm not sure about any of those, but one thing I do know is that, despite what they claim, our political leaders do not have the best interests of our children, their parents, or teachers at the centre of their decision making.

What to do?

We have great schools in NZ full of great teachers doing outstanding work. Of course we want to do better, especially for those still disadvantaged within the system. We have the desire and capabilities to do better, but to do so we need inspiring political leadership, not that what we have now which is doing its best to manufacture a crisis.

We have to find ways to push back against this narrative of a crisis in our schools.