Afleveringen
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Today we’re continuing to talk to three Māori leaders who worked hard to turn around learning outcomes for Māori ākonga in their English-medium kura. We’re talking about what drives and motivates these rangatira, and where they turn for support when they need it, including Te Akatea Maōri Principals Association.
My guests are:
Tom Paekau, principal of Merivale School in TaurangaBruce Jepsen, manukura of Te Akatea Māori PrincipalsNgahina Transom, tumuaki of Frimley School in HastingsThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Making a plan to turn around learning, and having the courage to do it.The power of connection – surrounding yourself with people who whakamana your mana and coach, mentor and support you.The challenges of standing up in te ao Pākehā as a Māori leader.Te Akatea and the support it provides Māori leaders.Advice for new tumuaki.Additional information
Te Akatea Māori Principals https://www.teakatea.co.nz
Questions
00:40 It’s a heavy burden to start in a kura that’s not doing so well. How do you handle the stress?
9:18 Can you tell me about the mahi Te Akatea does?
14:59 What advice would you give new tumuaki about turning around learning in a kura?
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New Zealand's education system has under-served Māori learners for a long time. As a result, the 97% of Māori learners in English-medium settings collectively experience worse education outcomes than other learners and are less engaged in the education system.
Today we’re going to talk to three principals who have worked to turn around learning and achievement for Māori ākonga in their English-medium schools.
My guests are:
Tom Paekau, principal of Merivale School in TaurangaBruce Jepsen, manukura of Te Akatea - Māori PrincipalsNgahina Transom, tumuaki of Frimley School in HastingsThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Contributors to poor learning outcomes in a schoolDealing with kaiako who engage in deficit theorisingRole of tumuaki as rangatira in leading the journey of improvementUtilising the Ka Hikitea - Ka Hāpaitia (Māori education strategy) frameworks to help support and guide you through the policy around Māori experiencing success as Māori.Approaches to learning, teaching and PLD used to support Māori experiencing success as Māori.Additional information
Ka Hikitea – Ka Hāpaitia Māori education strategy https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia
Te Akatea Māori Principals https://www.teakatea.co.nz/
Questions
2:21 [All] What do you think contributes to poor learning outcomes in a school?
5:38 [All] Have you worked with kaiako who do engage in deficit theorizing? And if so, how did you turn them around?
10:58 [Tom] What did people tell you about Merivale School before you started at the kura?
13:17 [Tom] What kinds of changes did you make that had such a massive impact?
15:03 [Bruce] How did you turn around your kura, what did you focus on?
16:57 [Bruce] What practical steps did you take to improve the way your ākonga were learning?
18:54 [Ngahina] Can you tell me about your part in turning around Frimley School?
24:32 [Ngahina] What professional learning and development do your kaiako do?
27:09 [Tom] Do you take a similar approach to PLD for your kaiako in your kura?
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Zijn er afleveringen die ontbreken?
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The principal role can be both demanding and complex. It requires a lot of managerial and administrative tasks, you're the professional leader of the school and you have responsibility for and oversight of others, and your workload may feel overwhelming at first. It's absolutely essential that you take time to look after yourself.
If this episode raises concerns for your own health, please talk to someone you trust or see your doctor. If you need to speak to someone now, contact:
1737, Need to talk? Free call or text 1737 to talk to a trained counsellor.Anxiety New Zealand 0800 ANXIETY (0800 269 4389)Depression.org.nz 0800 111 757 or text 4202Lifeline 0800 543 354Rural Support Trust 0800 787 254Alcohol and drug helpline 0800 787 797If it is an emergency, call 111.My guests are:
Mārama Stewart, former tumuaki and leadership advisor for the Ministry of EducationRobin Fabish, former tumuaki and leadership advisor for the Ministry of EducationLesley Murrihy, former principal, now chief advisor in Te Poutāhu, the curriculum centre of the Ministry of Education.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Things you can do when you first start as tumuaki to help your wellbeing in the longer term.No one solution fits everyone - different people need different things to sustain their wellbeing.The wide range of stresses that can impact a principal’s wellbeing.Importance of having a team of people you can lean on and call for advice or support – coaches, mentors, colleagues, Ministry of Education experts – when you need help.Don’t be afraid to spend school money on a quality coach, because you being properly supported will ultimately benefit your school.Learning to balance the parts of yourself in relation to the principal role.Dangers of using alcohol or other substances to cope with stresses.The importance of prioritising self-care – how you do that and what you feel is most important is up to you.Ways to prioritise your to-do list.Burnout, and ways to pull yourself back from the brink by decentering work in your life.The importance of delegation.Being ‘lonely at the top’ is a choice, not a given. Connecting with others is really important.Supports you can tap into as a tumuaki.Additional information
Stephen Covey – rocks - https://www.youtube.com/watch?v=zV3gMTOEWt8
Questions
1:31 [All] When you first step into the role as tumuaki, what are some of the things that you can do to help your well-being in the long term?
6:04 [All] What kinds of stresses can impact on a principal's wellbeing?
13:32 [All] And is it that that constant juggle between priorities and of the different parts of you that you need to pay attention to that makes self-care such a challenge for tumuaki?
16:41 [All] What are the what are the dangers that come with not looking after yourself?
20:08 [All] How did you go about prioritizing your work to make sure that you did what you needed to do, but also didn't stress yourselves out trying to do it all? [burnout discussed in this answer]
32:51 [All] What did you do for your own wellbeing when you were tumuaki?
36:07 [All] What's your best advice for new tumuaki about looking after themselves?
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The mental health needs of tamariki and rangatahi have undoubtedly increased post-COVID, and schools are often the places where these issues emerge because of the relationships between teachers, young people and their whānau. Getting mental health support for students can be difficult, which can make looking after the wellbeing of students difficult. But there are things schools can do, and others they must do, to look after the wellbeing of their ākonga.
My guests are:
Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar SchoolPartick Walsh, principal of Sacred Heart CollegeThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
High levels of anxiety in students impacting on their mental health, along with other things like concern about being behind in learning after covid, tough economic times impacting home life, state of the world and climate anxiety, and all is heightened by online access. Low levels of resilience.Legal requirements around mental health of ākonga should be recorded in school charter, Health and Safety Act requirements are for safe physical space and safe emotional and psychologically safe school.Importance of building a culture where parents and students feel safe to raise concerns, a culture of caring and a culture that everyone counts. The need to slow down and really understand things that are happening in your school by doing surveys and talking to the students.Particular risk areasTeachers are often the first port of call if a student is feeling low, but they’re not trained as counsellors. They need to know they should refer the student on to the counsellor, or to the principal if there is no counsellor.Be aware of triggers for those with emotional and mental health issues eg school ball for those with body image issues or gender identity issues.International students often fall through the cracks so it’s important to make sure someone is reaching out and supporting them.Mental health issues are sometimes dealt with differently in different cultures. Use your staff or community to help you navigate this.Importance of principal’s relationship with counsellor. Make sure you meet regularly and keep an eye on what is happening with student mental health so you can take action if needed.Process when student is in need.What happens if a student takes their own life, and rules around talking about it.Looking after your own wellbeing around incidents like this.Additional information
Health and Safety https://www.education.govt.nz/education-professionals/schools-year-0-13/health-and-safety
NZCER wellbeing@school survey https://www.nzcer.org.nz/assessments/surveys/wellbeing-at-school
Stymie https://about.stymie.co.nz
Questions
1:00 [Both] What kinds of mental health issues are you seeing in your kura?
5:21 [Patrick] Are there legal requirements for tumuaki around mental health of tamariki and rangatahi?
14:03 [Both] How can a new principal can get a handle on the level of need around mental health within a kura when they first start?
16:20 [Both] If a school counsellor is extremely concerned about a particular student, are they likely to come to a tumuaki with those concerns, and if so, how does a tumuaki respond?
17:46 [Both] What if there is no counsellor and it's just you. How do you handle it at that point?
19:12 [Both] Where there is a need for a student to have more support, it is increasingly difficult to be able to help them find that support. How do you handle that?
21:42 [Both] If the worst happens and a student takes their own life, what happens in a school, what does a tumuaki do?
23:40 [Patrick] What are the rules about what you can and can't say about the death?
25:19 [Both] What kinds of things can you do to to help yourself through something like that? Because you don't come away from it unscathed.
26:34 [Both] What's your advice to new tumuaki around trying to help tamariki and rangatahi deal with just the myriad of mental health challenges they face today?
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In this episode, we continue talking about crisis management, including extreme weather events and events that can’t be foreseen, like the Christchurch mosque attack.
My guests are:
Rowan Milburn, principal at Te Puna Wai o Waipapa - Hagley CollegeNori Parata, tumuaki at Tolaga Bay Area School and KahukuranuiKevin Bush, regional leadership advisor, Ministry of EducationThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Dealing with extreme weather events and the impact they have on a kura and its communityThinking outside the box when it comes to working out ways for kids to learn when they can’t get to schoolTrying to anticipate and plan for likely scenariosImportance of collaboration and reciprocation with community leaders, iwi leaders, agencies before an event so you have those contacts to call on in times of crisisHow Hagley High School, which is close to the Al Noor Mosque, responded during and after the attack on the mosqueRoles and responsibilities of the school crisis management team and how they worked in practiseSchool as a civil defence centreThe process of recovery from collective trauma of events eg. releasing Muslim staff to be with their community, being aware of triggers (eg lockdown alarm) for students and staff, talking openly about what happened and allowing people to have a voice, doing things that bring people comfort or joy.Additional information
Emergencies and traumatic incidents https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/
Responding after a crisis https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/responding-after-a-crisis/
Preparing for emergencies, traumatic incidents, evacuations and lockdowns https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/preparing-for-emergencies-and-traumatic-incidents/ (links to emergency management plan templates and emergency planning guide)
Nine-step checklist https://assets.education.govt.nz/public/Documents/School/Traumatic-incidents-and-emergencies/Traumatic-Incidents-Checklist-2018.pdf
Questions
00:57 [Nori] Can you tell me about the weather events that have affected Tolaga Bay in recent years?
1:20 [Nori] How do those weather events affect the kura?
2:17 [Nori] How do you plan for these events, knowing as you do now that they’re becoming more and more frequent?
8:13 [Rowan] Nori was talking about things that you can anticipate there. But one thing no one really saw coming was the Christchurch mosque attacks. Can you tell me how that unfolded for you?
17:44 [Rowan]
So the collective trauma from events like that, how do you as a leader help your ākonga and staff through these things?
25:46 [All] Did any of you want to add anything else?
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All sorts of emergencies, traumatic incidents, evacuations and lockdowns may impact on your kura, and as tumuaki you will lead the response.
In this episode, we’ll talk about planning for incidents where you can, and where you can get help with your response to them.
My guests are:
Rowan Milburn, principal at Te Puna Wai o Waipapa - Hagley CollegeNori Parata, tumuaki at Tolaga Bay Area School and KahukuranuiKevin Bush, regional leadership advisor, Ministry of EducationThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Crisis planningPreparation for serious incidentsCrisis management teams and their rolesTraumatic incident teams and what they doEmergency planning guidelines and checklistAdditional information
Emergencies and traumatic incidents https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/
Responding after a crisis https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/responding-after-a-crisis/
Preparing for emergencies, traumatic incidents, evacuations and lockdowns https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/preparing-for-emergencies-and-traumatic-incidents/ (links to emergency management plan templates and emergency planning guide)
Nine-step checklist https://assets.education.govt.nz/public/Documents/School/Traumatic-incidents-and-emergencies/Traumatic-Incidents-Checklist-2018.pdf
Questions
1:52 [Kevin] Emergency planning is really important for a kura, what kinds of things should a tumuaki ensure is covered in a school's emergency planning?
3:06 [Kevin] What kinds of things should your emergency management plans cover?
3:31 [Kevin] Aside from the plans themselves, what other preparation should schools be doing to prepare for emergencies and other incidents?
5:00 [Kevin] Tell me about crisis management teams within a school.
6:18 [Rowan and Nori] How are your crisis management teams made up?
8:20 [Kevin] Can you tell me about Traumatic Incident teams and what they do?
10:07 [Kevin] The emergency planning guide and nine point checklist – can you tell me a bit more about those?
11:30 [Kevin] What kinds of things do the guidelines cover?
12:00 [Kevin] What are the most common crises that you see in your role as a member of a traumatic incident team?
12:54 [Nori and Rowan] At which point would you call in the Ministry's traumatic incident team?
15:27 [Nori] What kinds of crises and emergencies have you dealt with in your 27 years?
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As the leader of a kura, you'll most often be the one who receives and has to deal with complaints. You may also have to handle employment issues from time to time, maybe even your own. In this episode, we talk about how to handle them.
My guests are:
Patrick Ikiua, Director of Professional Practice for Te Whakarōputanga Kaitiaki Kura o Aotearoa (New Zealand School Boards Association)Marama Stewart, Leadership Advisor, Māori - Ministry of EducationLouise Green, Principal Support Officer, NZEI Te Riu RoaThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Complaints policiesConcern vs complaintImportance of following up complaintsCommon complaintsHandling complaints against tumuakiPersonal grievancesDealing with complaints against teachers, including misconductEmployment relationship issues happen – don’t panic.Additional information
Managing complaints https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines-part-2/section-3-actions-of-last-resort/managing-complaints/
Dealing with complaints https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Dealing-with-complaints
Concerns and complaints (NZSBA) https://www.nzstaresourcecentre.org.nz/?aId=ka0GB000000pcNOYAY
NZEI https://www.nzeiteriuroa.org.nz
SPANZ https://www.spanz.school.nz
NZSBA https://www.tewhakaroputanga.org.nz/
Questions
00:45 [Patrick] Why is it important for schools to have a good complaints policy?
2:23 [Mārama, Louise] Where is the line between someone raising a concern and that becoming a complaint?
4:41 [All] What kinds of complaints are most common in your experience?
8:57 [Patrick, Louise] If a complaint is received against a tumuaki, where do they go for help?
11:35 [All] What is the process if a staff member makes a complaint or lodges a personal grievance?
14:20 [All] And if someone makes a complaint about a teacher, what should a tumuaki do?
15:35 [All] And what should a tumuaki do if they're dealing with an allegation of misconduct?
18:31 [Louise] At which point would a school employee approach NZEI or another union for help?
19:48 [Mārama] What kinds of things, if anything, can a principal do to avoid employment relationship issues?
21:18 [All] What are your best tips for handling complaints and employment issues?
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As a tumuaki you'll be leading both teachers and support staff, and making sure they're treated fairly, feel supported, know about their entitlements and have opportunities to learn and grow, can help create a great work environment. In this episode, we talk about how you can support your staff and your obligations to them.
My guests are:
Patrick Ikiua, Director of Professional Practice for Te Whakarōputanga Kaitiaki Kura o Aotearoa (New Zealand School Boards Association).Marama Stewart, Leadership Advisor, Māori - Ministry of EducationLouise Green, Principal Support Officer, NZEI Te Riu RoaThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Things that impact on the wellbeing of kaiakoImportance of tumuaki focusing on what they can influence and control for staff as their leader and manager when it comes to staff well-beingWays to help kaiako feel more comfortable when you start as new tumuakiHow new tumuaki can help make sure middle and senior leaders feel valued and confident in their rolesChange managementLeadership vs managementEmployment laws and being a good employerEmployment agreements and what they meanHow new tumuaki can find the agreements staff are employed under, and the entitlements, allowances etc that apply to themProfessional learning and development (PLD)What NZEI can help withAdditional information
Understanding school employment https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Understanding-school-employment
NZEI https://www.nzeiteriuroa.org.nz
SPANZ https://www.spanz.school.nz
NZSBA https://www.tewhakaroputanga.org.nz/
SUE reports https://www.edpay.govt.nz/site/reports/sue-report.aspx
Resourcing: Operational funding and staffing entitlements https://www.education.govt.nz/school/funding-and-financials/resourcing/
Teaching Council https://teachingcouncil.nz
Questions
1:31 [Louise] What kinds of issues do you hear about from your kaiako members around their well-being?
2:17 [Mārama] When you were a teacher, what kinds of things did you notice impacted on your wellbeing?
3:07 [Mārama] What can tumuaki do to look after the well-being of their kaiako?
4:34 [Mārama] As a new tumuaki coming in to a school, how can you put kaiako at ease to help them feel less anxious about someone new starting?
6:06 [Mārama] How can a tumuaki make sure your leadership team functions well and that they feel valued and confident in their roles?
8:09 [Mārama] What would your advice be for new principals around introducing the idea of change and then making it happen?
11:42 [Patrick] Under which laws does a school board, and the tumuaki is part of that, have responsibilities to their staff?
12:39 [Patrick] What does it mean to be a good employer?
14:04 [Patrick and Louise] What kinds of employment agreements can apply to kaiako and kaimahi?
17:14 [Mārama] How can a new tumuaki going in find out which agreements are covering the staff in their school?
19:47 [Mārama and Louise] What are the requirements and responsibilities around PLD for the staff in your schools?
21:25 [Louise] What can NZEI help new principals with?
23:14 [All] What’s your advice for looking after kaiako and kaimahi in your school?
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A crucial part of being a tumuaki is recruiting teachers and support staff and setting them up for their role in your school, and that's what we're talking about today. In this episode, we cover the recruitment process, your options for recruitment during a teacher shortage, incentive schemes, and helping them settle in.
My guests are:
Maynard Scott, National Employment Relations Advisor Te Whakarōputanga Kaitiaki Kura o Aotearoa - NZSBAKate Gainsford, tumuaki of Aotea College in Wellington and Chair of Secondary Principals’ CouncilMerlin Callister, Workforce Supply & Leadership, MOEThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Who has the power to appoint staff in a schoolSteps in the recruitment processWhat you are and aren’t allowed to do in the recruitment processDifferent kinds of employment agreementsThe global teacher shortage and what it can mean for a schoolRecruiting from overseasIncentive programmes for teachersHelping new staff settle inAdvice for recruiting and retaining staff.Additional information
Workforce Initiative Searcher for Principals https://workforce.education.govt.nz/principals-and-schools/initiatives-schools-and-kura/workforce-initiative-searcher-principals
Questions
1:08 [ Maynard] Can you tell me who in a school is responsible for the recruitment of teachers and support staff?
2:34 [Maynard] What are the steps in the recruitment process?
3:33 [Maynard] What are and aren't you allowed to do in that recruitment process?
5:30 [Maynard] Once you've made the offer and the role has been accepted, tell me about the kinds of agreements or contracts that kaiako and kaimahi might be employed under.
6:59 [Kate] There's been a chronic shortage of teachers in recent years in New Zealand. What do you think has contributed to this situation?
7:54 [Kate] What's your experience of this in your own school? Have you had issues with recruitment yourself?
9:58 [Kate] Do you have similar challenges with recruiting support staff?
10:36 [Kate] Do you often look overseas for teachers, or what other options do you look at if you can't find people within New Zealand?
12:06 [Kate and Merlin] How can a new tumuaki find out about recruiting from overseas?
13:55 [Merlin] What different incentive programmes does the Ministry run for teachers?
16:41 [All] There was talk a while back about using LATS - people with limited authority to teach. Can you tell me a bit about what they are?
18:06 [All] What advice would you give new tumuaki about recruiting kaiako and kaimahi?
26:18 [Kate] When a new teacher does start your school, what kinds of things do you do to induct them into the school and teach them the way things work?
27:36 [All] What can tumuaki do to retain kaiako and kaimahi?
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In this episode we discuss the importance of consistency of approach when managing behaviour. We also cover behaviour management frameworks, and what you should and shouldn't do when dealing with serious incidents.
My guests are:
Vaughan Couillault, President NZ Secondary Principals Assn, Papatoetoe High SchoolLeanne Otene, President New Zealand Principals Federation, Manaia View SchoolGretchen Stone, education lawyerThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Building a culture in your school that promotes good behaviour, including knowing the tamariki in your kura, and getting out in front of things before they happen.Behaviour management plans and their importance.Importance of consistency of approach but not consistency of consequence.Making sure the act of applying a consequence for behaviour is done with the whānau and the child, not done to them.Dealing with a serious incident – during and after.Processes for statutory options like suspensions, stand downs and exclusions.Kiwi suspensions – where they came from, why you can’t use them.What can happen if a tumuaki doesn’t follow the correct process.Behaviour management frameworks.More substantial behaviour management supports that can be accessed through Ministry of Education.Additional information
PB4L https://pb4l.tki.org.nz
Huakina Mai https://pb4l.tki.org.nz/Kaupapa-Maori-Huakina-Mai
Behaviour support (Ministry of Education)
https://www.education.govt.nz/school/student-support/special-education/behaviour-services-to-help-schools-and-students/behaviour-services-and-support/behaviour-support-information-for-teachers-and-schools/
Questions
00:54 [Leanne and Vaughan] When you first start hearing concerns about a student's behaviour, what do you do as tumuaki?
3:28 [Leanne and Vaughan] Most schools have a plan around behaviour management, is that one of the key things for a new tumuaki to get their head around?
7:01 [Leanne and Vaughan] What process should a tumuaki follow after a serious incident?
10:31 [Gretchen] The aim is to keep everyone in school as much as possible, but sometimes that becomes quite difficult. What’s the process for using stand downs, suspensions, exclusions and expulsions?
12:52 [Gretchen] In the legislation episode you mentioned the ‘Kiwi suspension’. Can you just remind us what that is and why you shouldn't do it?
14:33 [Gretchen] What could happen if a tumuaki doesn't follow proper process?
15:46 [Leanne and Vaughan] Tell me about available behaviour management programmes/frameworks.
19:24 [All] Where can tumuaki go for guidance if they do have to do stand downs, suspensions, exclusions or expulsions?
23:58 [All] Anything else you want to add that we haven’t covered?
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A 2024 ERO report put the spotlight on rising levels of violence and disruption in schools. It’s a trend being seen around the world, and it’s become worse in New Zealand in the last couple of years. Most people stepping into the tumuaki role will have seen poor behaviour in their own classrooms, but what powers do tumuaki have that teachers don’t, and what can tumuaki do to try to mitigate bad behaviour in their schools?
My guests this week are:
Vaughan Couillault, President NZ Secondary Principals Assn, Papatoetoe High SchoolLeanne Otene, President New Zealand Principals Federation, Manaia View SchoolGretchen Stone, education lawyerThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Increasing acuteness of behaviour, especially in very young children; increasing levels of defiance in older children that is reflected in some parents.Building a good relationship with parents as a preventative measure to deal with possible future issues.Gretchen has traditionally run sessions on things like managing difficult students and difficult teachers, and has now added sessions on dealing with difficult parents because this has become an issue for principals.The impact of covid lockdowns on student behaviour.What tumuaki can do when it comes to managing student behaviour.Stand-down and suspension guidelines.Difficult parents vs very difficult parents, and the different ways you can deal with them.Additional information
New Zealand Principals Federation https://nzpf.ac.nz
Secondary Principals Association of New Zealand https://www.spanz.school.nz
ERO report – Time to Focus: Behaviour in our Classrooms https://evidence.ero.govt.nz/documents/time-to-focus-behaviour-in-our-classrooms-summary
Stand-downs, suspensions, exclusions and expulsions guidelines https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines/
Questions
Eleisha 1:42 [Vaughan and Leanne] Were either of you surprised by the findings of that report earlier this year around behaviour in schools?
Eleisha 4:33 [Vaughan and Leanne] What kinds of behaviour have you each seen in your kura that has surprised you in the last few years?
Eleisha 7:35 [All] Do you think parent disengagement is contributing to that behaviour, or do you think there are other reasons why it's become increasingly bad over the last few years?
Eleisha 9:43 [Vaughan and Leanne] Do you think Covid has contributed to it in a big way? Or do you think that it's been snowballing over the last few years?
Eleisha 12:00 [Gretchen] People stepping into the tumuaki role have been teachers themselves so they will have seen poor behaviour in their own classrooms. But what powers do tumuaki have that teachers don't?
Eleisha 13:06 [All] What’s the best way for new tumuaki to get their heads around rules around stand down, suspension, exclusion and expulsion rules and regulations?
Eleisha 17:32 [Gretchen] What advice do you give in your sessions for new tumuaki about dealing with parents?
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Today we’re continuing to talk about the health and safety responsibilities of tumuaki for people at your school. Today we're focusing on education outside the classroom – EOTC – more about the planning that's required, the risks, and what can happen when things go wrong. We’ll hear from Murray Burton, principal of Elim Christian College at the time of the 2008 Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip.
My guests this week are:
Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in AucklandFiona McDonald, Chief Executive of Education Outdoors New ZealandMurray Burton, principal of Elim Christian College in Auckland.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
The three tiers of EOTC planning – all about the EOTC guidelines, EOTC safety management plans, and the toolkit of EOTC forms which support the approval process (links below)Risk mitigation – what to think about before any outingThe Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip, and what happened in the aftermath for tumuaki Murray BurtonHandling the media after a tragedyInherent risk in any school trips, and the importance of communicating risk – and the mitigations you’re putting in place - to parentsLessons learned.Additional information
EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines
EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/
Questions
1:00 [to Fiona] In the last episode, you talked about the checklists for schools when they're planning trips outside the classroom, and you mentioned the EOTC guidelines and what they cover. Can you tell me a little bit more about what they cover and how they apply in practical terms when schools are taking students offsite?
2:41 [to Fiona] Is the planning before the trip the most important thing for mitigating risk on trips off school grounds?
4:15 [to Murray] You mentioned that a number of years ago there was a tragedy for Elim on a school trip. Can you tell me about that please?
7:07 [to Murray] Who was held responsible for that?
8:00 [to Murray] In the aftermath of a tragic accident like that, what kinds of things did you have to do as tumuaki – what was the process?
16:01[to Murray] Does your planning differ now for activities like this, or would you approach any trip the same as you approached this one?
19:16 [to Murray] There was recently a similar tragedy on another school's caving trip, and you got in touch with the tumuaki there to offer your support. What advice did you offer them?
20:33 [to all] We've talked a lot about mitigating risk in this conversation. What advice would you give around the best ways for tumuaki to mitigate risk around health and safety?
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The health and safety of people at your school is one of the big responsibilities shared by tumuaki and school boards. As the principal, you have the most significant health and safety role in your school, and understanding your responsibilities should be a priority when you start in your new role. This episode covers your legal obligations for health and safety, what should be covered in a school’s health and safety policy, required planning and documentation for trips outside the classroom, the dangers of teachers and parents not understanding their role on a school trip, problems with blanket consent forms, and handling violent incidents in the school.
My guests this week are:
Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in AucklandFiona McDonald, Chief Executive of Education Outdoors New ZealandMurray Burton, principal of Elim Christian College in Auckland.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
The health and safety obligations of a principal, and their purposeThresholds for prosecution, and who can be prosecutedGetting your head around what you need to know about health and safetyPlanning and documentation required before a class/school tripThe problem of teachers or parents accompanying ākonga on a trip thinking their responsibilities can be delegated to eg. lifeguard at the poolThe need for familiarity with MOE’s EOTC guidelines, the need for an EOTC safety management plan, and the toolkit of forms you use to plan and deliver a trip (links below)The dangers of using umbrella consent formsYour duty of care to your tamariki, their whānau and the school communityTaking a proactive approach to potential violent incidents in the schoolAdditional information
EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines
EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/
Questions
2:40 [to Patrick] What are the legal obligations of a tumuaki when it comes to health and safety?
4:31 [to Patrick] If something goes wrong, who can be prosecuted?
5:56 [to Patrick] There’s a level of personal responsibility for health and safety though?
6:38 [to Patrick] How can a new tumuaki get their head around all they need to know about health and safety legislation and their responsibilities?
7:33 [to Patrick and Murray] What should be covered by a school's health and safety policy?
9:52 [to Murray and Patrick] What kind of planning should you do before you head off the school grounds?
12:30 [to Patrick] What about parent help?
16:01 [to Patrick and Murray] If a school takes a student on a class trip without parental consent, what can the consequences be for the tumuaki and for the school?
17:46 [to Patrick and Murray] What kinds of plans should schools have in place for violent incidents and dealing with them?
20:55 [to Patrick] What about incidents between students from your own school?
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As a new tumuaki, your relationship with your school board is one of your most important because it impacts directly on what you and the kura can achieve. In this episode we’ll talk about the board's role in the school, how tumuaki can get the most out of the relationship, and what you can do if issues arise.
My guests this week are:
Belinda Weber, chief advisor governance at Te Whakarōputanga Kaitiaki Kura o Aotearoa (NZSBA)Jason Miles, tumuaki of Kaiapoi North School, ChristchurchRegan Orr, tumuaki of Central Normal School, Palmerston North and leadership advisor for Te Mahau.Susan Jennison, tumuaki of Westburn Te Kura o Hereora, ChristchurchThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Role and powers of a school boardResponsibilities of a school board to a principalResponsibilities of a principal to a school boardKey relationshipsWhat the board and a tumuaki work on togetherImportance of the principal-board relationshipKinds of issues that can arise between a board and a tumuakiHow to build relationships with your school boardWhat a difficult relationship between a principal and a board can mean for a schoolHow to improve a difficult relationshipWhat to do if the relationship between the principal and a school board is unworkableWhat a good relationship between a board and a tumuaki can achieveBoard induction for a principalAdditional information
Te Whakarōputanga Kaitiaki Kura o Aotearoa New Zealand School Boards Association https://www.tewhakaroputanga.org.nzQuestions
2:13 [to Belinda] Can you please tell me about the role of a school board?
4:37 [to Belinda] What powers does the school board have?
5:31 [to Belinda] What powers doesn’t the board have?
6:00 [to Belinda] What responsibilities does a school board have to a principal?
6:51 [to Jason] What responsibilities does a principal have to the school board?
7:19 [to Jason] What’s the key relationship to get right?
8:33 [to Jason] What does the tumuaki and the board work together on?
9:39 [to Jason] Can you give me an example of when things go wrong around a complaints policy?
10:28 [to Jason] Why is it so important for a principal to build a good relationship with the school board?
11:10 [to Belinda] If the board's primary role is governance and obviously, the aim is to work in partnership with the principal in the board, but are there times when it becomes less of a partnership by necessity?
12:24 [to Belinda] What kinds of issues can arise between a school board and a tumuaki?
13:22 [to Belinda] What other scenarios do you see most often in terms of issues?
14:18 [to Susan] In your experience, when you first start as a principal or when the board changes, what's the best way to start building a relationship with that board?
17:25 [to Susan] In your experience, if a principal has a difficult relationship with a school board, what can it mean for the kura, and for you as tumuaki?
19:45 [to Susan] If a tumuaki doesn't have the best relationships with the board, what kinds of things would you advise that they do to try and improve that relationship?
20:43 [to Belinda] If a relationship between a principal and the board of a school is completely unworkable, what should a tumuaki do?
22:21 [to Regan] What can a good relationship between a principal and a board mean for a school?
23:35 [to Regan] What was your vision for your kura when you first started, and how did you take the board along for the ride with you?
26:19 [to all] How can a board be involved in onboarding a principal?
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Today we’re talking about the unique opportunities and challenges rural principals face leading a country school.
My guests are:
Andrew King, NZRASLA president, tumuaki of Oropi School - Bay of PlentyPete Wilkinson, principal of Northern Southland College and Southland Secondary Schools ChairErin Browne, tumuaki of Upokongaro School, Whanganui.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Differences between working in or being tumuaki of a rural school versus an urban centreThe importance of rural schools in a rural community – they're the lifeblood of a rural community and school events are really importantThe importance of being visible and actively engaging with the community when you first start as tumuaki – the expectation is that you are visible and present at all community eventsRural schools face some unique issues urban schools are unlikely to face, like costs and availability of contractors when things break, and the need to repair things yourself when no one else is available.The need to be a strong advocate for your ākonga when it comes to getting learning and behaviour support, and to think creatively around resourcing because the isolation of the school may make it challenging to find someone to work 2 hours a day when they have to drive 50 kms to get there.A big challenge is that the roll drives operational funding and staffing, and this creates challenges.There are some great things about being a rural school principal, including the connection with the community, the fresh air and beauty of locations, and the ability to tailor the curriculum to suit the location and the children.It’s important to connect with other rural principals for support and advice. The New Zealand Rural Schools Leadership Association (NZRSLA) can offer professional learning and development support by principals for principals.Becoming a rural school principal gives you a great grounding for moving to a bigger school because you understand every intricacy of a school's operation.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Additional information
New Zealand Rural Schools Leadership Association (NZRSLA) https://www.nzrasla.ac.nz
Questions
1:18 [to Andrew] Can you tell me what differences you might notice between working in or being tumuaki for a rural school as opposed to a school in an urban centre?
01:59 [to Pete] Tell me how a rural kura fits into a rural community and its importance in that community.
3:03 [to Andrew] How do you go about building relationships when you first start as a rural tumuaki?
3:51 [to Erin] Should relationships be the focus for new tumuaki when they first start, or are there other things that are important to get your head around first when you first start?
6:11 [to Erin] You've had some interesting experiences in your time as a rural tumuaki . Tell me about that.
7:47 [to Pete] Are there other unique issues that urban schools likely don’t have to face?
8:40 [to Erin and Andrew] What have been your biggest learning curves?
10:16 [to all] I imagine there are other other challenges that are faced by rural schools and their tumuaki, including things like resources and support for akonga that may be quite difficult to access. How do you make sure that rural kids get the support that they need around learning and behavior?
12:56 [to all] What other challenges do rural schools and their tumuaki face, and how can you deal with those challenges?
16:22 [to all] Can you tell me about some of the great things about being a rural principal?
19:17 [to all] Is one of the benefits of being rural school tumuaki being able to tailor the curriculum to suit the rural lifestyle and rural kids?
20:18 [to Andrew] Can you me about the support that the New Zealand Rural Schools Leadership Association (NZRSLA) provides for rural principals and how they can connect with each other and with the association?
21:36 [to all] How important is it for rural principals to have support from their peers who are sharing, you know, similar experience as them?
22:11 [to Pete and Erin] How do you connect with other tumuaki in your areas or other rural tumuaki?
23:13 Is there anything that you'd like to add that we haven't already covered?
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In this episode, we continue the conversation about building relationships with iwi, hapū and mana whenua, discussing common mistakes and how to avoid them, the importance of growing your knowledge of te ao Māori and Te Tiriti o Waitangi, and what good relationships with mana whenua can mean for a kura.
My guests are:
Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of EducationMelanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga.Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
The importance of understanding Te Titiri and what happened in the pastLevel of te reo needed – bare minimum is making sure all of your kaiako and kaimahi can pronounce the school name and kids’ names correctlyCommon mistakes tumuaki make when engaging with mana whenua:Expecting iwi to give without reciprocation – relationships need to work both waysExpecting iwi to work the way you do – they work very differentlyOverestimating the capacity of marae and iwi – it might not be what you think it isNot renumerating iwi expertise appropriately or at all – if you compensate other experts for coming to your school, compensate iwi tooNot inviting local iwi to important events at the school – make sure you, as tumuaki, go down to the marae and invite them in personNot communicating properly with iwi – send them your pānui and ask if they want to contribute to those newslettersNot including iwi in important decisions for the kura – they want more than to do the blessing for the building when it opens, they want to be involved in the design and the flora and fauna tooThink about how you make the relationship reciprocal. Robin offered hapu the use of school workshops to build a new wharenui, or if there’s a tangi, offer the use of the school’s kitchen. Think about how the school’s resources can be used to support the whānau.If you have their back, they’ll have yours.Remember you don’t just enrol a child, you enrol their whole whānau and their tūpuna.To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link].
Additional information
Te Wānanga o Aotearoa https://www.twoa.ac.nzPīnakitanga https://www.twoa.ac.nz/nga-akoranga-our-programmes/te-reo-maori-maori-language/te-pinakitanga-ki-te-reo-kairangiTuakaka-teina relationships https://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationshipTe Ahu o te Reo https://www.education.govt.nz/our-work/overall-strategies-and-policies/te-ahu-o-te-reo-maori-fostering-education-in-te-reo-maori/Questions
1:00 [to Robin] Is there a particular level of understanding of te ao Māori and Te Tiriti that tumuaki should have before they start trying to build a relationship? I mean, many of them will have a basic understanding, but do they need more than that?
2:58 [to Robin] Is there a certain level of reo that’s useful to have?
4:47 [to Melanie] What are some common mistakes people make when engaging with mana whenua?
11:20 [to Regan] How can tumuaki get rangatahi involved to make sure that relationship is meaningful and reciprocal and that it contributes to learning as well?
14:07 [to Melanie] What do solid relationships with iwi and hapu mean for a kura?
16:26 [to all] Is there anything that any of you want to add that we haven’t covered yet?
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Fostering a relationship with mana whenua that’s built on good faith and partnership is an important part of school leadership in Aotearoa, but relationships take time when you build them from a foundation. In this episode we talk about ways to begin, build, and maintain relationships with local iwi and hapū.
My guests this week are:
Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of EducationMelanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga.Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Understanding that building trusting, genuine, and reciprocal relationships with mana whenua is both a moral and a legal obligationWhy it’s important to find out what tangata whenua want from kura in their areaBuilding good relationships with mana whenua is like building a friendship – you need to get to know each otherThe importance of learning who the hapū are at the marae, who runs those marae, the names and the whakapapa, the history and the cultural narrative of the area and how to find that out - this is really important to getting off on the right foot.Where to start if your kura doesn’t have an existing relationship/a good relationship with mana whenuaImportance of budgeting to acknowledge the contribution that mana whenua make to your school.To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link].
Additional information
Māori Achievement Collaborative https://www.mac.ac.nzWaitangi Tribunal website https://www.waitangitribunal.govt.nzQuestions
2:30 [to Robin] Why is it important for kura and their tumuaki to build a relationship with mana whenua?
4:06 [to Robin] What are some of the things that mana whenua might want from a relationship with a kura. What might they want a kura to be doing?
6:28 [to Regan] As a Pakeha principal, how did you go about building connections when you first moved into the tumuaki role?
8:13 [to Regan] How did you bring your staff along for that journey?
8:41 [to Melanie] Melanie what does a good relationship between a tumuaki and mana whenua look like?
12:23 [to Melanie] How do you find information about your local iwi and hapu?
14:22 [to Robin] If the kura doesn't have an existing relationship, or a good relationship maybe with local iwi and hapū or whānau, where does a new tumuaki start?
16:51[to Regan] What should tumuaki should get their heads around before they start trying to build a relationship?
18:54 What should tumuaki keep in mind when asking mana whenua to help with things in a kura?
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Forging partnerships with whānau can make a big difference to the outcomes for ākonga in your school. Today we’re talking about relationships with whānau, including the best ways to engage and connect with families and caregivers who are reluctant to get involved.
My guests this week are:
Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar SchoolJohn Prestidge, principal of Motueka High SchoolNgahina Transom, tumuaki of Frimley School in HastingsStephen Eames, principal of Raroa Normal Intermediate School in Wellington.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Partnering with whānau helps your ākonga to be successful at school, which is a common goal for you all. Showing you care is a great way to create trust.Remember that for some whānau, school may be a scary place where they themselves didn’t have good experiences – especially the principal’s office. Having people within your kura who can act as connectors (eg. attendance officers, other teachers) can work well, especially when you’re new to a school and haven’t had a chance to build your own relationships with families and caregivers.Some parents and caregivers may not be able to travel to school, so offering different ways to connect can work well, including for learning conversations – offer online options as well as in-person meetings.Sometimes something as simple as renaming an activity can turn it from something daunting into something fun, eg changing the name of ‘learning conferences’ to ‘learning celebrations’Kai can be a good way to get people in a room together. Thinking of creative ways to attract people to the kura is great eg. offering entry into a draw for kai vouchers for people who come along to learning conferences.Remember that whānau have a lot going on outside of school, so taking the time to get to know a family and how you can support them to support their tamariki is important.Don’t make assumption about why someone isn’t engaging with the school.Use lots of communication channels to connect with whānau and caregivers. Different channels work for different people – emails, text, social media, school apps and portals, face-to-face, phone calls.Keep your messaging consistent across all channels so there’s no chance of confusion.Questions
1:11 [to Ngaire] how have you built your relationships with parents and caregivers?
3:37 [to all] How do you approach relationships with families that are more difficult to make time with?
11:08 [to all] Which communication channels have you found to be most effective?
16:27 [to all] What advice would you give to new tumuaki about engaging with whānau and community?
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Being a tumuaki is all about relationships, and good relationships with whānau, the school community and the wider community are essential. Today, we’re talking about ways to connect, build and maintain relationships with your school and wider community.
My guests are:
Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar SchoolJohn Prestidge, principal of Motueka High SchoolNgahina Transom, tumuaki of Frimley School in HastingsStephen Eames, principal of Raroa Normal Intermediate School in Wellington.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Importance of being yourself, of being authentic whenever you’re engaging with your community so you can build a genuine connection. Let whānau know you care about their tamariki by sharing your values, passion and hopes for their kids with them.Importance of taking the time to get to know students, staff and families/caregivers when you first start, remembering that the first impression a family will get of you will come from their kids.Learning who your key stakeholders are and taking the time to get to know them, even if you get sick of drinking cups of tea and coffee.If you’re building a relationship with iwi, understand that this is an important relationship and that it takes time. And if you’re looking for contacts in that iwi, look in your own kura - your whānau are iwi, your whānau are your voice, your whānau are your activators of your school and your community [note: building relationships with mana whenua will be covered in a future episode].Role model and live the values of your kura – they’re not just words on a website – to help bring your community along.Good relationships with your community can bring those values to life, creating a shared vision and trust and belief that what you’re doing is going to be good. It helps enable transformation to continue and evolve.Deficit theorising – you can always find problems, but with community buy-in you can solve them too.Look for opportunities to connect to help you learn who the key parties are in your community. You don’t need to figure it all out right away – you can form relationships by asking questions about to talk to about what.Questions
5:05 [to Ngaire] How important are relationships with whānau, school community and the wider community when you're tumuaki?8:01 [to John] When you first started in the tumuaki role in a new kura, what steps did you take to build those relationships with the families in your school, and with the community?11:26 [to Ngahina] How do you approach relationship-building?14:09 [to Ngahina] What can good relationships with your community enable for your kura?16:35 [to all] How do you establish who key stakeholders are when you first start in a school? -
Being a tumuaki is a big job, and it can feel overwhelming and more than a little lonely at the top - but you’re not alone. Today, we’re talking about support available to new principals, and networks you can tap into for advice.
My guests this week are:
Saane Faaofo Oldehaver, currently seconded to the Ministry of Education for one year as leadership advisor Pasifika from her tumuaki role at Auckland’s Weymouth Primary School.Daniel Wilson, leadership advisor for Nelson Marlborough West Coast, on secondment from Nayland College in Nelson.Sandy Hastings, leadership advisor for Canterbury Chatham Islands area from her role as principal at Beckenham Te Kura o Pūroto in Christchurch.Patrick Ikiua, national director for professional practice with Te Whakarōputanga Kaitiaki Kura o Aotearoa, the New Zealand School Boards Association (previously NZSTA).This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Importance of developing partnership and networks of supportConnecting with kahui ako and other learning and development groupsWhen a principal should seek advice and/or support, and the importance of connection with othersAdvice and support provided by the NZSBA, and the importance of contacting them early on if there is an issueWhat leadership advisors can help you withSupport offered by the New Zealand Pasifika Principals AssociationOther regional and national principals’ associations and what they can help you withLegal schemes you can joinThe importance of making connections to avoid loneliness and isolationSupport the Ministry of Education providesLeadership advisorsEducation advisorsManager of integrated servicesLearning support teamFinancial advisorsTraumatic incidents teamProperty managersCurriculum advisorsNCEA advisorsFirst time principals programmeNZSBA principals onboarding programme for school boardsAdditional information:
Kāhui Ako https://www.education.govt.nz/communities-of-learning/NZSBA https://www.tewhakaroputanga.org.nz/advice-and-support/Legal schemes you can joinNZPF https://nzpf.ac.nz/legal-resources-and-support/SPANZ https://www.spanz.school.nz/legal-about-benefitsNZ Pasifika Principals Association https://nzppa.comTe Akatea Maori Principals Association https://www.teakatea.co.nzNew Zealand Principals’ Federation https://nzpf.ac.nzTraumatic incident team - call 0800 848 326Other education sector contacts https://www.education.govt.nz/school/new-zealands-network-of-schools/about/school-network-contacts/Ministry of Education contacts https://www.education.govt.nz/our-work/our-role-and-our-people/contact-us/First time Principals Programme https://www.evaluate.co.nz/support-for-leaders/support-for-principals/leadership-advisor-support-for-beginning-principalsQuestions:
1:38 [to Saane] Why is it important for a tumuaki to develop partnerships and networks of support, especially when they first start in the role?
2:56 [to Sandy] When should a principal seek advice or support?
5:40 [to Patrick] Can you tell me a little bit about the NZSBA please and what it does, and the name changes that's been through in the last little while?
6:54 [to Patrick] Can you talk me through the kinds of issues that NZSBA can help with?
8:27 [to Patrick] Why is it important to contact the NZSBA in the first instance?
9:36 [to Daniel] Can you tell me a little bit about what leadership advisors do please, and what they can offer to new tumuaki?
11:11 [to Saane] Can you please tell me a bit about the support NZPPA provides Pasifika principals?
12:50 [to Sandy] There are a number of other national and regional principals associations that also provide support, including Te Akatea as well. Sandy, you were president of the Canterbury Primary Principals Association, what kinds of things did you do in that role?
15:03 [to all] Thinking back to when you were starting as new tumuaki, what difference did it make to you knowing that you had people you could call on if you did have concerns?
19:07 [to Sandy] What other support does the Ministry of Education provide to new tumuaki?
19:51 [to Sandy] What do education advisors do?
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