Tag Archives: teachers

NZEI Stop Work Meeting

The teachers union, the NZEI, has announced a paid stop work meeting for teachers will be held on:

Monday 12th September
1:30 – 3:30pm
at Trusts Stadium

Fifteen of our staff are NZEI members, strongly and well led by our worksite representative.

School will remain OPEN during the stop work with the children looked after by Wayne and the remaining non-union teachers.

The school has also accepted an invitation by the NZEI to become a recipient and signatory to the “Beginning Teachers Charter” in recognition of our strong commitment over many years to permanently appoint beginning teachers and ensure that they get all their legal entitlements to induction and mentoring. We are proud to be recognised.

nzei

Science Teacher Leadership Programme

Science Teacher Leadership Programme – Leanne Watson

What a Wonderful World of Birds!

Hello Matipo friends and whanau! I am Miss Watson, Year 0/1 teacher who later this year will be found teaching in Room 5. I am currently on leave from classroom teaching as I have been very fortunate to be accepted as a Participant Teacher on the Science Teaching Leadership Programme for terms 1 and 2. This is a programme funded by the Ministry of Business, Innovation and Employment and is administered by the Royal Society of New Zealand for teachers in New Zealand primary and secondary schools.

During this time I am being hosted by Senior Lecturer and Ornithologist Mel Galbraith in the Natural Sciences Department at UNITEC. I will work alongside biology staff and students who are involved in a number of research projects that involve ecological sampling. I have started my placement by undertaking a pilot sample of the Auckland urban Karoro (Black-backed gull) population around Western Springs. I am very excited to also be heading to Rangitoto and Tiritiri Matangi islands to participate in field work on the black backed gulls and possibly the fantail – one of my favourite birds!

Through participating in this professional development course I will be gaining an understanding of the Nature of Science curriculum, via workshops and working alongside a scientist for two terms. I will also be developing my leadership skills through participating in leadership training, and on return to school I aim to facilitate the improvement of science teaching and learning within our school.

If you are interested in keeping up-to-date with what I am experiencing and learning, you can access my website through http://birds.matipokids.com. I look forward to coming back to school in Term 3 with lots of new ideas and experiences of science to share with students and staff.

DSC00336 DSC00183

 

 

Germ Warfare

There is a worldwide education trend known as the Global Education Reform Movement. It is not based on educational need nor is it driven by research-based educational theory. Rather, it is driven by political rhetoric and expediency. Its philosophy is embedded in cost saving and privatisation of education as governments seek to devolve from direct responsibility for provision of high quality public education.

The rationale of governments around the world is that it’s purpose is to improve educational outcome and standards – laudable to the extreme but is the methodology proven and will it success in its purpose? Internationally, the GERM virus is characterised by prescribing more competition between schools and school systems. Private school, charter school, secondary school academies (England), league tables (NCEA, National Standards). It is based on a market philosophy that competition between schools and school systems will raise achievement.

Accompanying this is the notion of school inspections and associated ratings, standardised testing of children and performance pay for teachers. The Finnish example (number one as the world’s best education nation for the last 10 years) is contrary to the concept of competition as a means of improving performance.

School choice is seen as a means of increasing competition and allowing parents to access high quality education for their children. Yes it does for a relatively small number of wealthy and predominantly white parents. Of course the quality of education for carefully screened and selected pupils with engaged and highly driven parents paying $12,000 – $20,000 per year fees plus laptops, sports coaching fees, overseas tours and the like will be better than that provided by open access state schools.

In New Zealand, the newly promoted charter schools will not have to employ trained registered teachers nor will National Standards apply.

Standardised testing worldwide has seen schools teach to the test (11 + exam in England for the last 30 years) and causing schools to narrow the curriculum to concentrate on reading, writing, and maths. Arts, science, sport and social science become casualties. In some countries, standardised test results are linked to performance pay.

The Finnish system is based simply on equity in education – to provide a strong public education system where all children have access to good schools. All schools are equally provided for without a system of “haves and have not’s”.

Teaching is a hugely regarded profession with strong competition to enter teacher training with a Masters level entry qualification. The notion of competition and standardisation testing and competitive models is non-existent. Finnish teachers enjoy antonomy, professional trust and public respect. The Finnish government invests 30 times more in professional development of teachers then it does in testing pupils. They have adopted proven best practices from around the world. Pasi Galberg, the internationally renowned Finnish educator puts it well, “Without strong public schools, our nations and communities are poorly equipped to value humanity, equality and democracy. I think we should not educate children to be similar according to a standardised metric but help them discover their own talents and teach them to be different. Diversity is richness in humanity and a condition for innovation”.