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Artificial Intelligence (AI) – Friend or Foe?
Liz Hawes EDITOR
WE TEND TO THINK of Artificial Intelligence as a new phenomenon, coinciding with the emergence of ChatGPT and the like, but in fact it was invented in the early 1950s.
In 1950, Alan Turing, a mathematician, computer scientist and logician, published ‘Computer Machinery and Intelligence’. This publication formed the basis for what became known as Artificial Intelligence. He was described as ‘the man who made machines think’.
It was John McCarthy, in 1955, however, who actually coined the term Artificial Intelligence, or AI. McCarthy was a PhD graduate in mathematics from Princeton University. It was while running a series of summer schools for the world’s leading thinkers in computers, that the term AI emerged. By 1965 he was Founding Director of the Stanford Artificial Intelligence Laboratory, researching machine intelligence, graphical interactive computing and autonomous vehicles.
In fact the years between the 1950s and 1960s were quite prolific for AI. This is the time many computer languages were invented and the idea of ‘robots’ was being explored by the creative artists of the world through film and fiction. By the 1960s, robots were operating on car assembly lines and in the 1970s the first robot was built, as was the first autonomous vehicle. Jumping forward, who could forget the famous chess game in 1997, when ‘Deep Blue’, an IBM developed AI programme, beat the world chess champion Gary Kasparov?
Throughout the 1980s, 1990s, and early 2000s we saw language translating programmes, computer generated conversations in human language and human level reasoning, drawing programmes, the first driverless car, chatbots, speech recognition software and NASA landing two rovers on Mars with no human intervention. There’s nothing new about AI.
What has changed are the motivations behind advancing AI. By the 2000s social media sites like Twitter and Facebook and the Google search engine were using AI to target consumers with advertising by using algorithms that collect data on their experiences. The CEOs of these media platforms were deliberately manipulating and exploiting their users to build their own wealth to obscene levels. And they have successfully achieved that goal.
Shameless exploitation aside, current social media platforms have also led young people, in particular, to struggle in distinguishing reality from unreality; truth from fiction. Such is the sophistication of editing tools and the ease of their use, and such is the pressure on young people to meet certain idealistic images. Further, since everybody can be a publisher on the internet and on social media, we no longer have the journalistic checks and balances to ‘fact check’ what is written. This further
muddies the waters allowing ‘fake news’ and mistruths to thrive. It is in this social context of manipulation, doubt and striving for unrealistic perfection that ChatGPT arises. It draws on knowledge accumulated across the entire internet, to source whatever information a person wants to write about, and what’s more will write in the format and style you prescribe, with or without tables, graphs and illustrations. So what student, for example, would not be tempted to have a night off and instruct ChatGPT to write their assignment for them?
I recently met with some colleagues of mine who work as tutors at Massey University. Initially, they were right on to ‘cheating’ students and already had the software to check whether ChatGPT had been used in the writing of an assignment. But very quickly, that software could no longer detect the cheating students because the AI-driven ChatGPT had lifted another notch. Now my tutor friends can’t be sure whether an assignment is written by an AI program or by the student. But cheats in schools or universities are not the only problem – although the lack of ability to distinguish cheats from non-cheats will surely diminish the value of university credentials over time, bringing a whole new set of problems. What is the meaning of a University Degree when an employer has no idea of the veracity of the work completed? How will they know which applicants have real degrees and which have AI-generated ones? It will be impossible to tell.
AI programs can also effectively corrupt the music scene. By reconfiguring the music of an existing artist, calling it a new piece of music and selling it, the intellectual property and copyright of the original artist is effectively stolen. Because let’s remember, AI does not create. It draws on the information already in existence, albeit from an enormous quantity of information, and turns it into a different form as requested.
The same issues exist for the painters, the novelists, the poets and the inventors. But for my tutor friends, there is a much bigger and more serious problem created by this new generation of AI. It is the fear that, in the end, there will be no motivation or incentive for anyone to create anything new. Everything will be AI-generated from the existing bank of information. We will become stuck, as if in a time warp.
Perhaps it is time to pause and have a rethink about this generation of AI, before we forget how to.
PRESIDENT’S PEN
Who’s Failing Whom? Debunking Myths About Teachers and the Education System
Leanne Otene NATIONAL PRESIDENT, NEW ZEALAND PRINCIPALS’ FEDERATION
IT’S EASY FOR POLITICIANS to create a crisis by manipulating data – it happened last year with mathematics. Data produced by researchers testing a new mathematics curriculum was used as if it was assessing student achievement. The mathematics curriculum in case was still in the process of being written, and had never been taught.
But that’s not what the general public was told. They were told by the Prime Minister, no less, that students in Year 8 were failing with only 22 per cent reaching a pass level in mathematics.
What was the public meant to think? Quite reasonably, they believed that teachers are failing our young people. No matter how much the researchers and others later corrected the Prime Minister’s misuse of the data, it was too late. The Education Minister was already accelerating plans to introduce a new mathematics approach this year, on top of introducing a new literacy programme. She had established a Ministerial Advisory Group immediately after being appointed Minister. The group concluded that ‘The Science of Learning’ would lead the way and Structured Literacy and Structured Mathematics would be adopted in every school up to Year 8.
mathematics. The approach each school uses in its teaching is entirely up to them. They are self-managing schools and make professional judgements about what is the best approach for their school and for each child.
No ‘Initial Teacher Education’ (ITE) institution has trained teachers in structured literacy or structured mathematics. Some schools have adopted the approach because it is a good match for their context. Those who fall into that category say it has taken years of substantial investment in professional learning and development to phase in the approach across all year levels of the school. Further, they report that the availability of personnel, who are experts in the field, are very few. In other words, such a change cannot be rushed, and many more experts in structured literacy are required if the Minister wants every school to be teaching this approach, this year.
. . . the PROFESSION needs to CO-DESIGN curriculum initiatives, ALONGSIDE the politicians, experts and the Ministry.
The Government no doubt saw an opening to boost its popularity by looking responsive, effective and ‘working at pace’ to improve education results. The public would be right on board with this move because what parent doesn’t want immediate intervention when they are told their children are failing in basic mathematics and also falling behind in literacy?
That’s the politics of the matter, and educators in Aotearoa are not alone. Education is used as a political football in many countries and is one of the reasons our profession has been calling for a cross-party agreement for education.
But what about the reality for our profession? Reading, writing and mathematics are core subjects for any professional teaching children in Years 0–8. To the unprofessional eye this may seem like an easy switch, which teachers will effortlessly adapt to. What they don’t know is that schools have continuous plans for teaching these subjects, including continuing PLD to keep teachers up to speed with the changing context of their learners. They plan in advance and book their PLD providers. A sudden change in curriculum disrupts the entire school programme.
When politicians decide they will direct schools to teach an entirely new approach to both literacy and mathematics at once, they are being unrealistic. Schools have always followed a national curriculum which includes reading, writing and
Schools that have been successful over time with structured literacy have used experts to train all the teachers in their school and continuously check in and train any new teachers unfamiliar with the approach. Because it is a relatively new approach to literacy teaching, less than one third of schools have already chosen it.
Structured literacy is a ‘phonics first’ approach to learning to read. The theory is that phonics are the building blocks for children to decode words and therefore are a basic skill before children can learn to read words. Some argue that our literacy achievement has dropped because phonics are not being taught in schools. This is not true. Professionals have always taught phonics as is needed. Some children arrive at school with far less reading experience than others and may be quite unfamiliar with the written word. Others arrive at school with high levels of conversation and years of experience being read to and enjoying books. This is again where professionalism comes into play. Some children need phonics, others not so much. With structured literacy now the only option, every child will be taught phonics, and be phonics tested – whether they need them or not.
The profession is not opposed to structured literacy and is delighted that the Minister has said she will be fully funding all the PLD and resources schools will require. On the structured mathematics curriculum, she is also supplying all resources including instructional texts, and all the necessary PLD will be Government funded. No one is arguing against that, even if
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research on teaching mathematics by the textbook shows that results may lift initially, but not be sustained. The resources will be helpful and PLD for mathematics teaching has been a mixed bag in the past.
The real problem in all of this comes down to the fact that the profession needs to co-design curriculum initiatives, alongside the politicians, experts and the Ministry. If this happened, changes would not be rushed and schools would not have the added pressure of two major curriculum subjects turned upside down at the same time. There would be a measured process, relevant research evidence would be presented and diverse school contexts would be taken into account. Further, curriculum change would proceed alongside the establishment of necessary learning support for the high number of young children in our schools requiring additional help. Professionals would bring the reality of the school day to the table, including the many inequities both inside and outside of the schooling system. All of these factors need consideration because all of these factors have an effect on the learning outcomes of our tamariki.
If we are to improve educational outcomes, we must involve the profession at the highest levels, continually invest in professional development, address systemic inequities, and ensure that reforms are co-designed with the profession and implemented thoughtfully and collaboratively.
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A LEGAL BENEFITS SCHEME FOR PRINCIPALS
Alan Race DIRECTOR OF PASL
YOU DON’T HAVE TO search widely to find a principal who has experienced conflict with their Board of Trustees. Some cases have been very public, others less so, but without exception they are all stressful, and at times financially draining.
The position of principal carries with it a vast array of responsibilities and with that comes a greater risk of conflict. Conflict can derive from many sources including students, caregivers, staff, the community and the Board itself. In the end it is the Board’s responsibility, as employer, to answer allegations from complainants. Whilst the Board will have its own school insurance scheme to cover any legal costs it incurs, the principal may not.
The vulnerability of principals was always going to be an issue once the ‘Tomorrow’s Schools’ policy of the late 1980s was implemented. In 1994, Nola Hambleton, an NZPF executive member who would later become President, set out to find a solution to protect principals. She first approached Dunedin
couple, Alan and Janine Race, who had their own insurance broking business which had a strong connection to southern schools, well known in the education sector as school insurers.
‘We recognised there was a big hole for principals, when things went wrong,’ says Janine, who herself had had a career in the teaching profession. ‘Other professions had their own indemnity cover, but not principals,’ she said.
Janine and Alan set out to find a solution. They approached Anderson Lloyd Lawyers who were experienced in employment and insurance issues. Anderson Lloyd agreed to set up a hotline advice scheme for principals for a small fee. Nola asked Janine and Alan to also find them an insurance company so that principals could purchase an indemnity insurance to complement the hotline service.
The Australian based FAI Insurance Ltd agreed to provide indemnity insurance until their demise when the QBE Insurance
Group Ltd took over. By now it had become apparent that the hotline was the key to the scheme’s success rather than the insurance.
‘The hotline was successful because Anderson Lloyd Lawyers were now becoming experts in the types of issues that left principals exposed,’ said Janine.
The scheme grew in popularity but the insurers were less enthusiastic so it was necessary to find a different approach more suitable for principals rather than an indemnity insurance option.
‘At the time there were over 300 principals in the scheme,’ said Janine, ‘so we needed to find alternative cover for them.’
Discussions ensued with Anderson Lloyd Lawyers and eventually a legal benefits scheme for principals known as Principals’ Advice and Support Limited (PASL) was created.
‘The scheme is not an indemnity insurance,’ says Janine. ‘It was clear that what the principals appreciated most was the hotline service and by increasing the fee, they would also be covered for, initially, the first $25,000 of any further legal representation.’
For the new scheme to be operational, it was necessary to build a pool of money from scratch. Alan and Janine Race, together with Anderson Lloyd Lawyers put up the capital jointly to establish the company and used their Crombie Lockwood business to administer the scheme. The scheme continued to grow in popularity with principals, especially as senior lawyer Barry Dorking and associate Fiona McMillan became more and more familiar with the unique requirements of schools, Board processes and procedures, and issues that affect principals.
‘The first step is always to try and de-escalate the issue, and many cases can be resolved at the lowest level. That’s not to say the scheme doesn’t handle some very complex situations that can go right through to the Employment Relations Authority.’
More and more, the cases coming to the hotline involve teachers claiming they ‘do not feel safe’ either in the presence of another teacher or with the principal. In some cases this may simply mean that the teacher is not getting their own way, but whatever has motivated the initial complaint, it requires resolution.
Fi McMillan took over as senior solicitor for PASL on Barry Dorking’s retirement, and being a former educator herself, she carries a significant proportion of the scheme’s workload and is
now one of the most skilled employment lawyers in the education field. Fi had just returned from representing a principal in a case which had progressed all the way to the Employment Relations Authority, but which had at its core disaffected teachers who ‘did not feel safe.’
Fi says, ‘Issues become unnecessarily difficult to resolve when Boards do not follow the processes set out in the principals’ employment agreement and in employment law which requires open communication.’
Fi is happy to run seminars to explain to principals why legal protection is important. ‘We call it Tales from the Dark Side,’ says Fi. ‘We present “anonymised” cases which can sometimes shock, especially when a principal has been treated unjustly and where processes have been blatantly ignored,’ she said.
Some principals seem to be more at risk than others. Principals in smaller areas can be at higher risk, because smaller communities tend to be more tightly connected and the principal can find themselves isolated.
New principals bringing a different style of leadership can also be vulnerable. If staff have been used to an ‘authoritarian’ style of leadership and a new principal brings a more collegial approach, that may be seen as a weakness, but the opposite scenario can also bring discontent.
Sometimes on-going legal support is better delivered locally rather than through Dunedin based Anderson Lloyd. In such cases Anderson Lloyd will appoint a lawyer with significant employment law experience, preferably in the education sector, to provide the necessary legal support. It is statistically unlikely that a principal’s own lawyer would meet the criteria and the scheme only covers PASL appointed lawyers. Principals can join the scheme either in their own name or in the name of their school.
In 2013, Janine and Alan Race offered their shareholding to NZPF and subsequently, Anderson Lloyd did likewise, allowing PASL to become a wholly owned subsidiary of NZPF. On Janine Race’s retirement, Jacquie Kenton was appointed as the scheme administrator taking responsibility for all administration from Crombie Lockwood.
The Board of PASL is made up of two independent directors, Geoff Thomas as chairman and Alan Race, who remains involved in a governance role in the business, The NZPF Executive also elect two members to the board including the NZPF President.
The scheme now has 1270 members and maintains a strong and positive financial position.
PASL Board members. Front row (L to R) Jason Miles, Leanne Otene, Geoff Thomas and Alan Race, with the team from Anderson Lloyd Lawyers.
Fi McMillan
KENYA HOSTS INTERNATIONAL CONFEDERATION OF PRINCIPALS
Stephanie Thompson PRINCIPAL, BEACH HAVEN SCHOOL
1. From Aotearoa to Africa: Educational Insights from the Heart of Kenya
AS OUR NZPF DELEGATION stepped onto the shores of Mombasa this August, we were immediately struck by the warmth – both climatic and cultural – of Kenya’s second-largest city. The choice of Mombasa for the 2024 ICP Convention and Council meeting was no accident. This historic Indian Ocean port city, with its rich blend of African, Arab, and Indian influences, serves as a powerful metaphor for the convention’s theme: “Reimagining Education in a Rapidly Changing World”.
Mombasa, with its stunning Shanzu Beach coastline and centuries-old Fort Jesus, tells a story of transformation and resilience. Like its historic Old Town, where traditional Swahili architecture meets modern urban development, Kenya’s education system represents a fascinating blend of colonial legacy and forward-thinking reform – something that resonates deeply with our own journey in Aotearoa New Zealand.
The Kenyan Education Context
Kenya’s commitment to education runs deep in its national psyche. Like New Zealand, Kenya sees education as a fundamental driver of social and economic development. However, while our system
has evolved over 150 years, Kenya’s modern education system is relatively young, having undergone significant transformation since independence in 1963.
The parallels with New Zealand are striking, particularly in values. Both nations place strong emphasis on community involvement in education and share a deep respect for cultural heritage. Kenya’s philosophy of ‘Harambee’ (pulling together) mirrors our own concepts of manaakitanga and whanaungatanga. This communal approach to education has shaped both systems, though they have taken different paths.
Kenya’s education system is undergoing a bold transformation through its Competency-Based Curriculum (CBC) reform – a journey that mirrors our own, earlier curriculum refresh. Dr. David Njegere, CEO of the Kenya National Examinations Council, shared how their system is moving away from the colonial-era focus on examinations toward a more holistic approach to assessment. Sound familiar? It does give us pause for thought as we merge into a new era of educational transformation.
Purpose and Pathways
In Kenya, education serves multiple purposes: preparing students for work life, fostering national unity, and preserving cultural heritage. The system is structured to provide various pathways,
ICP Council Members at Mama Ngina Girls High School, Mombasa Kenya
from vocational training to university education. While university education is highly valued and increasingly common (particularly in urban areas), there’s a growing recognition – similar to New Zealand – that diverse career pathways are equally valuable.
The Kenyan system particularly impressed us with its integration of practical skills alongside academic learning. Students pursue pathways in technology, agriculture, creative arts, and sports – an approach that aligns with our own efforts to broaden the definition of educational success. The recent introduction of Junior Secondary School (Grades 7–9) provides a transition phase similar to our intermediate years, focusing on identifying and nurturing individual talents and interests.
Beyond Academics
Contrary to what some might expect, Kenyan education extends far beyond purely academic pursuits. Sport plays a crucial role, with schools competing fiercely in athletics, rugby and football. The arts are increasingly emphasised, particularly through the CBC reform, which recognises creative expression as a core competency. This holistic approach resonates with our own curriculum’s vision of developing confident, connected, actively involved lifelong learners.
Assessment and Accountability
Kenya’s assessment system is undergoing significant change, moving from high-stakes examinations toward continuous assessment. While national examinations still exist at key transition points (end of primary and secondary), there’s increasing emphasis on formative assessment and recognition of diverse talents. This shift parallels our own earlier journey away from National Standards toward more nuanced approaches to measuring student progress. There are lessons to be learned here.
Access and Equity
Primary education in Kenya is free and compulsory, reflecting the nation’s commitment to universal education. However, like New Zealand, they face challenges in ensuring equitable access and outcomes. Secondary education, while subsidised, still presents financial challenges for some families. The system provides alternative pathways through technical and vocational education for students who may not thrive in traditional academic settings.
Looking Forward
As we returned from Mombasa, we carried with us not just memories of warm hospitality and vibrant discussions, but profound insights into how another nation is tackling challenges similar to our own. The convention’s focus on reimagining education couldn’t be more timely as both our nations work to prepare students for an increasingly complex world.
Perhaps most inspiring was seeing how Kenya’s educators are embracing change while holding firm to their cultural values – a balance we continue to strive for in Aotearoa. Their journey reminds us that while our contexts may differ, our core mission remains the same: nurturing every learner’s potential to create a better future for all.
The convention concluded with a special moment for New Zealand – the passing of the ICP flag to our delegation, as we prepare to host the 2026 convention in Tāmaki Makaurau Auckland. This responsibility comes at a perfect time, as we continue our own journey of educational transformation. The insights gained from Kenya will undoubtedly inform our thinking as we prepare to welcome the world’s educational leaders to our shores.
Camels on the beach, Shanzu, Mombasa Kenya
Tree Planting, Mma Ngina Girls High School, Mombasa Kenya, Jason Miles (Vice President NZPF) and Leanne Otene (President NZPF)
2.Global Insights, Local Impact: Key Learnings from the ICP Council
and Convention
Part Two: ICP Council Special Report
Following the previous article on the exploration of Kenya’s educational landscape, we now turn our attention to the crucial insights gained from the ICP Council meetings. These intensive two days of deliberation and discussion yielded valuable lessons that resonate strongly with our current challenges in Aotearoa New Zealand.
Leadership in a Digital Age
One of the most compelling sessions came from Dr. Li Zhengtao, who presented a fascinating framework for understanding learning evolution in the AI era. As our own schools grapple with ChatGPT and other AI tools, his distinction between natural, cultural, and intelligent learning provides a valuable lens through which to view our digital transformation journey.
‘We’re not just adding technology to education,’ Dr. Li emphasized, ‘we’re fundamentally reimagining how learning happens.’ This resonates strongly with the discussions many of us are having in our own schools about the role of AI in teaching and assessment.
Assessment Revolution
Dr. David Njegere’s presentation on Kenya’s assessment transformation sparked particular interest among our delegation. Their journey from a high-stakes examination system to a more balanced approach mirrors our own earlier evolution away from National Standards toward more nuanced assessment practices.
The Kenyan system’s emphasis on identifying and nurturing individual potential rather than ranking students aligns perfectly with our commitment to student well-being and success.
Strategic Leadership Insights
The Council’s strategic planning discussions highlighted several key areas that parallel our own priorities in New Zealand:
■ Student voice in leadership decisions
■ Strengthening parent and whānau engagement
■ Developing emerging leaders
■ Supporting principal wellbeing
These themes align closely with our current focus on distributed leadership and building sustainable practices in our schools.
The AI Revolution in School Leadership
A particularly practical session from Peter Kemp and Gabriel Rshald introduced tools that could streamline administrative tasks – a key concern for many of us. Their demonstration of AI tools for transcription, data analysis, and presentation creation sparked considerable interest among delegates. While we must carefully consider the ethical implications, the potential for reducing administrative burden is significant.
A Milestone for New Zealand Leadership
A highlight of the Council meeting was the election of our own Leanne Otene as the Oceania and Asia representative. This appointment, effective from January 2025, positions New Zealand to play a more significant role in shaping international educational leadership discussions. It comes at a perfect time as we prepare to host the 2026 ICP Convention in Auckland.
Shifting the Dial: Irish–New Zealand Leadership Connections
One of the key sessions at the council meeting was the session by Páiric Clerkin and Louise Tobin, President of the Irish Primary Principals’ Network (IPPN), on ‘Shifting the Dial on Effective School Leadership.’ Louise Tobin emphasised the striking
continued on p.12
Aga Khan Acadamy, Mobasa Kenya
similarities between Irish and New Zealand challenges, such as governance clarity, distributed leadership, and sustainable practices. Her insights, combined with Clerkin’s expertise, offered practical frameworks for mentoring, workload management, and role delineation, underscoring the value of international collaboration in strengthening educational leadership.
Key takeouts included the importance of explicit role descriptions, structured communication protocols, and prioritisation frameworks to manage workloads effectively. Both Clerkin and Tobin stressed the need for formal mentoring programs, peer support networks, and protected time for strategic thinking to sustain leaders in their roles. These shared strategies highlighted a powerful synergy between Irish and New Zealand approaches to navigating leadership challenges.
Global Perspectives, Local Solutions
Perhaps the most valuable takeaway from the Council meetings was the reminder that while educational challenges may be universal, solutions must be locally crafted. Whether discussing assessment reform in Kenya, AI integration in China, or leadership development in Ireland, the emphasis was consistently on adapting global insights to local contexts.
Looking Ahead: The Road to 2026
Following the Council meeting, was the ICP Convention. The convention flag handover to New Zealand at the conclusion of the Convention marked not just a ceremonial moment but a significant responsibility. As we prepare to host the world’s educational leaders in 2026, the insights gained from Mombasa will prove invaluable.
Our task now is to build on these international connections while maintaining our unique approach to education in Aotearoa. The upcoming convention offers an unprecedented opportunity
to showcase our bicultural heritage and our innovative approaches to educational leadership.
Next Steps for New Zealand Leaders
As we reflect on these rich discussions, several key themes emerge that deserve our attention:
■ The need to balance innovation with tradition in our approach to assessment and learning
■ The importance of supporting student and teacher wellbeing alongside academic achievement
■ The potential of AI to transform both teaching and administrative practices
■ The value of student voice in shaping educational direction
■ The critical role of parent and whānau engagement in student success
Looking Forward
As we prepare for the 2026 convention, we have a unique opportunity to shape the global conversation about educational leadership. Our bicultural perspective and experience in managing educational transformation will be valuable contributions to international discussions.
The Council meetings reinforced that while we face similar challenges to our international colleagues, our approaches in Aotearoa New Zealand are uniquely positioned to offer fresh perspectives on educational leadership.
Our delegation returns inspired by the global connections formed and the insights gained, but also proud of our own educational journey. As we move toward 2026, we look forward to continuing these valuable international conversations while strengthening our own distinctive approach to educational leadership.
AgaKhan Acadamy, Mombasa Kenya
3.From Global Insights to Local Action: Practical Strategies for NZ School Leaders
Part Three: ICP Council and Convention Special Report
As we conclude our series on the ICP Convention and Council meetings in Mombasa, we focus on translating global insights into actionable strategies for school leaders in Aotearoa. These rich discussions among global educational leaders offer pathways to enhance leadership and practice in line with New Zealand’s educational policies.
Reimagining Assessment Practices
Kenya’s journey in assessment reform offers valuable lessons for New Zealand, particularly as we implement the curriculum refresh. Dr. Njegere’s emphasis on formative assessment cycles, recognizing diverse competencies, and integrating cultural perspectives mirrors our focus on equity and high standards. Practical steps include:
Conducting regular formative assessments to inform teaching. Enhancing communication with whānau about the purpose and outcomes of assessments.
Embedding cultural perspectives into assessment methods. These strategies align with Ka Hikitia and support our shared goal of raising achievement for all learners.
Leveraging AI in School Leadership
The integration of AI tools showcased at the convention presents immediate opportunities for New Zealand schools to reduce administrative workloads and enhance efficiency. Tools such as WhisperAI for meeting documentation and Beautiful.ai for professional presentations are already being trialled by some principals. Key takeaways include:
■ Starting small with tools focused on administration.
■ Developing clear protocols and training for AI use.
■ Gradually expanding AI applications based on proven benefits. These initiatives complement the Ministry’s Digital Technologies & Hangarau Matihiko curriculum by modelling effective technology use in schools.
Building Sustainable Leadership
The convention’s focus on principal wellbeing is particularly relevant given the current challenges faced by New Zealand school leaders. Practical strategies include:
■ Distributed Leadership: Clear role definitions, structured mentoring, and explicit succession planning.
■ Wellbeing Integration: Regular wellness check-ins, professional supervision, and clear work-life boundaries. These align with the Principal Health and Wellbeing Survey findings, emphasising the need for robust support systems for school leaders.
Student Voice and Agency
International examples of meaningful student participation underscore the importance of empowering rangatahi. Practical ideas include:
■ Involving students in curriculum planning and teacher recruitment.
■ Providing leadership shadowing opportunities.
These align with Te Rito and New Zealand’s vision of fostering confident, connected, and actively involved learners.
Cultural Competency in Leadership
Cultural competency remains a cornerstone of effective school leadership. Lessons from the convention reinforce New Zealand’s commitment to Te Tiriti o Waitangi. Practical actions include:
continued on p.14
Micheal Hall, outgoing Oceania Representative is presented Life Membership at the ICP Council Meeting, with incoming Oceania Representative, President of NZPF Leanne Otene, and ICP President Leendert-Jan Veldjuyzen, and his wife
Old Town Mombasa, part of a cultural day exploring Mombasa
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■ Regular cultural competency professional development for staff.
■ Active partnerships with mana whenua.
■ Incorporating local histories and diverse perspectives into the curriculum.
Looking Ahead: Preparing for 2026
As New Zealand prepares to host the 2026 ICP Convention in Auckland, school leaders have an opportunity to showcase our unique approach while learning from global peers. Key actions include:
■ Documenting success stories and innovative practices, particularly in bicultural education.
■ Establishing international connections through professional networks.
■ Preparing case studies that highlight effective leadership strategies.
Next Steps for School Leaders
To begin implementing these insights:
■ Assessment: Audit current practices and plan PD focused on formative assessment and cultural integration.
■ Technology: Introduce one or two AI tools for administrative tasks and develop clear use protocols.
■ Leadership Development: Identify emerging leaders, create mentoring opportunities, and review role clarity.
■ Cultural Responsiveness: Strengthen relationships with iwi and embed cultural perspectives in school planning.
The Path Forward
As we conclude this series on the ICP Convention and Council meetings, it’s clear that while educational challenges may be universal, our approach in Aotearoa New Zealand is uniquely positioned to offer fresh perspectives on educational leadership. By applying these strategies, our schools can lead with innovation and inclusivity while continuing to prepare the next generation of leaders.
The journey from Mombasa to Auckland represents more than just a change of venue – it symbolizes our growing role in international educational leadership and our commitment to continuing professional growth and innovation in our schools.
The upcoming 2026 convention in Auckland provides an opportunity not just to showcase our achievements but to learn from and contribute to global educational leadership.
Me tiaki te mana o te tamaiti me tōna whānau | Protect and uphold the mana of the child and their family
ROLE MODELS INSPIRE THE NEXT GENERATION IN KAIKOHE
A recent te reo Māori event in Kaikohe highlights the flexibility of the Inspiring the Future programme in expanding study and career options of young people.
Inspiring the Future connects learners with community role models
It does this through workshops, offering insights into and inspiration about the broad range of exciting learning and career opportunities available. Expanding on what they might already know about from whānau or local community.
New Zealand and international research shows most young people have a limited view of career possibilities. Inspiring the Future aims to change that by enriching their understanding of broader opportunities.
The programme is managed by the Tertiary Education Commission (TEC) but is free for schools to run their own sessions. Schools can tailor the focus and select role models to match their student cohort and learning needs.
The recent Kaikohe event was the first fully in te reo Māori
It engaged around 100 learners from local kura kaupapa. Role models included te reo speakers in both Māori-focused roles and various industries, showcasing the language’s value across careers.
The event was also a chance to build and reinforce community partnerships. It was run with the Far North District Council and Mayor’s Taskforce for Jobs, a nationwide initiative funded by the Ministry of Social Development to help young people engage in work, education, or training. Understanding the needs of the rangatahi and their community connections, it was important to highlight the career opportunities that te reo Māori capability offers.
Former teacher and Far North District Mayor Moko Tepania led as MC. He opened with a powerful whakataukī, “Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao.” This translates to, “The bird that feeds on the miro berry, for it the forest. The bird that partakes of knowledge – for it the world.” This encouraged the rangatahi to feed on the knowledge around them, preparing them for the future.
Tens of thousands of learners from Year 4 to Year 13 have participated in Inspiring the Future events at schools across New Zealand
The format of Inspiring the Future events gives you plenty of flexibility to suit your local needs. Sessions are usually run in person over a couple of hours, but can also be quickfire online events.
Schools select role models from a database of volunteers who have registered to inspire young people. You can choose a mix of people or focus on specific areas, for example, farming or jobs that use STEM. Schools can run bi-lingual events by including role models who speak te reo Māori.
There is no cost involved. TEC provides the website to access and invite suitable role models, and support material to help schools plan and run a successful event.
For more information on Inspiring the Future go to inspiringthefuture.org.nz/schools
CELEBRATING PRINCIPALS' RETIREMENTS IN CANTERBURY
Liz Hawes EDITOR
PRINCIPAL RETIREMENT PARTIES ARE jolly affairs that never disappoint. If you are invited to one, GO! You will come home well-nourished and mightily refreshed; you will learn about habits and practices of the retiree you would never have imagined and will be heartily entertained by the upbeat speeches –especially those delivered by children or grandchildren.
It is said that you know everything about the principal, if they’ve had a long career in a school, but you never do. It’s retirement parties that tell the whole truth. The guards drop, alcohol levels peak, and stories flow. I’d suggest, if you harbour dark secrets, don’t have a retirement party!
John Bangma, Principal, Mairehau Primary School
John Bangma harbours no dark secrets, but he and his wellwishers revealed a few ‘less-well-known’ characteristics of the big man. We learned, for example, he is a scrooge and thus a popular choice for treasurer of any and many committees, including his own Canterbury Primary Principals’ Association (CPPA), on which he served for many years. We were told his frugality is attributed to his Dutch heritage. Related to his presumably ‘indigenous’ talent with money, we also learned that teaching was not his first career choice. In his own words, ‘I worked in a bank for seven years, had a mortgage and a family, and then thought it was a good idea to go [teacher] training – Really?’ Indeed, what was he thinking?
We also learned that the publicly facing demure, sensible, level-headed, ever reasonable John Bangma, has an alternative personality akin to a mischiefmaking brat – the sort of kid you strategically place at the front of the room so you can intervene the moment he aims a paper dart at an unsuspecting classmate; or launches lolly missiles in the direction of his equally disruptive accomplices. We are told the mischief-making John emerges with greater energy, the more his boredom threshold is breached, however, ‘He can stir up chaos, just to keep everyone on their toes,’ said experienced Resource Teacher of Learning & Behaviour (RTLB), Michelle Maule. Given the abundant examples of ‘disruptive John’ on offer at the party, I would deduce
that the ‘mischief-maker’ is more endemic to the John personality than being simply prompted by random moments of boredom.
John’s farewell party was skilfully managed by MC for the evening, Peter Simpson, a former principal and Canterbury stalwart, who also served his colleagues nationally as NZPF president in 2011. He launched the party with a message from Catherine Bates, a member of the recruitment panel who appointed John to lead Mairehau School. She later became the school’s Board Chair and said she greatly valued John’s insights and support. One of her abiding memories was observing John interacting with the children, ‘so he could learn every child’s name.’ John later said, ‘When I asked one boy his name, he said “Hamish – don’t forget that one!” I never have’, he told his appreciative audience.
NZPF President, Leanne Otene, was deeply upset that she was unable to attend the party in person. Her speech was delivered by her Executive Officer. She acknowledged John’s impressive career of thirty years in the principal’s chair saying, ‘He left an indelible mark on the educational landscape of Aotearoa.’ She then revealed the John Bangma, familiar to many on the NZPF national executive – the staunch learning support advocate, with zero tolerance for prevarication. Driven by his experience leading several schools, and his keen desire for every child to have the very best opportunity to succeed in education, John recognised that if we could just fix equity of learning and behaviour support provision, everything else would fall into place. During his seven years of service on the NZPF executive, he enthusiastically promoted the Positive Behaviour for Learning (PB4L) programme, an initiative of school principals and the Ministry, and hosted an RTLB cluster at his Christchurch school. He sat on many of the Ministry’s learning support working parties and task forces, and participated in several reviews, including the two-yearlong Highest Needs Review. He would report to the NZPF executive with a terrifying directness which might include words like stonewalling, evasion, fudging or even fibbing. Leanne described this as his ‘nononsense’ approach – such was his scorn for the torpidity of the process that, in his view, was not
John Bangma and Stephanie Oates, Deputy Principal of Mairehau Primary School, at John’s retirement party
Photo credit: Polly Gilroy
advancing the quality or quantity of learning support one jot. As the 2024 year tottered its way towards the Christmas break, the Minister of Education announced a further review of learning support. John’s response is not printable, but thankfully he will be spared the pain of another trip around the ever-increasing circles of learning support inertia.
Leanne acknowledged John’s dedication to tamariki, his staff, colleagues and community saying, ‘If an initiative was not tamariki centred, it was unlikely to get traction in John’s school.’ She also noted his deep human values and his special love for his family saying to them, ‘Thank you for sharing John with us. Your sacrifices have enabled him to make a positive difference to thousands of teachers and young people across the Canterbury region.’
These sentiments were reinforced by his current Deputy Principal, who added that John has a special talent for growing excellent school leadership and creating a culture of care. ‘He has made our school a welcoming and caring place, and there are many former Deputy Principals here tonight, who are now principals, thanks to John’s mentorship’ she said. She also referred to John’s outstanding crisis management throughout the earthquakes, mosque attacks and Covid pandemic. ‘Throughout these events he demonstrated calmness and applied findings of trauma research, including from Japan, which had a powerful impact’, she said. She reported that he was always true to his values and his vision for the school which ‘ . . . will help us face future challenges with confidence.’
Before he presented two certificates, recognising John’s retirement and service to education, Jason Miles, NZPF’s Vice President, had a few observations of his own. He told the audience he first met John at a CPPA meeting. ‘I was a new principal and turned up in my polo shirt, dress shorts and boat shoes’, he confessed. ‘The only other person in shorts and a cotton open-neck shirt was John, and he immediately gravitated my way to welcome me.’ As Jason later learned, ensuring everyone felt welcome at an event was a special talent of John’s which subsequent speakers also noted. The President of CPPA, Lisa Dillon-Roberts, emphasised John’s devotion to service. ‘John was
always the first to volunteer to host a group of aspiring principals at his school, and was an excellent mentor and coach to many’, she said. ‘He has been a highly respected member of CPPA and was always ready to serve his Canterbury colleagues as much as his own staff’, she said.
Coral-Ann Childs, the Regional Director for the Ministry in Canterbury, described John as a ‘Shining Beacon for Tamariki.’ She admitted calling John on several occasions, outside of school hours, seeking his advice about children, with severe family complexities, who were in crisis. He was incredibly generous with his time. ‘His message was always loud and clear. He would say children are seen, heard and valued. That message was central to the way he interacted with all children’, she said. She added that John was never quiet about his own expectations of the Ministry, saying, ‘You always reminded us who we are here to serve – the children and their communities.’
John’s wife Paula was keen to acknowledge the many gathered to celebrate John’s career, and introduced us to the immediate family members, from John’s 94-year-old mother to their 11 grandchildren. She thanked John’s staff, especially those who had been so supportive during John’s health episode some years earlier, and said, ‘He will miss the camaraderie, but now he can enjoy the grandchildren!’
Next up were John’s eldest daughter, Monique, and representatives of the grandchildren. Monique told us her Dad’s holidays were spent marking and planning, ‘which scared us all off teaching – except the third sibling, Danielle, – but of course you can’t tell third kids anything!’ she said wryly.
Monique told us, she was taught by her Dad at Woodend School, ‘Which did have its down side.’
‘You could never get away with not doing your homework, or make up excuses like other kids could,’ she said. Monique also told us that no matter how he tried, her father could not teach her how to read an analogue clock. ‘Don’t worry about it Dad,’ she eventually said, ‘I got Mum to teach me.’ She said her father, a grammarian extraordinaire – and the only person known to
continued on p.18
John Bangma celebrates his farewell with senior staff of Mairehau Primary School Photo credit: Polly Gilroy
edit the Editor of this very magazine – was very useful when they got to writing university essays. ‘We had our own personal grammar and spelling checker, which no doubt helped us get through’, she said.
‘He may be stepping down from this part of his life, but he’ll be spending more time with us and we will keep him very busy for many years to come – thanks Dad for that’, she quipped – as mischievously as if it was her own father speaking.
The grandchildren said everyone knows Papa and he knows everyone. They said ‘he’d tell stories about the horrendous kids at his school’, but I don’t think the audience or the grandchildren believed for one second that these stories were true! The grandchildren acknowledged that ‘that was the fun part of having Papa as a principal.’ And now they look forward to being forever spoiled by Papa.
John said he was humbled by the memories shared by many speakers and thanked those who had travelled long distances to join him on his special day. He said he was the third son of a family that emigrated from the Netherlands because ‘they [parents] wanted a better life for us than they had.’ Growing up in New Zealand, he said, ‘we were loved unconditionally, although we had little material possessions.’
He gave us a brief synopsis of his 40-year career, including the traumatic Christchurch earthquakes, the Mosque Attack, the Covid pandemic and his own health crisis. He extended heartfelt thanks to all who served as his teachers, Deputies (who made me look good!) and Board members. He said ‘you all ensured we had fun work environments, where we could laugh and
sometimes be sad. You are all remarkable staff,’ he said. ‘It has been a great privilege to serve at this level.’ Special moments, he said, included receiving emails from past students. ‘I had an email from a student from 40 years ago to thank me for being his teacher’, he said proudly. ‘If we always seek to make a difference, the reward, when we achieve this, is immeasurable’, he said. ‘That makes us very privileged people.’
His final words were for his family. ‘Thanks to my amazing wife, Paula, my children and grandchildren, and my mother and late dad’, he said. “You have shown me love and support throughout my career, and I can never thank you enough.”
‘I’m not actually retiring’, he announced – to gasps of alarm. ‘I’m rewiring for a new adventure.’ Puzzled, the gathering clapped, shuffled to the bar for refills then off to witness the ‘retirement cake’ cutting ceremony.
Denise Torrey, Principal, Somerfield School
As is typical of principal retirement celebrations, there were loads of laughs at Denise Torrey’s party, and it didn’t take long for the merriment to erupt. Her MC, Craig McCarthny, who once worked for ‘Evaluation Associates’, formally opened the celebrations saying, ‘Denise and I met as young teachers and we instantly connected.’
‘Inappropriate!’ yelled a heckler from the floor – easily recognisable as retired Principal and former NZPF President, Philip Harding. The audience lost it, and formality was officially abandoned.
McCarthny did his best to recover and acknowledged Denise’s
Denise’s staff sing a waiata for their departing leader
family in the room – husband, Ron, brother Chris and sister Jan, her School Board members and staff, CEOs and Presidents of various educational organisations, including the Ministry, Teaching Council, ERO, NZCER and Mana Ake, Denise’s own Community of Practice group, ‘Kahukura’, six former Presidents of CPPA and five former (and the current) Presidents of NZPF. It was an impressive line-up of education’s movers and shakers.
Denise, he said, spent 22 years as Principal at Somerfield school, ‘Whilst simultaneously holding many other leadership roles in sector organisations.’
He added that, ‘The school assembly this morning was a very special event and included a stunning new haka which had been created and performed in honour of Denise – as a surprise for her – such is the respect in which she is held.’
School Board Presiding Member, Stephanie Muller, said it was an honour and a privilege to celebrate Denise’s legacy.
‘Denise has always had a huge amount to give and her mantra has always been “to serve”’, she said.
‘It takes a village to raise a child’ is a sentiment close to Denise’s heart. Muller went on to explain how Denise made that sentiment real. At the school level, it was evident in the way she made every school decision ‘tamariki centred’ and beyond the school, she saw the importance of principals and teachers having abundant opportunities to collaborate, share best practice and learn from each other for the betterment of children’s learning collectively. This prompted her involvement in NZPF, CPPA and Kahukura, her local Community of Learning. She also envisaged the broader education system as the means to fund and resource initiatives that supported best learning practices. And so, the importance of building relationships with ERO, the Teaching Council, the Ministry, NZCER and all the other organisations that make up the system of education. Denise’s notion of ‘a village’ is a very broad church.
‘We farewell you today, but your roots will be planted here at this kura forever’, she said.
Peter Simpson, a Canterbury colleague and former NZPF President gave further examples of Denise’s community spirit. He referred to the Pike River Mine tragedy on the West Coast and explained that one of the less obvious impacts of the tragedy was on teachers, children and schools. Denise set up a support network of Canterbury teachers and principals to go to the West Coast and relieve the teachers and leaders of affected schools, allowing them to grieve.
In the wake of the Christchurch earthquakes, Chris Harrison of the European School Heads Association (ESHA) invited Denise, Philip Harding and John Bangma to present at the ESHA 2012 Conference in Edinburgh, on what they learned from the Christchurch earthquakes and the role of schools in maintaining ‘normality’ for communities affected by a disaster.
He said Denise also led many other initiatives including the Professional Development of Middle Leaders, a much neglected group yet critical to sustaining strong school leader ship. She also began a support group for Beginning Principals, affectionately known as the ‘Minties’, which was deeply appreciated.
Coral-Ann Childs, Regional Director for the Ministry in Canterbury, told a story to illustrate Denise’s style and commitment to equity.
There was a young boy enrolled at the school who presented with a number of challenging behaviours. The young boy said that she (Denise) walked me around a lot and one day, I drew a snake and she pinned it up on her wall. Coral-Ann said the boy spoke at the assembly for Denise that morning in front of the huge crowd which included his very proud Mum and whānau. He now can read and has made enormous progress in all other learning areas too.
‘You have been inspirational, and served your school, your community and your wider community of colleagues with positive enthusiasm’, said Muller, ‘using your expertise and professionalism to raise the bar for everyone.’
It doesn’t matter what background you come from, you can thrive at Somerfield School and so many youngsters have fulfilled their dreams at the school. Muller said, Denise created a culture of caring, of kindness and helping, with one small child saying this morning, ‘Who is going to hug me now?’ Denise acknowledged at her school assembly that there were 500 reasons to come to work every day – the 500 students who were bouncing through the school gate.
‘Denise is highly respected within the school and in the community. She is trusted, devoted to standards of excellence and encourages collaboration in all she does’, said Muller. ‘Today our whole community came together with that sense of connection that you have fostered over many years’, she said. ‘And as you step into a new chapter of your life you leave our school in a much stronger place than you found it,’ she said.
In other words, there is no prescription for teaching children with complex needs, and Denise knew that. What she also knew was that building a relationship with a child comes first. If that meant walking him around the school, then that’s what she would do. The point is, Denise was determined that every child would have a fair go and she was determined to find out what worked best for each one of them.
Denise’s senior school team created a special report card for their retiring principal which comprised only descriptors beginning with the letter ‘E’. Her Deputy Principal, Nicky Horne, presented the report.
It began with Energy. Denise is well known for her insatiable energy which links well with her staunch positivity. She never tires of hard work, or dreaming up more good ideas. Her team said they have tried to take her batteries out, but without success! Evidence is critical to Denise. If you want to make change and you want the budget to do it then you’d better have the evidence to show it’s a good idea. And if you need evidence to
continued on p.20
Denise with her collection of retirement presents and certificates
show Denise’s own commitment to the job, just turn up at school at 7am any week day – she’ll be there.
Excellence applies to both her own professional standards and that of the tamariki in her school. Winning a Woolf Fisher Scholarship to study leadership at Harvard University was a professional highlight and she later told us how overwhelmed she was, soaking up the history of Harvard University. Only the best is good enough for her children, and that includes the quality of teaching and resources they receive.
Expertise includes expanding her own knowledge and enhancing that of others. Gathering expertise has taken Denise to many countries of the world. There are other levels of expertise expected too, including Emergency Management. The staff are to be prepared for anything. ‘Fortunately for Denise, when disaster strikes, she is usually away. Like the time two new entrants experimented with the fire alarm which after two and a half hours, no one was able to turn off. Then it was the floods and all the children were sent out onto the field’, said the Deputy Principal. ‘Why is it always me dealing with these things?’ she mused aloud. ‘Next time Denise goes to Wellington she’ll probably organise the locusts! We do sometimes think she has extraordinary powers.’
Empathetic Denise makes sure no child ever misses out. Whether it’s food, a school uniform, money for camp or some other resource that she deems essential.
Entertaining Denise is hugely funny. She once dressed up as a
Queen so I could be her attendant and we sailed off into assembly in full regalia. Following this special event some children believed that ‘Queen’s Birthday’ was Ms Torrey’s birthday. As the story spread, many principals across Canterbury started calling her ‘Queenie’, and the nickname stuck.
Equity has always been top of the pile for Denise. For example, when the Covid lockdown was announced, she immediately arranged for school laptops to be sent home with children who may not have access to technology at home.
Encouraging is a quality Denise lives constantly. You could come out of a school meeting with three new jobs and think, how did that happen?
Efficient and very hard working, Denise sometimes says, ‘I can sleep when I’m dead!’
Enthusiastic Denise borders on fanatical we are told. Once an idea for a project kicks in, the enthusiasm levels soar. Like the bike track, upgrading the interior of all classrooms so everyone gets a super environment to work in, and now she’s negotiating for the school roof to be replaced.
Ethical Denise is strongly bi-cultural and has an excellent understanding of what it means to be a Tiriti partner. Everyone knows this which is why 520 Somerfield students learned a new haka for her. They practised every time she was out of the school, to keep it secret from her.
Esteemed by her school staff and tamariki, her parent community and her regional and national colleagues. She is highly
Some of the many ‘Denise’ messages ‘worn’ by Somerfield School staff at the farewell party
regarded by all who have worked with her. Naturally, Denise scored an Excellence grade for her life as Principal of Somerfield.
Denise’s husband, Ron acknowledged some special family members who were unable to attend the party, then introduced us to Erik Erikson’s Psychosocial stages of development. The fifth stage, he said, is identity versus confusion.
‘Denise has no problem with knowing who she is, and what she wants, and sometimes can also tell you what you want!’ he quipped.
He quickly moved on to the eighth stage which is integrity versus despair. This is where Denise is at right now,’ he said. ‘It is the stage of assessing and making sense of life, hopefully feeling fulfilled and content with the contributions made, and there are many contributions to contemplate as you have heard tonight. It is the stage of wisdom. Denise has that integrity,’ he said, ‘and if she ever did despair or be overwhelmed by fears, she knows there are people there for her.’ In other words, her future is assured.
‘We have together learned much from education and Denise has filled her kete over and over again’, he said, ‘and will no doubt keep doing that. That is balanced by the fact that we have received the sustenance of friendship from many of you here tonight and that too will continue into the future’, he said.
Ruminating on the teaching profession for a moment, he shared a well-known whakatauki, ‘Mā mua ka kite a muri, mā muri ka ora a mua’ which translates as:
‘Those who lead give sight to those who follow, those who follow give life to those who lead.’
It is a wonderfully insightful whakatauki demonstrating the essential, reciprocal relationship between teacher and learner. It is exactly the relationship required for successful learning to take place, and as a ‘Servant Leader’, Denise lived by this whakatauki.
He then quoted Jon Ronson, a journalist and film writer, who was once reported by the New York Times as saying, ‘Don’t go into something with ideology. Go into something with curiosity.’ In Ron’s view, this was also excellent advice for any teacher, and very much the way his wife operated.
The last words were from Denise herself. She took us on a whirlwind tour of her career, much of which was already covered by other speakers, but there were a few interesting additions, such as the battle with the Ministry to take Year 1 and 2 children on a camp. And then another Ministerial battle after the earthquake when the Minister thought it was OK to open schools that had no running water. At the same time, the Minister was making up her list of schools that would be closing. Inevitably, that
announcement did not go down too well. Denise was unafraid to defend decisions she knew to be the right thing to do whether that was confronting a parent, teacher or indeed, the Minister.
She talked of the Communities of Learning which emerged in 2013 as Communities of Schools. These have since morphed into Kāhui Ako and in Denise’s view are one of the greatest inequities in the system. Leaders of Kāhui Ako and lead teachers are well paid and the Kāhui Ako well resourced, whilst no other learning collectives get close to the same resource. Denise would know. She helped establish her own local community of learning, Kahukura without the Kāhui Ako resource.
She was scathing of the politicisation of education, the divisive politics of charter schools and the Treaty Principles Bill before parliament. In her view these things represented a waste of millions of dollars which could do so much good to strengthen our public education system.
But to balance things out there were also the laughs, like the time the Kahukura learning group took a cultural education tour of Rotorua. They booked into the hotel, whereupon the gates were locked. The only way out to have a quiet ‘bonding’ drink was to heave each other over the locked gates and do the same on their return . . . presumably with a great deal more difficulty.
She gave a big shout out to the organisers of the Mana Ake programme promoting wellbeing and positive mental health to children in Christchurch post-earthquake, and now operating in other areas of the country, such as Te Tai Tokerau. Denise had been instrumental in getting the Mane Ake programme up and running.
She concluded with a roll call of thank you’s to staff, board members, colleagues, supportive friends, and family.
‘I will carry memories of Somerfield School forever and thank you to all the staff over my 22 years for making Somerfield School unforgettable’, she said.
Leanne Otene concludes the retirement stories with the following whakatauki:
Kua eke koe ki te taumata o tō mahi, ā, ināianei ka whai wā koe ki te okioki me te koa i ngā hua o tōu whakapau kaha.
You have reached the pinnacle of your work, and now you can rest and enjoy the fruits of your dedication.
John Bangma’s Service Award Photo credit: Polly Gilroy Cake completes the retirement party Photo credit: Polly Gilroy
LEMONWOOD GROVE: TE URU TARATA STUDENT LEADERS COME TO WELLINGTON
Liz Hawes EDITOR
LEMONWOOD GROVE SCHOOL ARISES from a massive housing boom in the Christchurch suburb of Rolleston. Opening in 2017, with a roll of 59 students, the school now welcomes 1,000 students a day and expectations are for further growth on the ten-acre site.
Although Rolleston is located close to the epicentre of the 2010 Christchurch earthquake, it suffered minimal damage due to the stable rock on which it was built. Consequently, postearthquakes, displaced residents from central and eastern suburbs found tranquility and peace relocating to the outer suburb, south of the city. Housing growth continues and has now spread to nearby Lincoln and Prebbleton. The more recent housing boom is less to do with the earthquakes and more to do with the cost of housing in the city and growth in the Christchurch population. Christchurch has become a popular choice as cities go, and now easily rates as the second largest city in the country.
principles are woven into the mix alongside some of the rich cultural history of the area.
The name Te Uru Tarata was gifted to the school by the local rūnanga Taumutu. Tarata is the lemonwood tree – a large variety of pittosporum. It can grow to 13 metres in height and is common to the area. It has lemon scented flowers and leaves and is a beautiful plant that attracts birds and bees. For tangata Māori, the tree has multiple uses.
Lemonwood Grove is a school of diverse needs, according to Blair – the founding Principal – and therefore needs a clear strategic focus underpinned by an equally clear vision. All staff at Lemonwood Grove School are called by their Christian names, including the principal.
‘The best of you, as you’ is a vision to which every student can realistically aspire. This vision is overlaid with a set of guiding principles or values. These are Grit, Responsibility, Integrity and Thinking. And if that all sounds very serious, Blair is insistent that learning must be fun and enjoyable. This is, in part, achieved through education outside of the classroom (EOTC), making good use of the expansive fields, sports facilities and outdoor play areas.
The framework driving the school’s curriculum is based on a simple mental model which explains the purpose of schooling –the why, what the school does and how it does it. Six curriculum
With a school of this size, Blair needs all the leadership support he can muster and that includes leadership which springs from the students themselves. Lemonwood Grove School encourages student leadership aspirations and invites Year 7 and 8 students to apply for a leadership position. They must outline why they should be chosen as a leader, what qualities they would bring, why they would be a good leader and what they would want to change.
Applications are sent to Deputy Principal Troy. Troy chooses the top 10 to be interviewed. There are four student leaders each year, two head student leaders and two deputy head student leaders. The leaders for 2024, Flynn (Head student), Elodie (Head student), Kaedence (Deputy Head student) and Hunter (Deputy Head student) made the journey, in December, to visit Wellington, the capital city and centre of parliament, centre of the country and centre of NZPF.
Before visiting the corridors of power at the Beehive, they stopped off to have a chat with NZPF President, Leanne Otene. She engaged them in a brief leadership kōrero then asked them why they were chosen for their positions.
Hunter answered, ‘I was chosen because I am responsible, well known and I get on well with the kids.’ He said he was a Year 7 student and part of the role was to be the ‘face’ of the school. He explained that each term the school holds a mihi whakatau to
In the Boardroom, ready to ask questions of the NZPF President, Leanne Otene, are (L to R) Flynn, Elodie, Hunter and Kaedence
greet the parents and the kapa haka team performs. New students are welcomed. That is an expression of the school’s culture.
Kaedence said she does kapa haka and helps the young ones coming through. She’s confident, hardworking and was chosen because teachers and students backed her. ‘I think there were teachers advocating for me,’ she said.
Flynn, a foundation student of the school, was reluctant to talk about himself, so instead talked about the Olympics. ‘It’s hard to have one full assembly at our school when we’ve got 1,000 kids, so all four of us, as leaders, became hosts for the Olympics.’
‘Each class took a country’s name and chose field events to compete in each day. Points were awarded to the winners and it was very close at the end, so Blair had to announce the overall winning class/country.’
Flynn also explained the leaders’ involvement in ‘House’ activities during which they help organise colouring competitions which run over four weeks.
Elodie, a Year 8 student, said as a leader you are expected to speak in front of everyone at events and she explained that she and Flynn are the MCs for the Year 8 students’ assembly on Mondays. Further duties include helping to run ‘Grandparents’ Day, greeting the grandparents as they arrived and looking after them. ‘It’s all part of our culture of caring for our visitors,’ she said.
Kaedence talked about her involvement in the NZ AIMS (New Zealand Intermediate and Middle Schools) Games which involve three days of sports competition. Between them, Kaedence and
Hunter have badges for volleyball, football, rugby and netball. They love the inter-school competition which draws students from all over the South Island. ‘The Christchurch competitions are quite different,’ she said. ‘Usually the private schools win those!’
Kaedence also helped with the lighting for the Junior production which ‘ . . . included every junior student in the school,’ she said. She has a passion for the arts and sings in the school choir.
School leaders are also responsible for allocating awards for students who demonstrate the school values of grit, responsibility, integrity and thinking. ‘Every two weeks there is an assembly or hui for Years 7 and 8’, explained Hunter, ‘and that is when awards are given out.’
Leaders are also involved in voluntary organisations such as the scouts or are learning outdoor or electronic skills, volunteering as marshalls for events, participating in telethons or other fundraising and taking on social responsibilities.
Within the schools they organise road patrols and act as house Leaders. Elodie said, ‘We take responsibility for the little ones too, when we have free time, and just hang out with them or help them organise their games,’ she said.
Leanne asked them how they would react if they came across a negative situation, for example, name calling in a sports game.
continued on p.24
The school leaders line up with the NZPF President (L to R) Elodie, Kaedence, Leanne Otene, Flynn and Hunter
Hunter said ‘I would say to them, sort it out! This is school football. It’s not that serious.’
Flynn was more circumspect and said it depended on the situation. If someone was already dealing with it then best to keep out or suggest they talk about it.
Elodie said if kids are mucking around when they are supposed to be cleaning up it’s best to tell a teacher rather than get involved because you could make it worse. Kaedence agreed. Calling a teacher was the best option.
Troy said all four leaders have been taking groups on tours of the school. This is an expression of kaitiakitanga and manaakitanga which are also linked to their roles. ‘They are brilliant ambassadors for our school,’ he said.
‘They all have different strengths in different areas,’ he said. ‘Kaedence is strong in the Arts and in sport like netball, the Cross Country and athletics. Flynn stands up for those around him and is diligent. Hunter had an impact the moment he arrived at our school. He was always available, always responded and has the ability to make time for extras, whilst still prioritising his own work.’
The session concluded with the school leaders asking questions of Leanne:
Q: What makes a leader?
A: As a leader, I always follow a mantra of Listen, Learn and Act. It is important to hear what people are saying to you, to think about that and learn from what they are saying and then
to take action. I was probably beginning to do that long before I was a leader.
Q: Why did you choose to become a teacher?
A: I was the one in my family who loved kids and always helped the little ones – much like you do. When I became a teacher, I always looked at the kids as if they were my own. Your parents want the best for you and I would give you that.
Q: What is your favourite memory of being a principal?
A: My best memories are always with the kids. School camps and sports events are my favourite times to get to know kids better. I love the informality of EOTC. Relationships are important and the less formal setting makes it easier to build those relationships.
Q: Have you ever had a job outside of education?
A: No! I think I would struggle finding a different job that I liked, because I love being a teacher. Perhaps I was born to be a teacher.
Q: What single thing would you want to change about your job?
A: Principals and teachers are experts in teaching and sometimes we don’t have enough resources, money, books or special help for kids who need it. I’d like to be able to change that!
The last question came from Leanne to the kids.
Q: What is Blair like as a Leader?
A: Blair is lots of fun. He’s great at relationships and is an excellent role model as a leader!
The four senior leaders address their own senior school students
NEW ERO RESEARCH ON RELATIONSHIPS AND SEXUALITY EDUCATION
Te Ihuwaka EDUCATION EVALUATION CENTRE
RELATIONSHIPS AND SEXUALITY EDUCATION (RSE) is critical to the learning, development, and wellbeing of Aotearoa New Zealand’s young people. However, there are differing views on what, when, and how much should be taught in schools. The Education Review Office (ERO) looked at RSE to understand how well it is meeting the needs of students, expectations of parents and whānau, and capabilities of schools. It’s important to note that the purpose of this review wasn’t to evaluate the content of the health curriculum or RSE guidelines, nor to set out what content should be taught. Our aim was to establish what is currently happening with RSE in schools, and how well students, parents and whānau, and schools believe it currently meets their needs. We released this research in December – this article sets out some of our key findings.
Who did we talk to?
We focused on the experiences of students, teachers, leaders, board chairs, and parents and whānau across Aotearoa New Zealand. We visited a wide range of schools, including co-educational, girls’ and boys’ schools, rural and urban schools, primary, intermediate, secondary, and area schools, state and state-integrated (including faith-based) schools, and schools with high Māori and high Pacific rolls. We visited schools across the country and surveyed over 12,000 people.
We also invited a wide range of stakeholders to speak with us. We heard from parent and whānau groups, external providers of RSE, agencies related to youth mental health, sexual health, and health more broadly, professional teacher associations, cultural and faith-based groups, nongovernment organisations (NGOs), and advocacy groups. We also worked with an Expert Advisory Group which included academics, educators, practitioners, and other RSE experts.
What we found about relationships and sexuality education
There is wide support from students, and parents and whānau for RSE being taught in schools
Most parents and whānau support RSE being taught in schools. Interestingly, parents and whānau who know more about what is being taught are happier with RSE.
Primary school parents and whānau are slightly less supportive than intermediate and secondary school parents and whānau, due to concerns about RSE content being appropriate for their children’s age.
Over nine in 10 (91 per cent) students support RSE being taught in schools. Girls are more likely to support it being taught, with 95 per cent of girls and 88 per cent of boys supporting it.
“For teenagers [it’s] a scary world of technology where everything is super easy to access, but there’s also a lot of information that collides with one another. I think the class was super beneficial, giving you not just healthy information, but also broader information.” – Year 13 Student
There are diverse views among parents and whānau on what and how RSE should be taught
While most parents and whānau agree that RSE should be taught, 34 per cent of parents and whānau think what or how it is taught should change. The proportion is higher for primary school parents and whānau than secondary because of concerns about RSE content being age appropriate. For example, more than half of primary school parents and whānau want human reproduction, gender identity, and gender stereotypes covered later.
The most common topics that parents and whānau want their children to learn more about are consent, romantic relationships, and health and contraception. The most common topics that parents and whānau want their children to learn earlier are friendships and bullying, personal safety including online safety, and managing feelings and emotions.
Parent and whānau views are split on teaching about gender identity, different sexual identities, and gender stereotypes. A ‘split’ view means that there are significant groups at both ends, wanting to learn more/less, and earlier/later.
■ Parents and whānau who practice a faith want less RSE, in particular around gender identity, different sexual identities, and gender stereotypes, because of concerns that this content does not align with the views outlined in their faith, and that it is the role of their church or faith-based community to teach RSE to their child – especially some of the more sensitive topics.
■ Parents and whānau of students from rainbow communities are more likely to want their children to learn about all RSE topics earlier, especially topics on diverse identities and bodies. They want coverage of these topics so that their children can be confident with their body and body image, feel empowered, and see themselves in their learning.
Parents and whānau of girls want their children to learn about changes to their body and consent earlier, compared to parents and whānau of boys.
Students’ gender, faith, and sexuality impacts how well RSE meets their needs
We found that boys are more likely to want to learn all topics later than girls, reflecting that boys may go through puberty
continued on p.26
later. The most common topics they want to learn about later are human reproduction, different sexual identities, and romantic relationships which include intimate relationships. Comparatively, girls often want to learn more and earlier on key topics. Over a quarter of girls want to learn more about managing feelings and emotions, and gender stereotypes. Over three-quarters of girls want to learn earlier about friendships and bullying, and personal safety including online safety. Girls also have views about what boys should be taught, particularly around how to interact with girls and women. Older girls think boys should be taught more about intimate relationships and consent, so that they have realistic and healthy expectations of relationships.
Students who practice a faith are more likely to want to learn less about gender identity and different sexual identities than students who do not practice a faith. Secondary school students from rainbow communities want to learn about all RSE topics earlier than other students.
Recent school leavers report that there were significant gaps in their RSE learning
To understand how well RSE meets student needs across the years, ERO surveyed students who left school in the last four years (i.e., their last years were between 2020 and 2024) to find out how well their RSE learning in school met their needs. We found that many school leavers who didn’t learn about key RSE topics at school would have valued learning about them.
School leavers were able to reflect on how RSE could have prepared them better for life after school. A strong theme was that their teachers hadn’t been direct enough, due to being awkward around the topics.
Short story: rSE consultation results in police intervention We heard from a large primary school how large-scale misinformation and social media campaigns led to community backlash about their school’s RSE programme. People from outside the school community who opposed RSE had been handing out fliers to parents and students during pick-up and drop-off times.
Board members told us how a board meeting was ‘crashed’ by dozens of people, many not directly related to the school and from an older generation. Misinformation had circulated that board would ‘certify’ their RSE programme. Even though the meeting was not intended as consultation, people were granted limited speaking rights. However, a board member described how the meeting then “descended into bigotry and hate speech . . . it was very unpleasant.” Soon police had to be called as board members and school leaders feared for their safety.
“A lot of it was literally unsafe – having to shut down a board meeting and walk out of our own school to de-escalate a situation that was going to turn into fisty-cuffs.”
Topics that recent school leavers report they didn’t learn about but would have liked to
School leaders find the different aspects of consultation challenging
Short story: Teachers collaborate to build confidence when teaching about sensitive topics
A male Provisionally Certificated Teacher (PCT) at a large, co-ed, urban secondary school shared how he felt uncomfortable teaching about menstruation to his female students. He told us that rather than avoid the topic, he decided to be proactive and talked with the Head of Faculty (HOF) for health. The HOF then organised for a female teacher come into the PCT’s class to co-teach and show him how he can approach the topic of menstruation.
The teacher told us that this was a valuable learning moment for him – and ensured that his students didn’t miss out on an important topic just because their teacher lacked confidence. He also learnt from the more experienced female teacher how to approach the topic in a way that is simple and factual.
‘It’s really important how you set up the lesson . . . instead of going in “I’m the expert” even though I have no uterus . . . acknowledging the facts and moving forward, instead of avoiding it completely.’ - Male teacher
The female teacher was able to provide personal expertise and experience about a topic that was gender specific. The result was a positive learning experience for the students and the male PCT, who by observing his colleague, felt more confident to teach the topic in the future.
Schools face significant challenges in consulting on what to teach in RSE, particularly rural schools and schools with a high Māori roll
Schools are required to consult their community on the delivery of their health curriculum (which includes RSE) at least once every two years. Schools told us they found consulting can be difficult and divisive – almost half of school leaders find consulting challenging or very challenging. In the worst cases, consultation processes result in abuse and aggression, and newer principals find it particularly challenging.
Rural schools can find it especially challenging to maintain relationships with parents and whānau during consultation, because it often involves the wider community. Additionally,
around half of schools with a high Māori roll find it challenging to consult with their community, because these schools often need to consider more carefully how to build trust with whānau Māori and which methods of engagement are suitable and will work best for their community
Challenges with consultation can result in schools scaling back valuable RSE teaching for their students.
‘[School leaders] are saying, even if it’s only 3 per cent of our parent population [that object to some RSE content], they’ll cut it out – just so there’s no pushback.’ – Deputy principal at an intermediate school
Teaching RSE can be stressful, particularly for primary teachers
Almost one third of teachers find teaching RSE stressful. Teachers in primary school find it more stressful than teachers in secondary school because they usually aren’t subject specialists and because they are often dealing with parent and whānau concerns about what is age-appropriate to teach. This can put a lot of pressure on teachers.
‘Parents become abusive to teachers, and even start very difficult conversations outside of school – in the street or supermarket. They are very picky about every word that is used. As teachers, if we mis-speak once, just a wrong word or even looking the wrong way then we can be under fire from the parent community.’ – Primary teacher
What this means for RSE in schools
RSE is important to children and young people’s physical and mental health, and their safety. RSE helps students learn about healthy relationships (within families, friendships, and romantic relationships), prevents bullying, and promotes positive inclusion – both in the classroom and more widely in society. RSE also helps students to navigate a changing world – where online safety, misinformation, and harmful attitudes are increasingly prevalent.
While we found and saw widespread support from students and parents for RSE being taught in schools, there is too much
Some teachers find teaching RSE stressful – particularly in primary and intermediate schools
inconsistency in the RSE teaching and learning that students experience throughout Aotearoa New Zealand. What students are taught, if they are taught it, and when they are taught it, depends heavily much on where they go to school. To address this, ERO is recommending a range of changes.
What is ERO recommending?
Based on our findings, ERO has identified a range of recommendations to improve RSE and support the impact that it needs to have.
Extend teaching and learning of RSE into senior secondary school
RSE is a key area of learning for children and young people, particularly at a time of increased risks through social media and harmful online content – and RSE is too important to leave to chance. While RSE is compulsory from Years 1 to 10, the Government should consider how to extend RSE teaching and learning into Years 11 to 13 (including whether it should be compulsory).
Increase consistency of what is taught
The findings show that RSE is not being consistently taught across schools. There is variability in what students are taught and when they are taught it depending on where they go to school.
ERO found that not all teachers are well prepared to teach RSE, particularly in primary schools where RSE is often taught by the classroom teacher. It is important all teachers have the skills and support they need. The Ministry of Education should clarify the knowledge, skills, and understanding students are expected to develop, provide evidencebased resources and supports, and professional development during their initial teacher education, as well as ongoing professional development.
Look at the consultation requirement on boards
ERO has found that the requirement for school boards to consult at least once every two years is creating significant challenges for schools. Schools are caught between opposing perspectives from parents and whānau, as well as external influence from individuals and groups not directly connected
to the school. School staff can be subject to ongoing abuse and intimidation. Some schools respond by scaling back RSE teaching, which results in students missing out on learning opportunities.
The Government should consider replacing the requirement on school boards to consult the school community on RSE (as part of the Health and Physical Education curriculum) with a requirement to inform parents and whānau about what they plan to teach and how they plan to teach it, before they teach it. Schools should also ensure that parents and whānau know that they can withdraw their children from any element of RSE that they are uncomfortable with.
Want to know more?
For lots more findings, details, stories, and quotes, check out our full report: Let’s talk about it: Review of relationships and sexuality education
Would your school board benefit from our short, practical guide? Check out Insights for school boards: Review of relationships and sexuality education
You can also find Te Ihuwaka – ERO’s Education Evaluation Centre – on Facebook, LinkedIn, and Instagram, where we share our latest insights on our research and good practice.
Special thanks to NZPF members
It’s the insights, experiences, and time shared by principals and their schools that make it possible for ERO to shine a light on the realities, opportunities, successes, and challenges within education in Aotearoa New Zealand.
We give enormous thanks to the hundreds of NZPF members who filled in our surveys; forwarded and promoted surveys with your teaching teams, students, and professional networks; welcomed ERO’s fieldwork teams into your classrooms; connected our researchers with key experts; or participated in sense-making and advisory groups. Your generous contributions make a huge difference to our research and the real-life impact it can have.
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BOOK REVIEWS
Pat Martin and Pip Desmond
FROM BEACH HOLIDAYS TO colonisation: something for everyone in New Zealand picture book awards
Pat Martin and Pip Desmond review the picture books short-listed for the 2024 New Zealand Book Awards for Children and Young Adults. There’s a bedtime story about the beach, a search-and-find mission with a message, a girl who’s afraid of the dark, a rebellious pig and – the winner – a spirited young Māori boy’s musings on his place in the world.
Pip Desmond and Pat Martin are writers and editors who run communications company 2Write. They have been reading books to their three children and eight grandchildren for four decades.
Paku Manu Ariki Whakatakapōkai bounds through life in his rainbow t-shirt with his one-eyed toy dog Fred, musing on big subjects like family, authority, phones, death, race. An exuberant seven-year-old who likes to be called by his full name, he places himself at the centre of the universe where time is fluid, riddles are normal and Māori mythology weaves through the everyday.
This curious, high-spirited boy is surrounded by a large cast of characters, both living and dead. He’s ‘not afraid of anything’ and asserts his right to protest: about his position in the family, rules, the behaviour of atua, and above all, the injustice of colonisation. If his candid and sometimes violent imaginings (taken from comments made by author Michaela Keeble’s son at the same age) occasionally create discomfort, as they did for us, this is the territory the book is brave enough to inhabit.
Tokerau Teokotai Brown’s strong illustrations evoke both Paku Manu Ariki Whakatakapōkai’s zest for life and his outrage. A memorable double-spread shows lines of riot police, the Tino Rangatiratanga flag, a ‘Land Back’ banner, money flying out of a suitcase and people being squeezed in the tentacles of a giant purple taniwha.
At a get-together of our Pakeha family of all ages, this book provoked lively discussion. It’s a worthy winner in the 2024 New Zealand picture book awards, an important addition to children’s literature that would benefit from adult guidance.
Paku Manu Ariki Whakatakapōkai
By Michaela Keeble (UK, Austrian and German descent) with her son Kerehi Grace (Ngāti Toa Rangatira, Ngāti Porou)
Illustrated by Tokerau Brown
Published by Gecko Press 2023
In Sacha Cotter’s Dazzlehands, Farmer wants Pig to oink like a good pig but Pig is into self-expression. So unfolds a battle of wills in which exasperated Farmer strives to educate Pig who, to his credit, does his own research on how pigs should behave.
The shocking pink cover and sparkly silver title herald a funloving book. Josh Morgan’s stylised illustrations switch back and forth from the farmyard to dancing, grooving and general joie de vivre. It would make a great video.
This book is made to be read aloud, if not acted out, and sweeps along with the playful use of language and zany text fonts. Children will enjoy Pig’s rebellious antics while adults will smile at in-jokes such as Pig discovering his scientific name.
By the end, Farmer and the other animals have all embraced Dazzlehands. But what about Pig?
Dazzlehands
By Sacha Cotter
Illustrated by Josh Morgan
Published by Huia Publishers 2023
Lucy and the Dark, by Melinda Szymanik, explores an unexpected friendship. Lucy is scared of the dark and leaves her bedside lamp on. One night the lamp goes out and Lucy comes face to face with her nemesis. This Dark is a living creature, ‘sad and ordinary’, with crescent-moon eyes, a sweet smile and sharp teeth. Illustrator Vasanti Unka brings its protective character beautifully to life.
Their friendship established, the pair set off on an adventure to dark places Lucy used to fear. But they are missed and are eventually persuaded to return. It’s an engaging story to read out loud with room for spooky vocal play in lines such as, ‘“Hello,” said an empty cave of a voice.’
Lucy and the Dark has been published for an international audience and its themes are universal. Who’s not afraid of the dark, even just a tiny bit? And who’s not comforted to know that everyone, even the Dark, has a place where they belong?
Lucy and the Dark
By Melinda Szymanik
Illustrated by Vasanti Unka
Published by Puffin (Penguin
Random House New Zealand) 2023
In Hatch and Match, hens of all colours and patterns go looking for their matching eggs at a farmers’ market complete with bouncy castle and a hoe-down. The busy, vibrant illustrations are a perfect complement to the text, creating a joyful world of chickens, animals, people and nature – apart from the rat. Given the seamless character of words and pictures, it’s no surprise that Ruth Paul is both writer and illustrator.
Teachers will enjoy reading the book aloud for the rhyme, rhythm and alliteration, such as ‘Look-look here and look-look there’ to mimic the clucking of hens. Children will want to pore over the pictures to locate the multi-coloured eggs hidden in surprising places.
What starts as a search-and-find mission morphs into a satisfying message on the final page that doesn’t feel preachy and gives Hatch and Match an extra dimension.
Hatch and Match
Text and illustrations by Ruth Paul Published by Walker Books Australia Pty Ltd 2024
At the Bach is a simple poem about the end to a classic Kiwi day by the sea, written by esteemed children’s author Joy Cowley. The book has a quintessential New Zealand feel, starting with the word ‘bach’ in the title. (Overseas it’s published as Good Beach, Good Night, in keeping with a bedtime story.)
Five round-faced children, ranging from toddler to pre-teen, with ‘sunburned skin and sandy feet’, have a last paddle then put on their jammies, hide their shell collection and sleep two to a bed.
Jean Tapper’s watercolour wash illustrations capture the soft evening haze and Kiwi setting: a bay with a rocky headland, swooping seagulls, marram grass, remnants of an old fence. No other houses or neighbours in sight.
At the Bach has the nostalgic feel of a bygone era where children were left to fossick and play and roam alone. Adults appear only in the pictures: Dad doing the dishes, Mum with her feet up, Gran at the kitchen table with a cuppa and an unfinished jigsaw.
The gentle rhymes and rhythm of the text mirror the lapping of water on the shore. This a satisfying read-aloud book that will appeal to younger children lucky enough to enjoy a family beach holiday and those who’d love to.
At the Bach
By Joy Cowley
Illustrated by Jean Tapper
Published by Gecko Press 2023.
CRITIQUE OF EDUCATION TODAY
Professor John O’Neill MASSEY UNIVERSITY
IT IS AN INNERVATING experience to follow in the footsteps of previous NZ Principal columnists Lester Flockton and Martin Thrupp, but I am very grateful to Liz Hawes for the opportunity to try. I have always enjoyed my periodic conversations with groups of principals, prodding and being prodded in equal measure! At the invitation of then editor Geoff Lovegrove, I wrote my first article for the magazine in 1995, shortly after arriving in Palmerston North from England with my then wife and four young children.
We had emigrated looking to escape the Thatcherite era. We hadn’t heard of either ‘Rogernomics’ or Ruth Richardson’s ‘mother of all budgets’. We came on the back of what we soon realised was a mythology of New Zealand as a cradle of social democracy and social security, with longestablished equal rights for women and, of course, enjoying ‘the best race relations in the world’. Like all myths – social, economic and educational – they contain more than just a grain of truth, but they reflect only the world views of those who have the power to script the dominant narrative, not those who are ignored, marginalised or excluded from it.
We can only REALISE our PERSONAL GOALS if our interaction PARTNERS are able to REALISE THEIRS
our public institutions. As I write this piece, submissions on the Treaty Principles Bill have closed. In crafting my own submission among more than 300,000, the abiding mental image I had was of driving State Highway 1 to Ōtaki since the 2023 election. Prior to the National–NZ First–Act coalition’s crude policy roll-back on so-called ‘racebased’ funding and services, I had only occasionally seen the United Tribes or Tino Rangatiratanga flags flying, mainly at the Te Whare o Te Paea, Otarere, Tūkorehe, and Wehi Wehi roadside marae. Up to and increasingly since the Hīkoi mō te Tiriti in November, the flags have been flown on gate posts, fence posts, dwellings, hoardings and urupā along the entire route. Thirty years ago, I would have viewed them as the rallying cry for a cause not my own; now I see those same flags as a constant reminder that living te Tiriti is my responsibility and my struggle also. If Māori are to be able actively to live te Tiriti, surely I have actively to live it too.
Despite taking the decision to become a citizen in 1999, during the first decade, at least, of my time here, my relationship with te ao Māori was intellectual not embodied, casual not intentional, and episodic not everyday. Two decades on, I know I must learn to be a good Te Tiriti ‘partner’. I also know that my professional and personal tauiwi lives have become richer through that learning, the patient guidance and encouragement that I get from tangata whenua colleagues, the challenge of being expected to by both my employer and students, and, not least, the reality that my own Aotearoa whānau whānui now includes several tamariki Māori. If not for them, then for whom? If not me, then who?
Since the election of the current coalition government, the schooling sector, like the public service at large, has been experiencing major ‘climate disturbance’. Principals in 2025 are faced with the challenge of having to lead communities through extreme educational weather events, all of which may significantly shape the lives and life chances of ākonga, whānau, kaiako and the school’s tānga whenua: learning, curriculum, assessment, pedagogy, professional and achievement standards, initial teacher education, equity funding, even the future of local democratically governed state schooling.
Above all these, though, must surely stand the existential threat to te Tiriti o Waitangi and the ongoing practical realisation of kāwangatanga, tino rangatiratanga and ōritetanga throughout
All primary school principals want children to move on to intermediate or secondary schooling more secure in their identity. Educators and parents alike want children to experience basic self-confidence, self-respect and self-esteem. The German social philosopher Axel Honneth analyses these processes of identity formation as a moral and practical struggle to be recognised by others as an individual who has a positive status. For Honneth, this struggle begins in relations within the family or whānau, develops as children engage with the various societal institutions that demonstrate to them their shared rights with others, and are deepened as they become esteemed for the unique qualities and contributions they as individuals bring to the work of living according to the values, norms and customs of one’s community. Loving family and friendships establish basic selfconfidence and a sense of security; early learning services and schooling, for instance, demonstrate to children that they and their whānau enjoy equal respect with other children and families in the community; and participation in learning and other social activities enables individuals to be appreciated for their particular accomplishments. The key point about this version of recognition theory, much like the ako relationship between learners and teachers, is its irreducibly social nature. We can only realise our personal goals if our interaction partners are able to realise theirs. In other words, we have to come to ‘see ourselves in the other’ and make every effort to ensure their inclusion, and that of their norms, customs and values, alongside ours in our institutional and community lives.
In contrast, the current government, for example, has stated that The United Nations Declaration on the Rights of Indigenous Peoples has no legal standing in New Zealand, is unilaterally attempting to redefine the principles of te Tiriti o Waitangi without the participation of Māori, and is systematically removing the policy mandates and Vote Education allocations that are essential to ensure the sustainability of te reo, tikanga and mātauranga Māori in state schooling. Until recently, I was naïve enough to think we in Aotearoa had maybe reached the historical juncture when Ministry and English medium state schools alike were irrevocably committed to the practical educational implications for tangata whenua, tangata tiriti and tauiwi of kāwangatanga, tino rangatiratanga and ōritetanga. I hadn’t considered the possibility we would need collectively to resist a vicious neoconservative government backlash. If not principals, then who? If not schools, then where? If not now, then when?
Resene Seeker
Resene Daredevil
Resene Bright Spark
Resene Renew
TE WHAKARONGO, KA
MŌHIO | THROUGH LISTENING, COMES UNDERSTANDING
Helen Kinsey-Wightman TUMUAKI
DANIEL GOLEMAN, A PSYCHOLOGIST best known for his work on emotional intelligence, states that, ‘Being a great leader means recognizing that different circumstances may call for different approaches.’ In his 2000 Harvard Business Review article, ‘Leadership That Gets Results,’ he outlines the following six leadership styles which the same leader may utilise depending on the circumstances:
■ Coercive leadership style, which entails demanding immediate compliance.
■ Authoritative leadership style, which is about mobilizing people toward a vision.
■ Pacesetting leadership style, which involves expecting excellence and self-direction.
■ Affiliative leadership style, which centers around building emotional bonds.
■ Democratic leadership style, which involves creating consensus.
■ Coaching leadership style, which focuses on developing people for the future.
If you are looking for an article for your PLG or to create some discussion in your leadership team, Rebecca Knight’s summary of Goleman’s work is short and clear and does a great job of replacing the outdated notion that we only have one leadership style.1
I consider myself to be effective at consultation and consensus building because I have had ample opportunity to practise! I spent the first decade of my leadership in International fee paying schools where parental expectations are high and the school environment can be one of the few places, for expatriate parents, where someone speaks your language and understands your culture. I learned to be good at bringing together disparate views and achieving consensus.
Despite this, I have found recent whānau engagement around the Health Consultation and specifically the Relationships and Sexuality Education element really challenging. The latest ERO research (summarised in this issue) helped me to realise I am not alone in finding this really difficult.
I have a group of parents in my community who have some very strong views on the Relationships and Sexuality curriculum. They are intelligent, organised and prepared to read everything I give them. They are committed to their children’s education and prepared to fight for what they believe in. This group come from a faith based community and represent one end of the spectrum of views on RSE – I like and admire them despite the fact I don’t share their viewpoint. ERO’s findings talk about a situation where, ‘Parent and whānau views are split on teaching about gender identity, different sexual identities, and gender stereotypes.
A “split” view means that there are significant groups at both ends, wanting to learn more/less, and earlier/later.’
Having previously worked at a girl’s high school and an area school prior to my return to the Primary sector, I feel strongly about the need to educate around consent. I am also aware of the statistics around self harm and suicide for rangitahi from the Rainbow community. According to the Skylight Trust:
‘A report commissioned and published as part of the Ministry of Health’s Suicide Prevention Research Fund in 2012, found that LGBTQI+ people have higher lifetime risk for mental health problems, including depression, anxiety, suicide and self-harm, substance misuse and eating disorders, than their peers.’2
This group is a less strongly vocal part of my parent body – yet I am mindful of the fact that I have a responsibility to them and to tamariki who will later recognise that they form part of this community.
In my area, there have been significant challenges experienced by other schools – resulting in incidents reported in the media – both in delivery of the RSE Curriculum and the Health consultation process which I know cause my BoT and kaiako to be wary. My kura falls into the group of schools whose response to the complexity has been, ‘scaling back RSE teaching, which results in students missing out on learning opportunities.’3 In fact, when we audited the RSE curriculum we identified that while there are often discussions in response to incidents of bullying or relationship breakdown, very little within the RSE curriculum is proactively planned and taught by teachers in the classroom. Areas that are covered fall within Keeping Ourselves Safe programmes run by NZ Police and Life Education Trust visits. Whilst I value the work of both of these outside agencies I am very certain that our children need more than can be provided by an unfamiliar (usually male) authority figure in a uniform and a giraffe hand puppet. For this reason, I am committed to a consultation which leads to a curriculum which we plan and teach in the classroom.
And yet, a consultation which I am required to do biennially is proving to be very challenging. In 2024 I met with a group of whānau who were concerned that we were preparing for a Health Curriculum consultation. In response to their concerns, I set up a focus group with whānau who held a balance of opinions and I worked hard so that we did not get to the point where, ‘consultation processes result in abuse and aggression.’ Out in the wider community there has been much discussion and criticism of my leadership amongst those who have not been part of the focus group and it is likely there would have been more to come had I gone ahead and sent out the consultation documentation.
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In addition there would have been much work to do with kaiako who understandably feel nervous about whānau responses to the content they will be required to teach.
Teachers are already subject to challenges – which can be aggressive and hostile – on any number of issues. Last year, three of my teachers experienced onsite altercations with whānau (none of which related to the RSE curriculum) and several have experienced uncomfortable questions in the local supermarket or on the sidelines at Saturday sport. As part of our start of year workshops, I ran a session for teachers on Positive Strategies for Addressing Whānau Concerns. I have linked this below.4
For this reason, I wholeheartedly agree with the findings of ERO’s report and their conclusion that:
‘The Government should consider replacing the requirement on school boards to consult the school community on RSE (as part of the Health and Physical Education curriculum) with a requirement to inform parents and whānau about what they plan to teach and how they plan to teach it, before they teach it. Schools should also ensure that parents and whānau know that they can withdraw their children from any element of RSE that they are uncomfortable with.’
In case you missed it (I did!) the Beehive released a response to ERO’s report on December 10th 2024 – the day it was released.5 Erica Stanford announced:
‘The RSE Curriculum will be refreshed for the first time in nearly 20 years, in that time society has shifted significantly. The Ministry of Education will convene a group of curriculum writers with expertise in RSE to develop a new curriculum which explicitly lays out what gets taught and when. A draft of the topic areas to be taught will be available from Term 1 with consultation open later in 2025. This will coincide with the current gender, sexuality and relationship-based education guidelines being removed by the end of the first term. This will meet a coalition commitment between National and
Since it meets an NZ First coalition commitment – presumably remove gender ideology from the curriculum' 6 and perhaps the curiously phrased policy promise to, ‘focus on education and not parent-unmandated indoctrination.’ I will await with interest the composition of the ‘group of curriculum writers ’ and look forward to receiving a draft of
Knight, R 6 Common Leadership Styles — and How to Decide Which to Use When https://hbr.org/2024/04/6-common-leadershipstyles-and-how-to-decide-which-to-use-when
