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The articles in New Zealand Principal do not necessarily reflect the policy of the New Zealand Principals’ Federation. Readers are welcome to use or reprint material if proper acknowledgement is made.
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EDITORIAL
Celebrating Innovation
Liz Hawes EDITOR
DAME WHINA COOPER, ONE of Aotearoa New Zealand’s renowned trailblazers, once said,
Take care of our children. Take care of what they hear, take care of what they feel. For how the children grow, so will be the shape of Aotearoa.
Her words are a powerful reminder to keep our eyes on what is important. One important characteristic for us to cherish is our creativity. So far, our children are ranked amongst the most creative in the world. Our ‘No. 8 wire’ mentality has become a symbol of our culture. We make do with what’s on hand to fix things or invent things we need.
There are numerous outstanding examples of our creative culture in action from John Eustace, a tinsmith from Dunedin, who invented the airtight paint tin lid in 1884; Earnest Rutherford, our most famous physicist from Nelson, who split the atom in 1917; Bill Gallagher, a dairy farmer from the Waikato, who invented the electric fence in the 1930s; Jean Batten, from Rotorua, who was the first woman to fly solo from England to New Zealand in 1936; Bill Hamilton, an engineer from Fairlie, who invented the jet boat, which transformed boat travel, in the 1950s; Colin Murdoch a pharmacist and veterinarian from Timaru, who invented the disposable plastic syringe in 1956, revolutionising medical practice – preventing crosscontamination and the spread of disease; Norma McCulloch, from Rongotea in the Manawatu, who invented the hand vacuum pump to extract air from freezer bags in the 1970s; Keith Alexander, an engineer from Christchurch, who invented the spring-free trampoline to reduce injuries, which came to the market in the early 2000s; and more recently Rocket Lab’s Electron Rocket, invented in the 2010s, produced in Auckland and launched from Mahia Peninsula. The list could go on.
The question is, how do we continue to nurture this extraordinary gift in our next generation and how can education help sustain our global reputation for being inventive?
We could start by taking a broader look at our sample of inventors to see what characteristics they have in common. The first and most obvious is that they were motivated to do good for people, not just in their own country but everywhere. They advanced science for the world’s benefit, prevented wastage of paint, prevented the spread of disease across the world, made children’s play safer, managed dairy farms more effectively both at home and abroad, made space more accessible and affordable, while also enabling scientific and environmental monitoring, and facilitating improved communication, weather forecasting and global internet access.
They mostly began experimenting as children, with permission to do so. Since experiments would fail as often as they would succeed they learned not to fear failure or be deterred by it. They instead learned that failure helps the elimination process in their quest to solve problems. They were courageous, independent, self-directed thinkers who were passionate about making a positive difference.
On page 28 of this issue, Heidi Hayward recounts her experiences of visiting schools in Finland. Finland may not have everything right, but it does have some useful practices for nurturing independent, self directed learners, who have a strong sense of social empathy. These attributes are honed early on, in pre-school classes, before children begin formal school learning at age seven, and continue to strengthen as children progress through the schooling system.
We can learn from examining Finnish schooling, that to nurture the qualities we value, we first need the environment in which they can flourish. The overarching way Finnish schools achieve these qualities in their children is to create a culture of responsibility, rather than accountability. A culture of trust, rather than judgement. Shifting education to a culture of responsibility has profound consequences that are liberating rather than confining. For example, schools in Finland monitor and assess their children’s learning, but are not required to report these results to any Municipality. Teachers are trusted to undertake assessment to determine progress. If progress is not satisfactory, the teacher is trusted to seek immediate support for the child which is readily available.
Systems of accountability send a loud message to schools, that they are not trusted. This in turn negatively affects the culture of our schools. It is a simple problem to fix, but requires the political will to do so. It requires politicians to trust the teachers to do their job, rather than impose national testing regimes to judge school performance.
As Dame Whina Cooper said, how our children grow will create the shape of our nation’s future. If we limit our children’s learning experiences by imposing testing regimes, they will become stressed and limited in their thinking. Children need a broad rich curriculum to foster creativity, where each subject has equal importance. They need a safe space to wonder why or how and to ask what if? New Zealand histories, reading and art are as important as maths, sport and science. All are necessary to spark the creative mind.
If we want the shape of Aotearoa to continue championing creativity for the betterment of all people, then we must support a schooling system that nurtures our children to be creative.
PRESIDENT’S PEN
Understanding GERM: What Every Principal Should Know
Leanne Otene NATIONAL PRESIDENT, NEW ZEALAND PRINCIPALS’ FEDERATION
LET’S TALK ABOUT SOMETHING that’s been quietly – but powerfully – reshaping the way we do education here in Aotearoa New Zealand and across the world: the Global Education Reform Movement, or GERM. If you haven’t heard the acronym before, you’ve definitely felt its effects. It’s influencing everything from how schools are funded, to what we teach, and how we measure success.
So, what exactly is GERM?
GERM in a Nutshell
GERM started gaining traction in the 1980s, as countries began shifting toward knowledge-based economies. Suddenly, education wasn’t just about learning anymore – it became about competing. In this new world, success meant having the smartest, most productive workforce, and schools became the frontline in that battle. At its core, GERM is driven by a set of key ideas:
they usually mean more reading, writing, and maths – but only in ways that can be easily measured. The deeper, more human parts of learning often get left out.
The Cycle We Keep Repeating
Pasi Sahlberg, a well-known education thinker, describes a three-year cycle that’s all too familiar: international test results like PISA get published, everyone panics, and politicians call for reform. And instead of taking a step back to reflect on the bigger picture, we double down –more tests, more data, more pressure on schools and teachers.
In New Zealand, GERMSTYLE REFORMS have often CLASHED with our COMMITMENTS under TE TIRITI o Waitangi.
This reactionary approach rarely addresses the real issues we face in schools. Instead, it leads to more topdown control, less trust in teachers, and often, a very narrow view of what learning actually is.
GERM in Aotearoa – What About Te Tiriti?
■ Schools should compete for students (and funding).
■ Teaching and learning should be standardised.
■ Success should be measured through test-based accountability.
■ The focus should be on basic skills – mainly literacy and numeracy.
■ Parents should have school choice, and privatisation of public education is encouraged.
Sound familiar? That’s because we’ve seen these ideas popping up in New Zealand policy for years now. While the context might be local, the script is global – and it’s often guided by political pressure and international comparisons.
The Bigger Picture: Neoliberalism in Education
GERM is part of a much bigger trend. Since the 1980s, many governments – especially in the industrialised world – have adopted neoliberal policies. The idea is that the market knows best, and public services, including education, should work more like businesses.
That means:
■ Deregulating systems.
■ Reducing public sector investment.
■ Prioritising economic growth over social wellbeing. In education, this plays out as a heavy focus on test results, league tables, and competition. Wellbeing, critical thinking, creativity, and cultural understanding get pushed to the sidelines. And when policymakers talk about ‘getting back to basics,’
In New Zealand, GERM-style reforms have often clashed with our commitments under Te Tiriti o Waitangi, and with the values that underpin our diverse communities. While we’ve followed the same global reform script, that script doesn’t always serve our unique context – especially when it comes to Māori, Pacific, and other underserved learners.
These reforms sideline cultural identity and ignore the importance of mana ōrite mō te mātauranga Māori
As principals, we know that embedding Te Tiriti is not optional – it’s a responsibility. Culturally responsive practice, authentic partnerships with whānau, and curriculum that reflects Māori worldviews are not add-ons. They are essential to equity and excellence.
And we also know that our diverse learners thrive when their identities, languages, and cultures are genuinely valued. GERM doesn’t account for that. It assumes a one-size-fits-all model of success, where being culturally different often means being behind.
What About Learning Support?
Here’s the uncomfortable truth: Aotearoa New Zealand has one of the longest tails of underachievement in the developed world. We’ve known this for years – and yet our system continues to under-resource the students who need the most support.
Far too many of our tamariki are falling through the cracks,
continued on p.4
not because they aren’t capable, but because the system isn’t resourced to meet their needs.
This burden is falling squarely on schools. Principals are left to stretch budgets, patch together support staff, and navigate long waiting lists for specialist services, while trying to ensure every child has access to a meaningful education.
If policymakers are serious about lifting achievement, they need to stop chasing test scores and start investing in targeted, sustainable learning support funding. That means:
■ Properly funding teacher aides and specialists.
■ Reducing delays in accessing supports.
■ Resourcing inclusive education in ways that make it work in the classroom, not just on paper.
We can’t shorten the tail if we keep leaving the same kids behind.
So, What Next?
GERM doesn’t have to shape the future we build. As school leaders, we’re in a unique position to resist the narrowness of GERM and lead with a purpose that’s grounded in our context, our communities, and our values.
Let’s keep:
■ Leading with Te Tiriti at the centre of everything we do.
■ Protecting cultural responsiveness in curriculum and pedagogy.
■ Valuing teacher expertise, not just standardised metrics.
■ Demanding proper learning support for our most vulnerable students.
■ Backing the broader purpose of education – not just as economic preparation, but as identity-building, communitystrengthening, and socially transformative work.
GERM might be global, but our response needs to be local –and principled. Education isn’t just about producing high test scores or future workers. It’s about nurturing whole people, grounded in their culture, confident in their learning, and prepared to contribute meaningfully to the world.
Let’s keep asking the hard questions, standing up for our tamariki, and leading with a vision that truly reflects who we are as a nation.
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NZPF MOOT 2025
What is Sustainable Leadership?
Liz Hawes EDITOR
AS ALWAYS, NZPF REGIONAL Presidents enthusiastically turned out for the Moot this year – filling the room with animated debate, discussion and most importantly – contributing the regional voice – to shape the on-going policy and mahi of the NZPF National Executive.
President, Leanne Otene, has championed regional voice during her presidency, ensuring that no NZPF position is formed without taking account of how it might affect the membership across the motu. She does this through consultation with the regional leaders.
Moot is not the only forum she uses to determine the mood of principals across the country. She has also introduced regular ‘zoom’ meetings with regional presidents, which are issues focused. This gives her the opportunity to listen to the different regional views and learn from them how best to act as the national spokesperson. She knows that Government policies can affect different regions in different ways, and is acutely aware that she is elected to represent all principals. Giving regional presidents a strong voice has opened up the communication lines and the opportunities to share good ideas, for the benefit of all.
The regional presidents were also invited to give their feedback on how to improve the strategic plans of each of the NZPF Pou on areas of work, including leadership, curriculum, learning support and policy/ legal/ constitution.
In 2023 the regional presidents developed a set of six principles to guide NZPF in their mahi. They represent a ‘moral compass’ to check that decisions made are ethical and moral. These principles were also included in the NZPF 2023 political manifesto, setting out NZPF priorities for education. Since election year is nearing again, it was felt that now was a good time to revisit the six principles to test their relevance. Hayley Read and Heidi Hayward from the national executive led the session which called for feedback through a pre-prepared survey.
The NZPF executive team is always on the lookout for better and more effective ways to draw out the regional voice. This year some changes brought two panel discussions to the Moot programme which included a geographically spread selection of four regional presidents and a panel of four Māori and Pacific Island representatives. Panellists were interviewed by the ever popular, prize-winning journalist, Jehan Casinada.
Interactive activities were also injected first by two executive members, Jason Miles (VP) and Stephanie Thompson. They presented a novel way to draw out the elements of sustainable school leadership, while at the same time measuring how sustainable school leadership in Aotearoa New Zealand stacked up – by measuring responses through ‘mentimeter’ technology in real time.
More interactive activities through Q and A sessions with the two guest speakers, Tim White – the Chief Leadership Advisor in the Ministry and Pauline Cleaver – Senior Curriculum Hautu in the Ministry, were also popular and yielded helpful insights.
Below is a more detailed account of each of the Moot undertakings, including feedback from the regional presidents.
The theme of the Moot was ‘Effective, sustainable school leadership.’
Following the official opening by NZPF Kaumatua, Haterei Temo, President, Leanne Otene gave her opening address.
NZPF President, Leanne Otene
Leanne opened the Moot by welcoming the regional presidents and special guests and thanking the presidents for their contributions both to NZPF and their own regional members, throughout the past year. ‘I cannot express just how valuable our discussions and your feedback have been in the past year,’ she said.
‘When acting as your National President, I draw confidence from your feedback. I feel the power of your numbers and the weight of your support behind me and this gives me strength to voice what is right for you and for our tamariki, no matter what the issue of the day,’ she said.
With one eye firmly fixed on the theme of the day, she then proceeded to explain the four essential principal leadership dimensions including:
1. Setting expectations through a clear vision.
2. Leading learning.
3. Fostering Collaboration.
4. Developing staff, people and capacity.
NZPF President Leanne Otene
She referred to the recently released UNESCO Global Education Monitoring (GEM) report, which included a sample of 92 countries including New Zealand, to show that only 20 per cent of school principal preparation and training programmes globally focus on all of these dimensions and barely half of them focus on any.
She noted that leadership implies decision making and the autonomy to make decisions. On that score, New Zealand rates well, she said, since we are all self-managing schools, however compared to the sample of countries in the study, our Government’s contribution of GDP to the education system is relatively low. So while we can make the decisions, we do not always have the financial capability to fund the necessities of our diverse contexts.
She also noted that increasingly, control over curriculum decisions was under threat of political interference. She illustrated her point using the current directive from the Minister to introduce Structured Literacy and Structured Maths with testing twice yearly for Year 0–8 students. What is missing from the Minister’s directive, she said, was a response to the huge demand from schools to provide increased learning support structures. Unless professionals are involved in the co-design of the curriculum, we will not succeed, she said. Principals are the leaders of learning and next to the classroom teacher, have the greatest impact on children’s learning, she said. That means we must be involved in all curriculum matters.
This led her to remind the audience of their stated preference for a Cross-Party Coalition for education policy-making so that long-term plans and decisions could be made without the constant changes coinciding with the three-year political cycles.
She spoke at length about professional learning and development noting that at the leadership level, teacher level, and support staff level, PLD was found wanting. She also addressed the need to create ways for the profession to collaborate, share knowledge and skills and mentor and coach future leadership potential to ensure an ongoing stream of high quality school leaders. Whilst many school principals did an excellent job of growing new leaders, there were few resources to call on and insufficient release time to do the job well, she said. This is clearly not sustainable.
‘The system is inequitable at every level, and rural schools are especially disadvantaged. It is no surprise that it is becoming difficult to attract high quality leaders to small or remote rural schools,’ she said, ‘with the responsibilities far outweighing the remuneration and resources and access to PLD.’
She also addressed hiring practices, which the UNESCO report also discussed, saying that the problems were not so much about fairness, but more about the quality of appointment panels which school boards could muster, and the availability of talented candidates applying for some smaller and rural schools.
‘We need strong eligibility criteria for principalship, and better on-going support for beginning and remote school principals,’ she said. She also noted the progress the Ministry leadership team had made in establishing an induction process for principals shifting schools or beginning their career as principals, which will make a huge difference.
Principals need preparation for setting a vision and culture for their school that is relevant and true to the aspirations of their tamariki, staff and community, she said. That means a high level continued on p.8
of expertise in relationship building. Sadly, she said, some new principals have not developed these essential skills and more needs to be done in preparing our middle leaders and aspiring principals so they do not crash at this first hurdle. The UNESCO report noted that half of principals do not receive training in these skills nor in administration skills which are also critical to being a successful leader.
She suggested that establishing a Leadership Centre would be a useful way to bring all school leadership issues together. ‘It was one of the recommendations of the Tomorrow’s Schools Review, she said, but all these years later has still not become a reality. She noted the work of NZPF in researching other jurisdictions such as Ireland, Wales and Scotland who do have models of Leadership Centres and noted that a goal for the NZPF executive was to pull together relevant aspects of these models to create a bespoke Aotearoa New Zealand model. ‘This work will continue,’ she said, ‘and we are pleased that the Minister is also in favour of the concept.’
She concluded with a challenge, to find a way to attract more quality school graduates into teacher training so that we can be assured of a quality future workforce that is sustainable and thus create a career pathway to future sustainable leadership of our schools.
Keynote Speakers
Pauline Cleaver, Ministry of Education, Hautu, Curriculum
Pauline presented an update on the curriculum changes and assessment saying that the Ministry is trying to be as consistent
as possible, in the knowledge that the audience of schools is vast and varied. ‘Giving you the correct messages is our aim,’ she said, ‘and your feedback is important to us.’
She outlined the six priorities that guide the Ministry’s work on curriculum which are:
1. Clearer national curriculum – establishing a knowledge-rich curriculum grounded in the science of learning.
2. Better approach to literacy and numeracy – implementing evidence-based instruction in early literacy and mathematics.
3. Smarter assessment and reporting – implementing consistent modes of monitoring student progress and achievement.
4. Improved teacher training – developing the workforce of the future, including leadership development pathways.
5. Stronger learning support – targeting effective learning support interventions for students with additional needs.
6. Greater use of data – using data and evidence to drive consistent improvement in achievement.
These are the priorities as they apply to the curriculum changes the Minister announced last year. The changes come with PLD and resources which are fully paid by the Ministry.
‘Getting the maths resources out to every school has been an extraordinary undertaking,’ she said. ‘I know there have been some delays, especially with Numicon, which did take a while and we apologise to those who had to struggle with that,’ she said. She was emphatic in saying that the resources are not the curriculum. ‘They are there for teachers who need more scaffolding,’ she said. She noted, however, that the writers of the curriculum were very clear about the stages of the curriculum
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and that the PLD may need to be extended. ‘This extra support must not be seen as taking away from how your teachers teach,’ she said.
She assured her audience that there would be extra money in the Operations Grant for structured literacy and maths, and that there was a five-year ‘roadmap’ for implementation.
Moving on to assessment, she said ‘We tried to use e-asTTle (electronic assessment tool for teaching and learning) but it isn’t possible. We couldn’t guarantee that the numbers of schools using it would not crash the system,’ she said. ‘Besides we want an assessment tool that is socially relevant to the New Zealand context and aligns with the new curriculum without making a huge investment.’
‘We need a platform that is stable for updating content and that uses the latest technology,’ she explained.
She summarised the key changes that took effect from term one this year. They included the requirement for primary schools to teach the updated:
1. English and Te Reo Rangatira for Years 0–6.
2. Mathematics and Statistics, and Pāngarau for Years 0–8.
3. Release draft Maths, Pāngarau and Te Reo Rangatira Years 7–13 for consultation.
4. Making phonics checks and Hihira Weteoro available for students in their first year at school or kura.
In addition she noted the Ministry has also:
5. Delivered maths textbooks and maths PLD for teachers of Years 0–8.
6. Delivered Pāngarau resources for kaiako in Years 0–8.
7. Started delivering Maths PLD.
8. Continued delivery of structured literacy and Rangaranga Reo ā Tā PLD.
She then told the regional presidents what to expect next. There would be information coming out about how to apply for Pāngarau PLD for kaiako in Years 0–8 and guidance and resources to support schools and kura with reporting to parents and whānau – which would focus on describing levels of achievement. For those wanting clarity on what to do in 2025, ‘Continue to use your current assessment tools and develop quality assessment and aromatawai practices,’ she said. She added that the draft English learning area content for Years 7–13 is out for consultation.
As the 2025 school year progresses, she said that schools and kura will be adjusting their assessment, aromatawai and reporting to reflect student progress against the new Years 0–6 English and Te Reo Rangatira and Years 0–8 maths and Pāngarau curricula.
She said that assessment information can be found in the new curriculum teaching guidance and teaching considerations sections of the curriculum. Best practice guidance will be shared later, she said, and new reporting to parents and whānau guidance will be added to Tāhūrangi shortly.
‘Regulatory requirements for reporting to parents and whānau have not changed, but schools are now required to report progress against the new English Years 0–6, and mathematics and statistics Years 0–8 learning areas,’ she said.
Phonics checks and Hihira Weteoro Te Kete Aromatawai Rangaranga Reo ā Tā for te reo settings are now available for schools and kura to use.
In concluding her presentation she noted that, in response to feedback, an implementation hub has been established on
Tāhūrangi. ‘You just go to the implementation support page for supporting products and services to help you implement the changes. There you will find the five year implementation timeline which will be regularly updated.’
‘The hub also includes a kete of previous updates, news items and curriculum newsletters,’ she said.
Q & A Session
Q: The three-day PLD is a great start but it’s not enough to build capability. Can we expand on the ‘expert model’?
A: Yes, there is new money for PLD for structured literacy. As we unpacked how to prioritise the PLD budget, we built in PLD for structured literacy. We will look at the curriculum past practices to see what leaders need to support them into the future.
Q: First, there is a collaboration disconnect between the science of learning and our children with learning needs, which must be addressed – what is being done about this?
We used to have a curriculum team in the regional offices and we would love to see that come back because we don’t all have the funding to access PLD. What are your thoughts on that?
A: I agree there is work to be done for diverse needs students and there will be more said by the Government on that matter. We have grown the curriculum advisory in our regional offices but now we need to connect to local expertise – we need to know where the pockets of knowledge are. We will never have all the expertise and will have to consider partners to facilitate the advisory.
Q: There is a disconnect between the maths resources and their phases and the way we organise our classes which are composite Years 1, 2 and 3. The new maths resources are not flexible to accommodate composite classes. What is your solution?
A: That was not the intention of the policy and we will need to work separately with you to resolve this problem.
Q: The Advisory Service for leadership is a tremendous service but it’s not working in the Far North because there are so many new principals. Most principals do no more than three years and there are not enough of them to support the area. Are there plans to get more leadership advisors in the North?
Secondly, the curriculum is more than just literacy and maths. There is art, social sciences and other subjects as well. Will the curriculum advisors be covering these subjects too? They will not come back through local initiatives only.
A: Tim White and Yolanda Meijer in the Leadership Advisory will pick up the rest of the curriculum. We want to be sure that local experts are part of the discussions in future. If the Kāhui Ako are not the way, then we have to find other ways.
Q: There needs to be trust and collaboration between the Ministry and principals to move forward. The trouble is, we get information gaps and they will be filled with ‘noise’. For example an RFP (Request for proposal) was posted on GETS (Government Electronic Tenders Service) searching for an online assessment tool for structured literacy and maths. Immediately principals think we are going backwards – to the national standards days and all the threats they brought with comparing schools publicly and league tables, etc. All of this angst could
have been avoided if we had a greater trust relationship. How can this be fixed?
A: We have not been effective enough on this. It wasn’t intentional but it did happen, unfortunately. It was an incident that led us back to a tired debate.
Q: For specialist schools structured literacy is hard work. All our learners have high, complex needs. Were these students considered at all the stages of the changes, including access?
A: If we have an understanding of inclusivity for high needs students, the pay off should be great. I know your specialist schools association is committed and the DVG (Disability Voices Group) was heard in the design of all of the options.
Tim White, Chief Leadership Advisor, Ministry
Tim’s presentation was especially popular with the presidents because of the well researched, rich data he presented, much of which had been generated by the mahi of his 16 Leadership Advisors across the country.
He opened his address saying that the Government has a vision for high quality, effective leadership across all stages of a principal pathway, and the Minister is committed to a focus on growing aspiring principals. ‘The principal’s journey starts when they begin teaching,’ he said.
Sustainability is critical to the pathway and Tim outlined six features to achieve a sustainable future. The first of these is to be informed of reality. On average it takes 13 years for a beginning primary teacher to become principal of a very small school, 15 years to lead a small school, 16 years to lead a medium school and 17 years to be principal of a large or very large school. Ideally, he said, a teacher would move up to a position of team leader or unit holder and then move into senior leadership before principalship. But only one third of primary principals, in the past ten years, followed that pathway. 15 per cent had no senior leadership experience, six per cent had no middle or senior leadership experience and 60 per cent had no middle management experience. For secondary principals, the statistics were very different with 92 per cent following the stages in sequence. Further, he added, statistics show that nine out of ten promotions occur internally.
The second feature of sustainability is learning and nurturing and this is where the leadership advisory [there are 16 seconded leadership advisors across the country], which Tim heads up in the Ministry, comes in. The service has been operating for several years now and is proving to be a popular and successful service. Tim thanked the regional presidents for inviting leadership advisors to participate in their regional meetings.
Leadership advisors have had 9,435 engagements with principals (some repeat visits or calls) and 5,860 of these have been face to face. Other times they have consulted online or by phone. 73 per cent of the schools are full or contributing primary schools and 10 per cent are secondary schools. ‘The service is certainly hitting the mark,’ said Tim.
Feedback is frequently sought and on the latest findings, 95 per cent of those who have engaged with their leadership advisor record high levels of satisfaction. The quality of support was described by 88 per cent as excellent. Tim also presented the main benefits to users of the service:
■ 80 per cent said receiving advice, ideas or examples of how others have responded to similar challenges.
■ 70 per cent said increasing clarity of what we are expected to do.
■ 60 per cent said reflecting on my situation and practice, thinking out loud and brainstorming alternatives.
■ 56 per cent said working collaboratively with others and reducing the feeling of isolation.
■ 55 per cent said having a place to start and where to go next.
■ 49 per cent said positively influencing the way I think about my role or how I will lead in the future.
The third feature of sustainable leadership is to have differentiated learning to suit the diversity of principals. A suite of learning modules is available for principals to complete including modules on school culture, pedagogy, systems, partnerships, wellbeing and Te Tiriti o Waitangi. By far the biggest category of learning modules is systems (37 per cent), indicating the level of administration tasks required of principals. These can be completed as principals have the time, but statistics show that there are far more who start modules than ever complete them.
Synergism is the fourth feature and neatly combines learning modules with podcasts on many topics, such as leading through change, ERO reviews, supporting students with diverse needs, legislation, strategies for connecting to the community, managing transitions and support systems. Podcasts have been created by experienced principals and give practical examples, which principal learners find helpful and real. There is a very clear synergy between the learning module and the podcasts. Shortly there will be 48 podcasts available to complement the learning modules. ‘Making podcasts to support beginning principals is an excellent way to give back to the profession and I know many of you are very keen to make a contribution in this way,’ he said.
The fifth feature is partnerships. Tim explained that when principals are in partnership with the Government they can play an active part in contributing to and supporting the system. In turn, they will receive support and benefits largely from the system. ‘We cannot do this alone,’ he said. ‘We have to do it with you, and we thrive on interacting with you. We need your wisdom and advice,’ he said.
He also introduced his audience to two recent publications entitled ‘Effective preparation for aspiring principals’ and ‘What does good look like? A programme for beginning principals’ support and development in New Zealand’.
The sixth feature of sustainable leadership is networking Your regional leadership advisors will be working with regional leadership teams to organise regular induction hui for all principals starting in a new school and we would love regional associations to be involved in this process, working together with us. The induction process will have a regional flavour, he said.
‘We are also in the process of developing a “Principal Development Map” so that principals have a “one-stop-shop” to find all PLD offerings – which in time will be subject to a full accrediting system achieved through a sector-led panel of experts,’ said Tim.
The website will cover all PLD or learning courses, scholarships, awards and secondments.
Sections of the website will cover topics like coaching advice and guidance, communities and networks, tools and resources, and regular events. Tim said they will be looking to the regional associations to pass on information on events and hui they are organising so these can be included on the Principal Development Map.
Tim’s presentation, crammed with excellent information on sustainable leadership, was warmly received, by an appreciative audience.
Principal Panels
The restructured Moot programme included a panel of two Pacific Island principal representatives and two Māori principal representatives, interviewed by our MC Jehan Casinada. A second panel of four Regional Presidents, from Northland, Auckland, Nelson and Southland were also interviewed. Whilst questions were in keeping with the theme, the panel interview style allowed for real stories to be told which added a richness to the session. Many comments and compliments from regional presidents, following the Moot, confirmed that introducing panels was an effective move which also set a positive and energised tone for the day. The panellists answered questions thoughtfully and enriched the audience through their stories and examples.
Māori and Pasifika Principals On the Couch
The audience learned that we need cultural sustainability for learning and one stand out PLD option is the Māori Achievement Collaborative (MAC) kaupapa. It is just as important as PLD for literacy and maths, if we want to lift achievement. It unpacks racism to reveal how and why racist practices endure. It changes hearts and minds, and has a history of making a positive difference. Tamariki Māori benefit from feeling valued as learners and want to connect with their stories.
We learned that for Pacific Island people, especially in South Auckland, poverty is rife. Yet politicians are not taking this seriously. Schools have been funding lunches for their children for years. Children must be at their best Tautai o le Moana –captain of the ocean – to overcome challenges and succeed. A PLD offering of the same name helps school principals to better understand Pacific Island culture, just as the MAC does for Māori. It is essential that it continues. We learned that the Samoan approach to principalship is through respect, love, humour and service and that the main guiding curriculum is Tapasa.
Putting the people before the paperwork was a common mantra of all the panellists.
Regional Presidents accepted their collective responsibility to grow new leaders. They noted barriers to middle and senior leaders becoming principals this includes remuneration in small and rural schools. It’s also important to find the balance between encouraging middle leaders and not forgetting to expose them to the realities of the role. The job has high demands. Staff shortages, especially relief staff, mean principals are expected to take classes at times, so administration is pushed to after-hours. Further barriers included lack of support, travel and housing and, in some areas, work–life balance. It was generally believed that aspiring principals need at least five years preparation. Principals also must be given the skills of mentoring and coaching if we are to have a sustainable workforce for the future. The job is about being good at relationships. Learning skills is much easier. Sometimes issues like the rate of change a gov ernment wants are not good for the children and leaders have to do what is morally right for them first. In such cases you might be
brave, slow down, and say ‘proceed till apprehended’. Improvement is always better than change. Such conflicts create high stress. Having regional associations that stand together as one can be powerful in pushing this message. When things become overwhelming, the answer is people. Lean on your colleagues.
Feedback from the audience on the panel discussion
Most comments concurred with the panellists’ views but some additional comments and suggestions were made:
■ Turnover of principals is very high in rural areas caused by burnout and unmanageable expectations.
■ It may help to have the retiring principal of a school sit on the appointments committee.
■ Removing all administration tasks would allow school principals to lead learning and teaching without so much stress.
■ Is the school governance structure the best model – one Board for each school?
■ A further stress can be social media campaigns against the principal.
■ There is no incentive for schools to support other schools even if they can – because there is no recognition through extra units under school self-management.
■ Create a network for aspiring principals to work alongside other school principals.
■ Politicians introduce change at pace with no understanding of schools and their context.
■ The lack of learning support is the biggest barrier to teacher recruitment, retention and aspiring leaders.
■ Is spending $30 million on private publishers for structured literacy and maths the best spend?
■ De-funding Resource Teachers of Literacy means 28 students don’t get support in my school. Learning support is already woeful.
■ The principal field is getting smaller.
■ The Equity Index is not a true reflection of need.
■ Remuneration should be based on years of experience, not the size of the school. That would alleviate one issue for attracting and retaining principals in rural schools.
■ Principals cannot be held accountable for things we can’t control – like attendance.
■ We need to celebrate more. It’s great to be in a room with likeminded principals.
■ At the heart of leadership is what we choose to do, and not do.
NZPF Executive presentations
Shifting the Dial on Effective Sustainable School Leadership
NZPF Executive members Jason Miles and Stephanie Thompson
led an interactive session entitled ‘Shifting the Dial on Effective Sustainable School Leadership’. The session covered understandings we share about sustainable leadership, including:
1. The role of the principal.
2. Structures and resources to support the school leadership.
3. The ability of principals to focus on their core purpose of leading learning.
4. The capacity within schools to operate distributive leadership strategies, and
5. The health and wellbeing of principals. Regional Presidents participated via ‘mentimeter technology’ in responding to questions on these topics by rating each of a number of statements relating to sustainable leadership. The findings were compared to findings for principals in Ireland and from a sample of ICP members. Overall our regional presidents gave more optimistic results about sustainability of principalship than either of the other two groups. At tables, they also noted what the focus for principals should be, and what must happen to enable that. Feedback included:
1. Articulate an inspiring and empowering vision and be clear about your expectations.
2. Keep focus on your philosophy.
3. Build a culture of trust based on the school’s vision that includes the academic, cultural and social aspects of the school experience.
4. Be the school champion of fairness, an initiator, navigator, listener and mediator.
5. Be a relationship builder and master collaborator.
6. Take responsibility for your own wellbeing.
7. Build strong connections with the school community.
8. Communicate clearly and have difficult conversations in a timely manner.
9. Manage change in a deliberate and restrained way – without stress.
10. Keep above the detail always having the ‘Bird’s eye view’.
11. Shift the administration duties to Administration and free up your time to lead.
12. Know and understand what is needed to ensure a broad, holistic curriculum is delivered.
13. Model and share best teaching practice.
14. Coach and mentor staff, and create conditions for staff to thrive and develop.
15. Celebrate and acknowledge staff regularly.
16. Build leadership in middle leaders.
17. Ensure the right resources are available to support teaching and learning.
18. Consider sharing staff across schools.
19. Engage the learning support necessary for your learners to thrive.
20. Provide a safe learning environment for students and staff.
21. Show aroha for every learner and reduce barriers.
22. Ensure every child has an equal opportunity to succeed.
23. Make learning fun whilst developing learner competencies and values.
24. Know the story behind the data/results.
The Case for a Leadership Centre in Aotearoa
New Zealand
The NZPF VP, Jason Miles, gave a brief synopsis on why establishing a Leadership Centre in Aotearoa New Zealand would enhance the critical importance of school leadership and provide a single location for:
1. The roadmap to sustainable principal leadership.
2. A PLD accreditation system and full complement of PLD offerings for all levels of leadership.
3. The induction programme for all principals starting in a new school.
4. The pathway(s) to school leadership.
5. Mentoring and coaching for sustainable school leadership.
6. Any future school leadership developments.
He referred to examples of School Leadership Centres in Ireland and other countries.
Feedback on NZPF Strategic Plans
Representatives from each NZPF Executive Pou presented their strategic plans, their current undertakings, and sought feedback from the Regional Presidents on any gaps. Feedback is included in the summary of the day at the end of this report.
The Six Principles
The Six Principles are the ‘moral compass’ that we apply when considering policies and practices, and they help guide our current and future presidents in their representational and advocacy work. It is important to regularly review the principles to make sure they continue to be relevant.
Feedback on the Six Principles which were constructed with the Regional Presidents at Moot two years ago, was the last activity of the day. Hayley Read had previously constructed a survey for the Regional Presidents to complete.
The Six Principles feedback and recommendations for changes appear below:
Principle 1: A successful public education system, that gives effect to Te Tiriti o Waitangi, will lead to a more equitable and prosperous country.
Suggested Change: ‘A successful public education system that fully integrates the principles of Te Tiriti o Waitangi, ensuring equitable access and outcomes for all, will contribute to a more just, inclusive, and prosperous society.’
Rationale: The revised wording emphasises ‘fully integrates’ to reflect the need for deeper, systemic embedding of Te Tiriti principles, and clarifies the goal of achieving equity and inclusivity for all students, ensuring the connection between education and societal prosperity.
Principle 2: Positive, collaborative, and constructive working relationships between the education sector, Tangata whenua, and the government are critical to the implementation of education policy.
Suggested Change: ‘Building positive, collaborative, and trustbased relationships between the education sector, Tangata whenua, and the government is essential to effective, culturallygrounded, and long-term education policy development and implementation.’
Rationale: This revision emphasises ‘trust-based’ relationships and highlights the importance of cultural grounding and longcontinued on p.14
term policy development. It reflects the need for collaboration that isn’t just about policy implementation but also the process of building lasting partnerships.
Principle 3: State and stateintegrated schools, Kura Kaupapa Māori, and Kura aIwi receive fair, equitable, and adequate resourcing to achieve agreed educational aims and outcomes.
Suggested Change: ‘State and state-integrated schools, Kura Kaupapa Māori, and Kura a-Iwi are resourced equitably and adequately to meet the diverse educational needs of all students and achieve the desired outcomes for an inclusive, culturally responsive education system.’
Rationale: This wording focuses on the diversity of student needs and the emphasis on ‘inclusive, culturally responsive’ education, reflecting the recommendations for more equitable resourcing and support, particularly for schools serving students with learning and behaviour needs, Māori and other underserved communities.
Principle 4: Students leave school with the appropriate lifelong competencies and skills to succeed in a fastchanging world.
Suggested Change: ‘Students graduate with the necessary lifelong competencies, skills, and cultural knowledge to succeed in an increasingly diverse and fast-changing world, with a curriculum that adapts to both global and local contexts.’
Rationale: This revision reflects the need for students to be prepared for an increasingly diverse world and emphasises the importance of integrating both global and local perspectives in the curriculum.
Principle 5: The governance and management of New Zealand schools are vested in local communities and school boards.
Suggested Change: ‘The governance of New Zealand schools are led by local communities and school boards, with clear roles, accountability, and support to ensure effective, respectful, equitable, and culturally responsive leadership.’
Rationale: This change incorporates the need for clarity in roles and accountability within school governance, as well as a focus on cultural responsiveness and effective leadership, which was a key concern in the suggestions.
Principle 6: New Zealanders can expect teachers to provide a highquality, relevant, inclusive, and culturally appropriate education system.
Suggested Change: ‘New Zealanders can expect a high-quality, relevant, and inclusive education system, where teachers are supported with ongoing, culturally responsive professional development to provide equitable educational experiences for all students.’
Rationale: This revision emphasises the ongoing support and professional development needed for teachers to ensure they are equipped to deliver a culturally responsive and equitable education, aligning with the suggestions for continuous learning and investment in teacher practice.
The survey feedback on the six principles suggested a seventh be included.
Principle 7: Ensure equity and success for all students, and a comprehensive, longterm education plan that aligns funding, support, and policy across all levels. This plan will be apolitical, inclusive, and adaptable to future needs and address teacher shortages, inequitable resourcing, and provide specialised learning support to reduce inequities and improve student outcomes.
This new set of NZPF principles will be presented at the next national executive meeting for ratification.
Summary – Themes and Insights from NZPF Moot 2025
This summary includes the themes of leadership pathways, rural education, staffing challenges, and systemic education concerns.
1. Leadership Development and Succession Planning
■ Broad support for a dedicated Leadership Centre to develop aspiring and current principals.
■ Urgent need for structured, resourced pathways into principalship, including mentoring, coaching, and practical experience.
■ Leverage the expertise of recently retired principals as shortterm mentors.
Regional Presidents engaging in discussions, NZPF Moot
■ Shift from relying on goodwill (‘Number 8 wire’) to systematic investment in leadership capability.
■ Address perception: the role must appear sustainable and inspiring, not exhausting.
Actions for NZPF to consider in their Annual Strategic Plans
■ Advocate for the establishment and resourcing of a national Leadership Centre.
■ Collaborate with the Ministry to co-design structured leadership development pathways.
■ Establish a national mentoring register to link retiring principals with aspiring leaders.
■ Lobby for increased resourcing for administrative support.
■ Promote policy change to reduce direct teaching loads for principals.
■ Advocate, on behalf of Principals, to NZSBA for guidelines for Boards on supporting principal wellbeing.
2. Rural Education
■ Barriers include access to services, inadequate housing, travel demands, and isolation.
■ Difficulty attracting and retaining quality staff and relievers.
■ Boards in rural areas sometimes reject experienced urban principals.
■ Principals, particularly in small and rural schools, are often teaching multiple days per week.
■ Administrative demands leave little room for instructional leadership.
■ Lack of office support staff exacerbates workload, leading to burnout and poor work–life balance.
Actions for NZPF to consider in their Annual Strategic Plans
■ Advocate for reinstatement and expansion of school housing in rural areas.
■ Partner with regional principals’ associations to highlight localised solutions.
■ Work with MOE to develop regional incentives for leadership recruitment.
■ Advocate for more equitable office staff provision to support principals.
■ Boost the workforce for rural schools.
■ Work on more equitable remuneration for rural schools.
3. Learning Support and Complex Needs
■ Widespread concern about insufficient Learning Support Coordinators (LSCs) and ORS funding.
■ Principals report schools acting as default providers of mental health and social services.
Actions for NZPF to consider in Annual Strategic Plans
■ Push for reconvening of the learning support advisory panel with NZPF representation.
■ Campaign for baseline FTTE entitlement for LSCs and SENCOs in all schools.
■ Advocate for cross-agency collaboration to support high-needs learners.
4. Staffing Shortages and Retention
■ Shortages are pushing DPs and principals into the classroom, masking the true crisis.
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■ Retention issues are particularly acute in small schools and challenging locations.
Actions for NZPF to consider in Annual Strategic Plans
■ Advocate for retention and recruitment incentives in hard-tostaff schools.
■ Highlight the issue in media and policy forums.
■ Promote data collection on staffing stress points across regions.
5. Promoting the Role and Sector Narrative
■ Call to shift the narrative: ‘Celebrate the joy and influence of the role.’
■ Share success stories, highlight student and staff impact.
■ Reframe principalship as a privileged leadership opportunity, not a burden.
Actions for NZPF to consider in Annual Strategic Plans:
■ Launch a national storytelling campaign showcasing the impact of principals.
■ Provide messaging tools for regional associations to use in their communities.
■ Include positive principal profiles in national publications and media.
6. Systemic and Structural Issues
■ MOE decisions often disconnected from local realities.
■ Kāhui Ako/COLs require review to ensure equitable PLD distribution.
■ School housing stock being closed down, limiting relocation possibilities.
Actions for NZPF to consider in Annual Strategic Plans
■ Coordinate a sector-wide submission on Kāhui Ako/COLs review and recommendations.
■ Monitor MOE decisions for regional impact and advocate for better consultation.
■ Engage in national dialogue on school infrastructure and housing policy.
7. PLD Induction and Support
■ PLD access is inequitable, especially for schools not in Kāhui Ako/COLs.
■ Need for mandatory induction programs for new principals.
■ Greater support is required for teacher training and practical preparation.
Actions for NZPF to consider in Annual Strategic Plans
■ Develop and promote a PLD access equity framework.
■ Advocate for a mandated, funded national induction and mentoring programme.
■ Collaborate with training providers to improve practical readiness.
8. Remuneration and Incentives
■ Disparities where experienced teachers earn more than principals.
■ Inadequate financial recognition for the scale and scope of principalship.
Actions for NZPF to consider in Annual Strategic Plans
Note: NZPF is not a union, however when in discussion with Principal Unions, advocate for the following:
■ Pay parity and role recognition through collective bargaining.
■ Recommend financial incentives for rural and highcomplexity roles.
■ Highlight the impact of current remuneration models on the leadership pipeline.
9. Curriculum, Literacy and Equity Concerns
■ NCEA literacy/numeracy tests are creating new inequalities with high failure rates and poor feedback.
■ Structured Literacy is being rolled out with high fidelity, but concerns exist around loss of creativity and over-prescription.
Actions for NZPF to consider in Annual Strategic Plans
■ Advocate for a review of the new NCEA literacy/numeracy framework.
■ Work with curriculum developers to maintain a balance between structure and creativity.
■ Promote sector feedback on early childhood-school transitions.
Conclusion
Aotearoa’s principals are committed to delivering excellent education but are under increasing pressure from systemic, staffing, and structural issues. Addressing leadership development, equity of access to resources, and the attractiveness of the principalship role must be sector priorities. With strategic investment and a reframed narrative, principalship can be repositioned as a rewarding and sustainable career path. The changed format of the NZPF Moot 2025 proved to be a winner on the day, with some well seasoned regional presidents commenting that it was the most interactive, energetic and informative Moot they had attended. As NZPF President Leanne Otene says, ‘When we connect closely to our regions we carry their voice and can be more confident in our advocacy work on behalf of all principals.’
eCLIQ makes high school security access simpler and safer
Forest View High School has replaced traditional key sets with electronic keys using eCLIQ by ASSA ABLOY. This modern technology gives each staff member access to the rooms they need and no one else. When a key goes missing, it’s a simple on-site reset.
Challenge and Pain Points for the School
With multiple teaching blocks, some staff had to manage as many as 6 to 10 mechanical keys. There were three key boxes and a manual process to issue and track key usage. In addition to teaching staff, the school had to manage site access for outside contractors, cleaners, and caterers.
Despite the best management, keys get lost, triggering a domino effect of administrative tasks, e.g., engaging a locksmith to replace the lock and all associated keys. The time and cost of running a site with traditional keys are high. It also compromises property security, as there is no way to monitor and control access after hours.
A More Efficient and Secure Solution
The school installed the eCLIQ electronic keying system, which features battery-powered electronic keys. This requires no power to the locks themselves, with the electronic key activating the lock. The upfront installation cost is substantially less than that of hard-
wired locks, making eCLIQ ideal for fast fitment onto existing locks. With the new system installed in under three days by a locksmith, the school now manages site and building access online, easily assigning key access for specific days and times according to worker and school security needs.
Complete Access Control
The eCLIQ system replaces the existing mechanical lock barrels with electronic lock barrels operated by a battery-powered key. Combining the traditional elements of lock and key with clever electronic access and monitoring technology gives the school total control over who can enter any specific building or room - at any given time.
Security, Cost-Saving, and Convenience
For Forest View High School, the safety and security benefits of the eCLIQ system are obvious. Staff feel safe even when the school is quiet, knowing spaces have restricted access, and they can easily open and lock spaces behind them for peace of mind. The extra cost at the beginning outweighs all the lifetime costs of a conventional manual system.
Total access control
Enhanced security
Cost-effective
Quick installation
Smart electronic keys
Efficient key management
Vandal
LEADING WITH INFLUENCE – THOUGHT LEADERSHIP
Stephanie Thompson PRINCIPAL, BEACH HAVEN SCHOOL
WHEN WE THINK OF innovation, names like Steve Jobs, Sir Mason Durie, Peter Beck, and Dame Anne Salmond come to mind – visionary leaders who have shaped their fields. While ‘Thought Leadership’ might sound like a corporate buzzword, its roots run deep, influencing progress across industries, including education.
As principals, we are uniquely positioned to drive this leadership in our kura. In a rapidly changing world, our tamariki need us to foster innovative thinking, challenge the status quo, and champion best practices. By leading professional conversations and shaping the future of education, we ensure our schools remain responsive, dynamic, and fit for purpose.
This article explores how we, as leaders in education, can leverage the principles of Thought Leadership to strengthen our schools and empower our learners.
emerging opportunities and challenges that the system needs to address. They’re the ones who see the trends before they become mainstream, who anticipate the needs of our students and communities, and who proactively develop solutions. They are not just reacting to change; they are shaping it.
THOUGHT LEADERSHIP
is when a leader’s THOUGHTS are being used by leaders to LEAD OTHERS
Onyi Anyado, UK based global leadership speaker, author, futurist and corporate trainer.
In the business world, thought leadership is often seen in those visionaries who not only understand their market but in how they redefine it. They do this by creating new products, services, and best practices that others follow. Think of tech innovators or those who pioneer new models of customer engagement. Now, imagine that same level of foresight and innovation applied to your kura.
The Role of Principals in Thought Leadership
Thought leadership in education is about principals and school leaders having that deep, insightful grasp of our evolving educational landscape. It’s about anticipating emerging trends, offering practical solutions, and paving new pathways for our tamariki. As principals, you are the ones who can create those clear guidelines and best practices, ensuring we’re all moving forward together, towards a better future for our students. Essentially, it’s about leading the way, sharing your expertise and shaping the narrative of education in Aotearoa.
What does a Thought Leader Look Like?
What does a thought leader look like in our educational landscape? It’s more than just being an expert in a particular subject or having years of experience. It is about a fundamental shift in mindset. Firstly, it’s about thinking beyond the status quo. It’s about looking past the ‘way we’ve always done things’ and asking, ‘How can we do this better?’ It’s about challenging assumptions and exploring new possibilities, always with the best interests of our tamariki at heart.
A thought leader in education is also adept at identifying
Critically, thought leadership is rooted in authenticity and empowerment. It’s about being genuine, transparent, and passionate about your mahi. It’s about building trust and inspiring others to join you on the journey. This authenticity is fuelled by authentic curiosity, which is a deep-seated desire to learn and understand. It’s about asking ‘why’ and then asking ‘what if?’ It’s about maintaining that professional curiosity, the hallmark of lifelong learning.
Furthermore, a thought leader is open to listening to others. They recognise that wisdom comes from many sources, and they actively seek out diverse perspectives. They embody the epitome of continuous learning , always striving to expand their knowledge and understanding. They are confident and willing to challenge the status quo, not for the sake of causing disruption but for the betterment of their mahi. They understand that progress often requires us to question our assumptions and embrace new approaches. Ultimately, it’s about leading with courage, conviction, and an unwavering commitment to our tamariki.
Image created by Venngage AI Infographic Generator
Embracing Thought Leadership in Education: Navigating the Challenges
As principals, we’re all driven to innovate and improve outcomes for our tamariki. Yet, embracing thought leadership isn’t without its potential pitfalls. It’s important to be aware of these challenges as we strive to push boundaries and lead positive change. Despite some potential risks, the notion of thought leadership is a potentially powerful tool to add to your kete of leadership.
Narrowing Our View: While deep expertise is valuable, we must remain vigilant against becoming too focused. A narrowed perspective risks missing out on opportunities and ideas that could broaden our kura’s capabilities and capacity. We need to maintain a holistic view, ensuring we’re open to diverse approaches and collaborations.
The Risk of Detractors: Stepping out front, and advocating for new ideas, inevitably invites scrutiny. In today’s digital age, where social media spreads both truth and misinformation with alarming speed, even a hint of controversy can impact our reputation. We must be prepared to engage respectfully with differing opinions, while maintaining our integrity and focus on what’s best for our students.
Resistance to Change: Challenging the status quo, and advocating for policy changes, is a core part of our role as leaders. However, we must acknowledge that such advocacy may encounter resistance from colleagues, whānau, the media, the Ministry, or even politicians. Building strong relationships and fostering open dialogue are crucial to navigating these challenges effectively.
Unintended Consequences: Innovative ideas, while wellintentioned, can sometimes lead to unintended consequences. It’s vital that we thoroughly consider potential risks, particularly concerning equity and access. In our diverse nation, we must be acutely aware of the potential for our ideas to unintentionally exclude or marginalise any group. Careful planning, robust evaluation, and ongoing consultation are essential to mitigate these risks and ensure our innovations benefit all tamariki. Ultimately, thought leadership requires a balance: a commitment to innovation tempered with careful consideration of the
potential risks. By being mindful of these challenges, we can lead with confidence and integrity, fostering a vibrant and equitable education system for all.
Developing your Influence – Honing your Thought Leader skills
So, how does one become a thought leader in our educational community? It starts with clarity. Be clear about what you are an expert in. Perhaps you have a passion for culturally responsive pedagogy or a deep understanding of digital learning. Hone your focus, go deep in your area of expertise – read widely, attend conferences such as the annual NZPF conference, engage in research, attend your local association meetings – and become a true authority.
But expertise alone isn’t enough. You must keep up with the latest developments. Subscribe to educational journals, follow influential researchers on social media, attend Ministry of Education updates, and stay informed about research, trends, and best practices both within Aotearoa and beyond. Take an active interest and role in what is happening locally, nationally and internationally.
Equally important is the ability to listen to and learn from others. Never be afraid to admit what you don’t know. Join professional learning networks, seek out mentors or a professional leadership coach, and embrace a learner’s mindset. Be a sponge, and draw inspiration from multiple sources. As Simon Sinek wisely said, ‘A leader must be inspired by people before a leader can inspire people.’ Within your community, seek out diverse perspectives by engaging with whānau, community leaders, and your students. Engage in meaningful conversations and be open to new ideas by attending hui and community events.
Know who your stakeholders are and who your community is. Consider them in everything you do. For your colleagues and your kura, make your initiatives and insights more about them by seeking feedback and modifying your approaches. Share practical insights and resources by leading workshops, presenting at staff meetings, or creating online resources that directly address their needs and challenges. For those outside your immediate circle, be the first to find emerging themes and bring insights to the table that nobody else has
Crucially, align your practices and philosophies with the expertise you offer. Authenticity is key. Share your knowledge and experiences by documenting your school’s journey, creating case studies, or contributing to professional learning communities in a way that reflects your passion and commitment to education. Remember, thought leadership is a journey of continuous learning, growth, and collaboration. It’s about using your expertise to make a positive impact on the lives of our tamariki and the future of education in Aotearoa.
A Thought Leader’s Kete: Tools for Impact
Consider the foundational elements of what is in your leadership kete, and view it through the lens of thought leadership. This kete, far from being a static collection, is a dynamic and evolving toolkit. It encompasses not only our expertise and experience but also our capacity for empathy, strategic vision, and unwavering commitment to equity. A thought leader’s kete is rich with cultural competence, ensuring that our practices are deeply rooted in Te Tiriti o Waitangi and responsive to the diverse needs
Image created in Dream Lab, CANVA
of our tamariki. It includes the ability to forge strong community connections, amplifying the voices of whānau and iwi. Moreover, advocacy becomes a potent tool within this kete, empowering us to champion the rights of our students and drive systemic change. By consciously cultivating these essential elements, we equip ourselves to lead with authenticity and purpose, paving the way for a brighter future for education in Aotearoa.
Examples of Tools to Enhance Thought Leadership:
■ Cultural Competence and Te Tiriti o Waitangi Proficiency:
■ Active participation in Te Reo Māori and tikanga workshops.
■ Development of school-wide strategies for embedding Te Tiriti principles.
■ Building strong relationships with Māori Achievement Collaborative (MAC) and Tautai o le Moana.
■ Building and maintaining partnerships with local iwi and hapū.
■ Strategic Vision and Planning:
■ Utilising frameworks like SWOT analysis or strategic foresight to anticipate future trends.
■ Developing clear, measurable goals and action plans for school improvement.
■ Facilitating collaborative visioning sessions with staff, students, and community.
■ Community Engagement and Collaboration:
■ Establishing regular hui with whānau and community leaders.
■ Creating partnerships with local businesses or organisations to support student learning.
■ Designing and implementing community-based projects that address local needs.
■ Advocacy and Policy Influence:
■ Developing skills in persuasive communication and public speaking.
■ Building relationships with policymakers, local, regional and national principals associations and education officials.
■ Participating in sector-wide advocacy campaigns and initiatives.
■ Emotional Intelligence and Relationship Building:
■ Engaging in reflective practice to develop self-awareness and empathy.
■ Utilising active listening and conflict resolution skills.
■ Building a culture of trust and respect within the school community.
■ Data Analysis and Evidence-Based Practice:
■ Utilising data to inform decision-making and measure the impact of interventions.
■ Staying abreast of current educational research and best practices.
■ Implementing robust evaluation processes.
■ Communication and Storytelling:
■ Developing strong written and oral communication skills.
■ Learning to craft compelling narratives that highlight school successes.
■ Utilising multimedia tools to share stories and insights.
■ Mentoring and Coaching:
■ Actively seeking mentors to expand personal and professional growth.
■ Providing coaching and mentoring to staff, fostering their leadership development.
■ Creating mentoring programs within the school to support emerging leaders.
■ Building networks of mentors and mentees within the wider educational community.
Utilising Digital Tools
In our evolving educational landscape, digital tools and platforms are no longer mere accessories, but essential instruments in a thought leader’s kete. As principals, we must embrace these technologies, not just for their efficiency, but for their power to amplify our insights and foster collaborative learning. Leveraging social media platforms, educational blogs, and online learning communities allows us to share innovative practices, engage in rich dialogues, and extend our influence beyond the school gates. Digital storytelling, through videos and podcasts, can vividly capture your kura’s journey, inspiring others and creating a lasting impact. Furthermore, leveraging your school website to serve as a dynamic hub for showcasing innovative programs, and actively engaging in online professional learning networks, allows for constant growth. Harness these digital tools with purpose, ensuring they serve as bridges to connect, inspire, and drive positive change for our tamariki across Aotearoa.
Areas of Thought Leadership Influence
As principals, our leadership extends beyond the boundaries of our kura. We operate in four distinct yet interconnected spaces: within our own schools, the potential to influence the wider sector, those stepping out to lead sector groups, and at the crucial intersection of both. Thought leadership plays a vital role in each of these spaces, enabling us to drive positive change and ensure the best possible outcomes for our tamariki.
Area 1. Kura (School) Focused Leaders: These leaders are the heart of our education system, shaping the daily experiences of our students and staff. Thought leadership here is about creating a vibrant, innovative, and culturally responsive learning environment. It’s about leveraging your kura’s unique strengths and community connections to realise your school’s vision. It’s about fostering a culture of innovation, embedding Te Tiriti o Waitangi in daily practice, and empowering staff to grow. Practical Tip: Start a regular ‘innovation hour’ during staff meetings, where teachers share new ideas and best practices. Ensure you belong to a Professional Leadership Group to strengthen your leadership development.
Area 2. Principals with Potential Sector Influence: While not every principal may actively lead at a sector level, their insights and experiences are invaluable. This space is about recognising the potential to contribute beyond their kura, sharing best practices, and potentially influencing policy. Thought leadership here is about addressing key educational challenges, building collaborative partnerships, and promoting equity and inclusion. It’s about effectively communicating ideas and advocating for positive change. Practical Tip: Contribute to local principal networks or online forums to share your kura’s successes and challenges. Consider taking on a leadership role in your local cluster/Kahui Ako. Contribute to policy consultations, and share your expertise by mentoring a beginning principal.
Area 3. Leaders Bridging Kura and Sector (Those with Dual Influence): These leaders operate at the critical intersection of their kura and the sector, translating local innovation into scalable models and contributing to evidence-based practice. Thought leadership here is about using your kura as a ‘living laboratory’, sharing your findings with the wider community, and fostering a culture of leadership development that prepares future sector leaders. Practical Tip: Document your kura’s innovative practices
through case studies and share them with other schools and educational organisations. Publish your sabbatical report, or share your expertise by running a collaborative PLD.
Area 4. Sector Group Leaders (Through Secondments or Stepping Up and/or Out): These leaders take on dedicated roles outside their kura, leading sector groups or initiatives. This involves shaping policy, driving strategic direction, and representing the collective voice of principals. Thought leadership is essential in this space, requiring the ability to synthesize diverse perspectives, communicate effectively, and advocate for positive change. Practical Tip: F or those wanting to expand their influence into this space, proactively seek out opportunities to contribute to sector-wide initiatives or projects. Volunteer for working groups, offer to present at regional or national conferences or express your interest in secondment opportunities. Apply for secondment. This demonstrates your commitment to sector leadership and builds your network.
Regardless of your leadership space, thought leadership is about sharing your expertise, inspiring others, and contributing to the ongoing improvement of our education system. By embracing a thought leadership mindset, we can collectively create a brighter future for all our tamariki. Honing your influence as a thought leader isn’t about seeking personal recognition; it’s about amplifying the collective voice of our education community and advocating for the best possible outcomes for all tamariki across Aotearoa. It’s about strategically sharing your expertise, building genuine relationships, and contributing meaningfully to the wider educational conversation. To truly grow your influence, consider how you can authentically connect with your community, both within and beyond the school gates, and how you can translate effective practices into impactful sector-wide initiatives. Seek out opportunities to collaborate with other kura, engage with local iwi, and contribute to national discussions on education policy. By thoughtfully sharing your insights and experiences, you can inspire positive change and contribute to a stronger, more equitable education system for Aotearoa.
The qualities of a Thought Leader
What sets a thought leader apart in our educational landscape? It’s more than just expertise; it’s a unique blend of vision, authenticity, and a relentless drive for improvement. A true thought leader is one who dares to challenge the norm , anticipates change, and leads with genuine authenticity. They are driven by professional curiosity, committed to lifelong learning, and open to diverse views. They are purposeful in their challenges to the status quo, and fundamentally, they are focused on empowering others. These are the qualities that shape impactful leadership, driving positive change for our tamariki and the future of education in Aotearoa.
Image created by Venngage AI Infographic Generator continued
Coaching Questions to Grow Your Influence
1. Kura (School) Focused Leaders
■ How are you fostering a culture of innovation and collaboration within your kura, empowering your staff to take ownership of new ideas?
■ What strategies are you using to embed Te Tiriti o Waitangi into the daily practices of your kura, ensuring a culturally responsive learning environment?
■ How are you leveraging your kura’s unique strengths and community connections to create a distinctive and impactful learning experience for your tamariki?
■ What mechanisms are in place to ensure that all voices within your kura community are heard and valued, especially those from marginalised groups?
■ How are you documenting and sharing your kura’s successes and learning journeys to inspire and inform your staff and community? Which of these could you share more widely?
2. Principals with Potential Sector Influence
■ What key educational challenges in Aotearoa are you passionate about addressing, and how can you share your insights to contribute to sector-wide solutions?
■ How are you building and nurturing relationships with other principals and educational organizations to create collaborative networks for knowledge sharing and advocacy?
■ What platforms or channels can you use to effectively communicate your ideas and best practices to a wider audience, both within and beyond your local area?
■ How are you ensuring that your contributions to sector-wide discussions are grounded in evidence-based practice and align with the principles of equity and inclusion?
■ What are some steps you can take to lift your influence within the sector?
3. Leaders Bridging Kura and Sector (Those with Dual Influence)
■ How are you translating your kura’s innovative practices into scalable models that can benefit other schools and contribute to sector-wide improvement?
■ How are you using your kura as a ‘living laboratory’ for educational innovation, and how are you sharing your research and findings with the wider education community?
■ How are you balancing your responsibilities as a kura leader
with your role in contributing to sector-wide initiatives, ensuring both are aligned?
■ How are you fostering a culture of leadership development within your kura that prepares future leaders to contribute to both their school and the wider sector?
■ How are you creating systems for knowledge sharing between schools?
4. Sector Group Leaders (Through Secondments or Stepping Up and/or Out)
■ How are you synthesising diverse perspectives from across the sector to shape policy and drive strategic direction for your group or initiative?
■ What strategies are you using to effectively communicate the collective voice of principals and advocate for positive change at a national or regional level?
■ How are you building and maintaining strong relationships with key stakeholders, including policymakers, researchers, and other educational organizations?
■ How are you ensuring that your leadership is informed by diverse perspectives, particularly those of Māori and Pasifika communities, and how are you promoting equity and inclusion?
■ What are some tangible ways you can leave a legacy of positive change within the sector through your leadership role?
In the end, thought leadership in education isn’t just about making waves or challenging the status quo – it’s about having the courage to lead with authenticity and conviction. By embracing our role as thought leaders, we can create a dynamic, inclusive, and innovative education system where all tamariki thrive. As principals, our influence stretches beyond the walls of our kura, shaping the future of education in Aotearoa. Through collaboration, continuous learning, and a commitment to equity, we have the power to inspire change and ensure that our schools remain beacons of possibility for generations to come. In essence, thought leadership in Aotearoa education is about creating a system that is both innovative and culturally responsive, empowering all learners to thrive and contribute to a just and sustainable future.
Image created by Venngage AI Infographic Generator
Blair Dravitski, Stephanie Thompson and Hayley Read, NZPF MOOT
OPINION: NZCSP? – TIME FOR A COLLEGE OF SCHOOL PRINCIPALS?
Geoff Lovegrove
WE EMBARKED ON A journey in education as teachers, learning our craft through study, practice, and experience. It took time. We learned from our colleagues, our mistakes, our achievements and our experiences in our classrooms, staffrooms, and communities. Through this, we stepped up to the next challenge of school leadership, becoming principals. School principalship is also a profession. Again, we learned our craft by depending upon and learning from our colleagues.
I believe it is time for the New Zealand Principals’ Federation to establish and develop a College of School Principals. The form this may take is for a future discussion and will need work. And eventually, the College may establish positions of ‘Fellow’.
Elitist? Not at all. This is all about RECOGNITION. We have matured as a profession. We’ve moved beyond the Tall Poppy era of the 60s–80s. There is nothing wrong with recognising superb performance and service to the profession. GPs, Engineers,
Psychiatrists have established ‘Colleges’ to enhance their professional status, and to recognise those individuals whose contributions have made a difference to society.
Why should school principals not have a similar professional level of recognition?
Some New Zealand / Australasian examples:
■ NZ College of Midwives ■ NZ College of Chiropractic
■ NZ College of Law
■ NZ College of Nurses
■ RNZCUC Urgent Care
■ RACP Physicians
■ NZ College of Business
■ NZ College of Clinical Psychologists
■ RANZCP Psychiatrists
■ RNZCGP General Practitioners
■ NZ College of Critical Care Nurses
■ RANZCOG Obstetricians and Gynaecologists
‘Fellow of . . . ’ typically refers to a distinguished or specially elected member of an academic, professional or learned society, often recognized for their work or achievements, or as a mark
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of honour. In Engineering, a Fellow is a highly esteemed and recognized title awarded to individuals who have made significant, sustained contributions to the profession, often demonstrating leadership, innovation, and expertise. Fellowships of this type can be awarded as a title of honour in their own right, e.g. Fellow of the Royal Society (FRS) or Fellow of the Royal Academy of . . .
Some Examples:
■ Fellow of the Royal Society of New Zealand: Recognizes distinction in research or advancement of science or technology.
■ Fellow of the New Zealand Mathematical Society (FNZMS): Recognizes members who have made substantial contributions to the mathematical sciences.
■ Fellow of the Institute of Directors (CFInstD): The highest level on the chartered pathway, requiring experience and background suitable for membership.
■ Fellow of the Royal Australasian College of Physicians (FRACP): A recognized specialist title linked to training and specialist practice.
■ Fellow of the American Heart Association (FAHA): An honorific designation recognizing scientific and professional accomplishments and contributions, volunteer leadership, and service supporting the overall AHA mission.
■ Fellow of the British Academy (FBA): An award based on published work.
■ Fellow of the Royal Academy of Engineering (FREng): Recognizes excellence in engineering.
Background information from the Royal Society on how
Fellowships are awarded can be found here.1 I suggest that the NZPF Executive take the initiative and discuss this proposal. Perhaps meet with representatives of SPANZ (and the Principals’ Councils?) to ensure that any decisions would encompass both Primary and Secondary sectors.
The various ‘Colleges’ in New Zealand represent mainly the medical professions, but there is no reason whatsoever why the profession of School Leadership (Principalship) should not also have a very similar level of status and recognition. Twice each year, the New Year’s and King’s Birthday Honours are announced, and it is always gratifying to see our wonderful educational leaders properly recognised for their work.
A New Zealand College of School Principals would go a long way to giving recognition to our top performers, those who have given exceptional service to:
■ Their profession.
■ Their schools and communities.
■ New Zealand society.
Engineers, Midwives and Critical Care Nurses have a ‘New Zealand College’ for their professions. Isn’t it time for School Principals to also have something similar?
A PLACE NAMED SWANNANOA has to be visited. Turns out an American, John Evans Brown – nicknamed ‘Yankee Brown’ by the locals – settled in the Waimakariri farming District in 1864, and named his land Swannanoa, after the Swannanoa River in Western North Carolina. When he eventually returned to his homeland, he named his home there ‘Zealandia’. Something of a giver and a taker, was ‘Yankee Brown’!
I’ve attended many school fairs but never before have I been brought to a standstill by a queue of traffic 1.8kms from the fair gate. As my friend and I inched our way down the North Canterbury Tram Road towards the Swannanoa School, about a dozen Aberdeen Angus bulls inched their way towards the Tram Road fence. We came to a halt parallel to the big beasts, who had also stopped –to stare at us as curiously as we stared back. As we crept on, at the pace of a tardy tortoise, my friend suddenly exclaimed, ‘Just as well you’re not driving your bright red car today!’ We spontaneously swung around –just to check – that 8,000 kilos of raging bulls were not about to crush our car!
‘but this year we got the perfect storm. The weather was kind, and all the stall holder spaces were gone by February.’
The fair missed a couple of years after the Christchurch earthquakes, but other than that it has been an annual highlight –and every year it just gets bigger!
‘I reckon we draw the biggest crowd of any school fair in the country,’ said Brian. ‘They now come from all over the South Island,’ he said.
The bulls continued their static staring, and our focus soon shifted to the many families, laden with picnic baskets, camp chairs and rugs walking from the northern end of Tram Road towards the fair’s gate. Some had parked several hundred metres further down the road.
Many fields surrounding the school had morphed into car parking spaces for the day, but by the time we were directed to our paddock, several others were already at capacity. It wasn’t yet 10:00am, the official opening time. The main entrance to the fair was across the road, so off we trotted to spend our cash and support the school. That was the deal.
I later spoke to Te Koromiko Swannanoa School principal, Brian Price. Brian told me that the Swannanoa Country Fair – its official title – had featured on the school calendar for 25 years.
‘It started as a car boot sale back in 1998,’ chuckled Brian, ‘and today it has set up costs of about $25,000,’ he said. ‘According to a rough count of our gate takings this year ($5 per adult with children free) we welcomed somewhere between 12,000–15,000 people. We’ll know more when we get the final figures in,’ he said,
I believe him. I can’t think of another school fair, including in Auckland, that would attract 12,000–15,000 people, but the record is open to challenge!
The most astonishing thing is that the Swannanoa Country Fair gets little if any paid promotion, although it does get a nudge through the local radio stations. It is held in the country, a half hour’s drive from Christchurch, yet the people come in droves, from every direction. The word got out first within country circles but the fair’s special character – as a community event – a festival of family friendly fun – now ensures much wider popularity.
Organising the Country Fair is a joint effort between the school and the local community, and all the profits go straight back to the school. ‘The fair is our school’s major fundraiser,’ explained Brian.
I spoke to one parent who has had children at the school for six years. ‘The fair is extremely well known now and that’s just happened by word of mouth – and every year we get more and more people coming,’ she said.
‘We work for months on the organisation and each year, we learn something new or something we could do better next time –it’s all voluntary hours given by the families and staff, and we all go above and beyond to make sure the fair is a success,’ she said.
‘Last night there were volunteers here till 11pm finishing the last of the set up. Everyone wants to play their part, and everyone does what they can. It’s a wonderful way for new parents to meet others and is a true community effort for the school. In the end, it’s all for the children,’ she said.
‘Between our fair sponsors and the school community, we’ve raised thousands of dollars for our school over the past
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Produce, homemade pickes, jams and preserves are popular
two decades,’ said Brian. ‘We are a high decile school so our Government funding is lower, which means we have to fundraise for any upgrades to our school facilities,’ he said. ‘That’s the deal.’
‘Like most schools, we never get close to the funding we need for learning support,’ said Brian, ‘so every year, the first half of our school fair profit goes straight into learning support, such as funding more teacher aides, so that our children with diverse needs don’t miss out,’ he said.
Te Koromiko Swannanoa School has stretched its identity in the past decade or so, as the community has moved from a strictly farming district, to a mix of lifestyle blocks and farming. The formerly small rural school has grown to be a much larger semi-rural school and approximately 320–350 children of Years 0–8 are expected this year.
‘The school has always been – and continues to be – the centre, a meeting place for the community, and the school fair is one of those events that connects us all,’ said Brian.
‘One thing we have always retained is a strong set of rural values. For example, we have a “seeds of learning” programme within our National Curriculum that reflects our community. This includes animal husbandry which the children engage in,’ he explained.
‘We grow our own chickens and sell their eggs, breed goats, feed and care for them and sell the baby goats – we’re the only school in the country that sells kids,’ he chuckles.
The next project will be establishing bee hives and selling the honey.
‘These are some of the ways the children learn the purpose of farming animals,’ said Brian.
Brian later took me on a tour of the massive school grounds, which stretch across five hectares of land, including several large paddocks, where the goats and chickens are raised, a fruit forest is under development, to complement the edible gardens, and seedlings are propagated for building up the school gardens. A space is also leased to the local Community Pre-school. ‘All the food we grow here, including the fruit, is for the use of our community,’ says Brian, ‘and the children are directly involved in all of these projects,’ he said.
The school is in partnership with the Waimakariri Biodiversity Project called ‘Seedlings in Schools’ and we have acquired a bespoke seed growing structure to nurture and grow the seedlings into plants. ‘The children raise them and we plant them out in our own school gardens. Any surplus plants are sold – including at our fair,’ explained Brian.
Locals support the school through working bees. ‘Our community is deeply invested in the activities of the school and our people are incredibly unselfish when it comes to volunteering their time and equipment, especially when it comes to outdoor projects,’ says Brian.
Parents and students of the school have developed beautiful tracts of indigenous harakeke, and other native bushes and trees – including koromiko bushes. The koromiko is indigenous to the area and is now represented in the school’s name.
The school was gifted their name, Te Koromiko, and cultural narrative by the local Ngāi Tūāhuriri Rūnanga, who have resided in the Waimakariri area for over 40 generations.
Brian explained that to enact Te Tiriti o Waitangi in his school, as required by the Education and Training Act 2020, he needed to connect with the local Rūnanga and Ngāi Tahu Iwi. He aspired to immerse the children and their whānau in the cultural stories of the whenua (land), but he would need help.
‘Ngāi Tūāhuriri Rūnanga were incredibly generous with their
time, knowledge and expertise,’ said Brian, ‘and so we began our cultural journey. Most importantly, we could not rush our community,’ he said. ‘They needed time to discuss the cultural concepts which – for most – were new ideas, and we gave them plenty of opportunities to reflect and ask questions. Through conducting surveys at each step, we made sure that every decision was theirs to own,’ he said.
Brian explained that what they achieved in the end was a cultural narrative which includes the school’s values, its name, and its stories. The school’s taonga (values) are woven into the daily life of the school through the PB4L (Positive Behaviour for Learning) programme, and include Community (Whakawhanaungatanga), Success (Ako), Respect (Kaitiakitanga), Kindness (Kotahitanga) and Integrity (Tikanga). These values are reflected in the Five Peaks programme through which children are encouraged to explore their interests, and develop skills which align with the overarching theme of success (Ako). Added to these values are the rural aspirations, shared by the community and embedded in the narrative through the school’s ‘Seeds of Learning’ programme.
Further, the school’s organisational structure, or school Hapū, are now named after the native birds of the whenua – Years 0–2 Pākura, Years 3–4 Piwakawaka, Years 5–6 Kārearea and Years 7–8 Ruru. Buildings are named after different parts of the koromiko bush. These practices pull the cultural narrative into a holistic philosophy – a beautiful set of ideas to live by.
Pounamu carvings etched in Oamaru stone and mounted on wooden Pou are visual reminders representing the school values and were designed and carved by local iwi experts. These carvings are named Roimata (respect), Toki (Integrity), Pikorua (Community) and Porowhita (Success). To commemorate the school’s 150th anniversary (1871–2021) artist Shaugn Briggs and a team of student sculptors carved a special pounamu incorporating all of the school’s values, hapū and symbols of those things held dear by the school and its community. It is a beautiful piece of art and a story in itself of the connectedness of the whole school community to its whenua.
‘Our cultural narrative is a beautifully connected whole,’ says Brian, ‘A true taonga for our school – a partnership with our tangata whenua – and links our community at every level,’ he said. ‘We are also incredibly proud of our kapa haka group and how special they are to both the children and their whānau,’ he said. ‘Our community has come a long way culturally, and we are all incredibly proud of the progress we have made together,’ he said.
‘All of these activities, together, provide the children with a sense of empathy and a deep knowledge of both cultural and rural values,’ he said. ‘They want these values retained and that is one of the main reasons they want their children at our school,’ he said.
Te Koromiko Swannanoa School parents love the sense of connection the school offers and they love being involved in the school, especially in organising the school fair. That is just as well, because there is an expectation that every parent will contribute whatever they can, through whatever skills they have, to organising the school fair.
‘We have the knitters and sewers, the builders, the bakers and the candy floss makers,’ he laughed. ‘Just organising traffic control requires an enormous team of 20+ parents who do a fantastic job, marshalling the cars all day,’ he said.
There’s also the building of the stage and sound system for the bands, the ever popular ‘Jump Jam’, the Pooh Bear ‘dance classes’ and the North Canterbury Belly Dancers. The ground has to be marked out for the different sponsors, businesses and individuals to exhibit their products and services. The children’s
fun zone of a dozen or more entertainment, climbing, sliding and exploring inflatables must be set up, along with the giant pool for the plastic boats, their games and rides. There’s a convoy of giant trucks, including military vehicles, and a display of vintage cars to inspect. Not to mention the dozens of portaloos to be positioned.
One teacher at the fair told me that ‘Our school children also like to take part, and many senior children sign up to help at the fair. This supports them to learn independence, confidence and extend themselves,’ he said.
It also gives them an opportunity to earn ‘points’ for the school’s ‘Five Peaks’ programme. One senior student, helping out on the school cake stall, explained that the ‘Five Peaks’ are represented by the five school values. By helping at the school fair, you can earn points for more than one of the ‘peaks’ she explained. She proudly showed me the five badges sewn on the arm of her school uniform, indicating that she had already completed the ‘Five Peaks’ programme. Clearly these values were well ingrained and now she was keen to volunteer, for the sheer pride of serving her school and community.
Touring the Country Fair’s stalls was a bit like visiting your Great Auntie Annie’s cottage. Coconut ice, fudge, layered sponge cakes – sold in very generous slices – home baked loaves, biscuits, slices and squares, hand knitted babywear, jumpers and cardigans, homemade jams, pickles, jellies and preserved fruit, fresh eggs, freshly picked fruit and veges – you could even order a live laying chook for $35 – and of course there’s the always popular netball court sized ‘White Elephant’ stall where you’re bound to find little treasures amongst the trinkets, or you might choose a hoodie from the rack or a book from the carefully categorised ‘second hand library’ in the ‘calm space’. There were wooden trains and trucks built by someone’s retired grandfather, and framed photos, reflecting the district’s proud farming history, were the focus of a mother and daughter team.
Naturally, there were strategically located coffee vans and the sausage and onion sizzle was a winner all day long. The two dads turning those sizzlers on their expansive grills never saw the end of the queue during our four hour visit. It was accepted the barbecuing pair would generate lengthy wait times and some even brought a book to read as they patiently contemplated their sausage sandwich treat.
We were all delighted when the school’s very large kapa haka group assembled at the front of the stage to give us a rousing performance, despite having little practice time. They were
superb and well appreciated by the audience. ‘We are so proud of our kapa haka group,’ said Brian. ‘They were so excited to be performing at the fair and have been practising every spare minute,’ he said.
As the massive crowd shuffled its way through the maze of craft and trade stalls they did so to medleys of ‘country style’ music, interspersed with stage entertainment. One such episode involved the arrival of Pooh Bear who danced to a different tune and taught his gathered audience a string of dance moves that only a rolly polly bear would invent. Meanwhile others stretched out on the many scattered hay bales to watch and enjoy.
Pooh Bear wasn’t the only show of the day. Afterall a school fair must have some element of education, and this year the education came from an enthusiastic bunch of kitted out firemen. The Fire Safety Team came complete with their cooking caravan and proceeded to demonstrate what not to do in the privacy of your own kitchen.
They set the gas element going and placed a pot – partly filled with oil – on the demonstration stove. While it heated up, the firemen educated us. We learned about how fire alarms can literally save lives. We learned to keep low when exiting a burning building and to keep away from glass which may explode. We learned to leave everything behind, to get out quickly and stay out.
Through short catchy phrases, we learned ‘Don’t drink and fry’; ‘Keep looking while you’re cooking’, ‘Get out and stay out,’ ‘No water on the fat fire.’ Little quizzes were put to the children on the ‘fire facts’ and then the ‘Big Reveal’! The pot of oil got so hot, it burst into flames, and when, for effect, the fireman put water on the oil, it flared even more. It took the fire hose to put it out. For some the fire display was the highlight of the day, and certainly it was an educational feature of the day.
If you ever get the chance, visit the Swannanoa Country Fair. It truly is a festival of fun and food, art and craft, entertainment and education. The atmosphere is ‘country’ and authentic, like the food and the handcrafts. The people are down to earth and genuine. You won’t find pretence on display at the Swannanoa fair. The people know what service means, they know what connectedness means, and they can do both with a roll of No. 8 wire. Above all, they want to see these values embedded in the next generation. That’s the reason for the Swannanoa Country Fair. It’s a pretty good deal!
The kapa haka is special to both children and whanau
ATTENDING TO PRINCIPALS’ WELLBEING
Heidi Haywood, Gavin Beere and Julie Hepburn
STUDIES ON SCHOOL PRINCIPALS’ wellbeing make for grim reading, according to Heidi Hayward, principal of Dunedin Intermediate School. Heidi participated in ‘The New Zealand Primary Principal Occupational Health, Safety and Wellbeing Survey (2016–2021)’ and says, ‘The research shows a significant deterioration in school principals’ wellbeing across the timeframe.’
The research showed that 72 per cent of primary principals reported working more than 50 hours per week with 16 per cent more than 60 hours per week. There were increases in the frequency of principals experiencing more work than they could manage and there had been a decline in resources to do the job. The imbalance between work and home life had got worse and levels of burnout had increased. Two sources of stress stood out. First was the sheer quantity of work and close behind was the lack of time to focus on teaching and learning.
When the going gets tough, principals turn to their partners for support (85 per cent), friends (74 per cent) and colleagues in the workplace (69 per cent), and compared to the average working population in New Zealand, school principals report significantly lower levels of general health and fitness.
their staff and school board. 86 per cent agreed that the job gave them great satisfaction, with only 4 per cent disagreeing.
Around 40 per cent found ERO reviews and resourcing needs stressful, but the main stressors stemmed from balancing management and leadership, with management mostly winning. These factors affected rural schools disproportionately. Paperwork and other system demands were identified as having a high impact for over half the principals surveyed.
These two studies, a decade apart, show similar factors impacting on principal wellbeing, with most factors getting worse over time. It is therefore not surprising that principals feel it is time to pay closer attention to their personal wellbeing. Not to do so means their performance as leaders of schools will undoubtedly diminish.
Children attend their local school and bike or walk. It is almost unheard of to ride on public transport to school, and certainly, students are not transported to school by car!
A study by NZCER researcher, Cathie Wylie, in mid-2005 measured similar factors. Her research focussed on stress and related factors among New Zealand principals. She found stress levels were higher for women, Māori and non-New ZealandEuropean. Whilst stress was associated with many factors of the job, workload was one of them. Principals were also not very fit, with over half reporting they would struggle to run the length of a football field, although they were healthier than the general population.
Compared with the later research, hours of work was a surprise finding, with 90 per cent reporting they worked 50 hours or more a week, and 42 per cent 60 hours or more. About half were experiencing constant tiredness and half reported sleeping issues. Whilst there were frustrations reported, 70 per cent were optimistic about their life as a principal and they felt valued by
Despite the overwhelming evidence that restoring wellbeing is necessary, principals are hard-wired to put the needs of every one and everything before their own. Even when a collective bargaining win of a ‘$10,000 wellbeing fund’ for principals to access supervision, counselling, mentoring or PLD, Heidi Haywood felt uncomfortable about spending money on herself. She confessed that she was incredibly stressed and felt guilty about spending the money.
‘As a school principal our own health and well-being always comes second. We juggle the needs of our students, our staff, and our community. Even when I made absolute promises to myself that I would put exercise first, or would not check emails after 7pm the reality is that I’m the only person who has an increased workload if I don’t push on and do the mahi,’ she explained.
‘In the end, through my principal networks, I learned of a study tour to Finland, an educational jurisdiction I have been interested in for many years, especially after hearing Pasi Sahlberg speak at a NZPF conference a few years ago. Heidi anxiously raised this possibility with her board and was surprised by how positively they received it.
‘I spent the next few months justifying the decision to others, but mostly to myself, and by the time I left New Zealand, I was still struggling to believe that travelling halfway around the
world for three weeks was a good use of time and money just to improve my wellbeing!’ she said.
Heidi reported that after 15 years as a principal, she had never before completely disconnected from school for this length of time, which was a further source of guilt.
‘I did not take my laptop, which meant it was much more difficult to stay connected to school and besides, connecting from Finland was never going to be easy.’ she said.
Of course she made all the necessary delegations prior to the trip, but still the guilt persisted.
‘Having no school contact was a bit like breaking an addiction,’ she confessed. ‘I realised then how difficult it is to actually “turn off”.’
But ‘turn off’ she did and immersed herself in the Finnish education system. Perversely, she said, she came to better understand and appreciate the New Zealand system, by having the opportunity to examine a different system. Having the chance to reflect, observe and think was a treat, as much as a valuable learning experience.
She said that while Aotearoa New Zealand and Finland are about the same population size, Finland and New Zealand are very different countries in their outlook. Finland still has compulsory military training for all 18-year-old males. The threat of a takeover from neighbouring countries is felt keenly and there are strong nationalist values which filter into decision making at all levels.
She also learned that schools were run by the Municipality of the region.
that being responsible takes on a whole different set of values –like being trusted, rather than being judged,‘ said Heidi.
Further, there is little or no competition between schools in Finland. People send their children to the local school, and they generally don’t question the quality of the education that the students receive. Schools are implicitly trusted to be doing the right thing.
Contrary to popular belief, teachers in Finland are not paid more than in New Zealand schools – despite the significantly higher expectations, especially in terms of initial qualifications. It takes 16 years to reach the top of the pay scale, as opposed to our 10, and there is no fast tracking in recognition of a master’s degree or equivalent, nor is there a ‘unit’ equivalent payment. Teachers have full autonomy over their class.
‘Much of the time-consuming and repetitive administrative work like property and budgeting, that principals do in New Zealand, is taken care of at the regional level in Finland,’ she said.
The Finnish people love the outdoors. Every house has a sauna, or immediate access to one, and dipping in a freezing cold lake in between saunas is considered a ‘life bringing’ experience!
‘That allows the principal to focus on being curriculum leaders,’ she said.
Perhaps the greatest difference she found between the two countries was the hours of work.
‘In Finland, a principal’s working week is 37.5 hours, and principals are encouraged not to work longer because providing time in lieu was difficult.’ She added that if they do have to work longer hours these are recorded and taken as additional leave. How very different from the principal’s hours of work in New Zealand!
The Finnish language has no word for accountability. They talk about responsibility
‘The more you consider this notion, the more you understand
While students start school at seven years old, the ‘preschool’ training is actually quite structured. It is not academic (6-year-olds do minimum number and letter recognition). It is about social readiness – being a friend, taking turns, conflict resolution, and key competencies. The preschool class we visited had seven two-year-old children, all of whom could put their shoes and socks on independently!
‘Observing this independent behaviour, made me realise the critical importance of the key competencies, which in Finland, were well established before there was any pressure to teach literacy or maths,’ she said.
Primary school (seven years plus) pedagogy is not sig nificantly different from what we do now in New Zealand. Frontfacing teaching was commonly observed. However, because the curriculum has not changed in ten years, resources have been built up to support the curriculum. There were funded workbooks for most curriculum areas, which the teacher is not required to use, but might elect to, if they wish. At primary school the timetable was structured much like you might see in a high school. The municipality dictates how many lessons of each subject should be taught each week and at what level.
Most impressively, classes were almost always fewer than 20. There were structured milestone assessments, and early support was available for families with students who were not meeting milestones. While mainstreaming was the norm, children with special learning needs received additional support.
‘We visited a class with two teachers and 23 students: 6–7 of whom had additional needs. The 23 students were spread across two classrooms.’
The school day is structured quite differently, and younger continued on p.30
students are at school for just half a day. We asked how this could be managed, especially if both parents are in employed work. The answer stunned us. The children walk home, and are often alone until their parents get home! This example shows a clear distinction between the Finnish and New Zealand cultures. While some may go to play at a friend’s house, there is an expectation that children as young as seven can manage to get themselves to and from school, and can manage themselves independently for a period of time. Again, this practice is based on societal trust and the children nearly always respect that.
This independence of thinking and behaving was also evident in the infrastructure within the cities. There were no fences around water, and no yellow painted lines to ensure people didn’t fall over obvious hazards!
‘Seeing these practices got me thinking about being more explicit with the “independence” work that we already engage in for intermediate-age students,’ said Heidi. ‘These children are thinking and acting with common sense and confidence and making good decisions,’ she said.
‘School lunch time was another eye opener,’ she said. ‘All the staff ate lunch at school with their students, and I was amazed to see tiny children carrying trays of drinks without spilling them,’ she said. ‘Nobody was loud and silly – it was a lovely shared lunch experience.’
Finland’s love of the outdoors is a cornerstone of their education system. In Finland students must play outside at morning tea and lunchtime regardless of the weather. The only exception is if the temperature is –20° or lower. The students can then decide.
‘This decision-making has not come about through legislation, nor is it driven by research evidence. It has come about because it is a widely supported practice across the country,’ said Heidi.
‘The overarching “take home” for me was the enormous value in just looking at another system of education with the time and space to stand back and reflect, and think about my own professional practice,’ she said. ‘I came home feeling less guilty, refreshed, informed and much more positive,’ she said.
Gavin Beere, principal of Hillpark School in Manurewa, concurs with the importance of paying attention to wellbeing. Like Heidi, he too used the newly introduced ‘Wellbeing Fund’ money to complement a generous contribution from his school board, to travel overseas whilst he undertook a sabbatical.
‘It was an unforgettable experience,’ he said.
Gavin’s research topic was ‘Building Efficiency with Effectiveness for Learning and Leadership in a Primary School Setting’.
He travelled to Brisbane, to All Hallow’s School, a ‘Microsoft Showcase School’ where he was able to draw on the ideas, approaches and both personal and practical knowledge of key staff to take back to his own school, which is also heading down the Microsoft pathway.
‘Apart from the inspirational ideas gleaned from schools, professional chats driving in the car, and chilling out at cafés,
proved invaluable. Having the time to discuss and think about others’ experiences and viewpoints is a rarity for us, because time to reflect is what most New Zealand principals simply don’t have,’ he said.
The discussions and practical advice confirmed for Gavin that he was on the right track which gave him confidence and a boost to his wellbeing, he said.
There were further advantages too. When visiting other schools in both Adelaide and Brisbane, he was vicariously exposed to some exemplary examples of trauma-informed practice, deep learning curriculum practice, culturally responsive pedagogy and schoolwide leadership.
‘These were nothing to do with the real purpose of my visits,’ he said, ‘but illustrate the value of taking time out to immerse yourself in different schools. You are far more open to everything going on and pick up on those gems of knowledge you weren’t expecting,’ he said.
Gavin also had the privilege of later presenting to an audience of principals in New York City at the ‘18th Learning Ideas Conference’ at Columbia University, New York City. He said it was exhilarating to experience such an audience, and could judge by the questions they asked that they were fully engaged with the content of his presentation.
‘It felt like a “breakthrough achievement” for me personally, and for wellbeing, there is no substitute for the energy enhancing feeling that new achievement affords,’ he said.
‘The intellectual stimulation of interacting with a wide range of educationalists and the refreshment derived from taking a sabbatical, has inspired and invigorated me to launch the next chapter of my career,’ he said.
Concurring with both Heidi and Gavin, Julie Hepburn, principal of Red Beach School on the Hibiscus Coast, said ‘Principals must prioritise their own wellbeing without guilt or hesitation.’
Like Heidi before her, she said, ‘I often felt a sense of guilt when considering any spending on my own wellbeing. There was always a more pressing need in the school to apply the funds to.’
‘That is why having the dedicated “Wellbeing Fund” for principals is so important,’ she said. ‘It has made a significant and lasting difference to the lives of many principals across Aotearoa New Zealand, and is a timely reminder that looking after ourselves is not a luxury, it is a necessity,’ she said.
‘I am so grateful to have been able to attend the Innovative Leaders’ Conference in New York and spend time meeting with educators early last year,’ she said, ‘and reflecting on the impact of this opportunity, I know I returned a more refreshed, refocused, reaffirmed and reinvigorated leader!
REFERENCE:
Arnold, B., Rahimi, M., Horwood, M., and Riley, P. (2022) The New Zealand Primary Principal Occupational Health, Safety and Wellbeing Survey: 2021 Data. Melbourne: Research for Educational Impact (REDI). Deakin University.
Gavin shares an interactive session with children in Brisbane
BOOK REVIEWS
A talking eel and UFOs animate stories of belonging
Pat Martin and Pip Desmond
A TWELVE-YEAR-OLD GIRL EXPLORING her Māori roots and an anxious eleven-year-old boy trying to save his rural school are the heroes of two top New Zealand books of junior fiction for 2024.
Penguin Random House NZ Blonde, 12-year-old Titch’s world is turned upside down when her family moves from upmarket Remuera to her mother’s hometown of Ngāruawāhia. Titch’s mother is Māori but Titch looks Pākehā and knows little about her Tainui roots and the historical events that decimated her iwi.
At first she misses her old life in Auckland – until she meets Tania from the p side of the river. Tania is everything Titch wishes she could be: smart, beautiful, staunch, leader of the kapa haka group, unmistakably Māori. They bond over a love of reading books like Adventures of Huckleberry Finn and The Lion,The Witch and the Wardrobe, and become best friends, a relationship that deepens when Tania becomes ill.
This multi-layered, loosely autobiographical novel is set during the social protests of the late 1970s and early 1980s: Bastion Point, the Raglan golf course, the Springbok Tour. It also tackles colonisation through a muscular talking eel called Paneiraira (Pan for short) who emerges from deep in the Waikato River.
Pan wears a moko and takes it upon himself to educate Titch about her ancestors and the Waikato Wars. He condenses a complex, tragic episode of New Zealand history in an accessible and moving way (for a proficient reader). Titch admits that ‘war stories were not that interesting to me. But Pan had a good way of making them seem real.’
Practical jokes, a family of storytellers and Gregg’s gift for dialogue lighten the book’s tone. A search for buried gold adds tension and illuminates the concept of tapu in everyday life. The Waikato River, Pan’s domain, dominates the landscape: in one memorable scene, Titch’s mum throws a rope around her and shows her how to ride its treacherous currents, never fight them.
Gregg has a great turn of phrase. Titch’s uncle ‘had a laugh like a chest infection’, the tarmac is ‘a bit melty’, the river ‘tasted like a two-cent coin’. While her depiction of Titch is thoughtful and nuanced, other characters tend to be one-dimensional: her
annoying younger sister Bub, the school bully, and Titch’s Pākehā dad who is a useful foil for her mum’s progressive views but never interacts with his daughter.
Finally a word about the title: Nine Girls is not a story about nine girls, it’s the first words of a mnemonic that spells out Ngāruawāhia. While this highlights the importance of place for Titch, it would be a shame if it put off potential readers, particularly boys, who will enjoy this engaging tale of a young person exploring who they are and where they come from.
Stacy Gregg grew up in Ngāruawāhia and is internationally regarded for her Pony Club Secrets series.
Nine Girls won the junior fiction category of the 2024 NZ Book Awards for Children and Young Adults and the Margaret Mahy Book of the Year.
Take Me To Your Leader Leonie Agnew Penguin Random House NZ
If your school was threatened with closure, would the pupils rally around to save it? In the face of a declining roll, would they come up with a madcap scheme – such as visits by aliens – to bring in gawking tourists and revitalise the town? This is what eleven-year-old Lucas sets out to do with the help of his friends, Alex and Harriet. Lucas is a flawed but believable hero who’s full of bright ideas but worries about everything, especially his own and other people’s safety.
Learning his father has died helps the reader understand Lucas’s anxiety and the effect on those around him. Now he lives with his mother who works long hours at a poultry processing plant and his older sister, Ellie, who combines exasperation and bossiness with having his back when it matters. Flocks of sheep, swollen rivers, paddocks and chicken farms create a great rural location for adventurous Kiwi kids. As the story ramps up, there are cunning plans, fake UFOs, dodging authorities, a sinister vehicle with tinted windows.
When Lucas finds the courage to rescue Alex’s little sister from a flooded river, the reader is swept along like the raging current. All the kids are willing to lie for a good cause and get into more trouble than they bargained for. Things don’t work out tidily, but new solutions emerge when adults and children unite.
Agnew’s experience as a primary school teacher comes through in her empathy for young people and familiarity with a school setting. She has a light touch dealing with big topics: death, single parenthood, friendship, anxiety, the demise of rural communities, untrustworthy politicians. Alex turns to playing games on his phone because, he explains, Lucas had gone ‘a bit weird’ on health and safety: ‘I didn’t have anyone to hang out with after school, so I got lonely. I’m not complaining. I mean your dad died, you had bigger problems.’
Take Me To Your Leader is suitable for eight-year-old readers and up. Agnew likes to play on words with catchy chapter titles like ‘My Egg-cellent Plan’ and ‘Operation Fowl-Play’. Detailed instructions on how to make a fake UFO are a nice touch, as are Paul Beavis’s dynamic illustrations. For kids who experience anxiety, those who’ve lost a parent, anyone wanting a heartwarming story about loyal friends with lots of action thrown in, this is a great choice. Leonie Agnew is a primary school teacher and award-winning writer. Take Me To Your Leader was shortlisted for the junior fiction category of the 2024 NZ Book Awards for Children and Young Adults.
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.
We are excited to announce the upcoming Youth Health and Wellbeing Survey 2025, the most extensive study of its kind focusing on young people aged 13 to 19 across Aotearoa, New Zealand. This initiative aims to capture the diverse voices and experiences of our youth by randomly selecting 10,000 students from 250 schools nationwide to participate.
Fieldwork will commence in Term 2 and continue through to the end of Term 3. By participating in the YHWS 2025, your school is positioned to play an influential role in shaping a brighter future for all young New Zealanders. Your involvement not only enters your school into a draw to win a classroom set of tablets but also grants access to an anonymised dataset that reflects your students’ responses. Our aim is to engage a diverse mix of schools and students from various backgrounds, ensuring a thorough and comprehensive understanding of today’s young people.
The YHWS 2025 research team may soon reach out to invite your school to take part. Each selected school will receive support from the research team, including materials and session scheduling, to ensure smooth participation. For more information, please visit our website www.msd.govt.nz/YHWS
Engaging All Voices: The Youth Health and Wellbeing Survey 2025
CRITIQUE OF EDUCATION TODAY
Professor John O’Neill
I NEVER IMAGINED MYSELF writing the next sentence but here goes. In late January, I felt an overpowering compulsion to buy several bars of soap – one for myself and one for each of my four adult children.
Nothing to do with our family hygiene habits, however, the soap bars in question were part of a ‘Together for Te Tiriti’ limited edition made by the ethical, fair trade cosmetics company Lush Aotearoa. If you’ve ever visited a Lush store in any of our cities where they have a presence, you will no doubt have seen children and rangatahi congregating animatedly in and around them, attracted not just by the bright colours, tactility and fragrant aromas of the handmade products, but also by the highly visible, socially conscious corporate messaging, and the tangible opportunity this seems to give young people to feel part of doing right by spending right (much like Anita Roddick’s local franchisee-owned Body Shop stores did in my youth).
As reported by RNZ’s early career Māori News Journalist Layla Bailey-McDowell (2025), Lush launched an instore and online campaign to encourage customers to sign the rangatahi-led Ngāti Whakaue petition to stop the Treaty Principles Bill. The soap bar campaign is the brainchild of Lush Aotearoa’s advocacy and activism executive Jessielee Pearce (Ngāpuhi, Ngāruahine, Ngāti Hine). It is a collaboration that includes Lush Aotearoa and advocacy group Action Station and has the support of Linda Munn (Ngāi Pōtiki, Ngāpuhi), the kaitiaki and last living designer of the tino rangatiratanga flag. All profits from sales of the soap go to Action Station to fund its Te Tiriti justice work (https:// actionstation.org.nz/).
A couple of things stand out for me from this inspirational civil society ‘soap opera’. First, the campaign and the reporting of it are both youth-led. As we have seen frequently in the media over recent months, rangatahi Māori are now front and centre in 2025 calling out breaches of Te Tiriti o Waitangi. As their elders often say, the next generation have energetically taken up the moral and practical challenges of continuing ngā rōpū tautohetohe or Māori protest movements. Remember, for instance, Pania Newton and her cousins’ leadership of the occupation of Ihumātao? Or Hannah-Rawhiti Maipi-Clarke’s performance of the Ka Mate haka at Parliament?
Or think of the school and kura students of all ages from around the country, tangata whenua, tangata Tiriti and tauiwi, who attended te Hīkoi mō te Tiriti in our provincial cities or marched through Wellington to Parliament to protest. Children’s participation was forcefully disapproved of by some politicians and tumuaki principals because ‘every day matters’ in school attendance; but was equally forcefully defended by other politicians, tumuaki principals, and the children’s families and
whānau, as a fundamentally important, formative ‘witness to history’ moment for them.
And of course, it’s not just rangatahi Māori leading and taking civic action on justice issues that really matter to them. In the same historical tradition, we must include the impressive social media-coordinated ‘hashtag activism’ national strikes that involved some 170,000 school students aged 8 to 18, organised by Strike 4 Climate NZ (led by Sophie Handford and Raven Maeder), and 350 Pacific—also known as Pacific Climate Warriors (led by Mary Moeono-Kolio and Kalo Afeaki).
Second, the moment shows us that Te Tiriti justice discourse has now irrevocably entered our mainstream popular culture, here in the form of a $13 bar of soap, but elsewhere also very creatively in fashion, the visual, performing and recording arts, and social media; led too in many instances by children and youth. Popular cultural texts articulate and reflect the interests, hopes, aspirations, anxieties and fears of ordinary people, including children. Popular culture actively shapes and is shaped by lived experiences, the personal and collective commitments to action that people make, and by their interactions with our social institutions, including schooling.
In mid-2024, the Prime Minister told Newztalk ZB’s Breakfast host Mike Hosking that he was prepared to see schools defer arts and music curricula in order to raise achievement in functional maths and reading. And in late 2024, the Minister of Science, Innovation and Technology announced the cutting of humanities and social sciences research from the Marsden Fund in order to focus the fund on core scientific research ‘with a purpose’. Yet, any school principal or tumuaki worth their salt as a leader of learning and children’s development knows that many children and young people make sense of their puzzling, adult-dominated worlds primarily through the arts, humanities and social sciences: learning ‘with a purpose’. We adults get to learn about what matters to children, and what appeals to them, by engaging with their popular cultural texts. We educators ignore the message or the media at our peril and we need to see all the curriculum learning areas as equally essential ‘basics’ in the social self-formation of Aotearoa New Zealand’s future generation, not optional ‘frills’.
Together, the lyrics and video of Canadian singer-songwriter Frazey Ford’s 2020 song, The kids are having none of it, speak evocatively and poignantly to adults about issues that matter to ordinary children (According to Ford the cast in the video are all friends, mothers and neighbourhood kids that her son grew up with). These issues that matter include children’s
continued on p.34
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utter frustration and disappointment at many adults’ apparent passivity and indifference in the face of trenchant social injustice and environmental collapse. Speaking to her adult audience, Ford sings that she is not worried because she knows that children will not unquestioningly take on the values of their elders, nor be bought, nor be taught their hate; but they will want to ‘play’ the game of life in their own way. She channels children’s existential frustration at adults’ willingness to accept a deeply corrosive social, economic and environmental status quo: ‘Get out of the way, you’ve had your day. And it’s no longer how we gon’ play’.
Self-evidently, schooling can be seen as part of the problem for children, or just as easily part of the solution. Principals tumuaki, take note.
REFERENCES
Bailey-McDowell, L. (2025). ‘Together for Te Tiriti’: Lush joins fight against Treaty Principles Bill. https://www.rnz.co.nz/news/ te-manu-korihi/540520/together-for-te-tiriti-lush-joins-fightagainst-treaty-principles-bill
Ford, F. (2020). The kids are having none of it. https://www.youtube. com/watch?v=Tge9e-DJhAM&list=RDTge9e-DJhAM&start_ radio=1&rv=1jcaL_Is6yY
SNITCHES GET STITCHES: CREATING A SAFER SCHOOL CULTURE
Helen Kinsey-Wightman TUMUAKI
I FIRST ENCOUNTERED THE saying ‘Snitches get stitches’ while working at a girls’ high school. In my experience it is a strategy employed by children and young people seeking to create a sense of personal power and group loyalty. When nobody is brave enough to challenge the belief that ‘snitches get stitches’ a culture of bullying and intimidation can flourish.
Last week in my current kura, I was talking with a group of Year 6 boys who had been deliberately targeting and intimidating children whom they perceived to be weak and subjecting them to intimidation both verbal and physical. I met with each tamaiti and their whānau, talked through the behaviour and explained why I considered this to be bullying. I offered mentoring support to each child, sought and gained the support of each whānau and made it clear that the pattern of behaviour must stop.
In my experience, the word bullying is overused in New Zealand – so when I use it I am clear about what I mean. This definition comes from Bullying Free New Zealand:
In a 2017 report Judge Becroft found there is a culture of ‘snitches get stitches’ among boys at youth justice facilities. Part of the problem was that young people were less likely to complain about serious issues like bullying or physical abuse from other young people or staff members because they were scared about the consequences, the report said.2
Whether bullying is physical, verbal, or social (relational), four widely-accepted factors can be used to identify it:
■ Bullying is deliberate – harming another person intentionally
■ Bullying involves a misuse of power in a relationship
■ Bullying is usually not a one-off – it is repeated, or has the potential to be repeated over time
■ Bullying involves behaviour that can cause harm – it is not a normal part of growing up.
Bullying can happen anywhere, in person or online (cyberbullying), at any time, and can be verbal, physical or social (relational). It can be obvious or hidden.1
The belief that ‘snitches get stitches’ is a powerful and damaging aspect of New Zealand culture. When talking to one of the boys Liam*, about the behaviour pattern – despite acknowledging that he no longer wanted to be part of this behaviour – when I suggested asking an adult for help if the intimidation was started again by someone else in the group, he said, ‘I can’t, me and my friends don’t snitch . . . ’
Since taking on my current Principal ship two years ago, I have worked hard to build a culture of speaking about safety and wellbeing. In every pōwhiri I ask, ‘He aha te mea nui o tāku tumuakitanga? Ko te haumaru.’ What is my number one job? The children will say, ‘To keep everyone safe.’
In hui with new tamariki and their whānau I tell them this; in conversations after someone has been hurt I reiterate this; in restorative hui I emphasise this. As a result, the tamariki know safety is my number one priority.
One of the challenges my leadership team and I have worked on over the last two years has been to encourage children to ask for help when they can see that someone is disregulated. Helping children to regulate is a significant part of the work of our kaiako and kaiawhina – but it is the kids who first know when their friends are feeling frustrated and angry, they are first on the scene when someone is being hurt.
When old school behaviour is to stand in a circle and chant, ‘Fight, fight, fight . . . ’ and modern behaviour is to video fights and post on social media, how can we teach young people to seek help for themselves or their mates to de-escalate?
It has taken two years of work on this aspect of kura culture but we are seeing a shift. Last year we began to talk about being an upstander not a bystander and this year we have begun a deliberate strategy to recognise and praise those who come and tell an adult that someone needs help. In every assembly we give at least one certificate to someone who has been an upstander or asked for help because they could see someone struggling to regulate.
Creating a culture where tamariki can be sure that if they ask for help they will be heard by an adult who is regulated and will listen is crucial. There is no place in my school for adults who shout at kids – this takes a culture shift too. Behavioural change can be hard for adults who have been parented by adults who continued on p.36
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shout and have parented their own kids in this way. This means that my leadership team and I need to check on staff, if we hear raised adult voices we step into the situation asking how we can support. I have held staff hui to talk about de-escalation and self regulation, we have talked about how to manage ourselves if we feel triggered by something that happens in our school. When we furnished our staffroom, a small space that was intended as a meeting room has instead been set up as a quiet relaxation and regulation space for staff.
Developing trust amongst tamariki and their whānau takes time, but I know we are making progress. Last week, I got a 7.30am phone call from a Dad who I had met with because his son had been involved in the aforementioned intimidation and bullying behaviour. He called because his son had come home and told him that he had argued with another boy and they had made threats to each other about things that would happen at school the next day. He wanted to prevent that from happening. As a result we were able to talk to both boys separately about what had been said and why, and then sit with them to talk through a solution that did not involve a physical altercation. As a result trust was built and both boys were safe.
When Liam* told me he and his mates are not snitches, I told him that I am a snitch. I reminded him my number one job is keepings kids safe. I asked him to imagine he was being hit with a vacuum pole at home and his teacher had noticed he was covered in bruises. I asked him if I should ignore the fact he was being hurt or snitch on the family member who was hurting him so that everyone could get some help to have a safer home. He said he would want me to snitch. I suggested he think of snitching as being brave enough to trust someone to keep everyone safe. I can tell he is definitely thinking about it . . .
In, Changing the culture of narking, Dane Haskell of Taranaki Safe Families Trust says,
It’s as though there is some warped mentality of honour, prestige and glory about being tight lipped. The reality is it’s misguided, damaging and cowardly. It protects the perpetrators, ignores the victims and allows the insidious nature of family violence to thrive . . . We need to change the culture around reporting family violence and keeping people honest. A lot of family violence is perpetrated because abusers rely on people remaining silent. We need to change the meaning of what a nark is. It shouldn’t be seen as someone who can’t keep a nasty secret; it should be promoted as someone standing up to be the voice of others.3 I believe we need to talk about the harm caused by this ‘Snitches get stitches’ culture in our kura if we are ever going to change our appalling family harm statistics.
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