NEW ZEALAND EDUCATIONAL INSTITUTE
November 27, 2006
Volume Eighteen Number Eight
MA TOU ROUROU, MA TOKU ROUROU KA ORA TE IWI • WITH OUR CONTRIBUTIONS AND MY CONTRIBUTIONS WE WILL MAKE PROGRESS
New career
model: principal
& teacher views
P4
$
PRT Survey: Win a
Whitcoulls voucher!
P8
Kindergarten
Teachers Vote
on Future of
Profession P11
Hui Taumata:
Connecting with
whänau P11
Support Staff
Reject Offer
SCHOOL SUPPORT staff have
overwhelmingly voted to reject
an offer from the Ministry of
Education and School Trustees
Association (STA) negotiating
team, with over 85% of members
voting against the deal.
Negotiations for the two
agreements (School support staff
and Kaiarahi i te Reo, therapists
et al) began on 5 October and
stalled after six days of frustration because the Ministry/STA
team refused to budge from
their original position, despite
the NZEI team proposing several
ways to advance the talks.
The employer offer consists of
a 3% pay rise; annualising support staff pay across the whole
year, so they are paid during
term breaks; and a new pay scale
for therapists, but one that falls
short of the NZEI team’s claim.
Every other NZEI claim was rejected, including the key claim to
retain an extra week of annual
leave.
Support staff currently get
three weeks of annual leave
during the first four years of employment, then four weeks after
that. Their claim is to extend
these leave entitlements to four
and five weeks.
From 1 April, next year, every
worker in the country will get
four weeks of annual leave.
By seeking a fifth week of
leave for support staff employed
for more than fours years, the
NZEI team is seeking to continue
an employment practice that’s
been in place for 16 years.
“Schools have been providing an extra week’s leave to
reward loyal support staff, since
their first collective agreement
was negotiated in 1991,” says
Mereana Epi Mana, Team Leader
of the support staff negotiating
team and a librarian at Ellerslie
School in Auckland.
“So rejecting this claim is extremely disappointing.”
Mereana says because support
staff are generally not paid during term breaks, the annual leave
claim is a key component of providing some level of income for
them during the periods when
they’re not being paid.
The Ministry and STA have also
rejected a pay parity claim for
therapists employed by schools.
They want their pay brought
into line with their colleagues
working for the Special Education division of the Ministry.
Currently the Ministry thera-
With classroom release time (CRT), teachers have more time for planning innovative lessons and assessment. Read
more about what teachers at Kaikorai School in Dunedin (above) are doing with their release time on page 8.
pists’ pay scale starts at $40,000
and rises to $65,800. This means
they earn $7,529 more at the
bottom of their scale, and $9,517
more at the top, than therapists
employed by schools.
The gap will widen even further when Ministry therapists get
a pay rise in September 2007.
“We need to close that pay
gap or schools will not be able
to retain or recruit experienced
therapists,” says Mereana.
“Schools can’t afford to let
support staff conditions fall
further behind the private sector and other parts of the state
sector.”
In rejecting the offer, support
staff called on the Ministry and
STA to return to bargaining
before the end of the term, to
negotiate a fair and reasonable
settlement.
If they fail to do this, support
staff have voted to attend a paid
union meeting in February next
year. They would then vote on
an appropriate response, that
may include industrial action.
“They’ve sent a clear message
to the Ministry and STA that they
need to improve their offer,”
says Mereana.
The negotiations are set to
resume on December 14 and 15.
develop a clearer career path
for teachers and address their
workload issues.”
“From what we hear, we’ve
managed to do this with a
minimum of inconvenience to
students and their parents.”
The meetings had to be held
so NZEI could consult teachers
and principals on work the
union has been doing with the
Ministry of Education and the
School Trustees Association,
on their career structure and
workload.
This is part of the Long
Term
Work
Programme,
(LTWP) established when NZEI
negotiated the current teachers’
agreement in 2004.
“It was essential for teachers
and principals to get this
information, so they had a
chance to ask questions and
provide feedback on these major
issues,” says Irene Cooper.
The union will use this
feedback to begin developing
claims
for
next
year’s
negotiations.
Irene thanked everyone
who attended the meetings.
“There was a lot of
information to absorb, and
we’re grateful that you
took the time to listen and
consider it.”
She says the questions
and feedback shows people
at the meetings were fully
engaged. “That’s fantastic.
We need you to stay engaged
as we move into the claims
development process next
year.
Irene stresses that the
career model outlined is a
work in progress. “We will
be taking your feedback
on board as we continue to
develop the model and stress
that NZEI has made no formal
commitment to it.”
Read more about paid
union meeting outcomes
on page 4.
Primary PUMs A Success
Teachers at a paid union meeting in the Hutt Valley.
www.nzei.org.nz
TEACHERS AND principals have
finished three weeks of paid
union meetings, organised by
NZEI Te Riu Roa.
An overwhelming majority
voted to endorse the direction
the union is taking to design a
more appropriate and cohesive
career pathway for teachers,
and to address their workload.
They cast their votes at 210
paid union meetings held
throughout the country. Over
14,500 members attended the
meetings.
The meetings were held as
part of the preparation for next
year’s negotiations to renew
the teachers‘ and principals’
collective agreements, which
expire at the end of June.
“The meetings were a
success,” says NZEI Te Riu
Roa National President, Irene
Cooper.
“They enabled NZEI to
consult teachers and principals
about the work we’re doing to
NZEI Rourou | 1
NZEI ROUROU November 27, 2006
T E
P Ū R O N G O
A
T E
M A N U K U R A
–
P R E S I D E N T ’ S
V I E W P O I N T
To Our NZEI Reps: A Sincere Thanks
BEING NATIONAL President
this year has given me a
wonderful opportunity to
visit worksites, schools and
centres across the country.
I’ve seen first hand the innovative and caring work you
all do. I’ve picked up the tensions and stresses and seen
the impact of workload on
the busy lives of all staff. I’ve
observed principals’ pride as
we toured schools, and I’ve
listened as they shared their
concerns about lack of funding, lack of support for their
own workload, class sizes
and problems in accessing
a sufficient pool of quality
staff to meet their needs.
I’ve talked to teachers
about the new curriculum,
their own safety in schools
and centres, their experi-
ences and expectations around
support for, and management
of, disruptive students and the
challenges of teaching in today’s
environment. What strikes me
every time is the commitment to
the profession, the touch of perfectionism, intensity of purpose
and the sense of collegiality that
are the hallmarks of our profession. On a personal level, I have
really missed the sheer energy of
being part of successful student
learning.
At every place I visit, I am met
at the door firstly by the front of
house staff. It is your warm welcome and invitational responses
that have made make me feel
at home. I guess that is what
our parents experience every
time they come on site; a sense
of whänau, of being valued and
having a contribution to make.
It’s all about belonging.
After introductions with principals or head teachers/supervisors, the next person I meet is
the worksite rep. From myself,
the National Executive and the
NZEI staff, I want to say a great
big thank you to all. You are the
baseline of this organisation and
without your contribution, the
communication and feedback
loops we need to establish on
every worksite would break
down. This year you have picked
up the challenge well.
You have completed our
membership surveys so the
NZEI database remains current,
maintained the information
boards at worksites, attended
meetings and shared feedback
with colleagues through your
own staff meetings, responded
to requests for information on a
regular basis and fed particular
information into kindergarten
reorganisations and into the key
issues for primary agreements
sessions held in term three.
The paid union meetings for
support staff, and just recently
for primary teachers and principals, put you all centre stage
with politicians and in some cases parents advocating that you
could have dealt with the complexity of the Long Term Work
Programme by yourselves on
your own worksite and implying
that you provided a convenient
babysitting service for working
parents. We knew that was not
right and appreciate the challenge you picked up to seeking
your entitlements and in getting
members to the meetings. Our
analysis shows we had large turn
outs and from the information
distributed we are still getting
questions of clarification, comments and feedback.
The questionnaires you all
completed make for an interesting analysis. Proposed changes
which affect pay and conditions
and impact on construction of
teacher professionalism have to
be well considered. Consultation is a core principle of this
union and we don’t want to
address workload by creating
more through additional hours
of meetings, especially when we
know that November is a pressure time for teacher workload.
We have organised training
for all worksite reps as a support for your role, so I hope you
found this useful in contributing
to your “tool box” of organizing,
consulting and meeting management skills which will assist your
general career development. To
all those of you who have been
regular branch attendees and
spread the messages or contributed to the work, good on you!
It’s a great way to understand
the politics of education as well
as take part in the professional
discussions and industrial developments which support a quality
public education service.
We are all increasingly busy
people, but you as union reps
volunteer your own time for
the good of the collective and
shoulder big tasks without
complaint. As the year comes
to a close, I hope you will feel
reenergized over the holiday
break and will want to come
back as an activist again next
year. 2007 is the year we bargain all the major national
collective agreements, so it
will be an interesting year in
union work, and one where
our organizational systems
need to be confident and
secure. We look forward to
working with you again in
the New Year.
This term we have asked
that every worksite go
through the process of electing their worksite rep for the
coming year. It’s an important job. Stand tall and be
counted. We’ll support you.
NZEI: supporting quality
public education, where the
working conditions of members are the learning conditions of students.
Irene Cooper
NATIONAL PRESIDENT
TE MANUKURA
Creating Schools For All
AT “LEARNING for All”, a series of four school-led symposia held earlier this year, Lani
Florian and Martyn Rouse, two
senior lecturers in Inclusive and
Special Education at the University of Cambridge outlined
the reasons why mainstreaming special needs students is
not only the ‘the right thing to
do’ but makes sense socially as
well as economically.
As Lani and Martyn point
out,
most countries have
groups of children who are
excluded and underachieve.
In developing countries it is
associated with disability, gender and poverty. In Western
countries like New Zealand,
it is children with special educational needs whose right to
the same education as other
children is questioned.
“The
special
education
debate parallels the debate
that’s taken place in education history about whether
girls should be educated and
what’s appropriate education for girls,“ says Martyn.
“There’s also been debate
about educating children of
different race, religion and
social class. In a sense those
battles have been won in most
countries of the world. The
task that remains is that children with disabilities receive
an education.”
Some have argued, though,
that while children with special
NZEI Rourou | 2
needs should undoubtedly have
the same right to an education
as every one else, schools are
not adequately resourced and
teachers have neither the time
nor the training to provide
that.
Lani and Martyn argue that
the strategies needed to teach
children with special needs are
no different from what teachers
already use; they just need to
be applied in a different way.
“When we interview teachers,
we find they often know about
these strategies,” says Martyn.
“We need to create schools
where teachers are encouraged
to take risks with the kind of
strategies they use.” Martyn
says teachers who had been encouraged to try new approaches
often said ‘we didn’t need to
work harder, it just meant we
had to work differently, and I
actually found it reduced the
stress of teaching because the
children are now more engaged
and teaching is a happier job
for me.’ Many of the teachers
know about cooperative learning, they know about drama
techniques etc, they just need
help to get started. They need
professional development, they
need ongoing support, they
need the opportunity to talk to
their colleagues within schools
and across schools.”
Martyn questions the value of
having teacher aides ‘velcroed
to’ individual children. “They’re
looking over children’s shoulders all the time, impinging
on the space we all need for
learning. Nobody likes it when
somebody’s looking over their
shoulder as they try to write.”
Martyn emphasises the importance of trained and registered
teachers working with teacher
aides in the classroom. It would
also be useful to employ skilled
teachers to come with ways of
tweaking the curriculum to
make it more accessible to a
wider range of learners.
“There are better ways of
working than one to one
support from an adult,” says
Martyn. “The second greatest
resource in every classroom is
other children. Cooperative
learning, peer tutoring, leads to
gains in behaviour and gains in
learning not only for the tutees
but also for the other children
who are doing the tutoring.
It’s based on the principle that
you don’t truly learn something
until you have to teach it. We’ve
heard and seen examples of
children described as having
learning difficulties act as tutors
to younger children and their
self esteem and their learning
just blossoms.”
Isn’t there a tension, though,
between the rights of a special
educational needs child to an
education and the rights of all
the other children in the class?
“There’s definitely a tension
there because of the persistence
Martyn Rouse and Lani Florian: mainstreaming for special education students “makes sense”
both economically and socially.
of belief that the children who
struggle will hold back others
but the evidence just doesn’t
match the profile,” says Lani.
“There are issues around a
teacher’s capacity to cope and
that can create a classroom
management problem. But it’s
not the presence of the children.
If the classroom is sufficiently
resourced and managed and
there’s good quality teaching
and learning going on in that
classroom, then the presence of
children with special education
needs do not hold back the
achievements of children who
find learning less difficult. The
evidence just does not support
that view.”
If children with special
needs are to be accommodated successfully in our
schools, then there needs to
be greater emphasis on the
wide goals of education. “It
seems we’re interested only
in reading and maths and this
has distorted what’s happening in many schools, “ says
Lani. “There are many other
outcomes of schools that
are equally important, particularly related to personal
development,
self esteem
perseverance,
motivation,
social skills, communication
skills.
www.nzei.org.nz
NZEI ROUROU November 27, 2006
News bites
Entries Sought for Road Safety Awards
Schools have a chance to be recognised for their road safety
initiatives.
Entries have opened for the 2006 Road Safety Innovation and
Achievement Awards.
Greerton Village School in Tauranga won the education section of the awards last year with its ‘Kids on Feet’ (KOF) programme. It was established to encourage the students to walk
to and from school and ease traffic congestion at the school
gate.
Four drop-off zones were established 500 metres from the
school. Students were given a KOF card to record the distance
they walked each day and Year 6 students were trained as KOF
street leaders.
By the end of the year, 45% of students were walking to
school from a drop-off zone, while 65% were walking to a
zone on the way home. And a reduction of cars at the school
gate made it much safer.
The school won a cash prize of $2000. “We were thrilled
to win and the recognition has given everyone a real lift and
motivation to continue” says Heather Langley, deputy principal
at Greerton.
Edendale School near Invercargill won the 2004 education
section of the awards with its ‘Tricky Tracks’ programme.
Five students worked with their teacher to improve safety at
railway tracks near the school.
“We want to recognise those who are working to make
our roads safer,” says Awards project manager Andrew van
Bunnik. “If you have been involved in a successful road safety
programme you should enter.”
Entry forms are available from www.roadsafetyinnovation
awards.org.nz or by phoning Land Transport New Zealand on
0800 699 000. Entries for the 2006 awards close on 23 March.
The Country Comes To Christchurch
Next year’s U1-4 and Rural Principals’ Conference will be held
in Christchurch.
It runs from Wednesday May 30 to Friday June 1 at the
Grand Chancellor Hotel.
Roger Hornblow, principal at Amberley School, is the convenor. “The multi-tasking nature of being a principal is always
challenging.”
“Our conference is about being well grounded in what you
do and how you do it.”
The speakers and workshops are focusing on how principals
can build a team to make their jobs easier and more effective.
Roger says the conference committee aims to provide “a
great programme, great speakers and a great time for our
principals.”
The cost to attend will be around $395. Keep an eye on NZEI
Rourou and NZEI’s website www.nzei.org.nz for information
on how to register.
NZEI Women’s Seminar in Hamilton
The NZEI Northern Region’s Women’s Seminar will be held on
Saturday, 28 April 2007 at the the Novotel Hotel, Alma Street,
Hamilton. Keynote speakers and workshops are still being finalised, but registration is open now! Registration forms available from [email protected] or nzei.supportstaff@
gmail.com, or ring the NZEI Waikato or Auckland offices.
Registration Fee: Early Bird Special - $90 if paid by Friday
15 December. Regular registration - $110.00 if paid by 6 April
2007. Late registration - $150.00 from 7-20 April 2007.
Educate for Life
By the end of this day, one thousand people will have succumbed to AIDS in South Africa. Every morning in India, 5.7
million people wake up in the knowledge that they are HIV
positive. In developing countries, only 12% of people needing
antiretroviral treatment receive it.
World AIDS Day, 1 December, is a day for remembering and
demonstrating solidarity with those infected with, and affected by, HIV and AIDS.
Education International says that education is key to preventing the virus and preserving life. Just as education can help
prevent the spread of HIV and AIDS, prevention efforts also
positively impact the education sector and the lives of millions
of teachers and learners.
To learn more, go to www.ei-ie.org.
NZEI ROUROU
Do you have a question or comment about this issue of NZEI Rourou? Is
something going on in your school, centre or workplace that you’d like to let us
know about? Contact us! NZEI Rourou is the newsletter of the New Zealand
Educational Institute. It is distributed free to NZEI members at their worksites.
Contributors:
Noel O’Hare, Nick Hirst,
Jenny Davies, Molly Kennedy
Design and layout:
Steve Pene
Printer:
APN Print, Tauranga
Forward correspondence and inquiries to:
The Editor, NZEI Rourou, PO Box 466, Wellington.
Phone: (04) 382-2729 Fax: (04) 385-1772
Email: [email protected]
ISSN 0114-8206 (Print), ISSN 0114-8206 (Online)
www.nzei.org.nz
Growing Pains as School
Numbers Swell in Auckland
A rapidly growing roll is causing horrendous recruitment problems for Auckland’s Flatbush School. From left: teacher aide Diane Winiata, principal
Pat Chamley and assistant principal Louise Turner.
IN AUCKLAND, primary school
rolls are growing, bucking the
national trend. Apartments,
infill housing, the expanding
northern boundaries and new
subdivisions are all contributing
to Auckland’s growth.
About 40 new schools are
planned in the northern region
in the next 15 years, and the
Ministry is also planning new
early childhood education centres on primary campuses.
One of those areas feeling
the pressure is Flatbush, where
a whole new town is expected
to bring 40,000 new residents
by 2020, including more than
8,500 school-age children.
Seven new schools are
planned, four of them primary
schools, as well as two middle
schools, a senior high and eventually four new early childhood
education centres.
Dinah Winiata is a teacher
aide at Flatbush School, and
studying to be a primary teacher. As a parent, she sees the new
schools offering more choice,
although her son had a very
good education at Flatbush.
“The experience I had with him
being here, I would never have
changed that – it’s really set him
up for the future.”
The roll at Flatbush has been
growing steadily and out-ofzone children are being turned
away, so the school does not
expect problems with competition from the new schools.
However, principal Pat Chamley
says transience is a big issue and
roll predictions are difficult.
Staffing is another problem,
and Pat says it’s already hard
to get teachers to come to
Flatbush, a decile one school.
“Recruitment is horrendous at
the moment. Retention is OK
– the teachers, once they’re
here, actually like what they’re
doing.” Most applicants are
beginning teachers or overseastrained teachers who may not
be the best choice for a school
with a large Mäori, Samoan,
and Nuiean roll. “They’re really
keen good people, but if all you
have is beginning teachers and
overseas teachers, then you’re
struggling.”
Pat expects recruitment problems to intensify, as the neighbouring community will be
different. “The newest school
here is decile 10, we’re decile
one. That’s just the other side
of the road.”
Flatbush assistant principal
Louise Turner says the demographic changes are affecting
the whole area. “An area that
was farms now has so many
different ethnic groups; it’s so
diverse.” She says the Flatbush
community is already changing,
becoming more settled, and
house prices are rising. Higher
priced housing nearby could
cause flow-on effects.
The decision to provide a new
middle school rather than an intermediate and full high school
has been controversial, but Ann
Murray, the principal of nearby
Clover Park Middle School
thinks the concept works well.
She says it’s really hard to tell
how the new schools will affect
existing ones as it depends how
enrolment schemes are drawn.
Although Clover Park has a
good reputation, glowing ERO
reports and has won awards,
she says parents are often attracted to new facilities. They
also think it might be better for
their children to go to school in
a more affluent area. “It’s really
hard to counter that.”
Ann says already, many pupils go to intermediate schools
in Howick rather than Otara,
although they do not necessarily get a better education, and
some of them fail to settle and
actually return to Clover Park.
She, too, expects the new
schools to make it harder to
recruit teachers. “It’s always
hard – there are never enough
teachers.”
Schools in Otara are very close
together – many only a kilometre apart – and Pat says some
smaller schools may be at risk
from new schools with stateof-the-art computer equipment
that could lure pupils away.
“New schools are always
bright and attractive, and some
parents want their kids to be
educated with middle class
kids.”
Ironically, the new schools
may mean students stay in the
district rather than leaving as
they do at present.
“We’ve got major problems
with kids leaving at form one
and three – we’re probably
losing a third, who are going
elsewhere to quite deliberate
poaching and to what parents
perceive to be better schools.
Sometimes they come back,
and sometimes their education
goes backwards by moving out
of the district” says Pat.
June McMillan is the principal
of Chapel Downs School and
she says until the boundaries
are decided, other schools don’t
quite know how they’ll be affected. She says when some
new schools don’t always have
the facilities of established
schools when they open, and
parents may prefer to wait and
see what sort of reputation they
develop.
June says Chapel Downs students often move out of the
district for intermediate education, and it’s hard to say how
new schools will change that.
She says it can be disastrous
for education if parents decide
to try a new school for a term.
She’s seen parents do that, and
at the first sign of a minor problem, shift a child back to their
old school, creating another
disruption to learning.
Education minister Steve Maharey has announced that the
first two schools – a contributing primary and a middle school
– will open in 2009, and enrolment schemes will be designed
to minimise the impact on existing schools.
NZEI Rourou | 3
NZEI ROUROU November 27, 2006
Principals Discuss Career Model
Principals say the
new career model
looks promising, but
needs more work
Principals at a paid union meeting at Wellington South Intermediate.
PRINCIPAL KEVIN Ryan says
there’s a clear need to do something about the career structure
for teachers.
“I think career pathways is an
issue because we can’t get the
numbers of people we need to
apply for AP/DP positions.”
“There needs to be a way to
encourage people to apply for,
and be prepared to take on,
extra responsibilities.”
Kevin is principal at Raroa
Normal Intermediate in the Wellington suburb of Johnsonville
and says teachers’ workload is
excessive.
He voted to endorse the
direction of the proposed
career structure and ways of addressing workload, outlined at
the 210 teacher/principal paid
union meetings run by NZEI Te
Riu Roa, but did so with some
reservations.
“The thing I’m concerned
about is that I don’t know all
the details.”
Kevin was one of 14 principals
who attended a paid union
meeting at Wellington South
Intermediate.
His
concerns
were shared by a number of the
principals.
Chris Bryant, principal at
Brooklyn School, says he can
see a need to clarify what the
pathway is for teachers.
“What concerns me about
the model we saw today is that
linear approach to it.”
Chris says he’s worried that
might stifle a lot of the innovation that makes the teaching
profession in New Zealand so
rich.
“I think perhaps what needs
to happen is clarity of reward
so people are acknowledged
for their good works or their
achievements.
“They need to be recognised
for their strength and attributes
and that’s what needs to be built
into that structure, I believe.”
Irene Cooper, NZEI National
President, notes that more work
will be done on the model, and
a ‘fast track’ process is being
designed to retain the brightest
and best teachers.
Another key issue discussed at
the meetings was workload.
Chris sees reducing class sizes
as the key to reducing workload.
“There are big funding costs
associated with that. I know all
that. But, hey, it seems to be a
simple solution. Lets try it.”
“There’s lots of evidence out
there to say that small class sizes
make a difference to student
outcomes, but we’re not really
testing that anywhere.”
Chris says he appreciates
being given the chance to talk
about these issues. “This kind of
discussion we had today is what
needs to happen. It’s a matter
of finding the time.”
Teachers Back
NZEI Direction
TEACHER FIONA Leong fully
supports the proposed career
structure outlined to teachers
and principals at 210 paid union
meetings spread throughout
the country.
She was among the 133 teachers who attended a meeting at
Avalon Intermediate in Lower
Hutt.
Fiona teaches at Pomare
School and says she’s the type of
teacher being targeted by the
proposed model.
She’s been teaching for 12
years and has taken on extra
responsibilities and workload
but has reached Step 10 on the
teachers’ pay scale and can’t go
any higher.
That’s because she has a
Diploma of Teaching which required three years of study. This
was the standard qualification
required to become a primary
teacher when she entered the
profession.
That changed in 1998 when
a three year degree in teaching
became the standard qualification.
The problem for Fiona is that
the maximum pay rate for the
degree is three steps higher
than she can reach with her
diploma. That means teachers
who entered the profession after Fiona and spent three years
NZEI Rourou | 4
gaining a degree rather than a
diploma can earn $12,000 a year
more.
It also means Fiona is not being fairly rewarded for the extra
work she’s doing as a result of
the skills and knowledge she’s
acquired during her 12-year
career.
“Over that time I’ve been
an associate teacher, a tutor
teacher, a syndicate leader and
a lead teacher on different
contracts. But I’ve got to Step
10 and I have to stop.”
“In what other job do you
stop and not get paid more?
That seems crazy to me.”
Fiona says she voted to
endorse the direction taken in
the proposed career model, as
it would redress the pay imbalance between teachers with a
three year diploma and a three
year degree.
Daphne Stedman, who has a
three year degree and teaches
at Koraunui School, Stokes Valley, also voted in favour of the
model.
A second year teacher with
a Bachelor of Education, she
thinks penalizing teachers with
a diploma is unfair.
“I’ve seen a lot of people
with great expertise who have a
huge workload and are doing a
wonderful job.”
Teachers Daphne Stedman (left) and Fiona Leong support new career structure model.
“But they are not getting
the recognition because it’s all
about the bit of paper you came
through the door with.”
The model also proposes a
new career path. Teachers could
progress to become a Skilled
Teacher, a Mentor Teacher, then
a Lead Teacher. They would
be required to show they had
the ‘knowledge, skills and attributes’ to fill these roles.
Daphne believes this would
be good for her as her career
progresses and good for teach-
ing a whole.
“If there’s pay involved for
these new roles, there has to be
formal criteria for them.”
“That will mean formal
professional development for
tutor teaching and associate
teaching, which will mean better quality tutor teaching and
associate teaching.”
Fiona and Daphne favour
the same solution for reducing
workload.
“I’d definitely go for reducing
class sizes,” says Fiona. “Every
child requires work, so if we
have smaller classes it has to
reduce our workload.”
Daphne believes reducing class
sizes would reduce workload
and enhance student learning.
“It’s a double banger. It’s
not just a real impact for the
teacher, it’s a real impact for
the children. That’s why that it
comes out on top for me every
time.”
Oops!
www.nzei.org.nz
NZEI ROUROU November 27, 2006
NZEI Wins Grading Case for Science Technician.
EARLIER THIS year, NZEI
commenced proceedings in
the Employment Relations
Authority against a South
Auckland secondary school.
The case was about the
appropriate grading of its
science technician.
NZEI has long taken the
view that the wording of
the support staff collective
agreement makes it clear
that technicians should be
in Associate Grade C. NZEI
negotiated
changes
to
the collective agreement
in 2001 and again in 2004
which were supposed to
reinforce this, but the school
in question insisted that the
collective agreement was
“ambiguous” and its science
technician continued to be
graded Associate Grade B.
Following
the
2004
changes to the collective
agreement,
schools
were
required to review gradings.
The school in question did
review the science technician’s
grading but NZEI regarded this
as a flawed exercise.
Protracted negotiations failed
to make progress, so the matter
went to the Employment
Relations Authority. The case
was heard on 2 and 3 March.
Before the Authority, NZEI
argued that the wording of
the collective agreement was
not ambiguous.
NZEI also
argued that duties imposed
by the Hazardous Substances
and New Organisms Act and
the introduction of NCEA were
additional justifications for
grading at Grade C.
The Authority issued its
Determination on June 15
which found that the school’s
2004 grading review was
flawed. The Authority imposed
a $1,000 penalty on the school
and directed that the grading
review
be
repeated:
the
Authority also gave indications
about how this new review
should be conducted.
The school’s Board of Trustees
established a subcommittee
which eventually recommended
to the full Board that the
position should be graded at
Grade C and that this should be
backdated to the introduction
of NCEA. The Board adopted
this recommendation.
“The outcome was very
satisfactory” said NZEI legal
team manager John Robson,
“but it was a long slog involving
a lot of field officer time and
National Office resource once
it was decided to go to the
Authority”.
Waking Up to Change
Ruth Sutton: International expert on
assessment and learning.
FOR A student leaving school
at 18 this year, the world is a
very different to when he or
she started school at age 18
in 1993. Back then hardly anyone had heard of the Internet,
and mobile phones were a
status symbol that only adults
could afford. Now primary
school students have access to
all the world’s knowledge at
the click of a mouse, and can
have instant visual contact
with people in any country on
the planet. By the time they
finish their school careers at
18, the rapid pace of technological innovation will have
transformed their world. Is
the education system adapting quickly enough to equip
the students with the right
skills?
Ruth Sutton, international
trainer and consultant in the
fields of assessment and learning, believes schools need to
change a lot faster if they’re
www.nzei.org.nz
to meet the needs of students
in the 21st century. Based in
England, Ruth has worked
extensively with schools and
education organisations in
New Zealand, Britain and Alberta, Canada.
In assessment, she says, the
emphasis needs to shift a lot
more from assessment of
learning to assessment for
learning. Measuring students’
progress is important, “But
if you don’t do something
with the data which improves
students’ learning and motivation, then you begin to wonder
whether or not it’s really worth
doing.”
Gradually, she says, many
countries are starting to realise
that national testing does not
lead to improvement in student
learning. “In the UK and parts
of Canada, which are the ones
I know most – they’re coming
to the conclusion that you don’t
get the improvements that you
expected through just testing,”
says Ruth. “You can get some
short-term improvement as
people learn basically how to
deal with the test and children
become better test takers. You
get a kind of blip upwards and
it looks good, but then it just
flattens off because there’s a
limit to the impact that that
process can have. “
And the information is not
very useful for feedback purposes – which should be the
main reason for assessment.
“At the end of the day, it’s
only the child or the teacher
who can make anything really
happen. The system knowing
about learning doesn’t necessarily help the child to know
what to do next, and if the child
doesn’t know what to do next
then there isn’t going to be an
“Obviously, NZEI would prefer
not to repeat this exercise
every time an incorrect science
technician
grading
comes
to our attention.
However,
employers should be left in no
doubt that NZEI will always do
what is necessary to ensure that
the collective agreements we
negotiate are respected.”
The
science
technician
involved (name withheld) said,
“It turned out to be a very
long and frustrating exercise. I
certainly couldn’t have achieved
or even started the negotiations
without the total support of
NZEI and in particular my field
officer and other NZEI staff.”
“In my experience any support
staff considering negotiating a
re-grade will require stamina
and determination, but with
support from NZEI this is
possible.”
In the interests of good
future relations with the
school, NZEI decided not to
pursue its costs in this case,
but noted that the union is
likely to be less generous if
this level of work is required
again.
Assessment for Learning in the 21st century
improvement, it just stalls.”
While Wales and Scotland
have moved towards assessment
for learning and more engagement of teachers and students
in the test process, England remains stuck in test process, says
Ruth. “They seem to be stuck on
the culture of testing at 11, and
that’s a very longstanding habit
in the old 11-plus. For most
children, it has no bearing on
their future at all, and it’s ironic
in that case in Year 6 in England
still almost the whole year is
given over to the preparation
of these children in tests in English, maths and science to the
detriment of their arts and their
phys ed and their social studies
and whatever else they might
be doing, and to the detriment
of good teaching methods too
often. It’s just for the sake of
the school, because it’s only the
school that’s measured by these
results at Year 6, not the child.”
Even in conservative Alberta
in Canada, they‘re waking up to
the fact that testing is not going
to provide the sorts of improvement in education they’re after,
says Ruth. “They want 21st Century young people, and they’re
not going to get that by giving
them these dollops of measurement – it doesn’t happen. You
need different kinds of skills
in the workforce that can’t be
so easily tested, and you need
different kinds of teaching and
learning for that new workforce, which is almost antithetical to the ‘learn how to take a
test’ concept. You need open
minds not convergent minds,
and you need open teaching
not convergent teaching.”
While she thinks the primary
sector in New Zealand is doing a
good job preparing learners for
the future, she is less enamored
by what she sees at secondary
level. “I think there’s a huge
divide within the secondary
education community here between people who are actually
very interested in 21st century
skills for whom the NCEA is fine
and people who are nostalgic
for 19th century skills for whom
the NCEA is not fine.” Some
people, Ruth says, are drawn
to the tradition of kids in rows,
three hour exams. “the rigour
of it, the isolation of it, the
competitive edge particularly
appeals to boys’ schools. And it
obviously fits with their model
of what is a good education. It’s
very hard to square that with
what learners in the 21st century, both young learners and
adult learners, will need to be
focusing on.”
Ironically, older teachers may
be able to adapt more quickly
to the new styles of teaching required for the 21st century. “In
the ‘70s when I started teaching
we weren’t as constrained by
external curricula requirements
as we were in the ‘80s or ‘90s.
You could be quite adventurous with your teaching in the
‘70s because coverage was not
so much of an issue and there
weren’t as many accountability
pieces in teaching. I did outrageous things sometimes in the
classroom, not professionally
outrageous, but designed to
engage kids or make them
laugh or involve them.”
“That would have been
harder to incorporate into your
teaching if you’d been starting as a young teacher under
the pressures of a national
curriculum. But those teachers
who came in in the ‘80s and
‘90s have known nothing else,
and those habits of coverage
and compliance are hard to
break once they’re well established. They need strong
encouragement from school
leadership to take risks and
school leaders are not always
renowned for their teachers taking risks because it
feels scary; because they too
have been suffering under a
compliance culture. To then
suddenly say to people ‘now
bring the adventure back
into teaching’ – well that’s
fine but it’s hard to change
when you’ve been grinding
through the programme
for 20 years. You’ve lost the
habit somehow; you’ve got
to get it back.”
Digital
Portfolios
for Teachers
As part of its commitment
to enhancing professional
practice, an NZEI Occasional Paper on Digital
Learning is being sent to
every NZEI school and
centre with this issue of
NZEI Rourou. It can also be
downloaded from www.
nzei.org.nz
NZEI Rourou | 5
NZEI ROUROU November 27, 2006
Support Staff Go To Gore
SEVENTY-FIVE support staff
from Otago and Southland
attended a regional conference in Gore at the end of
October.
“Everyone is so keen to
have another one,” says organising committee member
Annette Patterson. “If we
could get the go-ahead I’m
sure we would do another
one.”
Annette is a teacher aide
for special needs students
and arts co-ordinator at The
Catlins Area School in Owaka
in South Otago. She’s also a
member of NZEI’s National
Executive. Her husband Murray teaches at the school and
was the conference administrator.
Support staff traveled
from as far north as Oamaru.
A mini van full drove down
from Dunedin and others
came from Te Anau, Tuatapere and Invercargill.
All seven support staff at
Donovan Primary School in
Invercargill attended the
conference, held on a Friday
and Saturday.
“We all really enjoyed it
and we’d all go to another one,”
says Sandra Cowan, a teacher
aide and office administrator at
the school.
“I thought it was excellent.
A great venue. A great bunch
of people. It was just a lot of
fun.”
Sandra says she got a lot out
of the workshops she attended:
How Poverty Affects Children
in Our Schools; Self Defence
for Women; Personal Enhancement; and Dealing With Adult
Bullies.
The poverty workshop provided useful advice on how
schools can help families living
on low incomes. “For instance,
put things in the school newsletter about activities in the
community that are free.”
In the self defence workshop
“there were mats on the floor
and we learned how to drop
someone.”
Maureen Erskine, the office
manager at Donovan, also
enjoyed the workshops. “There
were a variety of subjects available to hold my interest and at
times I wished I could have been
in two places at once.”
She says the support staff
appreciate what their principal,
Peter Hopwood, and board did
to enable them to go to the
conference on the Friday.
Peter says it was a logistical
challenge and planning began
several weeks ahead of the
conference.
Parents of special needs students came to the school to care
for their children for the day.
Two volunteers who help out
at the school were stationed
in the office to answer phones
and handle other inquiries.
Peter also employed a relief
teacher aide “who ran around
looking at the hotspots.”
He says the effort was worth
it because there are not a lot
of professional development
opportunities for support staff,
and the conference provided a
good package.
“I wanted them to go as a
group so they would come
back and share the ideas they
gained.”
“It’s this dialogue that’s
important as dialogue affects
change.”
Peter says it’s also important
that the support staff feel valued and part of the school.
Seven support staff from Donovan Primary in Invercargill attended the regional support
staff conference in Gore, with support from their principal and board. From left: Lisa
North, Helen Spiers, Vicki Mennell, Sandra Cowan, Sue Terry, Jan Phair, Maureen Erskine
and principal Peter Hopwood.
Support Staff Network
A Success
IT’S BEEN a busy year for school
office manager Linda Whiteley.
She’s the convenor of a Support Staff Network in Christchurch, that was established in
March, and now has more than
200 members.
Linda is the office manager at
St Joseph’s School in Lyttelton,
where she’s the NZEI worksite
rep and the staff rep on the
school’s board. As a site rep she
felt there was a need for more
social and professional development events for support staff.
Linda is also a member of
NZEI’s Christchurch branch and
the Waitaha Canterbury District
Council. In March, the branch
organised a meeting to gauge
support for the network and 40
support staff members attended. A committee was formed
and the network began.
In June the network organised a Support Staff Day dinner
attended by 176 Christchurch
support staff. In August it ran a
seminar on stress management
for 150 support staff, and 150
enjoyed a coffee and dessert
evening in October.
The seminar was run by a
consultant who provides stress
management instruction for
the police, plus staff from the
Accident Compensation Corporation and Air New Zealand.
Linda says it was popular as
NZEI Rourou | 6
support staff work involves a lot
of stress. “Frontline work here
in the office, you get everything
thrown at you. You’re multi
tasking. It’s throwing balls in the
air and juggling them. Dealing
with difficult people. Teacher
aides also deal with stressful
situations.”
The coffee and desert evening
included support staff from the
Ashley, as well as the Christchurch branch, as many of the
network members are in the
Ashley branch.
Linda gathers an email address
from each support staff member
who attends a network function
and has built an email tree with
more than 200 addresses. Each
term she sends out a newsletter
with information about support
staff issues and network events.
She works closely with Ann
Hoglund, an office manager
at Kaipoi North School, north
of Christchurch, to put the
newsletter together. Ann is the
convenor of NZEI’s Support Staff
Caucus Kaiawhina Tautoko and
a member of the support staff
negotiating team.
Linda says she’s also had a lot
of support from Chris EccersallPanther, a teacher at Somerfield
School in Christchurch, who is
on NZEI’s National Executive,
and an NZEI field staff officer.
Linda says the network is also
working to have a support staff
member in each school act as a
site rep specifically for support
staff, to ensure they are kept
informed about their issues and
events.
Getting information to support staff in secondary schools
is a particular problem, so a
sub-network has been set up
for them in Christchurch. It’s
run by a secondary school office
manager, who’s on the network
committee.
To help them feel less isolated,
the network has held coffee afternoons for support staff who
are NZEI site reps in secondary
schools.
The network is now thinking
about events for next year.
They’re considering a ‘How’s
Your Image?’ workshop. “They
had one at the national support
staff conference and it had the
biggest attendance.”
They’re also considering having an evening event where NZEI
field staff answer questions and
talk about support staff issues.
Linda has worked as a school
office manager and teacher
aide for 21 years and got involved in the network because
she’s passionate about her job.
“I just felt it was time to give
something back.”
www.nzei.org.nz
NZEI ROUROU November 27, 2006
International briefs
Drums for Peace
The United Nations proclaimed the years 2001-2010 “International
Decade for a Culture of Peace and Non-Violence for Children of the
World”. The International House of Poetry has taken this up, choosing the theme “Drums for Peace” for World Children’s Poetry Day.
The group is asking for educators and parents to discuss violence on
a local level with children, and to try to find solutions. Children can
then write and illustrate poems based on their reflections. Schools
and centres are encouraged to hold a local contest, and inform the
International House of Poetry before March 15, 2007. Details and a
guidance kit can be found at www.drumsforpeace.org.
An International Teacher’s Prize will be given to one teacher who
uses the best educational approach for their class and meets the criteria given. Entries for this prize must be sent in no later than 1 March
2007. Details are on the website.
The actual “Drums for Peace” are scheduled to beat on 21 March
2007. School leaders, communities and children are encouraged to
gather from 11:30am to 12:00pm, to beat drums for peace, in a symbolic gesture that will be echoed in other countries worldwide.
Teachers concerned about international testing
Teachers around the globe are concerned about the impact of largescale international testing and its uses and abuses in development
of national education policies.
For this reason, Education International has been working closely
with the Trade Union Advisory Committee (TUAC) to ensure that
teachers’ concerns and proposals for improvement are heard in the
development of one of the world’s most important educational
assessment programs: the OECD’s Programme for International
Student Assessment (PISA).
Administered every three years, now in 30 OECD countries and 27
partner countries, it tests the achievement of 15-year-olds in reading, mathematical and scientific literacy. The results attract intense
media interest in all participating countries. However, simplistic
interpretation by politicians and others can be misleading, and can
run counter to goals defended by teacher unions.
What Happened To Free
Education?
NEW ZEALAND’S tradition of
free school education is slipping
away.
That was view that emerged
from an education summit organised by QPEC, the Quality
Public Education Coalition.
The sector groups that attended, including NZEI, heard that
some state schools are charging
fees of more than $700 a year,
while integrated schools are
charging more than $5000.
They were told that in 1995
the
Government
provided
90.5% of the total revenue
received by primary schools.
That slid to 88.9% in 2005. And
that the amount of money primary schools raise per year, per
student, has risen from $301 in
1999 to $474 in 2005, a 36%
increase in six years.
John Minto, QPEC national
chairperson, says this shows that
the Government is progressively
underfunding education and
that this poses a serious threat
to our tradition of a free school
education.
NZEI National President Irene
Cooper shares that view. “We
need to ask the question, what
is the Government’s commitment to a free quality public
education system?
Irene told the summit that
the Government has to make
it clear what it will pay for and
what it expects schools and their
parents to pay for.
“For instance, should all
schools provide reading recovery, or only if they can afford
it? If my school can’t provide it,
should I expect the parents to
pay for it?”
She said NZEI has been using
the review of operational funding to highlight the problem of
paying support staff from each
school’s operations grant.
“We got the teachers out of
bulk funding but we didn’t get
the support staff out of bulk
funding.”
“We need a better system for
funding support staff to take
the pressure off the ops grant
and to be able to pay them
decent wage rates and working
conditions.”
Irene also noted that New
Zealand schools have a high
ratio of computers to students,
but they are paid for by schools
and parents, not the Government.
“We all deserve transparency
about who pays for what, and
parents need to know what they
can expect the Government to
provide.”
NZEI National Executive member Jeanette Clarkin-Phillips
spoke at the summit about the
Government subsidizing profitmaking early childhood education centres.
She said companies like ABC
Learning Centres Ltd, which
owns more than 1,300 centres
worldwide, is expanding here. It
aims to make around $100,000
profit per centre and around
half of its revenue in New
Zealand is from Government
subsidies.
Jeanette said the Government
is doing many positive things in
early childhood education. But
NZEI does not believe that it
should be giving public money,
tagged for education, to companies whose first priority is to
make a profit and return a dividend to its shareholders.
8Vaa!
Kia Ora,
Introducing: NZEI LifeStyle Plus
It is with pleasure I introduce to our members LifeStyle Plus, a members-only comprehensive
range of products designed to protect you and your family’s health, life and lifestyle in one
simple package.
With LifeStyle Plus you get the convenience of a comprehensive packaged product for both
you and your family at competitive rates and with extra benefits. LifeStyle Plus incorporates
the benefits offered by EBS, the Education Benevolent Society. NZEI Te Riu Roa has been
a foundation partner of EBS, since its inception in 1964. Over 16,500 union members and
their partners and families are enjoying EBS Health and Risk benefits. NZEI LifeStyle Plus
complements these benefits.
Our extended range of union benefits now includes:
•
LifeStyle Plus Travel Insurance
•
LifeStyle Plus House and Contents Insurance
•
LifeStyle Plus Motor Vehicle Insurance
•
EBS Health cover
•
EBS Life Cover
•
EBS Total & Permanent Disablement cover
•
EBS Income Protection
•
EBS Mortgage Protection
Please keep a look out for the LifeStyle Plus brochure which provides more detail on these
benefits. LifeStyle Plus offers the convenience of only having to call one number to access all
these benefits. So please call:
0800 268 3763
A^[ZhinaZEajhcdlWg^c\hCO:>bZbWZghIgVkZa>chjgVcXZ#;^ii^c\Vc
We hope you like what we have done and will support the programme we have put together.
We will look to add additional member benefits as the scheme develops.
V[[dgYVWaZigVkZa^chjgVcXZeaVcidndjgigVkZacZZYh^hcdlfj^X`VcY
Best regards
dg_jhigZaVm^c\ndjÉgZXdkZgZY
h^beaZ#Hdl]Zi]ZgndjÉgZeaVcc^c\V[Vb^an]da^YVn!h]dee^c\ZmeZY^i^dc
%-%%'+-(,+(
Irene Cooper
National President
Te Manukura
www.nzei.org.nz
IgVkZa>chjgVcXZ^hjcYZglg^iiZcWn6bZg^XVc=dbZ6hhjgVcXZ8dbeVcn
CZlOZVaVcY7gVcX]igVY^c\Vh6><CZlOZVaVcY#IZgbh!XdcY^i^dchVcYZmXajh^dchVeean#
NZEI Rourou | 7
NZEI ROUROU November 27, 2006
Classroom Release Time: A Success Story
Tony Reid works with students at Kaikorai
School. By spending 90 minutes a fortnight
out of the classroom for such tasks as
planning and professional development,
teachers are able to bring more back to the
students.
a classroom when a teacher
takes their 90-minute CRT.
“They use their specialized
skills to enhance the education
programme the school is providing,” says Nigel.
For instance, the school did a
topic focusing on the diversity
of cultures. So the CRT teacher
with the music speciality did
music from around the world.
“They looked at music from
South Africa, music from China,
music from Australia, aboriginal
music, music from New Zealand,
TEACHERS AT Kaikorai School
in Dunedin are pleased with
their first full year of classroom
release time (CRT).
“I think it has been really
effective,” says principal Nigel
Wilson, NZEI’s Vice President.
“We’ve had good outcomes
for teachers and good outcomes
for our students, and our CRT
teachers have enjoyed it.”
Nigel says CRT is in its infancy
and teething problems are inevitable. He knows some schools
are finding it difficult to get the
extra teachers they need. Fortunately this wasn’t a problem for
Kaikorai.
Nigel believes the key to implementing CRT is asking staff
as a group what they want from
it, rather than going to each
individual teacher.
“Get them together. Talk it
through. Get staff ownership”
Teachers gained CRT in their
2004 negotiations to help address their increasing workload.
The Government agreed to
spend around $94 million to
provide up to 800 extra teachers. This was to enable every
full time teacher to be released
from their classroom for 10
hours a term during the school
day. The CRT would allow them
to do work like student assessment that they can’t do while
they’re in the classroom.
CRT was introduced in the
final term of last year. Nigel says
Kaikorai used that initial term
to trial three formats.
One syndicate of teachers had
two full days of CRT, one at the
start and one at the end of the
term. A second syndicate had an
hour of CRT a week. The third
had 90 minutes a fortnight.
At the end of the trial the
teachers decided 90 minutes a
fortnight was the most effective, and they’ve been running
that format this year.
Nigel says the teachers
worked as a group to develop
their successful CRT formula.
“We focussed on student outcomes. We wanted to use CRT
to enhance student outcomes.”
To do this they decided to
employ three CRT teachers who
had specialised skills. One is a
music specialist, one is skilled in
visual arts and the third specialises in numeracy.
They work between two and
three days a week stepping into
Mäori music and so on.”
Nigel says the teachers are
making good use of their CRT.
They use it to do planning,
assessment, reading research
information and professional
development such as improving
their ICT skills.
Is 90 minutes a fortnight
enough time? “No. They’d like
weekly release time. Up to a day
if they could get it.”
“It’s all about helping teachers
with their workload. Anything
we can do to help ease their
workload is a winner.”
Nigel says smaller class sizes
reduce workload but teachers
still need CRT. “They need that
time away from the pressure of
the classroom so they can reflect
and do the important work that
can’t be done in class time.”
Have Your Say in the PRT Survey and Win!
“THEY DID talk to me about…
setting up a tutor teacher,
but that was about all that
happened,” says Amy*, a beginning teacher, of her first
school.
As a provisionally registered
teacher (PRT), Amy was entitled to an advice and guidance programme and beginning teacher time allowance.
But in her first year, she didn’t
receive either of these.
She says she could have used
the support in her first year,
particularly for classroom
management, including help
with behaviour management
and keeping the students ontask.
Now Amy is at a new school
with a fantastic advice and
guidance programme. She
has an excellent tutor teacher
who supports her, along with
release time for her personal
induction programme.
How could two schools have
such different programmes?
NZEI Rourou | 8
“We have a good structure in
New Zealand, but actual practice is variable,” says Cynthia
Shaw of the Teachers Council.
The Teachers Council is
charged with drawing up guidelines for induction of provisionally registered teachers.
“Research tells us that if [PRTs]
don’t have a good induction experience, they are less likely to
reach their potential as teacher
and are more likely to leave the
profession,” says Cynthia.
Because of this, the Teachers
Council has launched a major
research programme to investigate the quality of advice and
guidance accessed by provisionally registered teachers in New
Zealand.
The programme has three
stages: a literature review; a national survey of PRTs, including
some focus groups; and a selection of case studies. The first two
phases of the research are being
carried out by The New Zealand
Council for Education Research
(NZCER). The literature review
has been completed, and the
survey has just been sent. Focus
groups will be sought after the
survey results are in.
Selective case studies will also
be established in 2007, in a new
research phase to follow up
some critical issues and to identify good practices for advice
and guidance.
“We’re trying to get an evidence base for what is experienced by PRTs in all sectors,”
says Cynthia.
It is imperative for as many
PRTs to fill out the survey as possible, so that the Teachers Council has a solid knowledge base
for their work. There has mainly
been qualitative research up to
this point, so the Council needs
more quantitative research to
gauge what is going on across
the country, in all sectors, in
as many different situations as
possible.
There are particular issues
for kaupapa Mäori and early
childhood education centres,
which are just coming into registration, so the Council hopes
that as many PRTs as possible in
those sectors will respond.
Feedback from all sectors will
help the Council develop strong
and effective advice and guidance programme information
and policy development.
This is a chance for beginning
teachers to make themselves
heard, so Cynthia hopes that
beginning teachers will take it,
despite the heavy workload this
time of year.
To entice them further, PRTs
who respond will go in a draw
to win one of four $50 book
vouchers from Whitcoulls.
Some PRTs finishing their
second year of teaching should
receive the survey by late November. It will only take about
20 minutes to complete and is
due back to NZCER by 8 December.
For those beginning teachers
who are particularly interested
in induction programmes and
would like to be involved further in the project, a consent
form for focus groups in 2007 is
included in the survey.
*Real name withheld.
What?
Survey of some provisionally
registered teachers completing
their second year of teaching
When?
Sent to your home address
now, due back to NZCER by 8
December.
Why?
To give feedback about your
PRT induction programme
experiences.
Be in to Win
One of four $50 vouchers to
Whitcoulls if you respond.
www.nzei.org.nz
NZEI ROUROU November 27, 2006
Principal Hauora
The GSE support workers negotiating team (from left): Kevin Burrows-NZEI advocate, Kathy Power-ESW Christchurch, Denise Tetzlaff-CSW Auckland,
Karen Jackson-NZEI advocate, Rae Carton-BSW Hastings, Stephanie Coote-ESW Lower Hutt, Karen Whibley-NZEI advocate, Mary Kalin-ESW Hawera.
GSE Support Workers Vote
On Pay Rise
SUPPORT WORKERS working
with special needs children are
voting on a collective agreement that delivers pay rises of
between 4 and 5 percent.
The collective covers 232
NZEI members employed by the
Special Education section of the
Ministry of Education.
Around 75% are education
support
workers,
assisting
special needs children in early
childhood education centres.
The others are either behaviour support workers who
work alongside specialists in
assisting school students with
severe behaviour issues, or communication support workers
who work with specialists, such
as speech language therapists,
in helping school students with
communication issues.
Negotiations began in October and were spread over five
days. Initially the Ministry said
that any pay increase would
have to come from cutting costs
or services.
The new agreement delivers
pay rises of between 4% and
5%, over 18 months, depending
on where support workers sit
on their seven step pay scale.
As low-paid workers, the negotiations focused on improving
pay rates.
The agreement increases the
bottom step on the pay scale
from $11.64 an hour to $12.11
from July next year. The top step
rises from $15.60 to $16.40.
The new agreement also
enables support workers to
address major issues, such as
compensation for travel costs,
that should lead to long-term
improvements in pay.
Most use their own cars to
travel to a number of centres
or schools each day. At present
they’re unable to claim for most
of their travel costs. One support worker earned $9,800 for
working a 15 hour week. But
she had to spend $5,555 – 56%
of earnings, paying for her work
travel.
A support worker may have
to travel 100km a week to get
to and from her job, but is
compensated for only 6km of
travel.
Simply increasing the mileage
reimbursement rate will not fix
the problem and is pleased the
Ministry has agreed to work
with NZEI to find solutions to
the travel cost issue.
A handbook will also be
developed with a ‘plain English’
explanation of how the Ministry’s vehicle insurance scheme
applies to support workers.
Have you seen?
All worksites
Special Circular 2006/31
Guidelines: Physical Contact with Children
Primary Schools
Special Circular 2006/29
Paid Union Meetings for Teachers and
Principals
Support Staff
Agreements ’06 No.6
Barnardos Early Childhood Collective
Agreement
Correction of Error
Agreements ’06 No.6
Kindergarten Teachers, Head Teachers and
Senior Teachers’ Collective Agreement
Working Party Update and Paid Union
Meetings
Agreements ’06 No.4
Support Staff in Schools Collective
Agreement,
Negotiations Stalled, Membership Ballot
Agreements ’06 No.4
Salvation Army Early Childhood Education
Collective Employment Agreement
Settlement Ratified
Agreements ’06 No.5
Kaiarahi I Te Reo, Therapists’, ATSS and
Special Education Assistants’ Collective
Agreement
Negotiations Stalled, Membership Ballot
Special education
Support Staff
Special Circular 2006/30
Nominations for the Early Childhood
National Caucus
www.nzei.org.nz
Education Support Workers, Behaviour
Support Workers, Communication Support
Workers
Negotiations 2006 – The Union Claim
The new agreement will see a
continuation of the role clarity
working party established after
negotiations last year. This is
clarifying support workers job
descriptions and looking at
their professional development
needs.
It also establishes a Support
Workers’ National Forum. This
will meet regularly and will
involve support workers, NZEI
staff and Ministry representatives.
The negotiations team is
pleased that the forum was set
up because support workers
don’t have set worksites, so
they’re not being consulted in
matters that impact on their
work.
They hope it will foster constructive engagement between
the Ministry and support workers at all levels of special education.
Other issues that will be
looked at during the term of
the agreement include the 50%
annual turnover of support
workers. Their job tenure. Allocation of permanent and fixed
term hours and operation of the
variation of hours provisions.
A ‘plain English’ explanation
of how annual leave is calculated will also be developed.
Oops!
IN THE last issue of NZEI
Rourou, there was an error
regarding the new subscription formula for NZEI membership. The article listed
the minimum subscription
rate (for those earning less
than $8,750 a year) as $2.00
per week. It is actually $2.00
per fortnight. We apologise
for the error.
“IT WAS a very black hole experience,” says Alan Smith, “and
I’m determined to help prevent any colleague from going
through the same thing.”
Alan is a former Taranaki principal, whose stress levels rose so
much from his work that 2 years
ago he had a self-described
breakdown.
“There are lessons to be
learned and signs to be mindful
of if one is in a highly demanding profession,” says Alan.
“We also need to be mindful
that there is a road back from
such experiences, and the sensitive understanding of family,
colleagues and friends can be
critical in ensuring full recovery is achieved. Stress can be
a sinister intruder over a long
period of time, and while major
episodes appear to be ‘out of
the blue’, there is usually a need
to give considerable time to full
recovery.”
Alan spoke about his experiences with a group of about 20
Auckland principals, who met
at a seminar in August to talk
about health and wellbeing
(hauora) in their profession.
“Principalship is certainly
under stress,” says Liz Horgan,
a principal who attended the
seminar. “If the people who
lead the profession are operating at a level of stress that is
not healthy, it means the whole
system is less effective.”
“Principals recognise the issues about principal hauora as
they are in the midst of it, but
in order for it to be addressed
it needs to be seen as a serious
issue by all parties responsible
for the effectiveness of the system,” says Liz.
Research
into
principal
hauora, and what we can do to
improve it, has already begun.
Cathie Wylie, chief researcher
at the New Zealand Council for
Educational Research, analysed
a survey from the New Zealand
Principals’ Federation (NZPF) last
year. She presented her results
to the Auckland seminar.
The survey results showed
that principals are working
long hours and have high stress
levels, but generally get great
satisfaction from their work.
(For details, see the Key findings box.)
Cathie’s analysis also showed
key ways in which principal
stress levels could be decreased,
namely improving workload
and role balance, and having
support from outside agencies
and organisations.
After Cathie’s presentation,
attendees broke into groups to
sort out what, specifically, Auckland principals should or could
do to assist in principal health
and wellbeing.
The recommendations included attaining more sabbatical leave, a mentor system for
principals as one of the Ministry
contracts and involvement in
first-time principals’ courses.
The report from the meeting
was then e-mailed to all principals on the reference group
so that they could take the
recommendations back to their
clusters for discussion and possible action.
Julie Fox, principal of Harrisville School, said she thought
the seminar was “extremely
positive” because so many different principal associations
combined with NZEI in the common cause of principal hauora.
“We were all beating the same
drum.”
But principal hauora is not
something a principal can just
sort out on their own, by doing more exercise or taking a
breather every once in a while,
says Liz Horgan.
If all the agencies involved
don’t start looking at what they
can do to support principals, she
says, they may face the same crisis as the UK, where more than
1,000 headteacher (principal)
posts remain unfilled.
The reason for the UK crisis?
According to the British Telegraph (October 2006), deputy
principals are unwilling to
take promotions, which they
know will only lead to spiralling workload, and principals
are retiring early to get out.
The Telegraph reports research
from the National Association
of Headteachers (NAHT), which
says one in four principals is
ready to resign unless their
workload is reduced.
“It’s a worldwide phenomenon,” says Liz.
“There needs to be a combined approach [to improving
principal hauora] by people
who have responsibility.”
Cathie Wylie’s report is available at www.nzcer.org.nz, search
for “hauora”.
Key findings of the
Principals’ Federation
survey:
Primary and secondary
principals’ responses, as
analysed by the New Zealand
Council for Education Research
• 40% of respondents
described their current stress
level as high or extremely
high.
• 90% worked 50 or more
hours per week, 42% worked
60 or more hours per week.
• Overwhelmingly (85%),
principals get “great
satisfaction” from their work.
• Less than 1/3 followed
guidelines for good health
(physical activity for at least
three 30-minute periods per
week).
• Main stressors for principals
stemmed from their
workload, paperwork and
balancing the teaching and
managing aspects of their
role.
• Best ways to improve
principal hauora:
1) improving workload and
role balance
2) support from
outside agencies and
organisations.
NZEI Rourou | 9
NZEI ROUROU November 27, 2006
More Than One Employer?
ASTRID WORKS 15 hours per
week as a Teacher Aide for her
primary school and 6 hours per
week as a Support Worker for
the Ministry of Education Special Education.
She recently signed a new
agreement and wanted to make
sure her NZEI membership was
current for all employers.
“But I was confused about
what to do – so I ended up doing nothing for a time!”
She decided to fill out two
membership forms, and send
them in to NZEI, followed by a
call to her field officer.
“We’re really pleased that
Astrid was so diligent about her
membership, and she did the
right thing in the end,” says her
field officer, Michelle Maguren.
“If you do have two employers, filling in a second membership form is the right thing to
do. The separate forms will tell
NZEI all we need to know for
our records and to notify each
individual payroll provider,”
says Michelle.
It’s essential for members to
tell NZEI about all of their employers, so that they can receive
information about all of their
collective agreements.
Without correct information,
members may not have a say in
their claims or get the appropriate pay rises and improved
conditions in new agreements.
If you’re not sure about your
status, or would like to get another form, ring your NZEI field
officer.
New job? New address? Retiring?
Please inform NZEI Te Riu Roa of any changes to your work or contact information, to ensure your
membership continues. If you’re retiring, you can keep honorary membership and retain your EBS medical
insurance. Contact your field officer for more information.
Cut out and send the following to NZEI, Freepost 3978, PO Box 466, Wellington 6140. Or email the
information to [email protected]
Name...................................................................
NZEI Membership No.......................................... Email...................................................................
Old Details
New Details
Worksite.................................................... .....
Worksite..............................................................
Home Address................................................
Home Address.....................................................
........................................................................
.............................................................................
Phone number...............................................
Phone number....................................................
Celebrating World
Teachers’ Day
We asked New Zealanders to send in stories of teachers who
influenced their lives. Some stories are reported below.
Jason Gunn: I had many ‘interesting’ school reports – my
favourite teacher’s comment
being, ‘Is Jason getting enough
attention at home?’
I really would like to thank my
teachers. Not just for putting up
with me, but for letting me be
me. For letting the performer
in me come out to play and
encouraging me to follow my
dreams. We didn’t always see
eye to eye…but when it really mattered I was always lucky
enough to have a good teacher
there to steer me in the right
direction.
Hon Steve Maharey: I think
teachers change your life. That’s
what they do....I can look back
on my time in school...and point
to two teachers who made me
like learning. That was the gift
they gave me during that time.
That was because they were absolutely passionate about what
they did and they taught in a
way that suited me.
Those two people are the
reason I went to university and
did some further education.
Because in the back of my mind
I carried that love of learning.
That’s what they did for me.
Teaching is absolutely vital in
our lives.
Kay Jones: My teacher for
Standard Four at Khandallah Primary School shared the
world with her class. Her name
was Mrs Clarke and she taught
us to ask questions and to think
independently. She told us
about going on CND marches in
Britain to “Ban the Bomb”. We
shared in her love of singing,
learning protest songs and sea
shanties, and learning about
the tough lives of early settlers
- both Maori and Pakeha. We
learned about sealers and whalers abandoned by the bosses,
those who were
“Paid in soap, and sugar, and
rum for cutting in whale and
boiling down tongue
The agents fee
Makes my blood so to boil
I’ll push him in a hot tub of oil”
When she was away from
school for over a month we
were only told she was sick.
On her return she shared with
us the story of how she almost
died, trapped under an upturned boat and how peaceful
drowning was for her... And
how grateful she was to the
young man who dived under
the boat and freed her from the
wire she was caught by. After
the pneumonia she didn’t sing
NZEI Rourou | 10
as much for a while – but she
still shared her stories.
We talked about what would
happen if war ever came to New
Zealand. We decided that if the
country was invaded, she could
still be our teacher but our
classroom would be outside in
the bush, and our lessons would
be about foiling the invaders. In
those circumstances, patriotism
would be best served through
civil disobedience.
This was over thirty-five years
ago, but I remember her calm
focussed face, eyes keen behind
their glasses, neat and tidy and
ladylike but filled with a passion
for social justice and a better
world. I took her message to
heart and over the years have
been involved in many campaigns for social justice.”
Steve Autagavaia: A great
influence on my learning was
Larry Sommerville at Panmure
District School (aka moonlighting DJ for Radio Hauraki on
Sundays when not teaching us),
in 1978. He made learning fun,
and he saw us for who we could
potentially become in life.
He never bought into the
negative innuendo about us colleagues undoubtedly forwarded
on to him prior to entering his
class in our final year, Form 2.
Instead he made our time a
memorable year, including a
camp to Ahipara with minimal
fundraising.
I have never forgotten his impact, and in my teaching service
I have modelled his philosophy
in my practice. To be a meaningful and sincere teacher to all the
kids I have taught and the colleagues I have worked with.
I even organised a Camp to
Ahipara of a great bunch of
kids from Viscount, as Larry had
done all those years ago.
www.nzei.org.nz
NZEI ROUROU November 27, 2006
Teachers Vote on Future of Kindergartens
Hours of Work:
Key Issues
Members at the paid union
meetings will be given a
chance to vote on the key
positions reached by the
Kindergarten Working Party,
including:
Term breaks
• Sessional kindergartens:
Term breaks taken as a
team (as in schools).
• ‘School day’ kindergartens:
Possibility of “flexible term
breaks” – eg, teachers
taking term breaks
individually, spaced out
over the year.
• Full day: No term breaks,
but entitlement to
professional development
leave.
Last December, over 2,000 New Zealand teachers, parents and children marched to uphold quality kindergarten conditions. Many of the same conditions discussed last year are on the table again
for the re-negotiation of the kindergarten collective agreement.
KINDERGARTEN teachers, head
teachers and senior teachers are
gathering at paid union meetings around the country from
22 November to 1 December, to
discuss claims for their collective
agreement next year.
“What members decide in
these meetings is going to
determine the nature of the
kindergarten service for years
to come,” says kindergarten
head teacher Julie Sullivan.
Julie is a member of the
Kindergarten Working Party
– a group formed as part of the
2006 kindergarten collective
agreement to advance unresolved hours of work issues.
The group, consisting of five
NZEI representatives and five
employer representatives from
the kindergarten associations,
met seven times during 2006 to
discuss an hours of work model
that would fit the needs of all
parties.
The work was meant to inform
bargaining for 2007 but is not
legally binding to either side.
“We’ve had some really
frank and open discussion in
the group. By the end, we had
reached a shared position on
many of the issues,” says Julie.
“However, there are a few key
issues on which we couldn’t
agree, including some aspects of
contact time and term breaks.”
At the paid union meetings,
members are hearing about
the positions reached by the
Working Party and the differing
positions between NZEI and
the employers. Some of the key
issues are highlighted in the
Hours of Work: Key Issues
box.
“It’s very much a compromise.
What we need to know is, have
we compromised too much? Of
the sticking points, which are
conditions that teachers can live
with, and which are untenable?
“Just as important is the question, ‘if members are adamant
that they can’t give up certain
conditions, what actions are
they prepared to take to keep
them?’” says Julie. “That’s what
we hope to find out at these
meetings.”
Members of the Working Party
have put together a presentation on the positions reached.
At the meetings, members are
hearing about, and voting on,
each of the key issues. They are
also providing feedback to the
team.
A list of meetings is available
on the NZEI website, www.nzei.
org.nz, or by ringing your local
NZEI field office.
What’s next?
The voting and feedback
from members will be used to
develop claims for the 2007
negotiations.
After the claims have been
endorsed by NZEI’s National
Executive, they will be sent to
members.
Nominations for negotiating
team members are being requested at the paid union meetings. This team will be selected
by the end of 2006.
Contact Time
Possible 2-tier structure:
• Lower maximum contact
time with children,
association has no
obligation to provide
support staff.
• Higher maximum contact
time with children,
association obligated to
provide support staff.
Teacher Transition
When kindergartens are
reorganised, will teachers
have redeployment or
redundancy provisions?
If you have a question
about the paid union
meetings, or if you would
like to provide feedback
on the claims development
or changes in your
kindergarten, please ring
your local NZEI field officer
or takawaenga, or email
[email protected].
Whänau Key to Education
THE REALISATION of Mäori
potential, then, depends on
multiple pathways and is influenced by a range of variables,
some acting at a distance, others more direct, some linked
to te ao Mäori others to te ao
whänui – wider society. But the
most immediate factors revolve
around whänau and education
and the interface between
family and school. The ways
in which the two institutions
– whänau and school – relate to
each other will have a profound
effect on Mäori potential.
With these words, Professor
Mason Durie closed the Hui
Taumata Mätauranga 2006.
The hui, held from October
6-8, was the fifth in a series
hosted by Ngäti Tüwharetoa
and supported by the Minsters
of Education and Mäori Affairs,
to explore the optimum framework for Mäori education.
The Kaupapa of this year’s hui
was Töku Pä Harakeke: Töku Pü
www.nzei.org.nz
Kurakura – The Family: The Education Cornerstone.
There were four organising
topics that participants focussed
on:
•
•
•
•
Identifying key whänau capabilities and capacities that
contribute to high achievement for Mäori learners;
Identifying best practice for
successful whänau-education partnerships;
Exploring the coherence of
whänau policies across the
government sector; and
Exploring the whänau strategies of tribal authorities
and other Mäori organisations and agencies.
NZEI was well represented at
the hui, with seven members of
Te Reo Areare (the NZEI Mäori
council) attending.
The discussions were varied,
but there were some consistent
themes, such as ‘involvement is
empowerment’.
Participants felt that whänau
continue to experience situations where their contribution
is not valued, undervalued, or
devalued, whether this be at
schools or in consultation with
government.
They emphasised that relationships need to be honest
and positive, to encourage
meaningful communication and
facilitate access to best practice
from both sides. The partnership also needs to be equal and
inclusive of differences.
Participants agreed that education is a pathway to the future and needs to be culturally
appropriate to be effective.
The issues raised at the hui will
be addressed by the Ministers
involved and their respective
ministries. Hui participants also
reinforced their commitment to
moving the issues forward.
EXECUTIVE OFFICER
Teachers’ Refresher Course Committee
The Teachers’ Refresher Course Committee provides national
in-service professional development for early childhood,
primary, secondary and tertiary teachers based on a contract
with the Ministry of Education. The position of Executive
Officer is based in Wellington in a 2-person office and some
travel is required.
The position is a part-time one of 30 hours per week.
A realistic salary will be negotiated.
The successful applicant will be a self-starter with strong
interpersonal and administrative skills and familiarity with
the educational sector.
Key responsibilities include:
• Planning, promotion and co-ordination of professional
development programmes and courses;
• Overview of the TRCC office;
• Secretary to the Committee.
Initial enquiries and applications should be directed to TRCC on
telephone 04 495 2301, fax 04 495 2299 or email [email protected].
Applications close on 31 January 2007.
NZEI Rourou | 11
NZEI ROUROU November 27, 2006
An
activist
to the
core
Around and About
Directory
News from other unions
GEOFFREY PHILLIP NEVILLE,
a former National Executive
member and Associate of NZEI
Te Riu Roa, died suddenly at
his home on 18 October.
Geoff trained at North
Shore Teachers’ College and
had a long career as a teacher,
deputy principal and latterly principal. He worked at a
number of schools during his
career, including Helensville
Primary, Wainui School, Kaukapakapa School and finally
Moerewa School, where he
was principal until the end of
2004.
Geoff was involved in almost every level of NZEI possible, and was a union activist
to the core.
He served on the NZEI National Executive from 1998
- 2004, representing the primary sector. He also made significant contributions to NZEI
at Branch and District Council
level, in particular through
the Kaipara Branch.
Geoff played an integral
role in supporting members
professionally and personally
as part of the NZEI Member
Support Personnel team in
NZEI’s
Taitokerau
District
Council.
Geoff was immensely proud
of his NZEI involvement and
the acknowledgement from
members, evidenced through
his NZEI Associate award,
which he wore proudly.
At his funeral, colleagues,
board of trustee members he
had worked with, and parents
of children he had taught, gave
vivid accounts of his wonderful
rapport with children and the
memories of the outdoor education activities he had carried
as a teacher.
Geoff was known for his
sharp mind and zany sense of
humour. He appeared on the
TV programme Mastermind
twice and did very well both
times.
Geoff had a love of books
and a wealth of knowledge
about children’s literature –
A. A. Milne was one of his
Mastermind specialty areas
– and he imparted that love of
reading to his pupils.
He had talent as an actor
and a singer and was well
known within education for
the vibrant way he imparted
his knowledge and skills to
children.
Geoff leaves behind two
children, Stephen and Indira,
and a granddaughter, Lucy.
NZEI TE RIU ROA
Big Increases In
Union Membership
National Office
P O Box 466
Wellington
Ph 04 384 9689
Fax 04 385 1772
email: [email protected]
Website: www.nzei.org.nz
THE NUMBER of New Zealanders who belong to a union has risen
by 25% since 1999.
Figures show that at the end of last year more than 377,000 wage
and salary earners were union members.
Union membership has risen by 75,000 since 1999. Union density,
the percentage of the workforce belonging to a union, is also
rising.
The figures come from an annual survey conduced by Victoria
University’s Industrial Relations Centre, which began in 1991. The
latest survey, covering 2005, was released at the end of October.
It shows that union membership rose by 23,290 in 2005. That
6.6% increase is the highest annual rise in the survey’s history.
In the education sector, union membership rose by 1,668, to
78,577: an increase of 2%.
Union density rose to 21.9%, the highest level since 1998. This
means over a fifth of New Zealand’s total workforce belongs to a
union.
The education sector has the highest proportion of union
membership. Just over half the sector’s workforce, 50.7%, are union
members.
The 15-year history of the survey shows the impact of changes
in Government and industrial legislation. The survey began in
1991, the year a National Government introduced the Employment
Contracts Act. This was designed to de-unionise the country by
pushing workers onto individual contracts and led to a 41% drop in
union membership by the end of the 1990s.
A Labour-led Government was elected in 1999 and the Employment
Relations Act was passed in 2000. Since then union membership
has risen and there’s been strong economic growth and falling
unemployment. The number of people on the unemployment
benefit has fallen by 75% since 1999 from 161,000 to 39,452 at the
end of the June this year.
Ngä Tätaha-ä-Mäui
Northern Region
PRONUNCIATION
(Me maumahara koutou ko tenei hei tautoko i te tangi o tou reo)
Kei Roto i te Whare – Te Puni Kökiri, Ministry of Mäori
Development
Attention Teachers
Expressions of interest to make application for a grant
He mihi mo te Kirihimete ki a koe
Christmas greetings to you
He mihi
mo te Kirihimete
from the NZ Glass Environmental Fund are invited.
Up to $25,000 will be available in total for suitable
environmental projects. For application forms
and guidelines see our website
ki a koe
www.recycleglass.co.nz
or contact:
NZ Glass Environmental Fund
PO Box 12-345 Penrose, Auckland 1642
Phone: 09-976 7127 Fax: 09-976 7119
Deadline for expression of interest is 31 March 2007.
Sponsored by O-I New Zealand.
NZEI Rourou | 12
Taitokerau
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Northland
Ph 09 404 1446
Fax 09 404 1778
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P O Box 20-333
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email: [email protected]
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BUILDING TE REO
NZ Glass Environmental Fund
Regional office
Auckland
P O Box 52087
Kingsland
Auckland
Ph 09 360 4005
Fax 09 360 4008
email: [email protected]
He as in hair
mi as in me
hi as in he
mo as in mor
te as in tear
Ki as in key
ri as in re
hi as in he
me as in meh
te as in tear
Ki as in key
a as in ahh
ko as in core
e as in ee
Ngä mihi ki ä koe me tö whänau mo te Kirihimete me te
Tau Hou
Greetings to you and your family for Christmas and the New Year
Ngä whakaaro rangiamarie ki ngä tangata katoa
Thoughts of peace to all people
Me maumahara ki te aroha ö te whänau
Remember the love of the whänau
Kaua e wareware ki ngä taonga mo ngä tamariki
Don’t forget abouts gifts for the children
Central East/
Southern Hawkes Bay/Feilding
Suite 104, 201 King St North
Hastings
Ph 06 870 4905
Fax 06 870 4907
Ruäpehu/Manawätu/Wanganui
P O Box 1876
Palmerston North
Ph 06 354 6671
Fax 06 354 6674
Te Waipounamu
Southern Region
Regional Office
Canterbury/ West Coast
P O Box 13455
Christchurch
Ph 03 366 1385
Fax 03 366 2030
email: [email protected]
Marlborough/Nelson
P O Box 3009
Richmond
Nelson
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Fax 03 544 9283
Otago
P O Box 656
Dunedin
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Fax 03 477 4097
Southland
P O Box 6155
Invercargill
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Fax 03 217 9063
www.nzei.org.nz