The Principals (Aotearoa | New Zealand)

Episode 29: Introduction to state school property

As tumuaki, and as part of the board, you have a key role in managing school property, but no one expects you to be the expert. As principal, you’ll need to build and maintain strong working relationships with your Ministry of Education property adviser, consultants and project managers, so you’ll know where to go for help and recognise when you need it. Today, we’ll give you an introduction to property administration, funding and planning in state schools, including a key document  - your ten year property plan, which includes your five year agreement or 5YA.
Note: a 10YPP contains:- a property assessment- a 10 year maintenance plan for the school (including a cyclical maintenance schedule for things like repainting) and - a 10 year capital works plan - split into a current 5YA and a proposed future 5YA.
 
My guests are:
De Thomson, Ministry of Education Infrastructure manager Otago/Southland
Blair Dravitski, principal of Lemonwood Grove School
John Prestidge, tumuaki of Motueka High School
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Episode themes:
Role and responsibilities of Ministry in school property
Principal’s role and responsibilities in school property
Who to talk to for help with property
 
Additional information
Ministry of Education property portal https://property.education.govt.nz
Facilities and operations https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations
 
Questions
2:20 [De] What’s the Ministry’s role and responsibilities when it comes to an individual school?
 
2:52 [De] What’s a school principal’s role and responsibilities when it comes to property at their state school?
 
3:13 [De] Who should be a principal’s go-to people for help with property?
 
4:14 [De] What does the Ministry expect of tumuaki when it comes to property?
 
6:14 [Blair] Had you had any experience with property management when you first started as principal?
 
6:31 [Blair] How did you get your head around the school’s property and what you needed to know?
 
7:35 [John] And had you had any property experience before you became a principal?
 
8:44 [De] John mentioned there the five year plan and the ten year property plan. De can you explain more about the ten year property plan and the 5YA?
 
10:34 [De] You mentioned there funding for property, and there's all sorts of different pots of funding. Can you explain, what are the different forms of funding that a school gets for its property?
 
11:38 [De] Is there an easy place that tumuaki can go to access funding information about their school property?
 
12:40 [John then Blair] What do you think some of the key terms that a new tumuaki should get their head around when it comes to property would be?
 
20:26 [John] You mentioned before that you had a property manager, is that who takes responsibility for the property in your school?
 
23:26 [Blair] Who looks after property in your kura?
 
25:40 [All]  What’s your advice for new tumuaki trying to understand their new responsibilities for property?

Episode 28: Working with your ERO evaluation partner

The new process for ERO reviews means tumuaki work more closely with their ERO evaluation partner over the three-year cycle. In this episode, we talk about getting the most out of that relationship, and the process when ERO finds something that’s not going so well in a school.
 
My guests are:
Shane Morrow, Manager Review and Improvement Services, ERO
Sharee Hemingway, Director Ākonga Māori, ERO
Stephen Lethbridge, principal of Point Chevalier School Rangi-mata-rau
Nick Leith, tumuaki of Te Raekura Redcliffs School.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Board assurance statements – useful for tumuaki to use it as a living document for ongoing internal audit. Ensuring you’re using data.
Important to build an effective relationship with your evaluation partner and engaging with them well – good idea to make their email address a VIP contact so their emails come to the top of your list each time.
Nick re: evaluation partner/tumuaki relationship: “One thing I've learned about this job is there are an absolute million plates spinning and quite a few of them are wobbling. And I guess if you can turn your attention to some of those wobbles for a period of time, you can get back to the things that are spinning great. But that's a supportive process rather than one that's only there for three days to catch the plates as they fall.”
Preparation for an ERO visit is important.
Helping staff manage their nerves when ERO is on site – it’s important to talk them through the process so they know what to expect.
What happens if an evaluation partner finds something concerning in a school.
How new tumuaki can understand where their new kura is in an ERO review cycle.
How to find who your evaluation partner is.
 
Additional information
ERO website www.ero.govt.nz 
School Improvement Framework (SIF) https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework
Board assurance statement and self-audit checklists https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/Te-Ara-Huarau/The-Board-Assurance-Statement-and-Self-Audit-Checklists
 
Questions
00:45 [Stephen] What do you do to prepare for an ERO visit?
 
1:17 [Stephen and Shane] Can you talk me through what that board assurance statement covers?
 
5:07 [Nick] You mentioned that you used your first review as a way of getting to know your kura and the way everything works. How will you prepare next time?
 
7:55 [Shane and Sharee] Would you add anything to the preparation for an ERO visit?
 
9:45 [Stephen and Nick] How do you manage staff nerves about having ERO in the school?
 
13:41 [Shane] What happens if the evaluation partner finds that there's something not quite going so well in a school? How does that process work?
 
16:35 [Sharee] How does it work in the rumaki bilingual space?
 
18:52 [Shane] Does ERO help set up support where it's needed or is it a referral process to the Ministry?
 
20:16 [Shane and Sharee] When a new tumuaki steps in the building, how can they get their head around where a school is in that review cycle or where they are in the improvement journey?
 
22:11[Shane and Sharee] How can they find out who their evaluation partner is?
 
22:34 [All] What’s your advice to a new tumuaki approaching an ERO review?

Episode 27: ERO reviews

The Education Review Office (ERO) is the government’s external education evaluation agency, and normally reviews schools over a three year cycle. As tumuaki, you’ll be involved in preparing for a review. Today we’re going to talk about what to expect during an ERO review.
 
My guests are:
Shane Morrow, Manager Review and Improvement Services, ERO
Sharee Hemingway, Director Ākonga Māori, ERO
Stephen Lethbridge, principal of Point Chevalier School Rangi-mata-rau
Nick Leith, tumuaki of Te Raekura Redcliffs School.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
The traditional event-based three-yearly ERO reviews have changed, and now schools have an evaluation partner who works with the school across a three-year cycle looking at what the school is working on, the impact of that work on their young people, the priorities that they're setting, and helping them measure or figure out how well they're doing to get there. The idea is to help build evaluation capacity with the school so that they really have an understanding of the impact of the work that they're doing.
The hauhake phase of the review cycle (the six months leading up to the report) is the intense phase of ERO working with the school.
Outline of the ERO process for English-medium schools.
Outline of the process for Māori-medium kura.
The Te Pou Reo team and how it works in rumaki and bilingual kura.
What evaluation partners are looking for when they visit a kura.
ERO reviews are different than when you experience them as a kaiako or member of senior leadership team when you become tumuaki. ERO reviews are useful for new tumuaki to help them learn about their school and the way it works.
 
Additional information
ERO website www.ero.govt.nz 
School Improvement Framework (SIF) https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework
 
Questions
1:16 [Shane] What is the purpose of an ERO review and why are they important? 
 
2:44 [Shane] The approach for reviews has changed quite a bit in recent years. Can you tell me about the new approach?
 
4:35 [Shane] In terms of the amount of time that an evaluation partner would spend with a tumuaki or the board, how much time are we talking over a cycle?
 
6:46 [Shane] How does the process work now?
 
10:26 [Sharee] The process is slightly different for Maōri medium rumaki and bilingual reviews?
 
11:28 [Sharee] For a new tumuaki coming in going through that process, what does that look like?
 
12:35 [Sharee] Can you tell me about Te Pou Reo and how that team works, please?
 
13:25 [Shane and Sharee] What are evaluation partners and Toki Ao Mārama looking for when they go into a kura?
 
16:45 [Stephen and Nick] You will have both experienced ERO visits maybe when you were a kaiako or a member of senior leadership. How does it differ now that you're tumuaki?

Episode 26: Leading through change

Change is inevitable in a school, and managing change can be challenging. Changes you make may be a choice, where you identify improvements that can be made; or there may be changes to legislation, curriculum, or teaching methods that you need to implement in your school. Principals need to learn how to lead and manage change effectively.
 
My guests are:
Iain Taylor, principal of Manurewa Intermediate School, former president of New Zealand Principals’ Federation, member of ERO Advisory Board, recipient of Prime Minister’s Supreme Educational Excellence Award in 2017.
Ann Brokenshire, tumuaki of Hillmorton School in Christchurch since1995.
Jason Miles, principal of Kaiapoi North School in Christchurch, current vice president of the New Zealand Principals’ Federation.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Change is constant in education, especially in curriculum as it needs to evolve. The tumuaki is the change manager in the process.
The need to include others, especially senior leaders and teachers, along with you when change is necessary. Empower change champions who can help you promote the change.
When you’re implementing changes you’re choosing to make you have more time to plan and bring people along for the journey. When change is thrown on you, like after a natural disaster for example, you need to be the decisive person leading the change. Depending on the situation your change leadership style will change.
With legislation change, make sure you know exactly what you need to do, and make sure you communicate the change well to staff, students and whānau.
When implementing change in a kura around curriculum, look at what you’re already doing then systematically look at the aspects you’re not currently covering, make those changes and ensure staff have PD for those things. Ensure you’re recording solid data around the results of the change.
With systemic change in a school, sometimes there isn’t time to spend too long observing before you start making changes.
Get your senior leadership team involved in change so they know how to manage it before they become a principal.
New tumuaki can talk to experienced principals, NZSBA, principal associations etc if they’re unsure about change or need advice or support.
 
Questions
2:01 [All] What are some of the changes that you've had to deal with as tumuaki?
 
5:46 [All] Curricula evolve all the time. What kinds of curriculum changes have you been through, and how did you go about implementing them?
 
9:46 [All] You mentioned that people sometimes feel like things are being done to them, not with them. Is that one of the challenges when it comes to change within a school?
 
11:27 [All] How does the change process differ when you're a tumuaki than rather than a teacher or a senior leader in a kura?
 
13:20 [All] As a tumuaki there's a difference between making the changes that you choose to make, and making changes that you have to make. When you're making those changes, do you approach them differently? And if so, how, how does that approach differ?
 
16:42 [All] If you're trying to make a change that some of your kaiako or others don't agree with, how difficult can make things for you as tumuaki?
 
19:51 [All] In terms of practical things that you need to do in your kura when something is changed in legislation, what changes do you need to put in place to make sure that you can comply with that legislation? 
 
22:07 [All] What about when there's a requirement to make changes to the school curriculum? How does that process work?
 
23:38 [Iain] Where do you even start when going into a school to make systemic changes to the way the kura works? Is it a matter of just sitting and watching and looking for a while to see what's not working?
 
26:56 [Ann] Where can new tumuaki go for information or advice to learn how to manage change within their new kura?

Episode 25: Supporting students with diverse learning needs

All ākonga deserve the opportunity to flourish and succeed in their education, and making sure your students have this opportunity is your most important priority as principal. This means providing them with any learning support they need to reach their potential. But how easy is it to find the support your students need, and what can you do if you can’t access it? That’s what we’re going to talk about today.
 
My guests are:
John Bangma, tumuaki of Mariehau Primary School and one of the leaders of the national RTLB (Resource Teachers: Learning and Behaviour) lead school network
Saane Faaofo-Oldehaver, former principal and leadership advisor, former special education need coordinator in two schools, member of Highest Needs Review Advisory Group
Jane Corcoran, principal Brunswick School in Whanganui and executive member of NZRSLA.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
What inclusive information is.
The more that you know the tamariki in your own school, the more diversity you recognise, the more needs that you see, the more you’ll want to find ways to help them.
There will never be enough resource to meet all the needs out there – but it’s important that you are doing the best you can do, making every effort to support every child with those needs in any way you can.
In small schools you may be the teacher, the SENCO and the principal, so you’ll be able to notice needs yourself.
Understanding the pathways to getting support, including your RTLB (Resource Teacher Learning and Behaviour service).
Using parents to help with their own kids may not be the best choice!
Challenges of sourcing support in rural and other areas, as well as the opportunities small schools offer diverse learners.
 
Additional information
RTLB online https://www.education.govt.nz/education-professionals/schools-year-0-13/learning-support/resource-teachers-learning-and-behaviour#what-is-the-rtlb-service-1
Learning support for literacy and communication https://www.education.govt.nz/parents-and-caregivers/schools-year-0-13/learning-support/learning-support-literacy-and-communication
 
Learning support needs https://www.education.govt.nz/education-professionals/schools-year-0-13/managing-students/stand-downs-suspensions-exclusions-and-expulsions-guidelines-part-2/section-2-creating-procedures-and-processes/learning-support-needs
 
Questions
2:07 [All] As tumuaki, what is inclusive education for you? What does it mean?
3:20 [John] What does it mean to provide adequate support for a child with learning challenges?
5:53 [All] If a child's starting in your school and the teacher notices that they're not keeping up, where do you start, and what are the steps to getting them what they need?
12:22 [John] You talked about the RTLB. Can you tell me about that, please?
15:26 [John] Where do new principals go to get information about RTLB?
16:04 [All] There’s a really wide spectrum of learning need in kura. What kinds of learning challenges have you all seen? What are the most common - if there is such a thing? 
23:36 [Jane] What are the challenges facing rural schools around getting support for the kids who need it?
25:30 [All] Parents must be keen to support their kids if you can’t find that help elsewhere?
29:44 [All] Is there anything that we haven't talked about that we should discuss?

Episode 24: Improving student achievement

All tumuaki want the ākonga in their schools to do well, but we know there are persistent disparities in achievement. In this episode, we speak with three tumuaki who have taken action to make a difference for tamariki and rangatahi previously at risk of underachievement. At the heart of their stories is the expectation that every student can achieve, even if some kids need more help than others to get there. 
 
My guests are:
Catherine Bentley, tumuaki of Hastings Girls’ High School, winner of excellence in leading award in the 2021 Prime Minister’s Education Excellence Awards
Barbara Ala’alota, former principal of Auckland’s Sylvia Park school, former chair of the Education Council of Aotearoa New Zealand, made Officer of the NZ Order of Merit for service to education in 2020.
Angela Walters, tumuaki of Fairfield Intermediate School in Waikato, winner of Founders’ Principals Leadership Award in the National Excellence in Teaching Awards in 2022.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
What ākonga need to be able to learn well, and some of the barriers that prevent that from happening.
Three stories about what strategies successfully turned around learning in three different kura.
 
Questions
1:30 [All] What do kids need to be able to learn really well?
 
4:04 [Catherine, Angela] What kind of barriers stop students learning?
 
5:12 [Barbara] What did you notice about the kura and about student achievement when you first started at Sylvia Park School?
 
14:13 [Barbara] What challenges did you face when trying to turn things around?
16:48 [Catherine] You have seen quite a turnaround in achievement at your kura. What did you notice when you first started at Hastings Girls?
 
17:55 [Catherine] How did you start the process of turning everything around?
 
19:21 [Catherine] I can imagine the teachers or the kaiako who engaged in deficit theorising, perhaps some of them decided not to continue?
 
21:39 [Catherine] What difference has it made for the kids?
 
23:36 [Catherine] What challenges did you face when making these changes?
 
25:13 [Angela] You were acting principal for three years at Fairfield before you became principal, and when you took over, where was the kura? What stage was it at?
 
31:24 [Angela] Have the changes made a big difference to student achievement?
 
31:59 [All] What's your best advice for new tumuaki about turning around learning in a kura?

Episode 23: Maōri rangatira supporting Māori ākonga

Today we’re continuing to talk to three Māori leaders who worked hard to turn around learning outcomes for Māori ākonga in their English-medium kura. We’re talking about what drives and motivates these rangatira, and where they turn for support when they need it, including Te Akatea Maōri Principals Association.
 
My guests are:
Tom Paekau, principal of Merivale School in Tauranga
Bruce Jepsen, manukura of Te Akatea Māori Principals
Ngahina Transom, tumuaki of Frimley School in Hastings
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Making a plan to turn around learning, and having the courage to do it.
The power of connection – surrounding yourself with people who whakamana your mana and coach, mentor and support you.
The challenges of standing up in te ao Pākehā as a Māori leader.
Te Akatea and the support it provides Māori leaders.
Advice for new tumuaki.
 
Additional information
Te Akatea Māori Principals https://www.teakatea.co.nz
 
Questions
00:40 It’s a heavy burden to start in a kura that’s not doing so well. How do you handle the stress?
 
9:18 Can you tell me about the mahi Te Akatea does?
 
14:59 What advice would you give new tumuaki about turning around learning in a kura?

Episode 22: Supporting Maōri ākonga

New Zealand's education system has under-served Māori learners for a long time. As a result, the 97% of Māori learners in English-medium settings collectively experience worse education outcomes than other learners and are less engaged in the education system. 
Today we’re going to talk to three principals who have worked to turn around learning and achievement for Māori ākonga in their English-medium schools.
 
My guests are:
Tom Paekau, principal of Merivale School in Tauranga
Bruce Jepsen, manukura of Te Akatea - Māori Principals
Ngahina Transom, tumuaki of Frimley School in Hastings
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Contributors to poor learning outcomes in a school
Dealing with kaiako who engage in deficit theorising
Role of tumuaki as rangatira in leading the journey of improvement
Utilising the Ka Hikitea - Ka Hāpaitia (Māori education strategy) frameworks to help support and guide you through the policy around Māori experiencing success as Māori.
Approaches to learning, teaching and PLD used to support Māori experiencing success as Māori.
 
Additional information
Ka Hikitea – Ka Hāpaitia Māori education strategy https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia
Te Akatea Māori Principals https://www.teakatea.co.nz/
 
Questions
2:21 [All] What do you think contributes to poor learning outcomes in a school?
 
5:38 [All]  Have you worked with kaiako who do engage in deficit theorizing? And if so, how did you turn them around?
 
10:58 [Tom] What did people tell you about Merivale School before you started at the kura?
 
13:17 [Tom] What kinds of changes did you make that had such a massive impact?
 
15:03 [Bruce] How did you turn around your kura, what did you focus on?
 
16:57 [Bruce] What practical steps did you take to improve the way your ākonga were learning?
 
18:54 [Ngahina] Can you tell me about your part in turning around Frimley School?
 
24:32 [Ngahina] What professional learning and development do your kaiako do?
 
27:09 [Tom] Do you take a similar approach to PLD for your kaiako in your kura?

Episode 21: Looking after yourself

The principal role can be both demanding and complex. It requires a lot of managerial and administrative tasks, you're the professional leader of the school and you have responsibility for and oversight of others, and your workload may feel overwhelming at first. It's absolutely essential that you take time to look after yourself.
If this episode raises concerns for your own health, please talk to someone you trust or see your doctor. If you need to speak to someone now, contact:
1737, Need to talk? Free call or text 1737 to talk to a trained counsellor.
Anxiety New Zealand 0800 ANXIETY (0800 269 4389)
Depression.org.nz 0800 111 757 or text 4202
Lifeline 0800 543 354
Rural Support Trust 0800 787 254
Alcohol and drug helpline 0800 787 797
If it is an emergency, call 111.
 
My guests are:
Mārama Stewart, former tumuaki and leadership advisor for the Ministry of Education
Robin Fabish, former tumuaki and leadership advisor for the Ministry of Education
Lesley Murrihy, former principal, now chief advisor in Te Poutāhu, the curriculum centre of the Ministry of Education.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Things you can do when you first start as tumuaki to help your wellbeing in the longer term.
No one solution fits everyone - different people need different things to sustain their wellbeing.
The wide range of stresses that can impact a principal’s wellbeing.
Importance of having a team of people you can lean on and call for advice or support – coaches, mentors, colleagues, Ministry of Education experts – when you need help.
Don’t be afraid to spend school money on a quality coach, because you being properly supported will ultimately benefit your school.
Learning to balance the parts of yourself in relation to the principal role.
Dangers of using alcohol or other substances to cope with stresses.
The importance of prioritising self-care – how you do that and what you feel is most important is up to you.
Ways to prioritise your to-do list.
Burnout, and ways to pull yourself back from the brink by decentering work in your life.
The importance of delegation.
Being ‘lonely at the top’ is a choice, not a given. Connecting with others is really important.
Supports you can tap into as a tumuaki.
 
Additional information
Stephen Covey – rocks - https://www.youtube.com/watch?v=zV3gMTOEWt8   
 
Questions
1:31 [All] When you first step into the role as tumuaki, what are some of the things that you can do to help your well-being in the long term?
 
6:04 [All] What kinds of stresses can impact on a principal's wellbeing?
 
13:32 [All] And is it that that constant juggle between priorities and of the different parts of you that you need to pay attention to that makes self-care such a challenge for tumuaki?
 
16:41 [All] What are the what are the dangers that come with not looking after yourself? 
 
20:08 [All] How did you go about prioritizing your work to make sure that you did what you needed to do, but also didn't stress yourselves out trying to do it all? [burnout discussed in this answer]
 
32:51 [All] What did you do for your own wellbeing when you were tumuaki?
 
36:07 [All] What's your best advice for new tumuaki about looking after themselves?

Episode 20: Student mental health

The mental health needs of tamariki and rangatahi have undoubtedly increased post-COVID, and schools are often the places where these issues emerge because of the relationships between teachers, young people and their whānau. Getting mental health support for students can be difficult, which can make looking after the wellbeing of students difficult. But there are things schools can do, and others they must do, to look after the wellbeing of their ākonga.
 
My guests are:
Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar School
Partick Walsh, principal of Sacred Heart College
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
High levels of anxiety in students impacting on their mental health, along with other things like concern about being behind in learning after covid, tough economic times impacting home life, state of the world and climate anxiety, and all is heightened by online access. Low levels of resilience.
Legal requirements around mental health of ākonga should be recorded in school charter, Health and Safety Act requirements are for safe physical space and safe emotional and psychologically safe school.
Importance of building a culture where parents and students feel safe to raise concerns, a culture of caring and a culture that everyone counts. The need to slow down and really understand things that are happening in your school by doing surveys and talking to the students.
Particular risk areas
Teachers are often the first port of call if a student is feeling low, but they’re not trained as counsellors. They need to know they should refer the student on to the counsellor, or to the principal if there is no counsellor.
Be aware of triggers for those with emotional and mental health issues eg school ball for those with body image issues or gender identity issues.
International students often fall through the cracks so it’s important to make sure someone is reaching out and supporting them.
Mental health issues are sometimes dealt with differently in different cultures. Use your staff or community to help you navigate this.
Importance of principal’s relationship with counsellor. Make sure you meet regularly and keep an eye on what is happening with student mental health so you can take action if needed.
Process when student is in need.
What happens if a student takes their own life, and rules around talking about it.
Looking after your own wellbeing around incidents like this.
 
Additional information
Health and Safety https://www.education.govt.nz/education-professionals/schools-year-0-13/health-and-safety
NZCER wellbeing@school survey https://www.nzcer.org.nz/assessments/surveys/wellbeing-at-school
Stymie https://about.stymie.co.nz
 
Questions
 
1:00 [Both] What kinds of mental health issues are you seeing in your kura?
 
5:21 [Patrick] Are there legal requirements for tumuaki around mental health of tamariki and rangatahi?
 
14:03 [Both] How can a new principal can get a handle on the level of need around mental health within a kura when they first start?
 
16:20 [Both] If a school counsellor is extremely concerned about a particular student, are they likely to come to a tumuaki with those concerns, and if so, how does a tumuaki respond? 
 
17:46 [Both] What if there is no counsellor and it's just you. How do you handle it at that point? 
 
19:12 [Both] Where there is a need for a student to have more support, it is increasingly difficult to be able to help them find that support. How do you handle that?
 
21:42 [Both] If the worst happens and a student takes their own life, what happens in a school, what does a tumuaki do?
 
23:40 [Patrick] What are the rules about what you can and can't say about the death?
 
25:19 [Both] What kinds of things can you do to to help yourself through something like that? Because you don't come away from it unscathed.
 
26:34 [Both] What's your advice to new tumuaki around trying to help tamariki and rangatahi deal with just the myriad of mental health challenges they face today?