The Principals (Aotearoa | New Zealand)

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: Māori tumuaki supporting Maōri 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?

Episode 19: Managing extreme crises

In this episode, we continue talking about crisis management, including extreme weather events and events that can’t be foreseen, like the Christchurch mosque attack.
 
My guests are:
Rowan Milburn, principal at Te Puna Wai o Waipapa - Hagley College
Nori Parata, tumuaki at Tolaga Bay Area School and Kahukuranui
Kevin Bush, regional leadership advisor, 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:
Dealing with extreme weather events and the impact they have on a kura and its community
Thinking outside the box when it comes to working out ways for kids to learn when they can’t get to school
Trying to anticipate and plan for likely scenarios
Importance of collaboration and reciprocation with community leaders, iwi leaders, agencies before an event so you have those contacts to call on in times of crisis
How Hagley High School, which is close to the Al Noor Mosque, responded during and after the attack on the mosque
Roles and responsibilities of the school crisis management team and how they worked in practise
School as a civil defence centre
The process of recovery from collective trauma of events eg. releasing Muslim staff to be with their community, being aware of triggers (eg lockdown alarm) for students and staff, talking openly about what happened and allowing people to have a voice, doing things that bring people comfort or joy.
 
Additional information
Emergencies and traumatic incidents https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/
Responding after a crisis https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/responding-after-a-crisis/
Preparing for emergencies, traumatic incidents, evacuations and lockdowns https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/preparing-for-emergencies-and-traumatic-incidents/ (links to emergency management plan templates and emergency planning guide)
Nine-step checklist https://assets.education.govt.nz/public/Documents/School/Traumatic-incidents-and-emergencies/Traumatic-Incidents-Checklist-2018.pdf
 
Questions
00:57 [Nori] Can you tell me about the weather events that have affected Tolaga Bay in recent years?
 
1:20 [Nori] How do those weather events affect the kura? 
 
2:17 [Nori] How do you plan for these events, knowing as you do now that they’re becoming more and more frequent? 
 
8:13 [Rowan] Nori was talking about things that you can anticipate there. But one thing no one really saw coming was the Christchurch mosque attacks. Can you tell me how that unfolded for you?
 
17:44 [Rowan]
So the collective trauma from events like that, how do you as a leader help your ākonga and staff through these things?
 
25:46 [All] Did any of you want to add anything else?

Episode 18: Crisis management

All sorts of emergencies, traumatic incidents, evacuations and lockdowns may impact on your kura, and as tumuaki you will lead the response.
 
In this episode, we’ll talk about planning for incidents where you can, and where you can get help with your response to them.
 
My guests are:
Rowan Milburn, principal at Te Puna Wai o Waipapa - Hagley College
Nori Parata, tumuaki at Tolaga Bay Area School and Kahukuranui
Kevin Bush, regional leadership advisor, 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:
Crisis planning
Preparation for serious incidents
Crisis management teams and their roles
Traumatic incident teams and what they do
Emergency planning guidelines and checklist
 
Additional information
Emergencies and traumatic incidents https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/
Responding after a crisis https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/responding-after-a-crisis/
Preparing for emergencies, traumatic incidents, evacuations and lockdowns https://www.education.govt.nz/school/health-safety-and-wellbeing/emergencies-and-traumatic-incidents/preparing-for-emergencies-and-traumatic-incidents/ (links to emergency management plan templates and emergency planning guide)
Nine-step checklist https://assets.education.govt.nz/public/Documents/School/Traumatic-incidents-and-emergencies/Traumatic-Incidents-Checklist-2018.pdf
 
Questions
1:52 [Kevin] Emergency planning is really important for a kura, what kinds of things should a tumuaki ensure is covered in a school's emergency planning? 
 
3:06 [Kevin] What kinds of things should your emergency management plans cover?
 
3:31 [Kevin] Aside from the plans themselves, what other preparation should schools be doing to prepare for emergencies and other incidents? 
 
5:00 [Kevin] Tell me about crisis management teams within a school.
 
6:18 [Rowan and Nori] How are your crisis management teams made up? 
 
8:20 [Kevin] Can you tell me about Traumatic Incident teams and what they do? 
 
10:07 [Kevin] The emergency planning guide and nine point checklist – can you tell me a bit more about those? 
 
11:30 [Kevin] What kinds of things do the guidelines cover? 
 
12:00 [Kevin] What are the most common crises that you see in your role as a member of a traumatic incident team?
 
12:54 [Nori and Rowan] At which point would you call in the Ministry's traumatic incident team?
 
15:27 [Nori] What kinds of crises and emergencies have you dealt with in your 27 years?

Episode 17: Dealing with complaints and employment issues

As the leader of a kura, you'll most often be the one who receives and has to deal with complaints. You may also have to handle employment issues from time to time, maybe even your own. In this episode, we talk about how to handle them.
 
My guests are:
Patrick Ikiua, Director of Professional Practice for Te Whakarōputanga Kaitiaki Kura o Aotearoa (New Zealand School Boards Association)
Marama Stewart, Leadership Advisor, Māori - Ministry of Education
Louise Green, Principal Support Officer, NZEI Te Riu Roa
 
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:
Complaints policies
Concern vs complaint
Importance of following up complaints
Common complaints
Handling complaints against tumuaki
Personal grievances
Dealing with complaints against teachers, including misconduct
Employment relationship issues happen – don’t panic.
 
Additional information
Managing complaints https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines-part-2/section-3-actions-of-last-resort/managing-complaints/
Dealing with complaints https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Dealing-with-complaints
Concerns and complaints (NZSBA) https://www.nzstaresourcecentre.org.nz/?aId=ka0GB000000pcNOYAY
NZEI https://www.nzeiteriuroa.org.nz
SPANZ https://www.spanz.school.nz
NZSBA https://www.tewhakaroputanga.org.nz/
 
Questions
 
00:45 [Patrick] Why is it important for schools to have a good complaints policy? 
 
2:23 [Mārama, Louise] Where is the line between someone raising a concern and that becoming a complaint? 
 
4:41 [All] What kinds of complaints are most common in your experience?
 
8:57 [Patrick, Louise] If a complaint is received against a tumuaki, where do they go for help?
 
11:35 [All] What is the process if a staff member makes a complaint or lodges a personal grievance?
 
14:20 [All] And if someone makes a complaint about a teacher, what should a tumuaki do?
 
15:35 [All] And what should a tumuaki do if they're dealing with an allegation of misconduct? 
 
18:31 [Louise] At which point would a school employee approach NZEI or another union for help?
 
19:48 [Mārama] What kinds of things, if anything, can a principal do to avoid employment relationship issues? 
 
21:18 [All] What are your best tips for handling complaints and employment issues?

Episode 16: Looking after kaiako and kaimahi

As a tumuaki you'll be leading both teachers and support staff, and making sure they're treated fairly, feel supported, know about their entitlements and have opportunities to learn and grow, can help create a great work environment. In this episode, we talk about how you can support your staff and your obligations to them.
 
My guests are:
Patrick Ikiua, Director of Professional Practice for Te Whakarōputanga Kaitiaki Kura o Aotearoa (New Zealand School Boards Association).
Marama Stewart, Leadership Advisor, Māori - Ministry of Education
Louise Green, Principal Support Officer, NZEI Te Riu Roa
 
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 that impact on the wellbeing of kaiako
Importance of tumuaki focusing on what they can influence and control for staff as their leader and manager when it comes to staff well-being
Ways to help kaiako feel more comfortable when you start as new tumuaki
How new tumuaki can help make sure middle and senior leaders feel valued and confident in their roles
Change management
Leadership vs management
Employment laws and being a good employer
Employment agreements and what they mean
How new tumuaki can find the agreements staff are employed under, and the entitlements, allowances etc that apply to them
Professional learning and development (PLD)
What NZEI can help with
 
Additional information
Understanding school employment https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Understanding-school-employment
NZEI https://www.nzeiteriuroa.org.nz
SPANZ https://www.spanz.school.nz
NZSBA https://www.tewhakaroputanga.org.nz/
SUE reports https://www.edpay.govt.nz/site/reports/sue-report.aspx
Resourcing: Operational funding and staffing entitlements https://www.education.govt.nz/school/funding-and-financials/resourcing/
Teaching Council https://teachingcouncil.nz
 
Questions
 
1:31 [Louise] What kinds of issues do you hear about from your kaiako members around their well-being?
 
2:17 [Mārama] When you were a teacher, what kinds of things did you notice impacted on your wellbeing?
 
3:07 [Mārama] What can tumuaki do to look after the well-being of their kaiako?
 
4:34 [Mārama] As a new tumuaki coming in to a school, how can you put kaiako at ease to help them feel less anxious about someone new starting?
 
6:06 [Mārama] How can a tumuaki make sure your leadership team functions well and that they feel valued and confident in their roles?
 
8:09 [Mārama] What would your advice be for new principals around introducing the idea of change and then making it happen?
 
11:42 [Patrick] Under which laws does a school board, and the tumuaki is part of that, have responsibilities to their staff?
 
12:39 [Patrick] What does it mean to be a good employer?
 
14:04 [Patrick and Louise] What kinds of employment agreements can apply to kaiako and kaimahi?
 
17:14 [Mārama] How can a new tumuaki going in find out which agreements are covering the staff in their school?
 
19:47 [Mārama and Louise] What are the requirements and responsibilities around PLD for the staff in your schools?
 
21:25 [Louise] What can NZEI help new principals with?
 
23:14 [All] What’s your advice for looking after kaiako and kaimahi in your school?