Embed Size (px)
Citation preview
ISSUE No. 2014 FEBRUARY 24
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Critical need to know and action Proposed Approach to Planning and Reporting for 2014 We have developed a new approach to planning and reporting taking into consideration the feedback that we have received from principals and boards of trustees over the past couple of years. Our focus this year is about the progress that has been made with regard to student achievement, the targets that have been set for improvement in student achievement and how we can work together over the coming year to support you and your school communities achieve your goals and objectives. We propose to use the Charter information and achievement data that you provide us by 1 March 2014 to do this.
You can visit: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2/~/media/MinEdu/Files/EducationSectors/MinistryBulletin/Issue2/A3Charters2014.docx or click here so you can see how we are approaching the review of this year’s Charters and how we propose to use the information that you provide us. We need to ensure that all schools meet the legislative requirement in relation to their Charter. We can do this by looking at the information that we already have, by looking at the information that you provide us and by working with you to understand your goals for the coming year. We want to be able to provide you with the assistance that you will find most useful and provide the resources that you need in a timely way.
Over the past few weeks, there have been discussions with NZSTA, PPTA, NZEI, and NZPF about our proposal. They have provided us with valuable feedback and this has been incorporated into our approach. Through these discussions we have agreed that our 2014 approach is the start of a different way of working together and we will continue to refine and streamline the process throughout this year and next. Discussions are also planned with NZAIMS and SPANZ and we also want your feedback on how we can further refine our approach.
Shortly you will receive a letter from your Regional Director providing more detail about how we propose to engage with your school/kura. If in the mean time if you have any questions, please do not hesitate to contact your local office. I am also happy to receive feedback from you directly if this assists you.
Katrina Casey
Deputy Secretary Sector Enablement and Support, [email protected]
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Student Safety – Mandatory Reporting
To Board Chairs and Principals
The Education Review Office (ERO) recently released its report entitled Student Safety in Schools: Recruiting and Managing Staff. The report includes a reminder that reporting to the Teachers Council is one of the checks and balances in our system for making sure that schools are safe workplaces.
Most of the schools reviewed have robust processes for ensuring student safety when recruiting and managing staff. But some schools were not clear on when they have to report serious misconduct.
You need to make sure you are absolutely clear when to report. The mandatory reporting requirements can be found on the New Zealand Teachers Council website at the following link: http://www.teacherscouncil.govt.nz/content/conduct-competence/types-of-notifications The New Zealand Teachers Council (Making Reports and Complaints) Rules 2004 are available at: http://legislation.govt.nz/regulation/public/2004/0144/latest/DLM261106.html?src=qs Sections of the Education Act 1989 on the requirements around mandatory reporting are outlined on the following pages.
If any of the situations that require mandatory reporting have occurred at your school in the last twelve months and you haven’t reported to the Teachers Council, you should do so immediately. Not reporting is an offence.
The guidance document, Effective governance - Recruiting and managing school staff, is available on the Ministry of Education website. This outlines your legal obligations as an employer and provides useful information and good examples for keeping students safe with sound recruitment and management policies. You can find the guidance document at the following web address: http://www.minedu.govt.nz/Boards/EffectiveGovernance/PublicationsAndResources/RecruitingAndManagingSchoolStaff.aspx
Child, Youth and Family provide a guidance document aimed at keeping children and young people safe. The guidance document, Working together – to keep children and young people safe, can be found at the following link: http://www.cyf.govt.nz/working-with-others/working-together-to-keep-children-and-young-people-safe.html.
The New Zealand School Trustees Association (NZSTA) will be making further professional development and support available to schools over the coming months and throughout 2014 as part of their professional development programme and employment relations advice service.
For further information you can contact NZSTA through your local NZSTA Industrial Advisers (http://www.nzsta.org.nz/nzsta-services/industrial-and-personnel-advisors), the NZSTA Helpdesk on 0800 782 435, or you can approach your local Ministry office. Please
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
do not hesitate to make use of these services. Both the Ministry, and the NZSTA, have people specifically dedicated to give you all the support you may require.
Even if you have recruitment and management policies in place I would ask that you review these and all other policies and procedures you have relating to student safety. We need to remember that while reporting to the Teachers Council is focused on adults, the reason we do it is to keep kids safe. I know you’ll agree with me that our children have the right to be safe at school, which is why I make no apology for the importance I place on this.
Katrina Casey Deputy Secretary Sector Enablement and Support Attachment 1: Education Act; Mandatory reporting (see following page)
Attachment 2: Summary of Education Review Office report (follows on from attachment 1)
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Attachment 1 Education Act 1989
Mandatory reporting
139AK Mandatory reporting of dismissals and resignations
(1) When an employer dismisses a teacher for any reason, the employer must immediately report the dismissal to the Teachers Council.
(2) An employer must immediately report to the Teachers Council when a teacher resigns from a teaching position if, within the 12 months preceding the resignation, the employer had advised the teacher that it was dissatisfied with, or intended to investigate, any aspect of the conduct of the teacher, or the teacher's competence.
(3) Every report under this section must be in writing, and must include,—
a) in the case of a report of dismissal, the reason for the dismissal; and b) in the case of a report of a resignation
i. a description of the conduct or competency issues that the employer had been concerned about; and
ii. a report of what action (if any) the employer had taken with respect to the conduct or competency issues.
139AL Mandatory reporting of complaints received about former employees
(1) The former employer of a teacher must immediately report to the Teachers Council if, within 12 months after a teacher ceases to be employed by the employer, the employer receives a complaint about the teacher's conduct or competence while he or she was an employee.
(2) Every report under this section—
(a) must be in writing; and
(b) must set out the nature of the complaint; and
(c) may include any additional information that the employer considers relevant.
(3) A former employer must not report a complaint under this section if—
(a) it is satisfied that the complaint is malicious, vexatious, or without any foundation; or
(b) the complaint is about competence, and the complaint does not meet the Teachers Council's criteria for reporting about competence issues.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
139AM Mandatory reporting of possible serious misconduct
(1) The employer of a teacher must immediately report to the Teachers Council if it has reason to believe that the teacher has engaged in serious misconduct.
(2) Every report under this section must—
(a) be in writing; and
(b) include a description of the conduct of the teacher that the employer believes to be serious misconduct; and
(c) include a description of what action (if any) the employer has taken in relation to it.
139AN Mandatory reporting of failure to reach required level of competence
(1) The employer of a teacher must immediately report to the Teachers Council if it is satisfied that, despite undertaking competency procedures with the teacher, the teacher has not reached the required level of competence.
(2) Every report under this section must—
(a) be in writing; and
(b) include a description of the competency issues leading to the report; and
(c) include a description of the action that the employer has taken in relation to it.
139AO Offence to fail to report
(1) An employer or former employer commits an offence and is liable on conviction to a fine not exceeding $5,000 if it fails without reasonable justification to report to the Teachers Council as required under any of sections 139AK, 139AL, 139AM, or 139N.
(2) It is a defence to a charge under subsection (1) against the former employer of a teacher if the former employer proves that it believed on reasonable grounds that, by virtue of section 139AL(3), it was not required to report to the Teachers Council.
139AP Mandatory reporting of convictions
(1) Every teacher who is convicted of an offence punishable by imprisonment for 3 months or more must, within 7 days of conviction, report the conviction to the Teachers Council.
(2) Failure to report a conviction to the Teachers Council in accordance with subsection (1) is misconduct that may give rise to disciplinary proceedings.
(3) The Registrar of every court must, unless the court expressly orders otherwise in a particular case, report to the Teachers Council when a person whom the Registrar believes to be, or to have been, a teacher is convicted of an offence punishable by imprisonment for 3 months or more.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
(4) If the Registrar has reported a conviction to the Teachers Council under subsection (3), then, if that conviction is subsequently quashed, the Registrar must notify the Teachers Council of that fact.
Attachment 2
Education Review Office Report: Student Safety in Schools: Recruiting and Managing Staff (January 2014). Summary of key findings
The report presents the findings of an Education Review Office (ERO) evaluation of schools’ approaches to ensuring student safety when recruiting and managing staff. This evaluation was prompted by two recent reports on the employment of sex offenders in schools: the Ministerial Inquiry into the Employment of a Convicted Sex Offender in the Education Sector (Ministerial Inquiry) and the Report to the Commissioner of Pamapuria School on Review of the Employment and Offences of James Parker (Parker Report).
ERO gathered data for this evaluation in Term 1, 2013. The information was gathered from online surveys completed by principals and boards of trustees’ chairpersons, investigations during scheduled education reviews of 173 schools with Years 1 to 8 students, and focused reviews on recruiting and managing staff in 27 schools with Years 9 to 13 students.
The report commented on five overall findings:
1. Balancing the needs of students when dealing with concerns about staff 2. Recruitment and appointments that emphasise keeping students safe 3. Beyond the appointment: robust attestation, registration and police vetting 4. Board knowledge and preparation for their role as employer 5. Resources to support trustees and principals.
Overall, ERO’s evaluation found that two-thirds of schools had robust practices to ensure student safety when appointing and managing staff. However, one-third of the schools reviewed had practices that meant they were less likely to recognise situations when students are at risk from some staff and respond appropriately. These schools did have some robust practices, but had policy, procedures or management gaps in one of the four employment areas ERO investigated.1
1 The four elements were: how effectively schools balanced the needs of students and staff when dealing
with concerns about staff; how appropriate appointment processes were; how robust identity and qualification checks were; and how robust processes for both attestation and registration were.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
The report identifies many good practices that schools are applying to keep students safe. These include:
Setting clear expectations for teachers and students in terms of how to relate to one another
Making clear to staff the consequences of improper conduct
Training students and parents to monitor student safety
Training teachers to recognise the signs of child abuse
Promoting expected behaviours. Using posters, putting information on websites, being clear about how to report suspected abuse, and listing support people
Encouraging staff and students to identify inappropriate behaviour
Providing support processes to those who report suspected abuse
Having positive behaviour for learning and restorative justice programmes in schools
Having a clear complaints process
Involving parents and students in care and safety programmes
Appraising teachers on their relationship with students.
The report identifies many good practices that schools are applying to the recruitment and management of staff. These include:
Well-developed templates and instructions for short listing, interviewing and referee discussions
Checking widely on applicants backgrounds
Robust verification of qualifications and police vetting in all instances
The use of the NZSTA checklist and external expertise and advice
Including students in the appointment process
Getting applicants to interact with students in some way as part of the selection process
Using formal discussion to ensure that registered teacher criteria have been met.
The following section offers a brief overview of ERO’s investigation, and their findings.
1. Balancing the needs of students when dealing with concerns about staff This component was investigated because the Parker Report found that the school’s policies, procedures and practices resulted in teacher protection being prioritised over student safety. In addition, the Ministerial Inquiry recommended that principals and boards of trustees critically consider the issue of risk management associated with students’ safety, protection and educational wellbeing.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
ERO evaluated whether each school had a good understanding about balancing students’ needs when dealing with concerns about staff by investigating:
how well the policies and procedures reflected the importance of student safety
the way the trustees, principal, teachers and students talked about student safety
the actual stories and outcomes from situations that included a complaint about a staff member and where student safety was at risk.
Key findings:
Although the majority of schools expressed a commitment to student safety, more than one-quarter of schools need to recognise that students may be at risk from some staff.
At least half of the schools still need to strengthen their policies, procedures and practices to reflect this commitment. These schools need to provide more guidance in documents and be vigilant and proactive in their actions.
2. Recruitment and appointments that emphasise keeping students safe
The Ministerial Inquiry found there was over-reliance on the assurance provided by New Zealand Teachers Council registration when making appointments. Many boards did not carry out additional or wide-ranging checks of applicants’ suitability, performance, identity or qualifications.
ERO evaluated whether a school had a good understanding about recruitment and appointment processes that emphasise student safety. To do this ERO evaluated:
how well the recruitment and appointments policies and procedures reflected the importance of student safety
the way the trustees, principal and teachers handled appointments, especially checking applicants’ suitability for the role
the situations where the checking had not been thorough.
Key findings:
Most schools had documented policies and practices for employing teachers and principals, but the amount of detail in policies varied.
Most boards sought external professional education expertise when they appointed a principal.
Approximately one-third of schools did not have appropriate appointment processes.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
3. Beyond the appointment: robust attestation, registration and police vetting
Both the Ministerial Inquiry and the Parker Report commented on the lack of robustness in processes associated with making decisions about a teacher being of ‘good character and fit to be a teacher’.
ERO evaluated whether a school had robust employment practices beyond the appointment that emphasised student safety. ERO focused specifically on:
how well employment policies and procedures reflected the importance of student safety
the way the trustees, principal, teachers carried out registration, attestation and police vetting of non-teaching staff
the situations where police vetting had not been undertaken or the school had identified a teacher of concern.
Key findings:
There was confusion in some schools about the purpose of, and when and how to use the Registered Teacher Criteria, and the relevant Collective Agreement professional standards.
Some schools were not aware of the requirement for three-yearly police vetting of non-teaching staff.
4. Board knowledge and preparation for their role as employer
Both the Ministerial Inquiry and Parker Report were concerned about boards’ over-reliance on the principal’s decisions and the information provided by the principal.
ERO evaluated whether a board was well prepared for their role as employer by investigating:
trustees’ depth of experience and training in employment matters
trustees’ confidence in key employment tasks
trustees’ use of external support and guidance in employment matters
the way employment matters were discussed at board meetings.
Key findings:
Sixty percent of boards of trustees were knowledgeable about employment matters.
Boards and principals need guidance about what information needs to be reported to boards to enable them to meet their responsibilities as employer.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
5. Resources to support trustees and principals
The Ministry, NZSTA and other education agencies provide many resources and tools to support trustees in their role as employer.
Key findings:
Many schools do not know about the detailed resources available to boards and trustees regarding their role as employer.
Conclusion Our education system must provide the utmost protection for every child and young person in every school. It is vital that every board ensures the students in its care are safe when recruiting and managing staff.
Two principles that should guide boards when reviewing and improving their policies and practices are:
students may be at risk from some staff
students must be kept safe while schools meet their obligation to be a ‘good employer’.
Boards need to demand a commitment to all students’ safety from school staff and the education agencies they are reliant on for support. Education agencies are there to support schools to put these principles into practice. These agencies have produced many resources to guide school practices.
The full report can be downloaded from ERO’s website:
http://www.ero.govt.nz/National-Reports/Student-Safety-in-Schools-Recruiting-and-Managing-Staff-January-2014
The report lists useful resources, including links, for safety and employment. This list is referred to below as Appendix 1.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Appendix 1: Useful resources for safety and employment Effective governance - Recruiting and managing school staff: A guide for boards of trustees. 2012. Ministry of Education. This series of resources is comprehensive and designed to help boards review current practice. It refers readers to the NZSTA site and the NZSTA industrial advisers for the details of what to do. www.minedu.govt.nz/Boards/EffectiveGovernance/PublicationsAndResources/RecruitingAndManagingSchoolStaff.aspx NZSTA provides guidance for boards on employment matters. The association provides a comprehensive and very practical check list to work through with templates and documents to support appointment actions and decision-making in its section ‘Board as employers’. www.nzsta.org.nz/board-as-employers/appointment-process/ The NZSTA application form template provides comprehensive questions for applicants, and prompts employers in the actions they need to take such as updating job descriptions, developing specifications for the role, police vetting, and sighting of qualifications. NZSTA, NZEI and MOE have developed specific guidelines to support boards when they appoint principals. These are on the NZSTA website and include:
NZSTA/MoE/NZEI Appointing a primary school principal, Good Practice Approach
2009
NZSTA Guidelines for boards of trustees: Principal Appointment 2005. The 2005 publication refers to the Privacy Act and recommends including authorisation to contact past employers in addition to the named referees. However, the 2009 Good Practice resource refers only to named referees. Therefore these resources need to be read together. The Ministry provides notes about advertising and the requirements around registration, police vetting, collective agreements, and individual employment agreements. It also provides a short checklist of recommended behaviours. www.minedu.govt.nz/NZEducation/EducationPolicies/SchoolEmployment/Employers/EmployingStaff/GeneralRecruitment.aspx NZSTA has developed a Code of Conduct template for boards. This describes a process schools can use to develop their own Code of Conduct. www.nzsta.org.nz/board-as-employers/code-of-conduct/ Safe not Sorry (Child Matters, 2012) has been developed as a guide for organisations in which adults are involved with children and young people, such as schools. It includes sample application forms, checking forms and more, to help keep child abusers out of organisations responsible for children. www.childmatters.org.nz/88/resources-info-centre/resources
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Guidelines for Board Assurance Statement (BAS), Whānau Assurance Statement (WAS) and Self-Audit Checklists. As part of the Minister of Education’s response to the Ministerial Inquiry, ERO has amended the Board Assurance Statement, Whānau Assurance Statement, and its Guidelines for completing these checklists. Since Term 4 2012, ERO has sought assurance from schools and kura about the quality of their employment practices. The Guidelines (Section 4 – Personnel Compliance Guide) include a brief discussion of what best practice looks like in making staff appointments, and check points in the Self-Audit Checklists (Section 4 – Personnel) drawing from the Personnel provisions in relation to the education service contained in the State Sector Act 1988, National Administration Guideline 3, and Ministry and NZSTA guidance papers. www.ero.govt.nz/Review-Process/For-Schools-and-Kura-Kaupapa-Maori/Review-Documentation-for-Schools PPTA has developed guidelines for the appraisal process and the use of Professional Standards and Registered Teacher Criteria for secondary schools Appraisal using the Standards and Criteria. How to use the Professional Standards and Registered Teacher Criteria and make them useful, reasonable and meaningful:
http://www.ppta.org.nz/component/search/?searchword=Appraisal%20process&searchphrase=all&Itemid=202 A range of agencies have signed agreements about the way they will work together: In 2004 NZSTA and the Department of Internal Affairs (DIA) signed a Memorandum of Understanding on processes to promote co-operation and co-ordination between the parties to ensure the safety of children in schools. www.nzsta.org.nz/board-responsibilties/internet-safety/mou-between-dia-and-nzsta/ The Ministry of Education, NZSTA, and Child, Youth and Family (CYF) are committed to ensuring a safe and supportive learning environment for all students. The following protocol and guidelines assist boards of trustees, principals and school staff in dealing with child abuse and neglect, and the management of child abuse allegations against board employees. The Memorandum of Understanding between the Ministry and CYF sets out in detail how the two agencies will work together to ensure the safety and education of vulnerable children. Child protection training for identifying at-risk children and potentially dangerous situations is included along with who to work with and what action to take.
www.cyf.govt.nz/working-with-others/mou-with-education.html
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Education Circular
Date 14 February 2014 Circular 2014/33 Category Governance/Employment
Mandatory reporting to the New Zealand Teachers Council by schools and early childhood providers
This circular is about Mandatory Reporting to the New Zealand Teachers Council.
This circular replaces There are no previous circulars on this subject.
The action needed is Ensure that current practice is consistent with the information
provided in this circular.
It is intended for the
following employers
Boards of Trustees, Principals of all state and state-integrated
schools.
Managers of all independent schools.
Sponsors, Principals of all Partnership Schools kura hourua.
Early childhood providers.
Appointees to statutory appointments under Part 7A of the
Education Act 1989.
For more information Direct general inquiries about this circular to the National Office
of the Ministry of Education at
Boards of Trustees with specific inquiries about mandatory
reporting should be directed to the New Zealand School
Trustees Association 0800 782 435 or contact the New Zealand
Teachers Council.
For enquiries about the mandatory reporting requirement for ECE teachers contact the Ministry of Education ECE Information mailbox at [email protected] or call 04 463 8000 or contact the New Zealand Teachers Council.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Introduction
This circular provides information on the mandatory requirement for all Boards of Trustees, Early Childhood Providers and Sponsors of Partnership Schools to report to the New Zealand Teachers Council (Teachers Council) under certain conditions. This includes:
Sections 139AK to 139AN of the Education Act 1989 which set out under what circumstances it is mandatory to report a teacher or principal to the Teachers Council;
Section 139AO which details the offence committed by not reporting and a possible defence;
Section 139AP which sets out every teacher’s duty to report certain convictions to the Teachers Council.
The Teachers Council also has Rules that are additional to the requirements of the Act.
Summary
As the employers of teachers, Boards, Principals, Sponsors and Early Childhood Providers (employers) must know and understand their responsibility for child safety and employment, the requirements for mandatory reporting to the Teachers Council, when this needs to occur and the process for reporting.
While reporting to the Teachers Council is focused on adults, the reasons for it are focused on keeping children and young people safe. Reporting is one of the checks and balances in the system for this.
Employers cannot opt out of the requirement to report to the Teachers Council. If there are any doubts about whether a particular situation fits the criteria for reporting, further legal advice should be sought.
Support and advice is available from a number of sources.
Teachers are required to report certain convictions to the Teachers Council.
Terminology Teacher the mandatory reporting requirements apply to:
a) a registered teacher or former registered teacher b) an authorised person (being a person who holds a limited authority to
teach given under Part 10 of the Act) or former authorised person.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Reporting
Employers must immediately report to the Teachers Council if:
1. a teacher is dismissed for any reason.
2. a teacher resigns from a teaching position and within the 12 months before the resignation the employer has advised the teacher that it was dissatisfied with, or intended to investigate any aspect of the teacher’s conduct, or the teacher’s competence.
3. a complaint is received about a former teacher’s conduct or competence while they were an employee, provided:
a. the complaint is received within 12 months after they ceased to be employed; and
b. the employer is satisfied that the complaint is not malicious, vexatious or without foundation; or does not meet the Teachers Council criteria for reporting competence issues.
4. the employer has reason to believe that the teacher has engaged in serious misconduct.
5. the employer is satisfied that, despite undertaking competency procedures with the teacher, the teacher has not reached the required level of competence.
Employers or former employers who fail to report (without reasonable justification) commit an offence and face a possible fine of $5000, unless they can prove they believed on reasonable grounds that they were not required to report.
Teachers must report to the Teachers Council within 7 days if they are convicted of an offence punishable by imprisonment for 3 months or more. Failure to report such an offence is misconduct and may result in disciplinary proceedings.
Making a report
All reports to the Teachers Council must be in writing and include specific information as required by the legislation. For specific advice and guidance on how to make a mandatory report and what to include in it, contact the Teachers Council or go to their website.
The Teachers Council Rules govern the process for making complaints and set out the criteria for reporting serious misconduct (Rule 9) and competence issues (Rule 10). The New Zealand Teachers Council (Making Reports and Complaints) Rules 2004 are available at: http://legislation.govt.nz/regulation/public/2004/0144/latest/DLM261106.html?src=qs
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
The mandatory reporting requirements can be found on the Teachers Council website at this link: http://www.teacherscouncil.govt.nz/content/conduct-competence/types-of-notifications
A Conduct and Competence Process Guide can be found at this link, along with the criteria for reporting serious misconduct - Criteria for reporting serious misconduct | The New Zealand Teachers Council
The Mandatory Report Form can be found at Mandatory Report Form | The New Zealand Teachers Council
Roles and responsibilities of employers
Employers must be well prepared for their role and be prepared to use external support in employment matters to ensure that correct processes are followed. Employers, and those advising them, need to put the safety of students first by meticulously complying with the legislation. Policies and procedures Employers should have clear policies and procedures to ensure they are prepared if and when a situation arises. These policies should be regularly reviewed and updated to ensure that the school or early childhood centre maintains a strong focus on the safety of the children and young people in its care. Employers need to ensure that principals and managers understand the need to report on employment matters so that the employer has the information it needs to properly carry out its statutory responsibilities.
Employers balance the obligations of being a good employer with the duty to ensure student safety. However, the confidentiality of the employer/employee relationship or the provisions of the Privacy Act do not override the mandatory requirement to report to the Teachers Council.
Settlements/agreements with employees Employers might be tempted to enter any agreement or settlement with an employee in which the employer agrees not to make a mandatory report to the Teachers Council, perhaps to secure a resignation or to settle a personal grievance. Employers must not do this, as it is not lawful. Any employer that fails to make a mandatory report is committing an offence. If the Ministry of Education discovers that a mandatory report has not been made, it will insist that it is done. If that means the employer is then breaching the terms of a record of settlement, it could result in further litigation by the employee against the employer.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Professional development Employers should take up professional development opportunities to ensure they understand the legislation and the Teachers Council rules and criteria for mandatory reporting. School Boards of Trustees should contact the New Zealand School Trustees Association about professional development on the recruitment and management of staff.
Provision of information for staff Employers should ensure that all staff are made aware of the requirements for mandatory reporting and the circumstances under which it will be required. Staff should be advised where they can go to get further advice.
Legislative context
National Administration Guideline 5 requires boards of trustees of state and state integrated schools to provide a safe physical and emotional environment for students and comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.
National Administration Guideline 3 on employment and personnel matters, requires each board of trustees of state and state integrated schools to develop and implement personnel and industrial policies, within Government policy and procedural frameworks, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students; and be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.
State Sector Act section 77A(3) applies to state and state integrated schools, and free kindergartens under Association, and makes it clear that employers must ensure that all employees maintain proper standards of integrity, conduct and concern for the public interest and the wellbeing of students attending the institution.
Privacy Act section 7 states that Privacy Principle 11 (about the disclosure of personal information) does not override any provision in an Act (such as the Education Act) that authorises or requires personal information to be made available.
Education (Early Childhood Services) Regulations 2008 Regulation 46(1)(a) requires every licensed service provider to whom this regulation applies to take all
reasonable steps to promote the good health and safety of children enrolled in the service.
Education Act 1989 s 158G Sponsor's duties A sponsor of a partnership school kura hourua must provide a safe physical and emotional environment for students.
Note 1: Independent schools are not covered by the National Administration Guidelines or the State Sector Act. However, under section 35K of the Education Act
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
an independent school may have its registration suspended if the Secretary has reasonable grounds to believe that the welfare of its students is at risk.
Note 2: Partnership Schools are not covered by the National Administration Guidelines or the State Sector Act. However, Clause 7.5 of the Partnership Schools Agreement states that Sponsors must provide a safe physical and emotional environment for their students.
Ahead of opening their Partnership School, Sponsors are required to prepare and provide to the Minister their school’s policies for ensuring a safe physical and emotional environment for students. Once approved by the Minister they form part of the Agreement and the Sponsor is required to act in accordance with it.
Further advice and guidance
New Zealand School Trustees Association (NZSTA)
The NZSTA provides guidance free of charge for all boards of trustees on employment matters. Contact the helpdesk on 0800 STAHelp (0800 782 435) or the local NZSTA Industrial Adviser - see http://www.nzsta.org.nz/nzsta-services/industrial-and-personnel-advisors Ministry of Education
The Ministry of Education website includes information on employer obligations and links to further resources. Go to http://www.minedu.govt.nz/NZEducation/EducationPolicies/SchoolEmployment.aspx
Issued by
Katrina Casey Deputy Secretary Sector Enablement and Support
Ministry of Education, National Office, 45 – 47 Pipitea Street, Thorndon
P O Box 1666, Wellington, New Zealand, Phone 04-463 8000, Fax 04-463 8001
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Heads up
On behalf of the Ministry, schools with beginner teachers in Level 1 and 2 Māori medium
settings will receive, in mid-March, an invite and questionnaire from our provider Martin
Jenkins Associates regarding: Research on PLD in Māori medium settings focusing on
provisionally registered teachers
Boarding allowance and Māpihi Pounamu payments will be made to participating schools
on 3 March
From 1 March, schools can register for the Overall Teacher Judgment workshops, referred
to in Issue 1s Regional News Section, via the CPL website: www.cpl.org.nz
A reminder that the closing date for applications for ESOL allocation of funding for Terms 1
and 2 is Monday 3 March 2014 – see:
http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue1/ESOLDates.aspx
A copy of the Advanced Classroom Expertise Teacher recognition promotional poster is
available at:
http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/~/media/MinEdu/Fi
les/EducationSectors/MinistryBulletin/Issue2/ACETPosterFeb2014.pdf for you to print and
share with your staff. For more information on ACET recognition, visit
www.teachnz.govt.nz
A reminder that Prime Minister’s Education Excellence Awards nominations (eg
nominating others) close on 28 February and actual entries close on 31 March.
To support schools and kura, Ngāti Kahungunu Iwi, Careers NZ, NZQA and the Ministry’s
Parents, Families and Whānau team are working together to hold workshops in Terms 1
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
and 2, for parents and whānau throughout the Ngāti Kahungunu region. Information about
these workshops will be posted out this week
Schools with ORS-funded students will receive funding letters from their local Ministry
offices this week
Congratulations to all school leaders and teachers
Provisional results from 2013 NCEA exams show the proportion of students leaving school with an NCEA Level 2 qualification has increased to 77 per cent – three per cent up on 2012. In addition, achievement has increased amongst our priority group of learners – with four per cent more Māori students and seven per cent more Pasifika students gaining an NCEA Level 2 qualification.
These numbers are important because they suggest that schools are on the right track to
lift achievement. Click here or visit this URL: http://beehive.govt.nz/release/more-students-leaving-school-ncea-level-2-0?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+beehive-govt-nz%2Fportfolio%2Feducation+%28Education+-+beehive.govt.nz%29 to read the Minister’s Press Release
International school leadership
If you are interested in everything to do with school leadership from around the world, this recently launched website: www.internationalschoolleadership.com will be posting articles, author interviews, book launches, events, and showcasing school leadership from around the world.
Learn from others, get updates, and share your expertise by clicking on the 'Follow' button on LinkedIn, Twitter, Facebook icons at the bottom of the website’s home page (you may need to scroll down). Please tweet, comment, and post information on whatever interests you including updates or sharing your own professional learning.
Educational Leaders is another good resource: http://www.educationalleaders.govt.nz/News
Thank you to Suzanne Billington, Tauriko School Principal, for providing this information.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Youth Services data to Ministry of Social Development
Youth Service, the Government initiative for at risk 16-18 year olds, started on 20 August 2012.
The Ministry of Education (MOE) contributes to the Youth Service by sending leaver details in ENROL and Students Management Systems (SMS) to the Ministry of Social Development (MSD). Youth Service providers use this information to identify and contact young people struggling to find employment, or access training or education.
Administrative tasks for schools
The MOE gets student contact information through your regular roll returns – refer to page seven of the 2014 School Roll Return Guidelines below for more information or use this URL http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2.aspx
Make sure your enrolment forms are up-to-date so that it’s clear to students and parents that these details may be shared with MSD. An example privacy statement is presented in the Roll Return Guidelines page five – via this URL http://search-au.funnelback.com/s/search.html?query=Roll+Return+Guidelines&collection=education-counts-nz
If an individual wants to opt out of having their details sent to MSD tick the withhold details flag in your SMS.
You don’t have any reporting responsibilities to MSD but you might need to confirm verbally that a young person a Youth Service provider is working with is attending your school. Youth Service (secondary level schools) Introduction This information is from page 7 of the Roll Return Guidelines
In July 2012, the Government introduced a new “wrap-around” service called Youth Service. Youth Service improves the financial support and services the government provides to young people.
What does the Youth Service do?
The Ministry of Social Development (MSD) contracts specialists to provide Youth Service. Youth Service targets:
16 and 17 year-old young people at risk of becoming NEET (not in education, employment or training)
16 and 17 year-old youth beneficiaries 16 to 18 year-old teen parents.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Youth Service works alongside these young people to:
help them enrol in suitable education, training or work-based learning arrange childcare places highlight the benefits of ECE and encourage its use manage their finances and help them budget make the most of local housing markets and reduce housing costs where possible register with their local PHO, undertake parenting courses and to be up-to-date with
WellChild checks (if a parent) help them transition to independence
What does the Ministry do?
The Ministry sends student information from ENROL and SMSs, including contact details, to MSD.
What should schools do?
Schools should collect student contact details as they normally would, keeping ENROL and SMSs up-to-date.
Schools should advise students and parents of the Youth Service. Update your enrolment forms to include Youth Service in the privacy statement (see example privacy statement below).
Data File Changes / Data required for Roll Returns
To complete your roll return you need to collect enrolment data for each student. The table below lists all the data you need to collect for each student. Schools with SMS’s send this information to the Ministry in the student data file (.moe file). The Ministry can also collect the data through ENROL where indicated.
Refer to pages 39-42 of the student data section of the Roll Return Guidelines for information on the student contact detail fields in the .moe file.
Below is a privacy statement your school can use on its enrolment forms:
Privacy Statement
The school collects the information on this form to:
enrol your child at school
assess the educational needs of your child
ensure the school gets the correct resources from the Ministry of Education for your child
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
The school collects and uses your child’s information in accordance with the Privacy Act. The school sends some of your child’s information to the Ministry of Education and other education and health agencies. The school will not provide your child’s information to any other people or organisations without your authorisation, unless needed by law.
Youth Service
The Ministry of Education shares your address and phone number information with the Ministry of Social Development (MSD) as part of the Youth Service initiative. Youth Service identifies young people who may have difficulty finding future employment, training or further education. Youth Services uses the contact information to find these young people and support them into education or training when they leave school.
Accessing or changing your information
Contact the school if you want to view or change your child’s information.
Refer to pages 5-6 in the Roll Return Guidelines for additional information on privacy.
Help us get the Ministry website sorted
Please help the web channel redevelopment project to get the Ministry of Education web content “sorted” to make it easier for you find what you need. A “sort” task will take about 10-15 minutes and the results will make a big difference. As an incentive we even have a draw for a $200 Prezzy card to thank you for your efforts. http://www.minedu.govt.nz/AboutThisSite/CardSort.aspx
Network for Learning Managed Network
Schools connected to the Network for Learning (N4L) managed network are receiving fully funded, safe, predictable and fast internet. Other benefits include uncapped monthly data, content filtering and network security services.
The Ministry has developed an online support pack for schools and boards – see this URL:
http://elearning.tki.org.nz/Ministry-initiatives/Connecting-to-the-N4L-managed-network to
guide them through the connection process. The information helps schools decide if they
wish to connect, prepare to connect, and how to receive the full benefits of the N4L
managed network once connected.
We welcome any feedback you may have or questions that are not covered in the support pack. Any feedback can be emailed to: [email protected]
YouTube video of OECDs Andreas Schleicher
You can now watch a short YouTube video – via this URL: http://www.youtube.com/watch?v=qmsh4_-TYJE - of the OECDs Andreas Schleicher
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
commenting on the Government’s recent announcement that it is investing an extra $359m in the education system to introduce new education roles to raise student achievement. Andreas Schleicher is the Deputy Director for Education and Skills and Special Advisor on Education Policy to the OECD's Secretary-General.
You can visit our website for more information about Investing in Educational Success - http://www.minedu.govt.nz/theMinistry/EducationInitiatives/InvestingInEducationalSuccess.aspx - or you are welcome to email us at [email protected] to discuss these proposals.
This is also the email address where you can request Graham Stoop’s presence (Ministry of Education Deputy Secretary) if you wish to discuss the proposals.
REGIONAL NEWS
>> The following information applies to NORTH REGION, CENTAL NORTH REGION AND CENTRAL SOUTH REGION
Science in Primary Schools PLD Cluster Programme
Te Toi Tupu has been awarded a contract for Primary Science Education PLD by the Ministry of Education for English medium schools (years 1-13) in the North Island for 2014.
Part of this contract includes the provision of a series of workshop opportunities to introduce the science capabilities framework, which are planned to be offered to all schools catering to years 1 - 8 in the North Island.
These workshops are at no cost to schools and are designed to stimulate knowledge and use of the capability framework and related materials.
The model will consist of an initial workshop day, online support and a follow up workshop day (approximately 6 weeks after the first workshop).
The clusters will be situated both in the main centres and in the regions. It is expected that the principal (or a member of the leadership team) and at least one teacher from each school will attend both the initial and follow-up workshops.
We are seeking ‘expressions of interest’ from schools in the North Island who would like to participate in these workshops. Schools that have already been allocated to this programme by their regional Ministry office need not apply again.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Closing date for the expressions of interest is: 14 March 2014
Expressions of interest should include:
Name of school, contact details, names of attendees.
Please send this information to
Sue Frauenstein [email protected]
If you require any further information or clarification of the above please contact:
Anne Barker
Te Toi Tupu Project Leader Primary Science Education
Faculty Of Education, Institute of Professional Learning and Development
The University of Waikato
Mob +64 27 3539688
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
CENTRAL NORTH REGION
Update from Central North Regional Director, Kathleen Atkins
Tēnā koutou katoa e pōkai kaha nei ki te whakahaere i ngā āhuatanga katoa o te mātauranga i roto i ō tātau kura kōhungahunga, kura tuatahi, kura tuarua hoki.
Greetings to you all who strive to nurture all aspects of education within our early childhood education centres and primary and secondary schools.
With the number of changes underway both within the Ministry of Education and across the teaching profession, we are, potentially, at a significant stage in the history of education in New Zealand. Rather than just modifications to what we already have in the system, if we all support and adopt the positive implications of these changes, we have the capacity to transform learning, both for those within the teaching profession and, more importantly, for our young people.
Within the Ministry, the Secretary for Education, Peter Hughes continues to set high expectations for service delivery that builds a more effective system and better meets the needs of learning communities. For example, we are currently reviewing our internal delivery structure to ensure schools and early learning services get access to more localised support, as well as local solutions to their issues. We expect the first stages of this work will be complete by 1 July 2014.
The work underway to review regulations affecting the performance of schools will investigate the effect the current regulatory framework is having on schools, and identify any changes that can be made to reduce barriers and increase flexibility. For more information: http://www.minedu.govt.nz/theMinistry/EducationInitiatives/TaskforceOnRegulationsAffectingSchoolPerformance.aspx
Exciting developments for the teaching profession include an example of responding to the requests, of the profession, to value their contribution. These developments include the introduction of new education roles that will focus on supporting the teaching profession to build the quality and consistency of teaching and leadership across the system, as
In this issue
Update from Central North Regional Director
- Reading levels of students at 6 years
- Supporting schools to include students with Special Education needs
- Assistive Technology workshops
- Finance matters
- 150th anniversary commemorative events for the New Zealand wars
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
recently announced in the Investing in Educational Success initiative. What is most exciting is that the focus for these roles is squarely on building on what we know supports raising achievement for every student.
Though not within the Ministry, the establishment of Education Council of Aotearoa New Zealand (EDUCANZ), as an independent statutory body that will replace the New Zealand Teachers Council, signals further support for the teaching profession in undertaking its core function, namely, providing for the educational needs of children and young people. EDUCANZ will have a broader scope and is expected to invest in leadership as well as quality teaching across the early childhood education and schooling sectors.
To my way of thinking, the changes create greater potential for collaboration across the sector. With so much expertise and knowledge held by professionals in the field, the new initiatives provide real shifts in policy to encourage sharing good practices. What better way is there for a profession to show it values learning for all, than to share with their colleagues what individuals know works for different learners? If we take up the challenge to collaborate more, and compete less, maybe one or two more young people in each learning community will experience success because of that sharing. How exciting!
Heio anō Kathleen
Reading levels of students at 6 years National Standards set out an expectation that after one year at school ie for most students on their sixth birthday, they will be able to read, respond to and think critically about texts at the Green level of Ready to Read. Data gathered to September 2013 (see tables on following pages) shows that across the Central North region 50% of all students are working at this level. While we have a way to go to achieve the goal of 85% of students working at this level, comparable data shows that this figure was only 31% in 2004.
If you consider the figures for magenta and red levels, it becomes clear that there are a significant number of students who are still in the very early stages of literacy acquisition and at risk of not catching up to their peers. While no doubt many of these students have made enormous gains since they entered school, the gap which needs to close is one which requires close monitoring. This is particularly true for Māori and Pasifika students who are over-represented and illustrates why the Ministry continues to maintain a focus on priority learners.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Supporting schools to include students with Special Education needs Gill Dowson, Regional Project Manager, Special Education
Attention schools in the Tauranga and Whakatane areas
Our 2014 Inclusive Practices Development Programme begins in your area in March!
Late last year you received information about this programme, designed to support your school to use the new NZCER Inclusive Practices Tools.
Schools that have already used these free, confidential tools have commented on how valuable the process has been. Many have suggested it would be helpful to work alongside other schools that are involved in their own self-review. This programme will do just that!
Over the course of the programme we will support two ‘champions’ to lead your school through the community consultation, self-review and inclusive practices action planning process. The programme involves four, two and a half hour group workshop sessions, where we unpack the tools and begin planning. Between the group sessions we will provide individualised support as you move through your self-review.
Each programme is limited to 12 schools. You’ll need support from the Principal and BOT Chair for a self review of inclusive practices during the programme.
To find out more about the programmes running in Tauranga and Whakatane, and/or to enrol, please contact Jane Sheward, ph 07 571 7810, email [email protected] or Anna Hayward, ph 07 3062509, email [email protected]
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Tauranga Programme Whakatane Programme
Venue: MoE Tauranga Level 3, Regional House 1 Elizabeth Street
Session 1: Wednesday 19 March 2.30 to 5.15pm
Session 2: Wednesday 9 April 2.30 to 5pm
Session 3: Wednesday 28 May 2.30 to 5pm
Session 4: Wednesday 25 June 2.30 to 5pm
Venue: MoE Whakatane Shelby House 22 Louvain Street
Session 1: Thursday 20 March 2.30 to 5.15pm
Session 2: Thursday 10 April 2.30 to 5pm
Session 3: Thursday 29 May 2.30 to 5pm
Session 4: Thursday 26 June 2.30 to 5pm
Programmes will begin in other districts throughout 2014. For more information about the programme in your area contact your Special Education District Manager.
Assistive Technology Workshops
Assistive Technology support for students in the Waikato will receive a boost as Waikato hosts two workshops in term 1 that explore some of the most valuable PC/Mac software and iPad apps for supporting learners.
The first workshop is on 5 March and will be run by Catherine Brill of DTSL (Desktop Technology Services Limited), who has vast experience at setting up software such as WordQ (word prediction), Inspiration (writing using concept maps), and Dragon Naturally Speaking (writing via speech).
The second workshop is on 11 March and will be run by Di Edlin, the Central North Assistive Technology coordinator who is very experienced at using iPads in school settings. She will introduce teachers to the possibilities of the iPad and highlight some of the very best apps from the vast array of educational apps (such as iWriteWords, Little Speller, Clicker sentences, Sentence Builder, iRead Write and Book Creator among others).
Waikato District Assistive Technology Coordinator [email protected] can provide further information about these workshops and others later in the year (including a workshop on iPadology, a workshop on Assistive Technology for Maori students, and the Centre for Assistive Technology Roadshow).
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Finance matters Ann Clarke, Senior Advisor
2013 year During 2013, meetings were held with boards of trustees who reported a negative result at the end of 2012. Due to the lateness of receiving the audited accounts because of Novopay issues, we are still catching up on a lot of these meetings. Thank you to those boards that we have met with and that have achieved a financial turnaround during 2013.
Banking staffing Schools were given the opportunity to carry over banking staffing under and over use from the 2012 year through the 2013 year. This has caused some concerns as some schools have very high over use at this point. We will be contacting these schools to ensure they have sufficient funds to repay amounts owing to the Ministry due to be repaid this year. If a school has a concern in this area could they please contact me on 07 8336734 or email [email protected]
2013 draft accounts By now draft accounts should be nearly completed and ready to go to school auditors by 31 March. At this point we are advised there will be no change in the date for submission of the 2013 audited financial statements ie 31 May. Please note there may be a few schools that may be exempt from this deadline due to ongoing Novopay issues but we understand the number is very small.
Please get in touch! If you have any queries about school financial processes or you are worried about your cash flow please contact me on 07 8336734 or email [email protected]. It is always easier to remedy a problem if we are advised early and it can save time and reduce anxiety in the long run. We do our best to provide the tools for a school board to manage a debt problem and it is sometimes possible to arrange some financial support. I can advise more about this if you require additional information.
150th anniversary commemorative events for the New Zealand wars
A series of events, from Waikato to Tauranga moana, are planned to commemorate 150 years since the New Zealand wars.
Coordinated by Ngā Pae o Maumahara, a collective of iwi and community representatives, the events offer the chance to remember those who lost their lives in wars fought on New Zealand soil. They are an opportunity to reflect on the past which has shaped our nation’s history.
The launch of the 150th anniversary of the New Zealand wars in the Waikato-Tainui region was held on 12 July 2013 and will conclude at the Koroneihana, 18-24 August 2014.
Note the following upcoming dates:
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
21 February - Rangiaowhia/Hairini 107 Rangiaowhia Road or Hairini Hall, Rangiaowhia Road
1 April - Ōrākau opposite 305 Arapuni Road, Kihikihi
29 April 2014 - Gate Pā/Pukehinahina Gate Pā Reserve, Cameron Road, Tauranga
21 June 2014 - Te Ranga Pyes Pā Road, Te Ranga, Tauranga
Week of 18-24 August , Koroneihana (conclusion) Tūrangawaewae Marae, River Road, Ngāruawāhia
All locations are approximate; further details will be released closer to the days.
To find out more about the New Zealand wars, visit:
www.teara.govt.nz/new-zealand-wars
www.nzhistory.net.nz/war/new-zealands-internal-wars
Incredible Years Teacher Programme – Gisborne Our Incredible Years teacher programme scheduled for February 2014 has been postponed because we require 16 teacher registrations. We currently have eight so please encourage others to register so we can reschedule the programme as soon as possible.
Please contact Julie Dawson on [email protected] or Jill Hughes on [email protected] no later than Friday 28 February 2014 if you have teachers interested in attending this programme. Please visit this URL for our information flyer, registration form and informed consent form: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2/CentralNorthRegionalNews.aspx
We encourage you to register, as we have had such positive feedback from previous participants of the programme.
Julie Dawson Incredible Years District Coordinator, Gisborne
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
HAMILTON
INCLUSIVE PRACTICES DEVELOPMENT PROGRAMME 2014
Success for All: Every School, Every Child has at its centre the vision of a fully inclusive education system with all children and young people with special education needs engaged and achieving in education. All feel a sense of belonging at school and are present, participating and learning.
Our 2014 Inclusive Practices Development Programme is designed to support you to use the new NZCER Inclusive Practices Tools. These tools help you consult widely with your community, to self review and develop a plan to strengthen inclusive practices in your school.
Schools that have already used these free and confidential tools have commented on how valuable the process has been. Many have also suggested that it would be helpful to work alongside other schools who are also involved in a review. This programme is designed to do just that!
The programme features
Supported implementation of the NZCER Inclusive Practices Tools during the course of the programme.
Four x 2 ½ hour group workshop sessions to unpack the tools and other resources and support you to plan each stage of your review (some sessions may run to 2 ¾ hrs).
Individualised support and follow up for participants between sessions as you move through your review process.
An opportunity to work with other schools as part of a professional learning community.
What’s required for a school to be involved?
Two school ‘champions’ who will attend the workshops and lead the school through the NZCER Inclusive Practices Tools Self Review process
Support from the Principal and BOT Chair for a review of inclusive practices during the course of the programme
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Free and with a maximum of 12 schools in each programme
To enrol in the programme, please email [email protected] your school name, the names of your school champions who will be attending and their contact details.
More about the programme
What’s required for a school to become involved?
Schools involved in this programme need to ensure that there is support from the Principal and BOT chair for a review of Inclusive Practices. Two ‘school champions’ whose roles enable them to lead this process need to be identified. These people will attend the workshops and lead the process of community consultation and self-review to strengthen inclusive practices in your school. Teacher release time is not included in this programme.
At the end of the process schools will have developed their own Inclusive Education Action Plan. The aim will be to embed plans within the school’s main planning and reporting documents. Schools will be supported to access the resources and supports to implement their plans.
The programme consists of four 2 ½ to 2 ¾ hour workshop modules spaced out over two terms. Between, workshops facilitators provide regular support (in person or by phone) to participants to help identify and address challenges and barriers at each stage of the IPT process. The level of support offered will be based on the needs identified by participants.
Module 1: Getting started
Why inclusive practices?
Introduction to, and overview of, the NZCER Inclusive Practices Tools.
Developing your school review timeline.
Module 2: Engaging your school and community
Leading the community consultation process.
Gathering data – including everyone’s voice.
Venue Session 1 Session 2 Session 3 Session 4
Hamilton
Venue to be confirmed
Thu 3 April
2.30 to 5.15 pm
Thu 8 May
2.30 to 5 pm
Thu 19 June
2.30 to 5 pm
Thu 31 July
2.30 to 5 pm
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Working with the online surveys.
Module 3: Pulling it all together
Working with your school team to create a school review profile.
Ideas, tips and strategies to facilitate a robust review.
Interpreting your school’s survey and other dat.a
Module 4: Developing the plan
Articulating a vision for an inclusive school
Identifying areas of current strength and areas for further development
Developing an action plan
Tools and resources to support implementation
A continuous cycle of review
Ongoing support options
>> CENTRAL SOUTH REGION: www.experience.net.nz
>>SOUTH REGION: www.experience.net.nz
Schools in Tauranga and Whakatane areas
Our 2014 Inclusive Practices Development Programme begins in your area in March!
Late last year you received information about this programme, designed to support your school to use the new NZCER Inclusive Practices Tools.
Schools that have already used these free, confidential tools have commented on how valuable the process has been. Many have suggested it would be helpful to work alongside others schools who are involved in their own self- review. This programme will to do just that!
Over the course of the programme we will support two ‘champions’ to lead your school through the community consultation, self-review and inclusive practices action planning process. The
Inclusive Practices Development Programme 2014 contact details
For further information please contact Bruce McIntosh, District Manager, or either Ian Coatsworth, Sue Irwin or Vicky Sayer, Service Managers, on 07 850 8880
Email queries and applications are most welcome
Email: [email protected] Mail: DX Box GX 10047, Hamilton
Every child and every student learning and achieving every day. Ia rā, he akoranga, he whakatutukinga, ā, te tamaiti, ā, te tauira
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
programme involves four, two and a half hour group workshop sessions, where we unpack the tools and begin planning. Between the group sessions we will provide individualised support as you move through your self-review.
Each programme is limited to 12 schools. You’ll need support from the Principal and BOT Chair for a self-review of inclusive practices during the programme.
To find out more about the programmes running in Tauranga and Whakatane, and/or to enrol, please contact Jane Sheward, ph 07 571 7810, email [email protected] or Anna Hayward, ph 07 3062509, email [email protected]
Programmes will be beginning in other districts throughout 2014. For more information about the programme in your area contact your Special Education District Manager
Reading Together briefing meetings 11/12 March – Gisborne and Wairoa
Reading Together is a research-based workshop programme which provides strategies for parents to help their children with reading at home. Research has shown that this programme is very effective in raising student achievement. For more information, please see www.readingtogether.net.nz . These workshops are aimed at decile 1 to 5 schools which have not yet engaged with the Reading Together programme
For further information contact Richard Roscoe at [email protected]
Venue Session 1 Session 2 Session 3 Session 4
Tauranga Programme
MOE Tauranga, Level 3, Regional House, 1 Elizabeth Street
Wed 19 March 2.30 - 5.15 pm
Wed 9 April
2.30 – 5.00 pm
Wed 28 May 2.30 – 5.00 pm
Wed 25 June 2.30 – 5.00 pm
Whakatane Programme
MOE Whakatane, Shelby House, 22 Louvain Street
Thu 20 March 2.30 - 5.15 pm
Thu 10 April 2.30 – 5.00 pm
Thu 29 May 2.30 – 5.00 pm
Thu 26 June 2.30 – 5.00 pm
Gisborne Ministry of Education office
11 March, 10:00am and 2:00pm
Gisborne primary and intermediate schools
Gisborne Venue to be confirmed 12 March, 9:00am Schools with a strong immersion component
Wairoa Tiaho School 12 March 1:00pm Wairoa primary schools
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
CENTRAL SOUTH REGION
Kia ora koutou
Secondary Principals, along with two to three members of the SLT and/or senior teachers from each secondary school in Central South, are invited to participate in a one day mini conference: “Where to next? Sharing practice for raising student achievement”
The mini-conference will be held in
Wellington at the Petone Working Men’s Club from 8.45am - 3.30pm on Tuesday 18 March 2014
New Plymouth at the New Plymouth Club from 8.45am-3.30pm on Thursday 20 March 2014.
Key note speakers will be Lisa Rodgers, Deputy Secretary Evidence, Data and Knowledge and Arthur Graves, National Manager Youth Guarantee Achievement Retention Transition.
You are invited to register for the mini-conference on the form below and either email it to [email protected] or by fax to 04 463 8698 attention Mini-Conference
Registrations close on Monday 3 March 2014
School Name:
Names of attendees Position held
See following page to indicate your workshop topic preferences.
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Mini-conference attending: Wellington / New Plymouth (please circle your preference)
Please indicate which workshops you would be most interested in:
Unpacking NCEA results and digging deeper- Annual reporting for HODs
Vocational Pathways using the Profile Builder – Tina Sims
Academic mentoring
Engaging with Pasifika families- the Freyberg experience
Engaging with Whanau
National Standard data - how do we use it?
Excel for beginners
Curriculum design for the senior secondary school- Tarawera High School
Tracking and monitoring using SMS systems Massey High School
Using data to raise student achievement - Wanganui Girls’ College
Achievement, Retention and Transition / Achievement 2013-2017 – Rawiri Gibson
Timetable structure –an alternative approach- Hauraki Plains College
Live Reporting using KAMAR- Wellington Girls’ College
A Curriculum Pathway – the New Plymouth initiative (Petone workshop only)
Ngā mihi Murray Williams Regional Director – Central South
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
SOUTHERN REGION
Celebrating education excellence in greater Christchurch – submit your video clip
This year is set to be an exciting year of celebration for the education sector with the Festival of Education fast approaching, the Prime Minister’s Education Excellence Awards being announced later in the year, and the recent launch of the InspiredByU website.
Ministry of Education regional staff are also working with their local communities to identify and celebrate examples of education excellence.
As part of this work, the Ministry’s Christchurch office is inviting schools and early childhood education services (ECEs) in greater Christchurch to submit video clips showcasing examples of successful activities or projects they have implemented. We’re aware that many schools and ECEs in the region are doing some excellent and innovative work and we would like to share your experiences with others.
The video clips will be played on a television in reception at the Christchurch office so other educators, parents and the community can learn about the innovative activities that are taking place in schools and ECEs throughout the region.
The video clips should:
briefly introduce the school or ECE, the community it is based in and the number of children/students who attend
give an overview of the activity or project that has been implemented and why demonstrate the benefits of the activity/project for the children/students, families/the
community and educators be approximately 3 minutes long be provided in one of the following formats/file types - MPEG, DivX, WMV, AVI,
MP4, MPG, MOV (MPEG 4).
Please also note, appropriate consent must be sought from parents/guardians for any students/children featured in the video clip.
To submit a video clip, or for more information please contact Barb Madden – [email protected]
Southern Region Assistive Technology Newsletter February 2014 is available on the Ministry’s website via this URL: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2/SouthernRegionalNews.aspx
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
Calling for expressions of interest to present at The Gathering 2014: visit: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2/SouthernRegionalNews.aspx
Visit the Ministry website for more information on The Gathering 2014: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2/SouthernRegionalNews.aspx
EVENT CALENDAR TITLE
21-23 March 2014 Festival of Education Auckland
Viaduct Events Centre
Commencing at 10am
For more information visit: http://www.aucklandfestivalofeducation.org.nz/
23 March 2014 Festival of Education Christchurch Wigram Airforce Museum
Commencing at 9am
For more information visit: http://www.christchurchfestivalofeducation.org.nz/
29 March 2014 Festival of Education Wellington
TSB Arena, Shed 6 and Frank Kitts Park
Commencing at 10am
For more information visit: http://www.wellingtonfestivalofeducation.org.nz/
28-29 March 2014 International Summit on the Teaching Profession | Wellington
ISSUE No. 2 February 24, 2014
Contact us at: [email protected]
+64 4 463 8000
www.minedu.govt.nz
The Summit will be held at Parliament Buildings home of the New Zealand Parliament and
at the Museum of New Zealand Te Papa Tongarewa
For more information visit: http://www.istp2014.org/
MINISTRY NEWSLETTERS (Ministry NL Title Style)
Education Circular: Mandatory Reporting to the Teachers Council
http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/PublicationsAndResou
rces/Circulars.aspx
Central North Newsletter: Term 1 http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2.aspx Southern Region Assistive Technology
http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/~/media/MinEdu/Fi
les/EducationSectors/MinistryBulletin/Issue2/SouthAssistiveTechnologyNewsletterFeb201
4.pdf
UPCOMING MINISTRY COMMUNICATIONS
Visit: http://www.minedu.govt.nz/NZEducation/MinistryBulletinSchoolLeaders/Issue2.aspx -
note this is a work in progress
FEEDBACK
Send us your feedback, comments or questions: [email protected]
