How effective are the induction programs for new teachers in New Zealand? Are these programs providing the necessary support and mentorship to help new teachers succeed?

Not very effective. Graduating teachers feel like they are left to fend for themselves and learn on the job. This is another way in which teaching compares poorly to other professions.

What are the challenges associated with relying heavily on relief teachers who may not be registered or experienced?

The issue is the growing shortage of available relief teachers which leaves schools increasingly desperate in their efforts to ensure that they have an adult in front of students at all times. The problem will only be exacerbated by the extra CRT that was negotiated as part of the last Primary Teachers’ Collective Agreement. There is a sense that the bar has been lowered out of necessity.

Are the changes to the education system happening too quickly, without sufficient time for consultation and implementation?

The coalition’s changes to education can be seen as no more than a knee-jerk reaction to NZ falling behind other countries in key areas.

Rather than taking the time to investigate the real causes, their response once again makes education a political football.

At the risk of mixing metaphors, students have become guinea pigs in the coalition’s experiment. The speed with which they are rolling out the changes adds to the sense of it being experimental and lacking in substance. The rollout leaves no time for proper research and training.

The approach ignores the needs of individual learners, especially the most vulnerable.

The pressure to make it work will further deter potential teaching candidates, thereby adding to the recruitment and retention problems in the profession.

Adds to recruitment problems – deters potential candidates. Graduates in other areas are paid more.

Are all stakeholders, including teachers, principals, and parents, being adequately involved in the decision-making process regarding education system changes?

No. It is widely publicised that the government relies on input from “think tanks” that do not represent the most important stakeholders. This has led to concerns about a lack of consultation or transparency and adds to the impression that it is an exercise in pushing a political agenda.

How are schools adapting to the rapid pace of change? Are they receiving the necessary resources and support to implement new policies and practices effectively?

Schools are scrambling to enrol teachers into PD programmes. The budget to buy resources and pay for teacher upskilling is lacking. With PD providers expected to be vetted by the Ministry it has all become a bit of a lolly scramble. In this scenario, history has shown that the neediest schools with the most vulnerable students often miss out.

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