Folgen
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In this episode, Mārama Stewart discusses leading a school within te ao Māori through the lens of our guests’ own journeys through the education system in Aotearoa.
Mārama’s guests are:● Robin Fabish, former tumuaki and current Leadership Advisor for the Ministry of Education● Tom Paekau, tumuaki of Te Kura o Tūtarawānanga Merivale School in Tauranga Moana.
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 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 notesEpisode themes:Ko te kai a te rangatira, he kōrero. Ko te tohu o te rangatira, he manaaki. Ko te mahi a te rangatira, he whakatira i te iwi.● Duality of having to thrive in two different worlds as tumuaki Maōri.● Importance of all tamariki having adults – kaiako and tumuaki - they can connect with and be inspired by to help them along in their educational journey.● Importance of making Māori ākonga feel connected to school, and what you can do to help that connection.● Understanding who to build relationships with as a new tumuaki, and the need for those relationships to be reciprocal.
Additional informationDr Ann Milne https://www.annmilne.co.nz
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Kia hakatōmuri te haere whakamua: ‘I walk backwards into the future with my eyes fixed on my past’
In this episode, Mārama continues the kōrero with her aunty, Ani Mohi (or Mrs Mohi to many), about her experiences as kaiako Māori, tumuaki Māori, and the beginnings of kura kaupapa Māori and kura ā iwi.
This episode is a personal tribute to those who walked before us, and a reminder that our stories — our whakapapa — are not just history, they are maps. They are a guide to help us reflect on your own leadership journey — where you’ve come from, who you carry with you, and what kind of future you want to help shape.
You can find more information about this topic in Looking after learning (part 4) of Te Ara Tīmatanga mō ngā Tumuaki - the Beginning Pathway for Principals e-learning modules.
In this episode, we speak with:
Ani Mohi, Former Tumuaki of Te Kura Mana Māori o MaraenuiThis 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 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
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Fehlende Folgen?
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Kia hakatōmuri te haere whakamua: ‘I walk backwards into the future with my eyes fixed on my past’
In this episode of The Principals Podcast, Mārama Stewart, tumuaki and former Leadership Advisor, sits down with someone incredibly special to her — her aunty, Ani Mohi (or Mrs Mohi to many), a proud Māori principal whose story continues to shape and inspire Mārama’s own journey. This kōrero spans generations as they reflect on Mrs Mohi’s journey through the education system — as a student in the 1950s and 60s, a teacher in the 1980s, and a principal in the 1990s and on.
In this episode, we talk about what it was like for her growing up in an era where te ao Māori had little or no place in the classroom.
This episode is a personal tribute to those who walked before us, and a reminder that our stories — our whakapapa — are not just history, they are maps. They are a guide to help us reflect on your own leadership journey — where you’ve come from, who you carry with you, and what kind of future you want to help shape.
You can find more information about this topic in Looking after learning (part 4) of Te Ara Tīmatanga mō ngā Tumuaki - the Beginning Pathway for Principals e-learning modules.
In this episode, we speak with:
Ani Mohi, Former Tumuaki of Te Kura Mana Māori o MaraenuiThis 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 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:
Mrs Mohi’s experience of life at native schoolDifferences between native school and other English-medium schoolsResistance to racismSlow emergence of some te reo and Māori culture in some schoolsTeachers’ College in the 1970s. -
In this episode, we’re continuing to talk about school budgets, and we’re covering financial reporting and audits as well. Just a reminder that your school finance advisors are there to help – lean on them if you have questions about school finances.
My guests are:
Hannah Levy, Ministry of Education finance advisor – Otago/SouthlandMārama Stewart, former tumuaki and Ministry of Education leadership advisorAdrian Edwards, Ministry of Education finance advisor.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:
Don’t leave it too long to start working on your school’s budget. Don’t wait until you’ve seen all expenditure through to December. Start early.If something unexpected happens and your budget is no longer accurate, you can reforecast. In some cases additional funding may be available, talk to your finance advisor about the issue.Ensure you code spending correctly.Look for budget variances over 10%.If you start at a school and you can see the budget is in deficit, go to your finance advisor for advice.If your monthly accounts are in good order year round, not only will you have fewer (or no) surprises, but the preparation time for the annual financial statements will be shorter.It’s compulsory to follow the Kiwi Park model financial statements. You can find them on the MOE website (link below).Audits aren’t just about the figures that appear in the financial statements. They also look at the policies and procedures and how the school operates in order to produce those figures.Additional information
School annual financial statements https://www.education.govt.nz/education-professionals/schools-year-0-13/administration-and-management/school-annual-financial-statements#paragraph-5775
Funding and financials https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials
Questions
0:38 [All] How long before it's due should you start working on a school's budget?
2:43 [Hannah] What happens to a school's budget if something unexpected happens? Like, you know, the boiler explodes, or something bigger where things have to pivot on really short notice. Can you re-budget? How does that work?
4:24 [Hannah] How much flexibility is there to move money around if there's a surplus in one area, and a deficit in the other?
5:12 [Hannah] What is variance analysis?
6:41 [Hannah] Do you need the variance analysis for the end of year accounts as well to help you tell the story?
7:03 [Hannah/Adrian] What happens if a school completely blows their budget?
9:12 [Adrian] How long before they're due should the tumuaki and the board start working on the annual report that includes the annual financial statements?
11:28 [Adrian] What do the annual financial statements have to contain?
12:48 [Adrian] And the principal isn’t expected to prepare the annual financial statements, the accountant does that?
16:08 [Adrian] What kinds of things does the audit checklist include?
16:50 [Mārama] When you were a tumuaki, what would you have looked at to get your head around a school's budget when you walked in the door? Would you have used the financial statements?
18:13 [All] What advice would you give new tumuaki about this kind of financial planning and budgeting and reporting part of running a school?
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Today we're going to talk about school budgets, what's included in them, what's not, and what you'll need to do to prepare them.
My guests are:
Hannah Levy, Ministry of Education finance advisor – Otago/SouthlandMārama Stewart, former tumuaki and Ministry of Education leadership advisorAdrian Edwards, Ministry of Education finance advisor.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:
Principals need to prepare their school’s budget, and their board signs it off.The FISH (Financial Information for Schools Handbook) has a handy annual financial table with key dates around statutory deadlines and requirements for reporting.Your budget is based on your total income, but many of the items in that total income are tagged for usage.General categories included in your budget, and what’s not included.What to think about when you’re preparing the budget.Additional information
Pourato https://applications.education.govt.nz/pourato
Funding and financials https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials
Day-to-day financial management including link to Financial Information for Schools Handbook (FISH) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/day-day-financial-management#paragraph-9126
Kiwi Park training model https://www.education.govt.nz/education-professionals/schools-year-0-13/administration-and-management/school-annual-financial-statements#paragraph-5782
Questions
1:06 [Hannah] Can you remind us where new tumuaki can go to understand what they need to know about school finances.
1:55 [Hannah] When it comes to a school's budget, what are a principal's responsibilities?
2:28 [Hannah] In terms of preparation of the school budget, what does a principal need to do?
3:49 [Hannah] Does Pourato have information about staffing in it as well?
4:27 [Hannah] What are financial delegations? What does that mean?
5:25 [Hannah] You touched on the FISH there, the Financial Information for Schools Handbook. In the FISH there's a basic kind of annual financial timetable. Is that something that you'd recommend a new tumuaki take a look at to make sure they're doing everything they need to be doing?
6:08 [Hannah] And that timetable also outlines some key dates around kind of statutory deadlines and requirements for reporting. What are those statutory deadlines and requirements for financial reporting?
6:56 [Adrian] What is a school budget at its most basic level?
10:08 [Adrian] What does the budget outline, what are the general categories?
11:12 [Adrian] Is there anything that's not included in a school's budget?
12:20 [Adrian] What about fundraising and things like that, would that be included in your budget?
13:22 [Hannah] What should a tumuaki and the board be thinking about when they're preparing the school's budget?
14:38 [Mārama] When you were getting your head around the budget process in your schools, how did the budget process work?
18:12 [Mārama] And what kinds of things did you think about when you were preparing that budget, in terms of what you prioritized and how to make that all work?
19:35 [Hannah/Adrian] Did you want to add anything about depreciation?
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There are a number of things that can trip new principals up when it comes to school funding, and this episode covers some of them. Remember you’re not expected to know everything right away – contact your Ministry of Education finance advisor if you have questions or concerns.
My guests are:
Hannah Levy, Ministry of Education finance advisor – Otago/SouthlandMartyn Wetherall, principal of Laingholm SchoolMārama Stewart, former tumuaki and Ministry of Education leadership advisorAdrian Edwards, Ministry of Education finance advisor.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 can trip new principals up when looking at their budgets include use of land and buildings, provisional staffing, and the Ministry contribution to learning support funding.You need to make sure you’re above reproach when it comes to school finances. You need to be prudent and responsible with the money because it is public money. Have very clear processes around spending and make sure there are no conflicts of interest when signing off on expenses. Use the ‘front page of the Herald’ test – could this spending be brought into question?Focus on the working capital, not the bank balance, because those current liabilities show the cash that's going to come out very soon. For most schools, most years, January is your cheapest month out of your budget, because the school's closed. And December, even though it's not a full month of school, is often the most expensive,It’s really important to keep an eye on the budget year round – because if you’re 70% through the year and you’ve spent 90% of the budget, you may be in strife.An external accountant can really add value when trying to keep track of the school finances, especially when it comes to interpreting what the numbers all mean.When it comes to managing your staffing entitlement, the Ministry produces a spreadsheet that lets you plan this out for the year, one that you can update each fortnight when payroll information comes through. Request it from your finance advisor.Additional information
Pourato https://applications.education.govt.nz/pourato
Funding and financials https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials
Managing staffing usage (banking staffing) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/managing-staffing-usage-banking-staffing
Day-to-day financial management including link to Financial Information for Schools Handbook (FISH) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/day-day-financial-management#paragraph-9126
Questions
00:58 [Mārama/Martyn] Are there any kinds of fish hooks for new tumuaki that they should be aware of when they're looking at their funding?
3:35 [Adrian] When is the operational grant paid?
8:04 [Mārama/Martyn] How do your schools keep track of your accounts?
10:59 [Mārama/Martyn] As tumuaki, how often are you looking at your finances? And are there particular things that you're looking for at particular times of year?
12:03 [Hannah/Adrian] If a new tumuaki came in and looked at their accounting or their software fees and thought, hey, this seems like a lot of money, I think we can save some money by doing it ourselves, what would you advise?
14:30 [All] Education money is obviously public money. What are the rules around using public money and what it should be used for?
18:13 [All] What is your advice for new tumuaki starting in a school and trying to get their head around school finances?
21:00 [All] Is there anything to add that we haven’t covered?
Suggested adding to complete the explanation given in transcript.
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State and state-integrated school funding is made up of various components that have different eligibility rules and funding structures. Staffing for your school is based on your roll, but there are also additional allowances and staffing that you are eligible for.
Being aware of what’s available to your kura is crucial for accessing the funding and staffing you are entitled to, and for making the best use of these resources.
My guests are:
Hannah Levy, Ministry of Education finance advisor – Otago/SouthlandMartyn Wetherall, principal of Laingholm SchoolMārama Stewart, former tumuaki and Ministry of Education leadership advisorAdrian Edwards, Ministry of Education finance advisor - Bay of Plenty/Waiariki.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:
School budgets are based on the school’s income, which mainly comes from the Ministry of Education, and generally you want your income to match your expenditure.The main forms of funding from the Ministry are teachers’ salaries, which are paid by the Ministry, the operational funding for the running costs of the school, and learning support funding. Locally-raised funds (or school fundraising) also contributes to the school’s income.Responsibility for the school’s budget is most often delegated by the board to the principal.Ministry of Education finance advisors can advise you on all financial matters, including banking staffing. They can come and give you a finance 101 when you start - in as much detail as you like - just give them a call.When you first start at a school, speak with the person who manages (or has been managing) the school’s finances to see if your school is in surplus (income greater than expenditure), or deficit (expenditure is more than income), and to have them talk you through what you need to know.It’s important to keep an eye on the budget throughout the year. Sometimes spending will go over budget, and you’ll need to take action on that. For example, if there’s a lot of teacher sickness, you can apply for additional relief teacher funding to make sure you can cover those costs.It’s important to understand banking staffing, which is the amount of money you get for the number of teachers the Ministry says you can have. If you’re allowed 10 teachers and you hire 11, you’ll end up accumulating debt that you’ll need to pay back.You can find most of the funding information about your school in the Pourato tool (link below).Additional information
Pourato https://applications.education.govt.nz/pourato
Funding and financials https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials
Managing staffing usage (banking staffing) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/managing-staffing-usage-banking-staffing
Day-to-day financial management including link to Financial Information for Schools Handbook (FISH) https://www.education.govt.nz/education-professionals/schools-year-0-13/funding-and-financials/day-day-financial-management#paragraph-9126
Questions
1:59 [Hannah] Obviously, a school has a budget to work within. What's a school's budget based on?
2:34 [Hannah] There are different pots of money and different sources of money for different things. What are those different pots of money?
2:57 [Hannah] Who's responsible for the financial governance of a school, what do they need to do, and what kinds of things do they decide?
4:47 [Hannah] What's the key financial information that a new tumuaki going into a school needs to understand about their kura?
5:57 [Martyn] Where can a new tumuaki find information about the finances of their kura?
7:25 [Martyn] What is banking staffing?
8:21 [Adrian] Can you tell me what you do as a financial advisor, please?
11:31 [Hannah] What are the dangers if a school's finances aren't managed well?
12:48 [Martyn/Mārama] Did you have any financial experience before you became a tumuaki, and if not, how did you learn what you needed to know?
15:08 [Hannah] Can you give us a bit more detail about the different streams of funding, and what they each pay for, please?
17:55 [Adrian] What does operational funding cover exactly?
20:28 [Hannah] Can you tell me about Pourato?
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Today we’re talking about state school property projects. All schools have to plan for maintenance and upgrades, as well as planning for new capital projects – like new or improved buildings. But who leads which projects, how are they planned for and funded, and what’s it like to be involved in or to lead a property project?
My guests are:
De Thomson, Ministry of Education Infrastructure manager Otago/SouthlandHugh Gully, (now retired) tumuaki of Collingwood area schoolLinda Tame, former tumuaki of Golden Bay high school.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Who leads most major school property projects.How the Ministry works with schools on major projects, including in the design phase.What to think about when involved in planning major property projects.The importance of the tumuaki or someone senior who knows about teaching and learning to be very involved in building projects, because the smallest decisions can sometimes make the biggest difference.The importance of the tumuaki understanding the scope of the project, and being able to push back when people ask for changes or for things that are out of scope. Contract variations are very costly.Initial planning conversations are key to agreeing on scope, setting expectations and making sure everyone is on the same page.Sometimes unplanned things crop up, and there’s no way to avoid variations. Work your way through those with your project person.Health and safety on site is everyone’s responsibility, and everyone needs to recognise and understand the part they have to play. Keeping a constant watch on everything on site and vehicles etc coming and going is a massive responsibility and is very time consuming, but essential.Someone needs to be the point person for the foreperson to contact with any health and safety issues. Ensure everyone knows who this person is.If asbestos is found there are clear guidelines, and the Minstry has in-house experts on this. Communicating with staff and community about asbestos being present is key so they don’t overreact.During 5YA projects a rule of thumb is that if you were to pick up your building and shake it, and something falls out, it's your furniture and equipment funding that's going to pay for those things. If it's fixed to the building and it's part of the structure of the building, then that’s paid through capital funding.Additional information
Ministry of Education property portal https://property.education.govt.nz
Questions
1:39 [De] Who leads most major school property projects and why?
2:59 [De] In terms of the delineation between the kinds of property projects managed by the Ministry and those that are led by schools, where does that line sit?
3:41 [De] How does the Ministry work with a school on those major projects?
4:34 [De] Tell me about the Ministry's responsibilities when it comes to property projects and design.
5:25 [Hugh] When it comes to thinking about what you might need in that planning of a property project, how do you go about anticipating the needs of your kura?
6:17 [Hugh/Linda] And what kinds of property projects have you been involved in?
9:54 [Hugh/Linda] Have you ever seen an initial design for something in the kura and gone back and said, actually, this isn't going to work as a learning environment. Have you ever had to intervene or make suggestions in that way?
15:59 [De] There are obviously big health and safety responsibilities that are shared by a whole lot of parties, everyone on site. Can you tell me about the responsibilities for health and safety around any property projects in a school, just in general terms.
17:49 [Linda/Hugh]
What’s been your experience?
20:04 [De] What about handling hazards and things like asbestos?
22:23 [Hugh/Linda] What lessons have you learned through your involvement with school property projects?
24:31 [De] Is there an easy way for a tumuaki to see a breakdown of what the school is paying for and what the Ministry is paying for?
27:08 [All] If you were to be giving some advice to a new tumuaki coming in to a school where perhaps they're in the middle of a property project, or they are due to start one, what would your advice to them be about getting their head around what's happening or is going to happen?
30:09 [All] Is there anything you wanted to add that we haven't covered?
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Today we’re talking about state school property maintenance. School boards, which include the tumuaki, are responsible for overseeing the maintenance of their kura. Good maintenance keeps schools safe, and prevents small problems from escalating into big ones needing expensive repair.
My guests are:
De Thomson, Ministry of Education Infrastructure manager Otago/SouthlandNick Read, tumuaki of Havelock North Primary SchoolAlistair Luke, principal of Whangamata Area SchoolThis 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:
Your property advisor can come and give you a property 101 presentation. They’re your point of contact for all things property.Three main types of maintenance:Regular day-to-day and preventative maintenance, like gutter cleaning, pruning etc. Often done by school caretaker.Cyclical, eg paintingSpecialist/technical eg servicing of boiler, gas appliances or air conditioning units that needs to be done by qualified tradespeople. If you can’t find a tradesperson for what you need, contact your property advisor who’ll be able to help you find someone.Property maintenance paid for by property maintenance grant (PMG), which is based on the size of your site and your assets.Responsibility for property can be delegated - some schools have a property manager but they still work closely with the principal.Any maintenance job over $100,000 in value needs to go through procurement process.Building warrants of fitness or B-WOF needs to be done annually.Argest completes compliance checks and B-WOF inspections for all state schools.Additional information
A 10YPP contains:- a property assessment- a 10 year maintenance plan for the school (including a cyclical maintenance schedule for things like repainting) and - a 10 year capital works plan - split into a current 5YA and a proposed future 5YA.
Ministry of Education property portal https://property.education.govt.nz
Facilities and operations https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations
Planning property maintenance (including maintenance plans) https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operations/planning-property-maintenance#paragraph-4911
Questions
2:03 [De] When a new tumuaki arrives in a school, what's the best way for them to get their head around property maintenance and what they as part of the board are responsible for?
3:00 [De] Can you tell me about the different types of maintenance for school property?
4:16 [De] How is school maintenance funded?
5:50 [De] who would normally be doing maintenance in a school.
6:59 [De] For some things, schools need to go through a procurement process for maintenance. Under which circumstances would that need to happen?
7:41 [De] Is there a dollar point at which that kicks in?
8:26 [Nick/Alistair] Who looks after the maintenance at your kura?
10:56 [Alistair/Nick] What kinds of maintenance has been needed in your school in the last year or so?
13:38 [Nick] How big a role do you play as tumuaki in that property maintenance stuff?
14:32 [Alistair] You mentioned you have a property manager?
16:41 [De] I wanted to ask you about building warrants of fitness. What are they and how often do they have to be done?
18:38 [De] What are the risks of not having a building warrant of fitness?
19:18 [De] Who does the inspections? Is it Argest?
20:08 [Nick/Alistair] How did you get your head around the maintenance that’s required when you first started?
22:48 [All] Do you have any other advice for new tumuaki when it comes to property maintenance?
27:28 [All] Is there anything we haven’t covered?
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As tumuaki, and as part of the board, you have a key role in managing school property, but no one expects you to be the expert. As principal, you’ll need to build and maintain strong working relationships with your Ministry of Education property adviser, consultants and project managers, so you’ll know where to go for help and recognise when you need it. Today, we’ll give you an introduction to property administration, funding and planning in state schools, including a key document - your ten year property plan, which includes your five year agreement or 5YA.
Note: a 10YPP contains:- a property assessment- a 10 year maintenance plan for the school (including a cyclical maintenance schedule for things like repainting) and - a 10 year capital works plan - split into a current 5YA and a proposed future 5YA.
My guests are:
De Thomson, Ministry of Education Infrastructure manager Otago/SouthlandBlair Dravitski, principal of Lemonwood Grove SchoolJohn Prestidge, tumuaki of Motueka High SchoolThis podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Episode themes:
Role and responsibilities of Ministry in school propertyPrincipal’s role and responsibilities in school propertyWho to talk to for help with propertyAdditional information
Ministry of Education property portal https://property.education.govt.nzFacilities and operations https://www.education.govt.nz/education-professionals/schools-year-0-13/facilities-and-operationsQuestions
2:20 [De] What’s the Ministry’s role and responsibilities when it comes to an individual school?
2:52 [De] What’s a school principal’s role and responsibilities when it comes to property at their state school?
3:13 [De] Who should be a principal’s go-to people for help with property?
4:14 [De] What does the Ministry expect of tumuaki when it comes to property?
6:14 [Blair] Had you had any experience with property management when you first started as principal?
6:31 [Blair] How did you get your head around the school’s property and what you needed to know?
7:35 [John] And had you had any property experience before you became a principal?
8:44 [De] John mentioned there the five year plan and the ten year property plan. De can you explain more about the ten year property plan and the 5YA?
10:34 [De] You mentioned there funding for property, and there's all sorts of different pots of funding. Can you explain, what are the different forms of funding that a school gets for its property?
11:38 [De] Is there an easy place that tumuaki can go to access funding information about their school property?
12:40 [John then Blair] What do you think some of the key terms that a new tumuaki should get their head around when it comes to property would be?
20:26 [John] You mentioned before that you had a property manager, is that who takes responsibility for the property in your school?
23:26 [Blair] Who looks after property in your kura?
25:40 [All] What’s your advice for new tumuaki trying to understand their new responsibilities for property?
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The new process for ERO reviews means tumuaki work more closely with their ERO evaluation partner over the three-year cycle. In this episode, we talk about getting the most out of that relationship, and the process when ERO finds something that’s not going so well in a school.
My guests are:
Shane Morrow, Manager Review and Improvement Services, EROSharee Hemingway, Director Ākonga Māori, EROStephen Lethbridge, principal of Point Chevalier School Rangi-mata-rauNick Leith, tumuaki of Te Raekura Redcliffs School.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Board assurance statements – useful for tumuaki to use it as a living document for ongoing internal audit. Ensuring you’re using data.Important to build an effective relationship with your evaluation partner and engaging with them well – good idea to make their email address a VIP contact so their emails come to the top of your list each time.Nick re: evaluation partner/tumuaki relationship: “One thing I've learned about this job is there are an absolute million plates spinning and quite a few of them are wobbling. And I guess if you can turn your attention to some of those wobbles for a period of time, you can get back to the things that are spinning great. But that's a supportive process rather than one that's only there for three days to catch the plates as they fall.”Preparation for an ERO visit is important.Helping staff manage their nerves when ERO is on site – it’s important to talk them through the process so they know what to expect.What happens if an evaluation partner finds something concerning in a school.How new tumuaki can understand where their new kura is in an ERO review cycle.How to find who your evaluation partner is.Additional information
ERO website www.ero.govt.nz
School Improvement Framework (SIF) https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework
Board assurance statement and self-audit checklists https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/Te-Ara-Huarau/The-Board-Assurance-Statement-and-Self-Audit-Checklists
Questions
00:45 [Stephen] What do you do to prepare for an ERO visit?
1:17 [Stephen and Shane] Can you talk me through what that board assurance statement covers?
5:07 [Nick] You mentioned that you used your first review as a way of getting to know your kura and the way everything works. How will you prepare next time?
7:55 [Shane and Sharee] Would you add anything to the preparation for an ERO visit?
9:45 [Stephen and Nick] How do you manage staff nerves about having ERO in the school?
13:41 [Shane] What happens if the evaluation partner finds that there's something not quite going so well in a school? How does that process work?
16:35 [Sharee] How does it work in the rumaki bilingual space?
18:52 [Shane] Does ERO help set up support where it's needed or is it a referral process to the Ministry?
20:16 [Shane and Sharee] When a new tumuaki steps in the building, how can they get their head around where a school is in that review cycle or where they are in the improvement journey?
22:11[Shane and Sharee] How can they find out who their evaluation partner is?
22:34 [All] What’s your advice to a new tumuaki approaching an ERO review?
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The Education Review Office (ERO) is the government’s external education evaluation agency, and normally reviews schools over a three year cycle. As tumuaki, you’ll be involved in preparing for a review. Today we’re going to talk about what to expect during an ERO review.
My guests are:
Shane Morrow, Manager Review and Improvement Services, EROSharee Hemingway, Director Ākonga Māori, EROStephen Lethbridge, principal of Point Chevalier School Rangi-mata-rauNick Leith, tumuaki of Te Raekura Redcliffs School.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
The traditional event-based three-yearly ERO reviews have changed, and now schools have an evaluation partner who works with the school across a three-year cycle looking at what the school is working on, the impact of that work on their young people, the priorities that they're setting, and helping them measure or figure out how well they're doing to get there. The idea is to help build evaluation capacity with the school so that they really have an understanding of the impact of the work that they're doing.The hauhake phase of the review cycle (the six months leading up to the report) is the intense phase of ERO working with the school.Outline of the ERO process for English-medium schools.Outline of the process for Māori-medium kura.The Te Pou Reo team and how it works in rumaki and bilingual kura.What evaluation partners are looking for when they visit a kura.ERO reviews are different than when you experience them as a kaiako or member of senior leadership team when you become tumuaki. ERO reviews are useful for new tumuaki to help them learn about their school and the way it works.Additional information
ERO website www.ero.govt.nz
School Improvement Framework (SIF) https://ero.govt.nz/how-ero-reviews/how-ero-reviews-schoolskura-english-medium/te-ara-huarau-the-new-approach-to-evaluation/school-improvement-framework
Questions
1:16 [Shane] What is the purpose of an ERO review and why are they important?
2:44 [Shane] The approach for reviews has changed quite a bit in recent years. Can you tell me about the new approach?
4:35 [Shane] In terms of the amount of time that an evaluation partner would spend with a tumuaki or the board, how much time are we talking over a cycle?
6:46 [Shane] How does the process work now?
10:26 [Sharee] The process is slightly different for Maōri medium rumaki and bilingual reviews?
11:28 [Sharee] For a new tumuaki coming in going through that process, what does that look like?
12:35 [Sharee] Can you tell me about Te Pou Reo and how that team works, please?
13:25 [Shane and Sharee] What are evaluation partners and Toki Ao Mārama looking for when they go into a kura?
16:45 [Stephen and Nick] You will have both experienced ERO visits maybe when you were a kaiako or a member of senior leadership. How does it differ now that you're tumuaki?
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Change is inevitable in a school, and managing change can be challenging. Changes you make may be a choice, where you identify improvements that can be made; or there may be changes to legislation, curriculum, or teaching methods that you need to implement in your school. Principals need to learn how to lead and manage change effectively.
My guests are:
Iain Taylor, principal of Manurewa Intermediate School, former president of New Zealand Principals’ Federation, member of ERO Advisory Board, recipient of Prime Minister’s Supreme Educational Excellence Award in 2017.Ann Brokenshire, tumuaki of Hillmorton School in Christchurch since1995.Jason Miles, principal of Kaiapoi North School in Christchurch, current vice president of the New Zealand Principals’ Federation.This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Change is constant in education, especially in curriculum as it needs to evolve. The tumuaki is the change manager in the process.The need to include others, especially senior leaders and teachers, along with you when change is necessary. Empower change champions who can help you promote the change.When you’re implementing changes you’re choosing to make you have more time to plan and bring people along for the journey. When change is thrown on you, like after a natural disaster for example, you need to be the decisive person leading the change. Depending on the situation your change leadership style will change.With legislation change, make sure you know exactly what you need to do, and make sure you communicate the change well to staff, students and whānau.When implementing change in a kura around curriculum, look at what you’re already doing then systematically look at the aspects you’re not currently covering, make those changes and ensure staff have PD for those things. Ensure you’re recording solid data around the results of the change.With systemic change in a school, sometimes there isn’t time to spend too long observing before you start making changes.Get your senior leadership team involved in change so they know how to manage it before they become a principal.New tumuaki can talk to experienced principals, NZSBA, principal associations etc if they’re unsure about change or need advice or support.Questions
2:01 [All] What are some of the changes that you've had to deal with as tumuaki?
5:46 [All] Curricula evolve all the time. What kinds of curriculum changes have you been through, and how did you go about implementing them?
9:46 [All] You mentioned that people sometimes feel like things are being done to them, not with them. Is that one of the challenges when it comes to change within a school?
11:27 [All] How does the change process differ when you're a tumuaki than rather than a teacher or a senior leader in a kura?
13:20 [All] As a tumuaki there's a difference between making the changes that you choose to make, and making changes that you have to make. When you're making those changes, do you approach them differently? And if so, how, how does that approach differ?
16:42 [All] If you're trying to make a change that some of your kaiako or others don't agree with, how difficult can make things for you as tumuaki?
19:51 [All] In terms of practical things that you need to do in your kura when something is changed in legislation, what changes do you need to put in place to make sure that you can comply with that legislation?
22:07 [All] What about when there's a requirement to make changes to the school curriculum? How does that process work?
23:38 [Iain] Where do you even start when going into a school to make systemic changes to the way the kura works? Is it a matter of just sitting and watching and looking for a while to see what's not working?
26:56 [Ann] Where can new tumuaki go for information or advice to learn how to manage change within their new kura?
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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 networkSaane Faaofo-Oldehaver, former principal and leadership advisor, former special education need coordinator in two schools, member of Highest Needs Review Advisory GroupJane 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?
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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 AwardsBarbara 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?
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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 TaurangaBruce Jepsen, manukura of Te Akatea Māori PrincipalsNgahina Transom, tumuaki of Frimley School in HastingsThis 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?
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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 TaurangaBruce Jepsen, manukura of Te Akatea - Māori PrincipalsNgahina Transom, tumuaki of Frimley School in HastingsThis 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 schoolDealing with kaiako who engage in deficit theorisingRole of tumuaki as rangatira in leading the journey of improvementUtilising 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?
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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 4202Lifeline 0800 543 354Rural Support Trust 0800 787 254Alcohol and drug helpline 0800 787 797If it is an emergency, call 111.My guests are:
Mārama Stewart, former tumuaki and leadership advisor for the Ministry of EducationRobin Fabish, former tumuaki and leadership advisor for the Ministry of EducationLesley 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?
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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 SchoolPartick Walsh, principal of Sacred Heart CollegeThis 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 areasTeachers 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?
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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 CollegeNori Parata, tumuaki at Tolaga Bay Area School and KahukuranuiKevin Bush, regional leadership advisor, Ministry of EducationThis 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 communityThinking outside the box when it comes to working out ways for kids to learn when they can’t get to schoolTrying to anticipate and plan for likely scenariosImportance of collaboration and reciprocation with community leaders, iwi leaders, agencies before an event so you have those contacts to call on in times of crisisHow Hagley High School, which is close to the Al Noor Mosque, responded during and after the attack on the mosqueRoles and responsibilities of the school crisis management team and how they worked in practiseSchool as a civil defence centreThe 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?
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