Conventional Thinking vs. Systems Level Thinking

Kia ora koutou e te Whānau,

In policy design, conventional thinking often aims for short-term successes that are expected to achieve long-term results. On the other hand,  systems-level thinking suggests that quick fixes can have unintended consequences, potentially worsening the situation over time.

Applying this to education, conventional thinking involves tackling numerous independent initiatives simultaneously, which may result in minor short-term changes. Systems-level thinking emphasises sustained, thoughtful actions that lead to significant, long-term changes.

Key Questions for Consideration:

1. Where is the Systems Level Thinking for the introduction of two critical learning areas in 2025?

2. Are those making the decisions listening to the academics and practitioners who are providing evidence of the harm that will be caused to our young people with rushed design and implementation? 

3. How can we, as leaders in teaching and learning, show courageous leadership at this time?

4. How do we prevent staff from becoming overwhelmed? One principal aptly summarised the situation, saying: “Cognitive overload will result in butchering the basics brilliantly.”

Crisis Creation and the Tipping Point Cascade

Crisis Creation is often employed to instill a sense of urgency to support a particular narrative. Richard Gilby, Regional Director for Latin America and the Caribbean at Cambridge University Press and Assessment, recently introduced me to the notion of the "Tipping Point Cascade." This refers to a situation where a tipping point in a complex system leads to a cascading effect, similar to a domino effect. In education, we are at a critical juncture, and the tipping point could lead to either a positive or negative cascade. Where a crisis is created on questionable grounds, and the ‘tipping point’ is similarly based on weak evidence the situation can become dangerous. Before we threaten the positive learning progress of our young people, and undo all the great learning going on in schools, we need to slow down, reflect and question whether the narrative is indeed the correct one, and if it is, whether the solution is the best one. 

Thank you to the Regional and Local associations who have issued their own media releases since our last Principal Matters newsletter calling for a slow-down. You can find these Media Releases on the NZPF website. Thank you also to the individual members who have contacted me, sharing their actions with their schools and communities. It is obvious that we have a strong consensus across the country. It is essential that we navigate carefully to ensure positive outcomes.

Current Actions:

• The scheduled meeting with the Minister this week did not occur as the Minister was unable to attend.  We did, however, meet with her Advisor.  

• The Minister’s Advisor reported that the Minister has received many calls and letters from principals who see no problem with introducing both Literacy and Maths at the start of 2025.  I responded with our own survey results which show that of 1,094 respondents, 935 (85.47%) of you, do not support the implementation of both literacy and maths at the start of 2025. 976 principals (89.13%) would support the option to focus on either Literacy or Maths in 2025, but not both.

• You have repeatedly called for a slow down to the pace of change and implementation. I have now written to Iona Hosted, Secretary for Education, and Ellen McGregor-Reid (Curriculum) explaining your request. I will be meeting with Ellen later this week.

• We are also actively collaborating with the Ministry of Education and ERO to provide feedback and guidance on the Maths and Literacy Curricula. NZPF’s Pou Rua (Curriculum) has participated in PD sessions to assess the effectiveness of the messages being presented by PLD providers. We plan to share our feedback with the Minister, ensuring that it aligns with best practices for Kura in Aotearoa New Zealand. We are concerned about the influence of overseas practitioners on how we teach our tamariki here. The reports from NZPF “Ngā Pou e Whā” below detail our ongoing efforts.

Professional Learning & Development (PLD)

Principals know that curriculum change requires PLD and they know that the PLD must be ongoing. 

Recent research points out that effective PLD must be sustained, collaborative and practice-based learning. PLD is not a one-off event. The key is the collaboration aspect involving teachers, principals, lead teachers and researchers. It is context-specific, draws on external expertise, and is supported at multiple levels within the education system. 

PLD theories emphasise the effectiveness of social learning and engagement. Social learning approaches help to transform practice, attitudes and interactions by embedding professional growth into daily teaching and school collaboration.

PLD that is too abstract and disconnected from practical classroom needs - and professional social learning - fails to foster meaningful changes to teacher practice.

PLD is a powerful tool for professional growth and will drive significant and lasting improvements in practice, provided it is bottom-up, collaborative, contextually integrated and ongoing.

Curriculum Decision Making

All schools are self- governing  and as leaders of learning, you are the practitioner experts, who make all the curriculum decisions.  Curriculum decisions are made in the best interests of your akonga and in line with your strategic plan. Some schools already engaging with Structured Literacy, report that they will undertake Maths PLD next year. We believe all schools should choose their PLD focus for 2025. No school should be expected to implement both Literacy and Maths in 2025, if they are at the beginning of their PLD Journey in both Learning Areas. There must be a bespoke approach and we call on the Minister to make this clear to the Sector and the Public.

Teacher Supply Challenge

I will shortly be attending the Teacher Supply Summit organised by NZEI. I encourage you all to participate in regional surveys on teacher supply to provide evidence of your current situation. We are on the cusp of a Tipping point cascade.

Thank You

I acknowledge the dedication of each NZPF Pou member who, over the past two weeks, has made significant sacrifices to attend crucial hui. Your commitment includes reading and evaluating documents, travelling to meetings, participating in Zoom sessions, and engaging in PLD sessions to stay well-informed. Your efforts in capturing and conveying the voice of our membership are invaluable. Your presence and availability, despite your own school responsibilities, are deeply appreciated.

Ngā mihi e hoa mā.

Kōrero Mai, Kōrero Atu - Speak Up and Speak Out

Ngā mihi,

Leanne Otene