A 2024 ERO report put the spotlight on rising levels of violence and disruption in schools. It’s a trend being seen around the world, and it’s become worse in New Zealand in the last couple of years. Most people stepping into the tumuaki role will have seen poor behaviour in their own classrooms, but what powers do tumuaki have that teachers don’t, and what can tumuaki do to try to mitigate bad behaviour in their schools? My guests this week are: Vaughan Couillault, President NZ Secondary Principals Assn, Papatoetoe High School Leanne Otene, President New Zealand Principals Federation, Manaia View School Gretchen Stone, education lawyer 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: Increasing acuteness of behaviour, especially in very young children; increasing levels of defiance in older children that is reflected in some parents. Building a good relationship with parents as a preventative measure to deal with possible future issues. Gretchen has traditionally run sessions on things like managing difficult students and difficult teachers, and has now added sessions on dealing with difficult parents because this has become an issue for principals. The impact of covid lockdowns on student behaviour. What tumuaki can do when it comes to managing student behaviour. Stand-down and suspension guidelines. Difficult parents vs very difficult parents, and the different ways you can deal with them. Additional information New Zealand Principals Federation https://nzpf.ac.nz Secondary Principals Association of New Zealand https://www.spanz.school.nz ERO report – Time to Focus: Behaviour in our Classrooms https://evidence.ero.govt.nz/documents/time-to-focus-behaviour-in-our-classrooms-summary Stand-downs, suspensions, exclusions and expulsions guidelines https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines/ Questions Eleisha 1:42 [Vaughan and Leanne] Were either of you surprised by the findings of that report earlier this year around behaviour in schools? Eleisha 4:33 [Vaughan and Leanne] What kinds of behaviour have you each seen in your kura that has surprised you in the last few years? Eleisha 7:35 [All] Do you think parent disengagement is contributing to that behaviour, or do you think there are other reasons why it's become increasingly bad over the last few years? Eleisha 9:43 [Vaughan and Leanne] Do you think Covid has contributed to it in a big way? Or do you think that it's been snowballing over the last few years? Eleisha 12:00 [Gretchen] People stepping into the tumuaki role have been teachers themselves so they will have seen poor behaviour in their own classrooms. But what powers do tumuaki have that teachers don't? Eleisha 13:06 [All] What’s the best way for new tumuaki to get their heads around rules around stand down, suspension, exclusion and expulsion rules and regulations? Eleisha 17:32 [Gretchen] What advice do you give in your sessions for new tumuaki about dealing with parents?
Today we’re continuing to talk about the health and safety responsibilities of tumuaki for people at your school. Today we're focusing on education outside the classroom – EOTC – more about the planning that's required, the risks, and what can happen when things go wrong. We’ll hear from Murray Burton, principal of Elim Christian College at the time of the 2008 Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip. My guests this week are: Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in Auckland Fiona McDonald, Chief Executive of Education Outdoors New Zealand Murray Burton, principal of Elim Christian College in Auckland. 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 three tiers of EOTC planning – all about the EOTC guidelines, EOTC safety management plans, and the toolkit of EOTC forms which support the approval process (links below) Risk mitigation – what to think about before any outing The Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip, and what happened in the aftermath for tumuaki Murray Burton Handling the media after a tragedy Inherent risk in any school trips, and the importance of communicating risk – and the mitigations you’re putting in place - to parents Lessons learned. Additional information EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/ Questions 1:00 [to Fiona] In the last episode, you talked about the checklists for schools when they're planning trips outside the classroom, and you mentioned the EOTC guidelines and what they cover. Can you tell me a little bit more about what they cover and how they apply in practical terms when schools are taking students offsite? 2:41 [to Fiona] Is the planning before the trip the most important thing for mitigating risk on trips off school grounds? 4:15 [to Murray] You mentioned that a number of years ago there was a tragedy for Elim on a school trip. Can you tell me about that please? 7:07 [to Murray] Who was held responsible for that? 8:00 [to Murray] In the aftermath of a tragic accident like that, what kinds of things did you have to do as tumuaki – what was the process? 16:01[to Murray] Does your planning differ now for activities like this, or would you approach any trip the same as you approached this one? 19:16 [to Murray] There was recently a similar tragedy on another school's caving trip, and you got in touch with the tumuaki there to offer your support. What advice did you offer them? 20:33 [to all] We've talked a lot about mitigating risk in this conversation. What advice would you give around the best ways for tumuaki to mitigate risk around health and safety?
The health and safety of people at your school is one of the big responsibilities shared by tumuaki and school boards. As the principal, you have the most significant health and safety role in your school, and understanding your responsibilities should be a priority when you start in your new role. This episode covers your legal obligations for health and safety, what should be covered in a school’s health and safety policy, required planning and documentation for trips outside the classroom, the dangers of teachers and parents not understanding their role on a school trip, problems with blanket consent forms, and handling violent incidents in the school. My guests this week are: Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in Auckland Fiona McDonald, Chief Executive of Education Outdoors New Zealand Murray Burton, principal of Elim Christian College in Auckland. 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 health and safety obligations of a principal, and their purpose Thresholds for prosecution, and who can be prosecuted Getting your head around what you need to know about health and safety Planning and documentation required before a class/school trip The problem of teachers or parents accompanying ākonga on a trip thinking their responsibilities can be delegated to eg. lifeguard at the pool The need for familiarity with MOE’s EOTC guidelines, the need for an EOTC safety management plan, and the toolkit of forms you use to plan and deliver a trip (links below) The dangers of using umbrella consent forms Your duty of care to your tamariki, their whānau and the school community Taking a proactive approach to potential violent incidents in the school Additional information EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/ Questions 2:40 [to Patrick] What are the legal obligations of a tumuaki when it comes to health and safety? 4:31 [to Patrick] If something goes wrong, who can be prosecuted? 5:56 [to Patrick] There’s a level of personal responsibility for health and safety though? 6:38 [to Patrick] How can a new tumuaki get their head around all they need to know about health and safety legislation and their responsibilities? 7:33 [to Patrick and Murray] What should be covered by a school's health and safety policy? 9:52 [to Murray and Patrick] What kind of planning should you do before you head off the school grounds? 12:30 [to Patrick] What about parent help? 16:01 [to Patrick and Murray] If a school takes a student on a class trip without parental consent, what can the consequences be for the tumuaki and for the school? 17:46 [to Patrick and Murray] What kinds of plans should schools have in place for violent incidents and dealing with them? 20:55 [to Patrick] What about incidents between students from your own school?
As a new tumuaki, your relationship with your school board is one of your most important because it impacts directly on what you and the kura can achieve. In this episode we’ll talk about the board's role in the school, how tumuaki can get the most out of the relationship, and what you can do if issues arise. My guests this week are: Belinda Weber, chief advisor governance at Te Whakarōputanga Kaitiaki Kura o Aotearoa (NZSBA) Jason Miles, tumuaki of Kaiapoi North School, Christchurch Regan Orr, tumuaki of Central Normal School, Palmerston North and leadership advisor for Te Mahau. Susan Jennison, tumuaki of Westburn Te Kura o Hereora, Christchurch 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: Role and powers of a school board Responsibilities of a school board to a principal Responsibilities of a principal to a school board Key relationships What the board and a tumuaki work on together Importance of the principal-board relationship Kinds of issues that can arise between a board and a tumuaki How to build relationships with your school board What a difficult relationship between a principal and a board can mean for a school How to improve a difficult relationship What to do if the relationship between the principal and a school board is unworkable What a good relationship between a board and a tumuaki can achieve Board induction for a principal Additional information Te Whakarōputanga Kaitiaki Kura o Aotearoa New Zealand School Boards Association https://www.tewhakaroputanga.org.nz Questions 2:13 [to Belinda] Can you please tell me about the role of a school board? 4:37 [to Belinda] What powers does the school board have? 5:31 [to Belinda] What powers doesn’t the board have? 6:00 [to Belinda] What responsibilities does a school board have to a principal? 6:51 [to Jason] What responsibilities does a principal have to the school board? 7:19 [to Jason] What’s the key relationship to get right? 8:33 [to Jason] What does the tumuaki and the board work together on? 9:39 [to Jason] Can you give me an example of when things go wrong around a complaints policy? 10:28 [to Jason] Why is it so important for a principal to build a good relationship with the school board? 11:10 [to Belinda] If the board's primary role is governance and obviously, the aim is to work in partnership with the principal in the board, but are there times when it becomes less of a partnership by necessity? 12:24 [to Belinda] What kinds of issues can arise between a school board and a tumuaki? 13:22 [to Belinda] What other scenarios do you see most often in terms of issues? 14:18 [to Susan] In your experience, when you first start as a principal or when the board changes, what's the best way to start building a relationship with that board? 17:25 [to Susan] In your experience, if a principal has a difficult relationship with a school board, what can it mean for the kura, and for you as tumuaki? 19:45 [to Susan] If a tumuaki doesn't have the best relationships with the board, what kinds of things would you advise that they do to try and improve that relationship? 20:43 [to Belinda] If a relationship between a principal and the board of a school is completely unworkable, what should a tumuaki do? 22:21 [to Regan] What can a good relationship between a principal and a board mean for a school? 23:35 [to Regan] What was your vision for your kura when you first started, and how did you take the board along for the ride with you? 26:19 [to all] How can a board be involved in onboarding a principal?
Today we’re talking about the unique opportunities and challenges rural principals face leading a country school. My guests are: Andrew King, NZRASLA president, tumuaki of Oropi School - Bay of Plenty Pete Wilkinson, principal of Northern Southland College and Southland Secondary Schools Chair Erin Browne, tumuaki of Upokongaro School, Whanganui. 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: Differences between working in or being tumuaki of a rural school versus an urban centre The importance of rural schools in a rural community – they're the lifeblood of a rural community and school events are really important The importance of being visible and actively engaging with the community when you first start as tumuaki – the expectation is that you are visible and present at all community events Rural schools face some unique issues urban schools are unlikely to face, like costs and availability of contractors when things break, and the need to repair things yourself when no one else is available. The need to be a strong advocate for your ākonga when it comes to getting learning and behaviour support, and to think creatively around resourcing because the isolation of the school may make it challenging to find someone to work 2 hours a day when they have to drive 50 kms to get there. A big challenge is that the roll drives operational funding and staffing, and this creates challenges. There are some great things about being a rural school principal, including the connection with the community, the fresh air and beauty of locations, and the ability to tailor the curriculum to suit the location and the children. It’s important to connect with other rural principals for support and advice. The New Zealand Rural Schools Leadership Association (NZRSLA) can offer professional learning and development support by principals for principals. Becoming a rural school principal gives you a great grounding for moving to a bigger school because you understand every intricacy of a school's operation. 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 Additional information New Zealand Rural Schools Leadership Association (NZRSLA) https://www.nzrasla.ac.nz Questions 1:18 [to Andrew] Can you tell me what differences you might notice between working in or being tumuaki for a rural school as opposed to a school in an urban centre? 01:59 [to Pete] Tell me how a rural kura fits into a rural community and its importance in that community. 3:03 [to Andrew] How do you go about building relationships when you first start as a rural tumuaki? 3:51 [to Erin] Should relationships be the focus for new tumuaki when they first start, or are there other things that are important to get your head around first when you first start? 6:11 [to Erin] You've had some interesting experiences in your time as a rural tumuaki . Tell me about that. 7:47 [to Pete] Are there other unique issues that urban schools likely don’t have to face? 8:40 [to Erin and Andrew] What have been your biggest learning curves? 10:16 [to all] I imagine there are other other challenges that are faced by rural schools and their tumuaki, including things like resources and support for akonga that may be quite difficult to access. How do you make sure that rural kids get the support that they need around learning and behavior? 12:56 [to all] What other challenges do rural schools and their tumuaki face, and how can you deal with those challenges? 16:22 [to all] Can you tell me about some of the great things about being a rural principal? 19:17 [to all] Is one of the benefits of being rural school tumuaki being able to tailor the curriculum to suit the rural lifestyle and rural kids? 20:18 [to Andrew] Can you me about the support that the New Zealand Rural Schools Leadership Association (NZRSLA) provides for rural principals and how they can connect with each other and with the association? 21:36 [to all] How important is it for rural principals to have support from their peers who are sharing, you know, similar experience as them? 22:11 [to Pete and Erin] How do you connect with other tumuaki in your areas or other rural tumuaki? 23:13 Is there anything that you'd like to add that we haven't already covered?
In this episode, we continue the conversation about building relationships with iwi, hapū and mana whenua, discussing common mistakes and how to avoid them, the importance of growing your knowledge of te ao Māori and Te Tiriti o Waitangi, and what good relationships with mana whenua can mean for a kura. My guests are: Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of Education Melanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga. Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu. 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 importance of understanding Te Titiri and what happened in the past Level of te reo needed – bare minimum is making sure all of your kaiako and kaimahi can pronounce the school name and kids’ names correctly Common mistakes tumuaki make when engaging with mana whenua: Expecting iwi to give without reciprocation – relationships need to work both ways Expecting iwi to work the way you do – they work very differently Overestimating the capacity of marae and iwi – it might not be what you think it is Not renumerating iwi expertise appropriately or at all – if you compensate other experts for coming to your school, compensate iwi too Not inviting local iwi to important events at the school – make sure you, as tumuaki, go down to the marae and invite them in person Not communicating properly with iwi – send them your pānui and ask if they want to contribute to those newsletters Not including iwi in important decisions for the kura – they want more than to do the blessing for the building when it opens, they want to be involved in the design and the flora and fauna too Think about how you make the relationship reciprocal. Robin offered hapu the use of school workshops to build a new wharenui, or if there’s a tangi, offer the use of the school’s kitchen. Think about how the school’s resources can be used to support the whānau. If you have their back, they’ll have yours. Remember you don’t just enrol a child, you enrol their whole whānau and their tūpuna. To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link]. Additional information Te Wānanga o Aotearoa https://www.twoa.ac.nz Pīnakitanga https://www.twoa.ac.nz/nga-akoranga-our-programmes/te-reo-maori-maori-language/te-pinakitanga-ki-te-reo-kairangi Tuakaka-teina relationships https://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship Te Ahu o te Reo https://www.education.govt.nz/our-work/overall-strategies-and-policies/te-ahu-o-te-reo-maori-fostering-education-in-te-reo-maori/ Questions 1:00 [to Robin] Is there a particular level of understanding of te ao Māori and Te Tiriti that tumuaki should have before they start trying to build a relationship? I mean, many of them will have a basic understanding, but do they need more than that? 2:58 [to Robin] Is there a certain level of reo that’s useful to have? 4:47 [to Melanie] What are some common mistakes people make when engaging with mana whenua? 11:20 [to Regan] How can tumuaki get rangatahi involved to make sure that relationship is meaningful and reciprocal and that it contributes to learning as well? 14:07 [to Melanie] What do solid relationships with iwi and hapu mean for a kura? 16:26 [to all] Is there anything that any of you want to add that we haven’t covered yet?
Fostering a relationship with mana whenua that’s built on good faith and partnership is an important part of school leadership in Aotearoa, but relationships take time when you build them from a foundation. In this episode we talk about ways to begin, build, and maintain relationships with local iwi and hapū. My guests this week are: Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of Education Melanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga. Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu. 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: Understanding that building trusting, genuine, and reciprocal relationships with mana whenua is both a moral and a legal obligation Why it’s important to find out what tangata whenua want from kura in their area Building good relationships with mana whenua is like building a friendship – you need to get to know each other The importance of learning who the hapū are at the marae, who runs those marae, the names and the whakapapa, the history and the cultural narrative of the area and how to find that out - this is really important to getting off on the right foot. Where to start if your kura doesn’t have an existing relationship/a good relationship with mana whenua Importance of budgeting to acknowledge the contribution that mana whenua make to your school. To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link]. Additional information Māori Achievement Collaborative https://www.mac.ac.nz Waitangi Tribunal website https://www.waitangitribunal.govt.nz Questions 2:30 [to Robin] Why is it important for kura and their tumuaki to build a relationship with mana whenua? 4:06 [to Robin] What are some of the things that mana whenua might want from a relationship with a kura. What might they want a kura to be doing? 6:28 [to Regan] As a Pakeha principal, how did you go about building connections when you first moved into the tumuaki role? 8:13 [to Regan] How did you bring your staff along for that journey? 8:41 [to Melanie] Melanie what does a good relationship between a tumuaki and mana whenua look like? 12:23 [to Melanie] How do you find information about your local iwi and hapu? 14:22 [to Robin] If the kura doesn't have an existing relationship, or a good relationship maybe with local iwi and hapū or whānau, where does a new tumuaki start? 16:51[to Regan] What should tumuaki should get their heads around before they start trying to build a relationship? 18:54 What should tumuaki keep in mind when asking mana whenua to help with things in a kura?
Forging partnerships with whānau can make a big difference to the outcomes for ākonga in your school. Today we’re talking about relationships with whānau, including the best ways to engage and connect with families and caregivers who are reluctant to get involved. My guests this week are: Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar School John Prestidge, principal of Motueka High School Ngahina Transom, tumuaki of Frimley School in Hastings Stephen Eames, principal of Raroa Normal Intermediate School in Wellington. 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: Partnering with whānau helps your ākonga to be successful at school, which is a common goal for you all. Showing you care is a great way to create trust. Remember that for some whānau, school may be a scary place where they themselves didn’t have good experiences – especially the principal’s office. Having people within your kura who can act as connectors (eg. attendance officers, other teachers) can work well, especially when you’re new to a school and haven’t had a chance to build your own relationships with families and caregivers. Some parents and caregivers may not be able to travel to school, so offering different ways to connect can work well, including for learning conversations – offer online options as well as in-person meetings. Sometimes something as simple as renaming an activity can turn it from something daunting into something fun, eg changing the name of ‘learning conferences’ to ‘learning celebrations’ Kai can be a good way to get people in a room together. Thinking of creative ways to attract people to the kura is great eg. offering entry into a draw for kai vouchers for people who come along to learning conferences. Remember that whānau have a lot going on outside of school, so taking the time to get to know a family and how you can support them to support their tamariki is important. Don’t make assumption about why someone isn’t engaging with the school. Use lots of communication channels to connect with whānau and caregivers. Different channels work for different people – emails, text, social media, school apps and portals, face-to-face, phone calls. Keep your messaging consistent across all channels so there’s no chance of confusion. Questions 1:11 [to Ngaire] how have you built your relationships with parents and caregivers? 3:37 [to all] How do you approach relationships with families that are more difficult to make time with? 11:08 [to all] Which communication channels have you found to be most effective? 16:27 [to all] What advice would you give to new tumuaki about engaging with whānau and community?
Being a tumuaki is all about relationships, and good relationships with whānau, the school community and the wider community are essential. Today, we’re talking about ways to connect, build and maintain relationships with your school and wider community. My guests are: Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar School John Prestidge, principal of Motueka High School Ngahina Transom, tumuaki of Frimley School in Hastings Stephen Eames, principal of Raroa Normal Intermediate School in Wellington. 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: Importance of being yourself, of being authentic whenever you’re engaging with your community so you can build a genuine connection. Let whānau know you care about their tamariki by sharing your values, passion and hopes for their kids with them. Importance of taking the time to get to know students, staff and families/caregivers when you first start, remembering that the first impression a family will get of you will come from their kids. Learning who your key stakeholders are and taking the time to get to know them, even if you get sick of drinking cups of tea and coffee. If you’re building a relationship with iwi, understand that this is an important relationship and that it takes time. And if you’re looking for contacts in that iwi, look in your own kura - your whānau are iwi, your whānau are your voice, your whānau are your activators of your school and your community [note: building relationships with mana whenua will be covered in a future episode]. Role model and live the values of your kura – they’re not just words on a website – to help bring your community along. Good relationships with your community can bring those values to life, creating a shared vision and trust and belief that what you’re doing is going to be good. It helps enable transformation to continue and evolve. Deficit theorising – you can always find problems, but with community buy-in you can solve them too. Look for opportunities to connect to help you learn who the key parties are in your community. You don’t need to figure it all out right away – you can form relationships by asking questions about to talk to about what. Questions 5:05 [to Ngaire] How important are relationships with whānau, school community and the wider community when you're tumuaki? 8:01 [to John] When you first started in the tumuaki role in a new kura, what steps did you take to build those relationships with the families in your school, and with the community? 11:26 [to Ngahina] How do you approach relationship-building? 14:09 [to Ngahina] What can good relationships with your community enable for your kura? 16:35 [to all] How do you establish who key stakeholders are when you first start in a school?
Being a tumuaki is a big job, and it can feel overwhelming and more than a little lonely at the top - but you’re not alone. Today, we’re talking about support available to new principals, and networks you can tap into for advice. My guests this week are: Saane Faaofo Oldehaver, currently seconded to the Ministry of Education for one year as leadership advisor Pasifika from her tumuaki role at Auckland’s Weymouth Primary School. Daniel Wilson, leadership advisor for Nelson Marlborough West Coast, on secondment from Nayland College in Nelson. Sandy Hastings, leadership advisor for Canterbury Chatham Islands area from her role as principal at Beckenham Te Kura o Pūroto in Christchurch. Patrick Ikiua, national director for professional practice with Te Whakarōputanga Kaitiaki Kura o Aotearoa, the New Zealand School Boards Association (previously NZSTA). 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: Importance of developing partnership and networks of support Connecting with kahui ako and other learning and development groups When a principal should seek advice and/or support, and the importance of connection with others Advice and support provided by the NZSBA, and the importance of contacting them early on if there is an issue What leadership advisors can help you with Support offered by the New Zealand Pasifika Principals Association Other regional and national principals’ associations and what they can help you with Legal schemes you can join The importance of making connections to avoid loneliness and isolation Support the Ministry of Education provides Leadership advisors Education advisors Manager of integrated services Learning support team Financial advisors Traumatic incidents team Property managers Curriculum advisors NCEA advisors First time principals programme NZSBA principals onboarding programme for school boards Additional information: Kāhui Ako https://www.education.govt.nz/communities-of-learning/ NZSBA https://www.tewhakaroputanga.org.nz/advice-and-support/ Legal schemes you can join NZPF https://nzpf.ac.nz/legal-resources-and-support/ SPANZ https://www.spanz.school.nz/legal-about-benefits NZ Pasifika Principals Association https://nzppa.com Te Akatea Maori Principals Association https://www.teakatea.co.nz New Zealand Principals’ Federation https://nzpf.ac.nz Traumatic incident team - call 0800 848 326 Other education sector contacts https://www.education.govt.nz/school/new-zealands-network-of-schools/about/school-network-contacts/ Ministry of Education contacts https://www.education.govt.nz/our-work/our-role-and-our-people/contact-us/ First time Principals Programme https://www.evaluate.co.nz/support-for-leaders/support-for-principals/leadership-advisor-support-for-beginning-principals Questions: 1:38 [to Saane] Why is it important for a tumuaki to develop partnerships and networks of support, especially when they first start in the role? 2:56 [to Sandy] When should a principal seek advice or support? 5:40 [to Patrick] Can you tell me a little bit about the NZSBA please and what it does, and the name changes that's been through in the last little while? 6:54 [to Patrick] Can you talk me through the kinds of issues that NZSBA can help with? 8:27 [to Patrick] Why is it important to contact the NZSBA in the first instance? 9:36 [to Daniel] Can you tell me a little bit about what leadership advisors do please, and what they can offer to new tumuaki? 11:11 [to Saane] Can you please tell me a bit about the support NZPPA provides Pasifika principals? 12:50 [to Sandy] There are a number of other national and regional principals associations that also provide support, including Te Akatea as well. Sandy, you were president of the Canterbury Primary Principals Association, what kinds of things did you do in that role? 15:03 [to all] Thinking back to when you were starting as new tumuaki, what difference did it make to you knowing that you had people you could call on if you did have concerns? 19:07 [to Sandy] What other support does the Ministry of Education provide to new tumuaki? 19:51 [to Sandy] What do education advisors do?
Today we’re talking about the process of transition into the tumuaki role, and the challenges that come with becoming principal. My guests this week are: Tom Paekau, who moved into the role of tumuaki at Merivale School in Tauranga from a previous principal role at Te Puke’s Rangiuru School Nita Pond, who moved into the role of tumuaki at Whanganui Girls College after assistant principal and deputy principal roles at the 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: Pathways into the tumuaki role Transition into principal role from senior leadership Going into a school new to you as principal Impressions of what tumuaki role would be like versus the reality Tips for making a successful transition into the role Importance of involving the school board in any change, and of bringing staff along on the journey Importance of building relationships Importance of getting to know the school – strategic plan, finances, processes Mistakes new tumuaki can make Episode themes: 1:05 [to Nita] Tell me about your journey into the tumuaki role. 1:33 [to Nita] What made you want to become tumuaki? 2:06 [to Nita] Tell me about your transition into the tumuaki role. What went well and what did you find challenging? 3:21 [to Nita] Were there any challenges that came from moving from peer to boss? 4:01 [to Tom] You've come in as tumuaki to a school new to you a couple of times. Can you please tell me a bit about your previous roles? 4:55 [to Tom] What was it like the first time you became principal in a new school, at Rangiuru? 6:10 [to Tom] Looking back on that first role as tumuaki in a school that you had no prior knowledge of, is there anything you would have done differently? 7:30 [to Tom] When you stepped into the role at Merivale School, was your experience different, because you now had some experience under your belt as tumuaki? 9:37 [to Nita] What do you think was the magic ingredient for a successful transition into the principal role? 11:05 [to Tom] How did you handle changes you made at the school with the staff? Did you bring them along for the ride, or how did you how did you navigate that? 12:45 [to Tom] What do you think new tumuaki going into a school that's new to them should focus on? 16:05 What do you think are the biggest mistakes new tumuaki make? 18:00 What advice would you offer to new principals? 20:09 What do you enjoy most about being tumuaki?
Today we’re talking about the law as it applies to schools and to the principal role. While you don't need to be a lawyer to be a principal, you do need to understand how legislation, natural justice and judge-made law affect your role. We talk through relevant legislation, powers you do and don’t have under law, managing legal risk, give tips for avoiding legal fishhooks, and let you know where to go for advice on actual or potential legal issues. My guests this week are: Gretchen Stone, partner at law firm Harrison Stone with significant expertise and practical experience in the legal issues that schools and school leaders face in New Zealand. Patrick Walsh, MNZM, tumuaki of Sacred Heart College in Auckland, former president of the Secondary Principals Association of New Zealand and the Australia New Zealand Education Law Association, foundation member of the New Zealand Teachers Council and current member of the Disciplinary Tribunal of the Education Council, former chair of the New Zealand Law Society Seminars on Education Law. 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: Importance of understanding legislation as it applies to schools and to the tumuaki role Legislation principals should understand, including the Employment Relations Act, Privacy Act, Bill of Rights Act, Health and Safety at Work Act, Education and Training Act Powers principals do and don’t have under legislation, including in relation to suspensions Responsibilities of principals under law Relevant sections of legislation to get your head around Managing legal risk Ensuring you have a good complaints policy to help manage issues Things that can trip tumuaki up and how they can be avoided, including the dangers of zero tolerance policies Where to go for advice. To learn more about this topic, see Section 1 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link]. Additional information: New Zealand School Boards Association (formerly New Zealand School Trustees Association, NZSTA) https://www.tewhakaroputanga.org.nz/advice-and-support/ Dealing with complaints https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Dealing-with-complaints Education and the law https://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law Basic principals of law for school leaders https://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law/Basic-principles-of-law Education and Training Act 2020 https://www.education.govt.nz/our-work/legislation/education-and-training-act-2020/ Legislation https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS170676.html Health and Safety at Work Act 2015 https://www.education.govt.nz/school/health-safety-and-wellbeing/ Legislation https://www.legislation.govt.nz/act/public/2015/0070/latest/DLM5976660.html Employment https://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law/Employment Employment Relations Act 2000 https://www.educationalleaders.govt.nz/Problem-solving/Education-and-the-law/Employment/Employment-relations Legislation https://www.legislation.govt.nz/act/public/2000/0024/latest/DLM58317.html Privacy Act 2020 https://www.education.govt.nz/school/managing-and-supporting-students/sharing-information/ Privacy Act 2020: Resources for schools https://www.education.govt.nz/school/managing-and-supporting-students/sharing-information/privacy-act-2020-resources-for-schools-and-early-learning-services/ Stand-downs, suspensions, exclusions and expulsions guidelines – Part 1 https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines/ Guidelines Part 1: Legal options and duties PDF https://assets.education.govt.nz/public/Documents/School/Managing-and-supporting-students/Stand-downs-suspensions-exclusions-and-expulsions-guidelines/17-5-18-SuspensionLegalGuideWEB-1.pdf Stand-downs, suspensions, exclusions and expulsions guidelines – Part 2 https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines-part-2/section-3-actions-of-last-resort/managing-complaints/ Guidelines Part 2: Good practice https://assets.education.govt.nz/public/Documents/School/Managing-and-supporting-students/Stand-downs-suspensions-exclusions-and-expulsions-guidelines/17-5-18-SuspensionGoodPracticeWEB-2.pdf M&R vs Palmerston North Boys’ High School decision https://www.ombudsman.parliament.nz/resources/school-board-trustee-and-principal-failed-follow-disciplinary-process-contrary-law Questions: 1:52 How important is it that new principals understand the legislation that applies to schools and to the principal role when they're first starting out? 2:59 Which legislation is particularly important for new tumuaki to get their heads around? 4:52 What powers do tumuaki have under the Education and Training Act? 6:35 What powers don’t tumuaki have? 7:08 What are the responsibilities of principals under law? 8:28 Are there particular sections that are important to look for in legislation? 9:27 What can new principals do to manage legal risk? 11:39 What can principals do to minimise legal risk? 13:28 What are the pitfalls, the fishhooks that can trip new tumuaki up, and how can they avoid them? 16:38 Where should principals go for advice on legal matters? 19:44 Any advice you would like to share with new tumuaki?
Welcome to The Principals, a podcast series for new school principals in Aotearoa New Zealand. This week, we’re talking about the basics of the tumuaki role – how it differs from other senior leadership roles in a school, your new responsibilities as principal, and how the role changes depending on the kura itself. My guests this week are: Leanne Otene, president of the New Zealand Principals’ Federation, on secondment from her role as principal at Manaia View School in Whangarei Vaughan Couillault, Secondary Principals’ Association of New Zealand president and tumuaki of Papatoetoe High School in Auckland Bruce Jepsen, manukura of Te Akatea Maori Principals’ Association and tumuaki of Te Akau Ki Papamoa Primary School in Tauranga Andrew King, president of the New Zealand Rural and Area Schools Leadership Association and principal of Oropi School in the Bay of Plenty. 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. Show notes Episode themes: Overview of tumuaki role, and different hats principals wear Differences between other roles in a school and tumuaki role How assumptions about how the tumuaki role changed once our guests became principals How the context of a school changes the nature of the role What new tumuaki should focus on when they first start Advice for new principals, from those who’ve been there before. To learn more about this topic, see Section 1 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link]. Guest information: Leanne Otene, president of the New Zealand Principals’ Federation, on secondment from her role as principal at Manaia View School in Whangarei New Zealand Principals’ Federation https://nzpf.ac.nz Vaughan Couillault, Secondary Principals’ Association of New Zealand president and tumuaki of Papatoetoe High School in Auckland Secondary Principals’ Association of New Zealand https://www.spanz.school.nz SPANZ FAQs https://www.spanz.school.nz/general-faq Bruce Jepsen, manukura of Te Akatea Maori Principals’ Association and tumuaki of Te Akau Ki Papamoa Primary School in Tauranga Te Akatea Maori Principals’ Association https://www.teakatea.co.nz Huia Kaimanawa https://www.teakatea.co.nz/huia-kaimanawa/about-huia-kaimanawa Andrew King, president of the New Zealand Rural and Area Schools Leadership Association and principal of Oropi School in the Bay of Plenty. NZRASLA https://www.nzrasla.ac.nz Principals’ toolkit https://www.nzrasla.ac.nz/15/pages/11-nzei-principals-toolkit Questions: 2:19 [to Andrew] How much of a jump was it moving from a team leader role into the role of tumuaki? 3:02 [to Bruce] When you first started as tumuaki what did you think the role would be, and how different was it than what you first thought? 4:17 [to Leanne] Thinking back to when you first started, did you have assumptions about the role and what it would be like? 5:39 [to Vaughn] You’d had some senior leadership roles in some pretty big schools before you became tumuaki. How does the tumuaki role differ from those other senior management roles, in your experience? 6:59 [to Andrew] So you all wear so many hats as principals, and I imagine that the hats that you wear can be different from day to day. What kinds of issues you could be dealing with in a in a typical week, if there is such a thing? 7:58 [to Vaughan] When we spoke previously you mentioned things like drainage issues on the property, you know things that I would never think that a principal would have to deal with 8:44 [to Bruce and Leanne] You agree that it's a CEO role, but it's way more than that? 10:00 [to Bruce] Do you think there’a a way to prepare yourself for these things that you don't know you don't know until you realize you don't know them. 11:09 [to all] How does the context of a school change the principal role? 14:04 [to all] Do you think relationship building is the most important thing for a tumuaki to focus on when they first start in the role? 18:10 [to all] If you could give any advice to incoming tumuaki one piece of advice, what would it be? 19:40 [to all] What is your favourite thing about being tumuaki? 21:50 [to all] Anything to add before we wrap up?