Following my recent post on charter schools and the Canterbury education restructure I received an email from Alwyn Poole, principal of the private Mt Hobson Middle School, disagreeing with my assessment. The ensuing discussion was good, so I’ve posted it here with Alwyn’s agreement. (Below the fold).
Tag Archives: Anne Tolley
You can’t mess with the messers
[Note: Idiot/Savant stole my initial title for this post — word for word! — forcing me to get more creative. The definitive version is here. Not sure about the video, though.]
Education minister Anne Tolley has tacitly threatened to go nuclear on primary principals who refuse to comply with National Standards directives, or who speak out against them. In a speech to the Principals’ Federation conference in Queenstown today, she said:
Itâ€™s much quicker [contacting me with concerns] and you will get results, rather than going to the media and making threats, which is just politicking, and achieves little.
And while weâ€™re on that subject, you are pretty unique among public servants who can speak freely in the media. May I remind you that I made representations to make sure that continues.
However â€“ no public servants have ever been granted the privilege of picking and choosing which Government laws they choose to administer. Lawyers, accountants and all the other professionals working in Ministries can offer opinions. But itâ€™s the Government that makes policy decisions.
Now, there’s an implication here that the minister might retract her “representations” to make sure that the rights of teachers to speak freely are preserved, but there’s nothing to this. Any move to constrain teachers’ views or their expression would immediately draw furious and justified denunciations of the government for politicising and propagandising the education system, such as no liberal political movement could withstand.
In the final analysis she’s 100% correct about the government setting policy and the sector implementing it. By way of remedy, the ministry can take over the running of a school which fails to implement education policies adequately, and Trevor Mallard suggests the ERO has already started heavying truculent schools to set an example to others.
But it is an empty threat. For one thing, you can’t play the bossy schoolmarm with schoolteachers and principals — they wrote the book on it, and know all the tricks of the game, having put up with them from students for their entire professional lives. Not to mention that, as career educators they have far more invested in the quality of their education system than a minister who’s only been in the job two years and could be gone in the next cabinet reshuffle.
More crucially, though, the minister is up against old-fashioned collective action: a heavily unionised workforce which knows it is indispensable and irreplaceable. So what happens if it’s not just one school? What happens if it’s a dozen, or a hundred, or almost all the primary schools in the greater Auckland area, or the schools of two National heartland electorate regions at either end of the country, or as much as 94% of the sector overall?
Later in the speech, Tolley said:
Iâ€™ll say it again â€“ we are going to get this right, for the students, and for their parents.
But when push comes to shove, National Standards simply cannot be implemented by fiat. Teachers, directed by principals, are those who must undertake the implementation of the policy. While I cite them reluctantly because I don’t entirely agree, it’s somewhat like what the Randians are saying about Obama’s response to the BP oil spill: no amount of threat or bluster can provide any additional incentive to progress a cleanup whose failure or undue delay will spell a certain end to the company. No matter how you slice it, there are not enough Ministry of Education staff members, non-unionised part-time relievers or teachers who are happy with National Standards as proposed to do the complex and important work of assessing all the students who need to be assessed; cataloguing, moderating and communicating those assessments to parents and the ministry in a coherent manner. This is ignoring the fact that you can’t simply parachute a compliant teacher or apparatchik into an unfamiliar classroom and have them do it with any legitimacy. The teachers who stand up in front of that class of kids day-in and day-out are the only ones who can properly assess them, and they know it.
The sector also knows it’s in the right. Educators’ opposition to National Standards is neither ideological nor capricious, and they have have consistently levelled principled and pragmatic arguments against only the proposed implementation of the policy, backed by the best local and international experts in the field. They support assessment standards in principle, and have repeatedly suggested reasonable alternatives to the proposed implementation. The problem isn’t with their willingness to work with the minister; it’s that the minister isn’t interested in working with the sector.
So ultimately one of two things will happen: one side or the other will compromise sufficiently for the issue to progress, or the minister will be faced either with backing down in abject failure or sacking a significant proportion of the education workforce, with the consequent failure of the policy by default, not to mention a massive outcry from parents who’re forced to take time off work because their kids can’t go to school (and from their bosses, and bank managers, and almost everyone else). There’s no better way to bring the country to its knees.
Tangentially, this situation illustrates a branding risk I’ve been meaning to post on for a while: if you name a policy initiative after your party or some other core bit of your identity, you had better be damned sure you can get it through to full implementation without a hitch, lest its failure tarnish your good brand. Quite apart from any concerns with the policy, his National government has failed to do so with its National Standards. Not only is the policy programme and its attempted implementation against the wishes of the only people who can implement it a catastrophic mistake, but its naming looks like a spectacular failure as well. If it’s not pulled out of the fire soon, in future, all National’s political enemies will have to do to score a point is recount some of the more embarrassing events of this episode and say “these are National’s Standards”. It’s already happening — I’ve seen that very sentence used at Red Alert, for instance, regarding something unrelated to education reform. Instant conversion of a wonkish policy criticism to a gut-level identity observation which will resonate with the folk who just wanted their kids to go to school, those who wanted nothing more than to teach them as best they could, and ultimately the kids themselves. For this reason, my instinct is that the long-term damage to National’s brand and electability on this matter will become too high a price to pay for the perceived win over the sector, and those with a more strategic view of National’s situation will require that the wound be cauterised. Although it’s a backdown, over the long term this will be good for the party. More importantly, it will be good for the country.
Incoherence about national education standards
There’s incoherence in the government’s rollout of the new national educational standards regime which goes beyond the unreasonable use of statistics I noted yesterday, and it’s illustrated most crisply in the differing approaches taken to mainstream schools and kura kaupapa MÄori. Simply put, standards are being implemented on a trial basis (audio link) in KKM, and without a trial process in mainstream schools. The problem is not about a lack of background: Anne Tolley made this clear last year in response to a Parliamentary question from Te Ururoa Flavell, saying that there existed “a significantly robust research basis from which to develop national standards in kura kaupapa MÄori.”
The mainstream education sector — without whose buy-in any such implementation will certainly fail — are understandably furious since their main problem with national standards has not been one of principle so much as a lack of confidence in the details of any regime’s implementation and an understandable desire to have input into a system which will fundamentally change the nature of their work. A substantial part of the reason they are suspicious is because National spent its nine (long) years in opposition taking every possible opportunity to deride the education sector as Labour toadies and teachers as walk-sock-and-cardigan-wearing fat-bottomed do-nothings, and as NZ Principal’s Federation president Ernie Buutveld says in the interview above, the sector’s suspicions have been confirmed: national standards is less about measuring students and more about measuring teachers, with a punitive view to demonising them in the eyes of parents. This is the political motive: driving parents to vote for National rather than for Labour. I suppose the reasoning goes something like, if teachers are well-respected and regarded and generally vote Labour, Labour will be similarly well-respected and regarded amongst parents. Or something like that.
The problem with measuring teachers on the performance of their students, however, (and I speak as a former teacher), is the same as the problem of judging a football team by its fans. A team doesn’t choose its fans, and schools or teachers don’t choose their students. There is only a certain extent to which a given teacher, however inspired or well-meaning, can influence the social, cultural, economic, health and other factors which feed into educational success; even more so when there exists a strictly results-focused teaching culture, rather than an improvement and engagement-focused culture, as there certainly will once standards are bedded in.
This is not to say that KKM should be denied their national standards trial process. But that is what National should be saying, in order to be consistent. Because the stated reason a similar trial has been repeatedly denied the mainstream education sector is urgency — the sense that we must move swiftly and make the changes so that not one more child will be left behind. This sort of incoherence in policy and rhetoric (or, as it is in this case, between policy and rhetoric) always yields flaws which can and should be exploited, and here’s the flaw in this. One of the two following statements is necessarily true:
- The Government’s justification for rolling out national standards in mainstream schools without a trial period (urgency) is false and misleading, and accordingly the government’s motives in rolling out the trial period are different to their stated motives; or
- The Government doesn’t care about kura kaupapa MÄori students or schools, and doesn’t consider their educational standards a matter of urgency or substantial importance.
So, Anne Tolley and John Key, which is it?
Update: Sage wisdom on this topic from Gordon Campbell.
Keeping the weak ill-educated, isolated and unskilled
Adult Community Education serves two key purposes: reducing poverty and building strong skilled adults active within their communities. The National government is drastically cutting it, consigning people to lives trapped in poverty and weakening communities.Â
The cuts are both deep and vicious, school ACE funding is being cut by 80% from 2010, tertiary ACE funding from 2011, and inflation indexing goes from both, and the funding to help providers develop community education vanished overnight.
National has been banging on about “moroccan cooking courses” and describing them as “hobby courses”, but the reality is very different. Firstly a quick look at any ACE provider will show a very different picture of courses from the one Anne Tolley would like to paint. My local school provider, for instance, is teaching first aid, assertiveness, anger management, effective communication, and how to teach adults â€“ all valuable, all losing funding in 2010.
Secondly, hands on life skills courses are an effective bridge back into education. Within my extended family and network of friends I can think of several people who’ve taken a first easy step back into education through a “hobby” course, found that they could succeed in education and taken another course, and blossomed from there. A concrete example: bike maintenance -> communication skills -> effective writing -> interview preparation -> a brand new job and career. By removing the bridging courses National are consigning a whole raft of people to on-going poverty and no access to education.
Thirdly, we suffer from relatively weak communities in New Zealand: individuals are isolated, people want to help others but don’t know how, community organisations are underfunded, under resourced and lack structural skills. Community Education has been one of the more effective mechanisms for addressing this, not only do they build relationships and create community facilities and meeting places, but they also teach the skills that effective community organisations need.
Anne Tolley, by butchering the Community Education sector, has acted both to keep the weak ill-educated, isolated and unskilled, and to undermine the community organisations that try to help them.