Education – Teaching’s ebb and flow

It’s an interesting time to sit down and write about schooling. I don’t think there’s been a day this year when I haven’t either read about, or been asked for my opinion on, “what’s changing in education?” I always find it hard to give a clear answer because the answer is, well, everything and nothing.

Here at Snells Beach School, like all kura, we’re kicking off Term 4 with a mixture of anticipation as end-of-year testing and reporting loom, relief as the unsettled weather lifts, and excitement as our end-of-year events come into focus. It’s a time for reflection as our senior students enjoy their last term with us, celebration of the year that has been, and preparation for the year ahead. The school year has a natural ebb and flow – and the routine of knowing what happens, and when, helps whānau prepare their tamariki for what’s ahead. Some things don’t change.

That’s what schools do. They put energy and focus into students. They run programmes to deliver the curriculum and support needs, whether learning, social or behavioural. Staff build relationships and get to know their communities so they can better understand what’s needed to provide the best schooling experience. What suits one community doesn’t suit all – knowing your context is central to school leadership.

The change that is constant comes from the “top down,” from our Minister and ultimately the Government. In recent times, the change has been significant – much of it needed, some of it “sounding more helpful than it is” and some things seemingly out of the blue. We can only hope that the legislated changes provide long-term consistency and positive outcomes for both teachers and students.

So what’s changing in education? Some guidelines/curriculums and tools for curriculum delivery/assessment, and the way some funding is directed. What won’t be changing? Teachers and school staff who care about providing the best possible schooling experiences and outcomes for kids.

What further changes do we hope for? Access to expert help to facilitate accurate diagnosis and learning support so that all students can succeed in their local schools (currently, many of our local schools are reliant on community organisations like the amazing Rodney Health Trust to fund and support diagnosis). Access to enough support in schools to stop the growing problem of teacher burnout. Access to enough appropriate, dry and, ultimately, safe teaching spaces.

In the meantime, policies will change, guidelines will shift and ministers will have new ideas (probably by next week). But at the end of the day, schooling still comes down to the people in the classroom – teachers who care, students who show up and whanau who cheer them on. Everything else is just paperwork … and maybe a few extra meetings we never asked for.

Here’s wishing all kura, staff, and students (especially those sitting exams shortly) a successful Term 4.