We are being betrayed by the PPTA

Dear reader

History repeats itself.

Tomorrow’s Schools were about primary schools; secondary schools were left virtually untouched.

The current PPTA leader says: We have to look after our members; follow the members’ wishes. But I think dear leader they are being hurried along by your wishes.

What the leader doesn’t say, but is implied: ‘And to hell with the consequences for primary schools.’

You are trying to pull a fast one.

The PPTA is working collaboratively with the ministry to fast-track the policy.

Apparently, secondary school teachers as parents or grandparents have no concern for the welfare of their children at primary school; no morality beyond their pay packet; no loyalty to the social fabric of their country.

In primary schools we are one step away from the slippery slope of the worst excesses of American education, but from PPTA – we’re all right Jack.

Angela, if you want a better career path for secondary teachers, bloody well achieve it on your own account, not at the expense of primary school children and their teachers.

The PPTA is working desperately hard to establish clusters and the new roles. It knows the new roles will do very little to improve secondary education – but it is the money, you see.

The PPTA’s communications to its members are pathetic – biased, narrow, Ayn Rand.

The concern for PPTA is that primary opposition to the clusters will become public – hence the ministry’s determined efforts to keep stalling NZPF’s decision making.

The ministry, of course, couldn’t care less about secondary schools and clusters, its overwhelming concern is to corral primary schools to shut them up and progressively privatise them.

Picking off one group of people, at the expense of another, is classic behaviour of authoritarian governments.

Can I mention children, PPTA?

The following is a letter I received yesterday in response to my posting about the cluster policy:

‘Each term we have what we call a liaison meeting, which includes our school Management Team, reps from Special Ed, RTLB, CYFs and a Hospital Social Worker.  We compile a list of our kids who are at risk for learning, behaviour, social, emotional, medical issues.  We look at who we can try and get on help to support them and so on …  Before we had our last meeting I had a quick tally up and it showed the number on the list was 40% of our roll.  All of these children face complex issues, difficulties learning, dysfunctional homes, violence, and sexual abuse to name a few.  Pastoral care is a huge part of our school’s culture.  To teach here is not for the faint hearted and I am so proud of what our teachers do over and above their daily curriculum delivery to improve the lot of many of our young charges.’

Primary schools need money to attend to these matters; close up stuff – they don’t need a managerialist organisational change, a new layer of bureaucracy, and a huge diversion of time and resources to the stupid games PPTA careerists and bureaucrats play.

They don’t need to be sat on by some government appointed local representative.

Primary schools are being kicked around by ideologues, bureaucrats, and a government with far right agenda, much of it hidden, and now the PPTA has joined in.

Primary school teachers and principals of New Zealand unite.

Unite against an authoritarian set of policies that will harm children – and for a set of policies developed by you that actually works for children.

We must unite now or be smashed.

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One Response to We are being betrayed by the PPTA

  1. Caroline W says:

    I’m right behind you. This $359mil MoE seem to have, to pay Principals, expert and lead teachers will NOT trickle back down to the students by improved learning experiences in my opinion. This money needs to be put straight in at the ground level going towards: teacher aides who are trained in remedial teaching programmes, who understand the specific learning needs of students, have non-contact time built into their week for planning and are remunerated appropriately and support services. I am a trained teacher and had the opportunity to support the literacy needs of a few funded students and was given non-contact time to research and create valuable learning experiences for them. This sort of professional work alongside the classroom teacher could also be filled by teachers wishing to reduce their hours or who would like a mixture of class responsibility and support work. This might be a way to stop burn-out.
    It was a shame that Angela Roberts allowed herself to be quoted on her initial response to this extra pay idea of the Nats before she had time to consult and reflect on the implications of such a plan. Leaving the PPTA to nut out the details of it is a great way to keep the PPTA distracted whilst they whip away our right to breaks and lunch breaks and other things we rely on for our sanity.
    I am in a Decile 1 secondary school and like the writer, our staff spend a lot of time supporting and encouraging the students to get into a mental and physical state so they are learning ready.
    I also feel that we need to get Adult classes back in so that we can support our community to improve their collective knowledge and skills that go way beyond literacy and numeracy help.
    The College and our feeder schools are looking at ways to work together to share and improve our practice for the benefit all our community’s tamariki.

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