Teacher super roles the death knell of good primary schools
New teacher super roles the death knell of good primary schools
Opinion: Martin Thrupp
In the new teacher and principal roles announced this week, the Key Government is reinforcing its education policy direction through a new mode of control, a new financial incentive to those who will promulgate its messages and through divide and rule of an ‘un-cooperative’ teaching force. The new roles will have different impacts in primary and secondary schools but it is in primary schools where they will be particularly horrendous. This is because of the small size and organisation of primary schools and because these schools will now face greater pressure to embrace unwanted and damaging reforms in this area such as the National Standards.
There are to be four new roles. There are ‘lead teachers’ (10% of teachers paid an extra $10,000 a year), ‘expert teachers’ (2% of teachers paid an extra $20,000 per year) and ‘executive principals’ (about 250 of them paid an extra $40,000 per year).
These are all ‘super’ roles in the sense that those who take them up will be required to work across other schools as well as their own, indeed the executive principals and expert teachers will only be back in their own schools three days a week. It seems to be the plan that there will be enough of these new roles to cover the system as a whole. For instance if 250 executive principals are supervising around ten schools each, this would cover the approximately 2500 schools in New Zealand.
The fourth category is the ‘change principals’ one. These are to be in a full-time role (about 20 of them paid an extra $50,000 per year). This is a ‘super’ role in a different sense, paid more to apply to be principal of a troubled school but ‘super’ in the sense of being expected to turn that school around quickly.
The new super roles are clever politics because
they have been presented as a new investment in the sector.
This line has been swallowed by most commentators
and even by some of the teacher organisations, at least initially. For instance well-known political commentator Bryce Edwards described it as ‘National's super-smart step to the left’. But no one should imagine the latest reform represents the leopard changing its spots. It is not a move to the left because the politics of the super roles are managerial rather than redistributive.
None of the $359 million to be spent over the next four years around the new roles will go into new resources for schools such as extra teachers or teacher aides or even into general programmes of quality professional development for existing teachers and principals where it could have done great good. Instead the money will mainly go towards lining the pockets of those teachers and principals who are willing to be selected for and prepared for the new super roles and then willing to take them up.
Within the sector, Principals' Federation President Phil Harding welcomed the proposals as enhancing ‘collaboration between schools’. But the problem is that the new collaborative arrangements between schools will certainly be intended to be of a required ‘on-message’ kind rather than more organic and genuine. The brief for the super roles are likely to require close adherence to Government perspectives, policies and targets and this is what those in the super-roles will then be driving into the classrooms and schools of those allocated to work with them. The new roles would be less of a problem if current education policies were more favourable. But the practices that those in the super roles will have to insist on will continue to be deeply flawed in both educational and social justice terms.
For those working under executive principals or expert teachers it may become something like having an ERO reviewer popping into the school on a regular basis and insisting on adherence to government policy rather than every few years as they tend to now. In fact under these reforms ERO might as well be disbanded: the people in the super roles will effectively be doing much of their work apart from the reporting to the public.
The relationships between school staff will become much less cohesive and trusting as the new roles are developed amidst resentment from colleagues. This resentment will be about problems such as who gets the roles, who seems to be hardly involved in the school these days, and who is intruding on successful practice in a particular setting. Ironically, the day before the release of the policy I was telling a teacher conference in Wellington how important collaborative staff relations had been to the six primary schools I have been studying over the last three years (the RAINS project).
The super roles proposal is also remarkably naïve about the impact of the different contexts and historical trajectories of schools. It is not that a skilled and knowledgeable teacher or principal couldn’t go into another school or classroom and help, but to get it right this involvement would need to be in the spirit that there would be much to learn and of needing to be slow to comment or judge because schools and classrooms are so different and the differences need to be properly understood in order to provide good advice. This is not at all the model anticipated by the new super roles.
So what will happen now? The new super roles represent
deeply cynical politics because well-meaning teachers and
principals committed to public education are
going to be bribed to undo it and they will often feel no option but to take up the offer.
Apart from the extra salary, the new super roles will become the markers of career progression, whether one takes up such a role or is looking for a job reference from the super role person to whom they are reporting. Even highly ethical teachers and principals may feel under pressure to take up executive, expert and lead positions on the grounds that if they don’t, unknown (and/or possibly unrespected) others certainly will. Better to take up the role than be working under someone else where you and the children in your care might no longer be as safe.
Actually, teachers and principals who want the best for the children will be damned if they do and damned if they don’t. My advice is not to be first cab off the rank and to be very clear about what the super roles will involve before expressing any enthusiasm and signing up. In the meantime the teacher organisations have a lot of work to do to mediate the worst effects of yet another bad education policy from this Government, its most destructive so far.
Over the longer term, when the substantial money going into the super roles doesn’t bring the intended improvement in PISA achievement (as it surely won’t, most of the problems are outside of the control of schools), the stage will become set for the further privatisation of our ‘failing’ school system. But as I told the conference in Wellington this week, I intend fighting for public education until my dying breath. This is because it is only a public education system that holds the promise of delivering a high quality education to all New Zealand families, regardless of how rich or poor they are.
Professor Martin Thrupp
Wilf Malcolm Institute of Educational Research Research Professor Policy, Cultural and Social Studies in Education Professor