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Advancing quality public education special report web

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  • 1. SPECIAL REPORT TO ANNUAL MEETING 2010 Advancing Quality Public Education Context “NZEI Te Riu Roa has a strong tradition of involvement in the progressive development of New Zealand’s education policy, practices and provision. We see quality public education in the 21st century as a collective responsibility for the government, teachers’ unions, teachers, parents and the wider community. New Zealand teachers and educators have a well-deserved international reputation for their competence and professionalism, and are viewed as key leaders and participants in any educational reform and, importantly, to improved educational outcomes for learners.” (NZEI Te Riu Roa, 2006, p.2) Advancing quality public education NZEI must be proactive and grow its professional credibility and influence within the current changing political environment. The Minister of Education’s Education Workforce Advisory Group report A Vision for the Teaching Profession has provided a context for discussing what is important for the teaching profession. NZEI intends to widen those discussions so that all members are able to participate in a re-examination of the elements that comprise quality public education in Aotearoa New Zealand. This will support the development of an NZEI ‘vision’ paper to further advance quality public education, and will ensure NZEI’s professional and industrial voice is heard and advocated to members, the public, the media and the government. Previous position papers NZEI has a history of developing papers with forward-looking and agreed positions to guide its direction.
  • 2. Schools as Learning Communities was published in 1994 as a vision for primary education which “strongly stated our commitment to New Zealand children and their future” (p.2). QPE421C: Quality Public Education for the 21st Century, written in 2006, provided a strong underpinning for the work of NZEI through its four key principles (p.19): • Education is a human right and a public good • Every child or student is entitled to a good local school or early childhood centre • Every student is entitled to quality learning • Active teacher professionalism is the marker for a desirable future; the ‘new’ professionalism. Looking forward Core features NZEI Te Riu Roa: Advancing Quality Public Education will be: • a core document, underpinning NZEI’s work • an inclusive and cohesive vision • credible and professionally-based • understood and articulated by all members • supported by, and used in 2011 sector strategy plans, general election campaign and other plans. Development and timeframes The paper will: • be built using current documentation including - QPE421C - NZEI policy - 2010 to 2013 strategic plans and campaigns - past and current professional and industrial work - research and evidence. • involve consultation with: - Area Councils, branches, Aronui Tōmua, Komiti Pasifika and networks - focus groups - the National Executive Work Group . • be published for use in 2011. 2 Advancing Quality Public Education
  • 3. NZEI in partnership NZEI Te Riu Roa: Advancing Quality Public Education will support: • NZEI’s professional leadership in the education sector • addressing key professional and sector-wide issues in education • partnership with communities • engagement with other organisations. Recommendations 1. That the Special Report to Annual Meeting 2010 NZEI Te Riu Roa Advancing Quality Public Education be received. 2. That the NZEI Te Riu Roa Advancing Quality Public Education paper be actioned through the NZEI Te Riu Roa 2010 and 2011 strategic and operational plans. References Education Workforce Advisory Group. (2010). A vision for the teaching profession: education workforce advisory group report to the Minister of Education. Retrieved from www.beehive.govt.nz/sites/all/files/10.pdf NZEI Te Riu Roa. (1994). Schools as learning communities. Wellington, New Zealand: Author. NZEI Te Riu Roa. (2006). QPE421C: quality public education for the 21st century. Wellington, New Zealand: Author. Advancing Quality Public Education 3
  • 4. Advancing Quality Public Education