The Dom Post editorial:
The time has come for teacher unions to accept that national standards in reading, writing and mathematics are here to stay.
Parents clearly want plain-English reports about how their children are progressing in the three most important building blocks for a sound education, and the policy has been overwhelmingly endorsed at the last two elections.
It is therefore in teachers’ interests to work with the Ministry of Education to ensure a sound system of assessment and data collection. Sadly, the signs this week are that teacher unions and representatives will continue cutting off their noses to spite their faces.
One of the strongest arguments teachers have advanced against the standards is that there is a lack of consistency in the way they are applied and insufficient moderation at a national level. It is therefore difficult to judge, on the raw data, how well one school, or even pupils within the same school but with different teachers, are performing compared to others.
That is a valid concern, and one that the ministry has always acknowledged would need to be addressed as national standards were bedded in. Its solution is an online tool designed to assist teachers to make more reliable and consistent assessments, thereby giving more confidence in the integrity of results. Known as the Progress and Consistency Tool, or PaCT, it is being trialled this year and will be compulsory from 2015.
Given the fears teachers hold about the inconsistency of national standards results and the lack of moderation, the public could be forgiven for thinking they would fully support the introduction of the tool. Instead, the primary teachers union NZEI, the Principals’ Federation, the Association of Intermediate and Middle Schools and the Catholic Principals’ Association have called on school boards and teachers to boycott PaCT.
It’s the solution to the very thing they have been complaining about – and their response is to boycott it. It’s appalling.
They say because the system requires them to judge national standards by working through tick boxes of achievements to generate a result, it will undermine their professionalism and reduce quality teaching.
The claims are ridiculous. Ensuring consistent assessment in reading, writing and mathematics across schools will have no impact on how individual teachers seek to inspire, guide and educate their charges. All it will mean is that when an 8-year-old boy at a decile 1 Auckland school and an 8-year-old girl at a decile 10 Wellington school are assessed as being above the standard for reading, there is a much greater degree of confidence that the results are accurate.
If I was a primary school teacher I’d be embarrassed by having a union that is so hostile to consistent assessment.
Maybe the Government should play the same game as the NZEI, and remove it from every working group on educational policy in the country? They’ll get to represent their members on pay negotiations, but why should they be treated as a professional body on other issues when they so clearly are not?
If teachers fear the information being released is inaccurate, then the answer is to work with the Government to make sure the system in place is as robust, reliable and fair as possible
Most teachers are doing that. But the union activists are doing everything possible to stop this.