A new OECD report highlights the need for increased levels of equity funding and better support for teachers and school
leaders in disadvantaged schools, according to NZEI Te Riu Roa.
The report, Mending the Education Divide: Getting Strong Teachers to the Schools That Need Them Most, analyses data from the 2018 OECD Teaching and Learning International Survey* and recommends policies to support
disadvantaged schools.
The report’s findings show experienced teachers are much more likely to work in advantaged schools in New Zealand
compared with other countries.
The OECD report recommends that governments ensure all schools have the capacity to recruit and retain effective
teachers, including providing incentives and support for teachers to work in more challenging schools, and equitable and
transparent funding to schools.
NZEI Te Riu Roa President Liam Rutherford says the OECD report is another reminder that New Zealand has an inequitable
education system by design, not just accidentally.
“Inequity is built into the current system: we need to significantly increase equity funding and commit to smaller class
sizes to reverse this. Schools need additional staffing, particularly to support learners with behavioural and learning
needs, so that teachers can be supported to be the best teachers they can be.”
He said an example of investment in innovative practice that had led to lifts in student engagement and achievement
through professional learning and support for teachers was the Developing Mathematical Inquiry Communities model.
“This kind of investment in teaching practice and new pedagogy is hard work for teachers but rewarding. Teachers are
drawn to teach from a sense of mission, not because of performance pay,” Mr Rutherford said.
“What they do want though, is more time to devote to professional learning, pay that recognises their growth in learning
and conditions that decrease the stress and workload they currently face.
“Addressing the inequitable allocation of allowances and units across schooling and improving the voluntary bonding
system for new teachers to relieve their financial stress would be two immediate steps the Government could take in
response to this report.”
*A periodic survey of Year 7 – Year 10 teachers and school leaders about their working conditions and learning
environments.