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Table of contents

Changes proposed to physical restraint framework
Latest appraisal news
Board member Pat Newman awarded 
Learning exchange with Australian teachers
Hapori Matatū beta-testing 
A look at Te Wiki o te reo Māori
From the Archives
Ngā mihi nui ki a koe,

Spring is the quintessential time for fresh starts and growth - and we've got a lot of hard mahi going on to refresh and make things better for teachers. This September we have made great strides in re-imagining appraisal, improving the regulatory framework for physical restraint and our new online services. 
It was also my great pleasure to attend the Prime Minister's Excellence in Education awards ceremony. I was blown away by all the finalists and a huge congratulations to the winners. It's worth having a look at the stories behind their successes here. 

It was a bonus to be with Prof. Graeme Aitken (pictured), who was acknowledged for his significant work in education with the Lifetime Recognition Award. Graeme has been pivotal in some of the work we have done here at the Council.
Ngā mihi,
Interim CE

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Changes proposed to physical restraint framework

We have been working on your behalf to improve the regulatory framework for physical restraint in schools. Since the legislation was changed in 2017, you have told us that you consider the current regulatory settings to be confusing and unclear about what you can, cannot and should not do. The current legislation does not sit well with the Code. Some of you have told us you are wary of using any type of physical contact in case it be misconstrued as physical restraint and are worried that children are more at risk now too.
We have proposed some changes to the legislation that we believe will better align with the Code expectation of promoting the wellbeing of all learners and protecting all from harm. Currently the legislation limits physical restraint to situations where there is a risk of serious and imminent harm, which has had the effect of deterring teachers from intervening before a situation gets serious. We are proposing to enable teachers to intervene earlier and to consider the emotional and physical harm of all the learners, as expected in the Code.  
We want the legislation to be clearer and to have simple explanations about what it means in practice available in guidance. We are suggesting that we create, with you, some more nuanced guidance similar to the Examples in Practice created for the Code.
As an independent body, the Teaching Council can provide advice to the Minister of Education, and to the Ministry of Education, which we have done. However, as we are not a Crown agency, there are parts of the legislative process that we are not a party to.  We expect that any decisions made by Cabinet will be publicly released, and when they are we will take the opportunity to draw them to your attention. We will also be seeking your views and participation in the consultation at the Select Committee stage before wording is finalised.
We will keep you posted on the timeline and the opportunities for you to be involved in further consultation and then later in working with us on the guidance.

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This month we hosted two hui with a mix of stakeholders to consider the removal of teacher performance appraisal as an accountability tool.

Although there have been benefits for teachers and learners from appraisal, we recognise that across the whole system it is not adding the value we expect. We are committed to creating an environment that rebalances our accountability to the public with professional trust. Further work is needed to consider how professional leaders will make judgments, how teachers will be engaged in processes that enable feedback and development and how the Council will provide assurance of quality.
The group has recommended that the legislation be amended as quickly as possible to remove the requirement that the Teaching Council audit and moderate 10% of appraisals used for the issue or renewal of a practising certificate. The Ministry of Education is now progressing this and we expect it will be part of a Bill that will be introduced to Parliament in November, to have affect in 2020.

For information on our current requirements please visit our website here.

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Congratulations to Teaching Council Board member Pat Newman on being named a NZEI Te Riu Roa Honorary Fellow - union activism. The Hora Hora Primary School principal has been a passionate, outspoken and innovative member of the primary teachers' union for 46 years. 

Pat's parents instilled in him and his five siblings the belief that responsibility to society is far greater than just looking out for oneself - so, they all became teachers, because what better profession is there to pursue such a belief? It is his determination to leave the world in a better place that has driven him throughout his career, and what ultimately led him to receiving this honour. Congrats, Pat, it's a privilege to have you on the Council Board.

Photo: NZEI

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Learning exchange with Australian teachers

In late September, the Teaching Council hosted a group of Australian teachers and professional leaders as part of a learning exchange with Social Ventures Australia. We visited a range of centres, schools and education agencies around Aotearoa to listen and share learning around Te Tiriti o Waitangi and bi-cultural practice, cultural competencies and curriculum design, the future of assessment and learner agency. 

Our sincerest thanks to the inspiring teachers and learners of Wellington East Girls College, Porirua College, The Park Early Learning Centre, Nōku te Ao, West Rolleston School, Hagley College, Hagley Preschool, Stonefields School and Ormiston Junior College. The dialogue and learning will enrich our collective practice and the connections established will help us share best practice across the ditch!

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Left: Ani Rolleston, Andrew Savage, Jayne Franklin, Amy Hodgson (Blairmount Public School), Ruth Mussger (Murray Bridge High School), Chris, Shannon Jansen (Elderslie Public School), Suzanne Cridge (Director, Bright Spots Connection), Greg Turnball (Blairmount Public School), Kelly Costlow (Elderslie Public School), Pauline Barnes.
“Ngā mihi mahana kia koutou katoa mō tō kōrero me tō whakaaro i tēnei rā.
Our warmest appreciation to you all for your conversation and thinking exchanged. I just wanted to touch base to thank you all so much for visiting and for initiating a connection that we hope can continue well into our future as well.”

- Ormiston Junior College

Our kaimahi walked in the Te Whanganui a Tara hikoi to celebrate Te Wiki o te reo Māori.

We also enjoyed playing games of wharewhare, tī rākau and learning new kupu to practice on our te reo Māori journey.

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“This experience that you have provided has stretched our thinking about what we need to do next and has challenged our perspectives of what is actually possible. We saw terrific examples of bi-cultural education delivery, cutting-edge curriculum design and fantastic work across integrated health and wellbeing practices...”
- Social Ventures Australia

Beta testing for our new online services system is ongoing and we've had some great feedback from teachers having a go.

“Easy to go through, good steps provided in the user guide.  It only took about 10 minutes to do the application." - Lauren Peatfield, Northland School

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From the Archives

New Zealand schoolchildren received free milk as part of a world-first scheme to improve the health of young New Zealanders between 1937 and 1967. While some children enjoyed school milk, others disliked drinking milk that was sometimes warm and smelly!

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Schoolboys drinking their milk, Christchurch, 1940s Alexander Turnbull Library
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