Latest / Early Edition with Ryan Bridge / Robyn Brown: Upper Hutt Principals' Association President on Government putting 100 million dollars into primary and intermediate maths in this year's budget

Transcript

Robyn Brown: Upper Hutt Principals' Association President on Government putting 100 million dollars into primary and intermediate maths in this year's budget · Early Edition with Ryan Bridge

• 0:00
  Speaker 1: Here are the numbers on maths from Erica stand for
• 0:02
  Speaker 1: one hundred million dollars over four years. That's twenty five
• 0:05
  Speaker 1: million dollars a year. This is going to come out
• 0:06
  Speaker 1: in the budget. Well it's a pre budget announcement. Really,
• 0:09
  Speaker 1: every kid will now get a new Math's ability check
• 0:12
  Speaker 1: in the first two years of their schooling life, one
• 0:14
  Speaker 1: hundred and forty three new maths intervention teachers, and forty
• 0:18
  Speaker 1: million dollars for tutoring. Robin Brown, Upperhart Principals Association with me, Robin, good.
• 0:22
  Speaker 2: Morning, Good morning, how are you going.
• 0:25
  Speaker 1: I'm good? Thank you. This all sounds like it's got
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  Speaker 1: to be a good thing.
• 0:30
  Speaker 2: It's always been when we're investing in education, so absolutely,
• 0:34
  Speaker 2: we're always we value that. But unfortunately our problem doesn't
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  Speaker 2: sit in maths. We are desperate for learning support. If
• 0:44
  Speaker 2: we want to improve achievement, we need to put every
• 0:47
  Speaker 2: cent we have into learning support rather than ring fencing
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  Speaker 2: it just for maths. We know that that's not going
• 0:55
  Speaker 2: to make a huge difference. At the moment. We have
• 0:58
  Speaker 2: an adequate PLD or professor development for teachers on a
• 1:01
  Speaker 2: curriculum that they've only had two terms to teach so far.
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  Speaker 2: It's not being implemented with fability. We have no way
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  Speaker 2: of even assessing it yet. For us in New Zealand,
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  Speaker 2: we need New Zealand based resources led by New Zealand
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  Speaker 2: based educators for teachers.
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  Speaker 1: What's do we not have New Zealand based educators?
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  Speaker 2: Are you?
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  Speaker 1: Are you saying you don't want us to bring in
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  Speaker 1: teachers from overseas to fill these maths jobs?
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  Speaker 2: Well, that said, we're going to walk one hundred and
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  Speaker 2: forty three maths jobs.
• 1:32
  Speaker 1: What's wrong to get people from What's wrong with teachers
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  Speaker 1: and materials from overseas for maths?
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  Speaker 2: It's not designed for New Zealand. Children in New Zealand different.
• 1:43
  Speaker 1: What's different about a New Zealander learning to count than
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  Speaker 1: an Australian or an American.
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  Speaker 2: What's different is the way in which children learn. The
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  Speaker 2: language that we're using for those children is not always English.
• 1:54
  Speaker 2: Are today our children need to be taught today and
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  Speaker 2: the resources are being translated.
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  Speaker 1: Separate resources. They've got separate resources that will be translated for.
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  Speaker 2: Cur Translation doesn't mean that it's actually designed for the children.
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  Speaker 1: But Robin, you're not going to sit here this morning
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  Speaker 1: surely and protest more money going into maths resources on
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  Speaker 1: the basis that there might be a translation of some tests.
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  Speaker 2: I'm not protesting more money going into math resources. I'm
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  Speaker 2: protesting money going into math resources when we have an
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  Speaker 2: extraordinary large need for learning support. We needed to go
• 2:29
  Speaker 2: into learning support. We need additional support in classrooms for teachers.
• 2:34
  Speaker 2: When we have children where behavior is an issue, where
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  Speaker 2: diverse needs a neurodiversity in our schools. We've got children
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  Speaker 2: that are going to be accessing additional tier two support
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  Speaker 2: for literacy. It's additional tear to support for nu mecy
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  Speaker 2: when they actually need additional support for their learning needs.
• 2:56
  Speaker 1: So what you're saying is basically, the kids are coming
• 2:59
  Speaker 1: in too frazzled to you know, they've either got neglect
• 3:04
  Speaker 1: issues or behavior issues. They're not even ready to learn
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  Speaker 1: that step one. That's what you're saying. Yes, okay, all right,
• 3:13
  Speaker 1: I appreciate your time. Robin. Robin Brown, who's the Upper
• 3:15
  Speaker 1: Heart Principals Association with us this morning. For more from
• 3:19
  Speaker 1: Early Edition with Ryan Bridge, listen live to news Talks
• 3:22
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• 3:25
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