Source: NZ Principals Federation
Open Letter follows:
Hon Erica Stanford
Minister of Education
Parliament Buildings
Wellington
Tēnā koe Minister,
We write to you today on behalf of the Principals and Tumuaki of the Western Bay of Plenty, representing a diverse network of primary, intermediate, and secondary schools committed to providing the highest quality education for our ākonga.
Our collective membership shares a deep sense of commitment to raising student achievement, but we must urgently express our unified concern regarding the recent direction, pace, and lack of genuine consultation surrounding several key educational policy updates from the Ministry of Education.
1. Unsustainable Pace, Lack of Trust, and Workload Crisis in Curriculum Reform
The continuous acceleration and revision of the curriculum, particularly the third iteration of content for the English and Mathematics/Statistics learning areas within a short timeframe, has eroded the trust of our profession. We support the intent to lift achievement through clarity, but the method of delivery is fundamentally flawed. These rapid and significant changes, often appearing at the last minute and, we note, reportedly relying on external expertise rather than local curriculum specialists, are placing an unsustainable and critical burden on our school leaders and teaching staff. This ‘change overload’ translates directly into a principal and teacher workload crisis.
Our tumuaki are forced to divert crucial time away from core educational leadership-such as mentoring staff, engaging with whānau, and focusing on student wellbeing – to manage continuous, high-stakes administrative compliance. Teachers are struggling to reconcile new, untested frameworks with existing, high-quality planning, leading to widespread burnout and pressure on the quality of classroom instruction. The lack of bespoke, sector-led Professional Learning and Development (PLD) that aligns with the final documents means we are left to interpret complex, shifting guidance on our own.
We urgently call on the Ministry to immediately pause and review all current curriculum implementation deadlines. We need more time to allow our kaiako and tumuaki the necessary time to explore, understand, and embed these significant changes with fidelity, ensuring they are beneficial rather than detrimental to student learning. Furthermore, we seek clarity and true partnership in defining the parameters of the proposed ‘knowledge-rich’ curriculum, ensuring it remains grounded in Aotearoa New Zealand’s context and local curriculum design.
2. Eroding Commitment to Te Tiriti o Waitangi
The recent legislative proposal to remove the explicit requirement for School Boards to ‘give effect’ to Te Tiriti o Waitangi in the Education and Training Act is profoundly troubling and unacceptable to the principals in our region. This move not only removes accountability but directly compromises the mandate for schools to ensure local curriculum reflects tikanga Māori, mātauranga Māori, and te ao Māori.
Our schools have invested substantial time, resources, and cultural capacity in making Te Tiriti fundamental to their planning and policies, directly supporting equitable outcomes and the identity of our Māori students. Removing this legal obligation risks undoing years of positive progress and sends a regressive message that cultural competence and the recognition of mātauranga Māori are optional rather than essential professional responsibilities. The flow-on effect will be felt immediately in achievement disparities and a reduction of inclusive practices. This proposal is entirely contrary to our professional goals to serve all students of Aotearoa.
The WBOPPA stands firm in its commitment to honouring Te Tiriti o Waitangi as the foundation of education in Aotearoa.
3. Undermining the Integrity of the Teaching Council
We are highly concerned about the proposed changes to the Teaching Council of Aotearoa New Zealand, specifically the suggestion to reduce the number of elected professional representatives and increase Ministerial appointments. The independence of the Teaching Council is paramount, as it acts as the voice and professional regulator of the sector. Shifting the power structure toward direct political control compromises the professional standing of every principal and teacher in the country, risks the crucial separation between policy-setting (Ministry) and professional regulation (Council), and severely damages the trust required for constructive collaboration between the government and the teaching profession.
We are not resistant to change, Minister, but we demand changes that are research-informed, professionally sound, and developed in genuine partnership with those who lead and work in our schools every day. We call for an urgent and collaborative meeting to address these core concerns before these policies are enacted and cause further instability in the educational landscape.
Ngā mihi nui,
Craig Pentecost
President, Western Bay of Plenty Principals Association
The Executive Committee Western Bay of Plenty Principals Association
