What about the new CoL leadership and teacher roles and resourcing?

The 2015 variation to the Primary Principals and Primary teachers collective agreements, including its Appendix 3 spell out the roles and resourcing available to CoLs.

Appendix 3 is important because it explains the thinking behind CoL resourcing and roles, including how leadership may be shared, how teacher roles may be merged, and how release time can be pooled.

Leadership is critical to quality teaching. NZEI members strongly support distributed and collaborative leadership models but the Government's preferred model is a single leader. In our collective agreement, leadership is recognised through both  a single leader role and two leadership expertise allowances.

NZEI's advice is that communities firstly determine their challenges and the collective impact they want to make, and then identify the leadership types and structures that they need to succeed. If the single leader model is not workable or viable in their context, CoLs will need to show they have made a robust attempt to appoint a single leader before they advocate for an alternative option to the Secretary of Education.

View a conversation about leadership of Communities of Learning, between Professor Linda Darling-Hammond from the Learning Policy Institute in the USA and Anthony Mackay, National Institute for School Leadership, Washington DC, here.
It's important to understand that although each school in a CoL generates roles and resourcing (primarily release time) based on its roll, and these are delivered to each school through the normal staffing and funding mechanisms, the roles and resourcing are in fact the shared resource of the Community as a whole (they are delivered to individual schools because a CoL is not a legal entity or employer in its own right).

As "whole of Community" resources, they should be directed to where the need is greatest and to address the "achievement challenges" agreed by the whole Community.