7 Responses

1. It was great to dedicate some time with my principal to discuss banked staffing. Looking with it through Educational Payroll and discussing scenarios was very worthwhile and helped me gain more understanding around how it all works. Being in a big school there is lots to think about and ponder. I can see why it keeps my principal awake at night!
   Options to create more banked staffing;-
   -Teachers’ salary and bulk grant – paying our cheapest teachers for a short time from the bulk grant and coding some senior experienced relievers to teachers salary.
   -Code all relievers to teacher salaries as long as you can
   -Roll – applying for additional staffing for any role increases
   -July roll return – September update. You must be proactive in making your figures positive and not conservative. If at the end of the year you feel like you have additional staffing – apply for an increment.
   -Put teachers on contract rather than incidental one day off reliever – this is cheaper
   -Use ‘floating’ teachers and leadership to cover some relieving during the term
   -Making sure you have claimed your beginning teacher time
   -Ballet for out of zone students to make sure we get to our provisional entitlement
   -Enrol 5 year olds – have a big year 0 cohort

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2. Scenario 2: Staffing Resignation Response in a Specialist School

   As an educational leader in a specialist setting, my approach would be strategic and student-centred. It is vital to find the right person for this role—someone who understands that a specialist school is fundamentally different from early years or mainstream education. We often attract Early Childhood-trained teachers whose expectations may not align with the demands of our environment. For example, in our setting, we deliberately minimise verbal language and focus on total communication approaches—such as NZSL, AAC systems, and visual supports—because excessive language can overwhelm even our most verbal learners.

   Recognising the unique nature of this role, I would arrange a meeting with the leadership team and team leader to assess our short-term coverage options. We have flexibility within our existing staffing to provide stability for the class using trusted, familiar staff. This could include either the Deputy Principal or our Te kaiwhakahaere o te reo Māori me ōna tikanga teacher. Another option could be to identify a capable Teacher Aide and support an application for Limited Authority to Teach (LAT) if appropriate.

   While we manage the immediate needs, I would proceed with advertising the role, ensuring the position is promoted with clarity around the specialist requirements. Once an appointment is made, we would implement a carefully planned transition and induction. This would be tailored to the candidate’s experience—for instance, someone with a mainstream background or from overseas would receive a comprehensive induction from our Therapy Team, including training in communication strategies, sensory needs, and curriculum adaptation.

   This dual focus on interim stability and thoughtful recruitment ensures we maintain high-quality teaching and learning while securing the best fit for our school community.

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3. Response to scenario 2: I believe any staffing decision must align with our commitment to equity, manaakitanga, and ensuring high-quality learning outcomes for students. I would not rush to immediately advertise the vacancy in the Education Gazette without a considered process. I would:
   • Meet urgently with SLT to review our strategic needs in Health and Physical Education, ensuring the position profile reflects our focus on school values, and our ‘Four A’s’ philosophy (Attitude, Attendance, Achievement, and Appearance).
   • Conduct a gap analysis: Review current staffing capacity, considering whether an internal realignment or fixed-term solution could meet immediate Term 4 needs while allowing a full, high-quality appointment process for 2026.
   • Consult HR advice: Check compliance with collective agreements and NAG 3 responsibilities to be a good employer.
   • Draft a high-quality advertisement: Ensure it reflects the special character of our kura, the importance of culturally responsive practice, and our aspirations for learner wellbeing and success.
   • Communicate clearly: Update staff and Board Chair that while we are moving quickly, the process must be robust, fair, and reflective of Taumarunui High School’s commitment to building a high-performing, future-focused team.

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4. Response to Scenario 2 – It is worth mentioning that the Gazette doesn’t “close” on a set time/date anymore. Now we can enter the advertisement and it will be posted within two working days online. However, for the sake of this assigned task I will assume a 5pm deadline.
   29th June is the end of Term 2, the resigning teacher has stated end of term 3 is her resignation date – I would ask for this to be in writing while putting ‘wheels in motion’. This gives me 14 weeks to find a replacement (including school holidays but keeping in mind that someone might need to give 8 weeks/2 calendar months notice to their current employer).
   I would look at our banking staffing to see where we were currently placed in terms of staffing. The 1st July roll return would likely be exactly the same as on June 29th. This would help me decide whether fixed term for Term 4 was a good option (and legally able to advertise it in this way) prior to putting the vacancy out as permanent.
   I would contact the team leader to discuss people who are already working in the school in a reliever capacity or maybe part-time but easily replaceable in that space to see whether they would be interested in stepping into that role on a short-term basis if it was Fixed-term. I understand Permanent must be advertised, but Fixed Term is different, and often it is ‘better the devil you know’ rather than reaching outside the community!
   This means, by noon the next day, I would know whether the position can be fixed term based on roll numbers rather than permanent and who I might already have as options for the role. If it did need to be advertised as permanent, I would highlight the importance of creating an advertisement that attracts a good response and highlight the fact that we have time to find the right fit for the school. My intention would be to find the perfect candidate – not simply the fastest one to apply!

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5. Scenario 2 – health and physical education teacherBy noon tomorrow I would do the following:
   – ensure the resignation is recorded in staffing update for next BOT meeting
   – advise senior team, easily done in my current school as we meet at 8am every morning
   – meet with HoLA of Health and Physical Education and the senior leader aligned with the learning area to make a plan to cover the classes for term 4. Senior students are usually in timetabled classes until the end of week 2 or week 3 in term 4, I would discuss two options with the HoLA and senior leader using the timetables of all teachers in the learning area to guide the discussion:
   a) rejig teacher’s programs if this was the best solution for the students and using a relief teacher to cover classes that were now not covered. The HoLA and senior leader aligned with the learning area may believe that existing teachers with specialist knowledge would be best placed with any senior classes in the departing teacher’s timetable
   b) assign a relief teacher to the departing teacher’s entire program until the senior students went on exam leave if this is what the HoLA and senior leader believed best met the learning needs of the student
   During this discussion I would also ask if the HoLA or senior leader had any further ideas of a better plan that the two suggested above. I would raise the need to make a plan to cover any junior classes with existing staff from the learning area once senior students were on exam leave and teachers were on reduced teaching loads. I would ask the HoLA and senior leader to discuss the two scenarios (a) and (b) as above, and any other scenario they had suggested and we had agreed was a good idea to investigate, a little further and advise me of the plan decided early the following term as rushed decisions can lead to mistakes being made. I would also expect when they advised me of the plan for term 4 that conversations with staff impacted would occur before the plan was finalised. I would let the HoLA and senior leader that my intention, at this stage, would be to place an advertisement in the Education Gazette midway through term 3 for a permanent staff member to cover this position to begin at the start of the following school year and I would advise them if my intention changed. This would also allow me to wait for the provisional staffing allocation in September and for student option selection numbers to verify if we needed to replace the staff member in this learning area or use the staffing allocation to employ a teacher in another learning area.

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   1. Kia ora Michelle, It’s a clear that you have a considered approach to managing this staffing transition. Your response demonstrates a strong understanding of both short-term operational needs and the longer-term strategic planning required to maintain continuity of learning for students.
      You’ve embedded collaborative decision-making by involving the HoLA or the senior leader aligned to the learning area. Giving them agency in exploring and weighing the two scenarios—either redistributing teaching or appointing a relief teacher—respects their expertise and fosters shared ownership of the solution. Your recognition that senior student timetables ease by mid-term in Term 4 is a key insight, and leveraging that to reallocate staffing for junior classes is a smart and pragmatic step.
      You’ve placed importance on communication and transparency, not only by flagging the resignation with the Board of Trustees but also by planning to inform staff impacted before any decisions are finalised. This promotes trust and reduces the risk of miscommunication.
      Finally, your intention to delay advertising until mid-Term 3—pending the provisional staffing allocation and subject selection numbers—is a responsible and strategic move. It balances responsiveness with the need to be fiscally and operationally prudent.
      Your process reflects sound leadership—adaptive, student-focused, and aligned with good practice. It’s a strong model that others could emulate.

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6. I have chosen Scenario 2 (How staff changes link to leading learning)

   Take a Step Back and Review the Approach: As the educational leader, I would approach this situation with a more strategic lens, carefully weighing the urgency with the long-term needs of the school and its learning environment. I work in an Innovative Learning School with hubs (classes) of 3 teachers. The importance of finding the right people is key. My approach would prioritise ensuring that the decision made aligns with the school’s educational values and goals.

   By noon tomorrow, I would:

   Engage in consultation: I would meet with key staff, including the Y3-4 Team Leader, senior leadership team, and Presiding Member, to understand the situation. Additionally, I’d consult with the executive officer or someone managing relievers, as we have part-time staff who may be interested. I would also evaluate if the resignation creates immediate curriculum gaps or if temporary solutions can suffice. At the same time, I’d check whether I’m in a position to offer a position, considering curriculum needs, Ministry of Education regulations, staffing levels, and the board of trustees’ budget.

   Consider internal options first: Before posting externally, I’d explore if internal candidates could temporarily or permanently take the role. This would involve discussing staff development, reassignments, and growth opportunities. I’d also review the school’s advertising and appointment procedures, ensuring compliance with Collective Employment Agreements and NZSTA guidelines. If external recruitment is needed, I’d build a thorough picture of each applicant, checking their background, performance, and contacting referees with searching questions. Finally, I’d ensure the school’s induction process is in place to help the new staff member adapt smoothly to their role.

   Evaluate the impact on learning: It’s essential to ensure that any solution chosen (whether external or internal hiring) supports the school’s learning culture and values. I would consider how the change will affect student outcomes and how we can minimise disruption to the teaching and learning process, especially in the class.

   Plan for transition: If an external advertisement is necessary, I would make sure we plan for a seamless transition, ensuring that the new teacher aligns with the school’s values and teaching approach. In the meantime, I would consider alternatives such as engaging a highly-qualified supply teacher or exploring partnerships with Kahui Ako for a temporary replacement.

   Linking Staff Changes to Leading Learning:
   It is important to keep the school’s focus on learning outcomes, ensuring that staff changes do not disrupt student progress. As the leader, I would ensure the staff is supported throughout the transition and that learning needs are met. Regular communication and planning for a smooth handover will be key to minimising the impact on students.

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