Chalkface message: progress a process, not an event

The Herald began this series on Today's Schools asking if the reforms had delivered what they promised -- choice, power and quality.

In the first two areas, particularly, there have been improvements but there are also failures which signpost the challenges ahead.

The critical turning point now, according to Allan Peachey, head of the Secondary Principals Association, is whether we address or ignore the weaknesses. He wants them addressed.

The Herald found some parents had choice over schools, but the popular schools had most choice of all.

Parents do believe they have a genuine say in how the schools are run and the reforms have unleashed energy and innovation in principals and teachers that were not immediately obvious when schools were centrally controlled.

Clearly there have been failures. Maori and Pacific Island children are not succeeding academically. Principals are distracted by administration and marketing, making the job less attractive.

Although considerable responsibility falls on par-ents through the boards of trustees and most have met their obligations, few have taken the opportunity to combine resources or hire professional help.

For Mr Peachey that is where there is a lesson. "I would like to see the really successful schools given greater autonomy," he says, "and for the state to channel more resources, and look at different management structures and leadership models for those communities that need intensive work to improve their schools."

Brian Picot, who headed the task force that spawned Tomorrow's Schools, says he is now too distant from the education system to prescribe its direction.

But if he had his time over he would give greater emphasis to the need for administrative assistance for schools and the advantages of small schools clustering together.

He has one final message for people working at the chalkface: "Progress is a process, not an event."