Kia eke ki ngÃ„Â Taumata, kia Pakari ngÃ„Â Kaiako He ... - Te Puni Kokiri

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Kia eke ki ngā Taumata, kia Pakari ngā KaiakoHe Tirohanga Akoranga: An Exploration of In-Service Support and ProfessionalDevelopment Provision for Māori-Medium TeachersFinal Report to Te Puni KōkiriH. Murphy, N. Bright, S. McKinley, P. CollinsHaemata LimitedAcknowledgementsHaemata Ltd would like to acknowledge the assistance given by the teachers andprincipals who provided us with the information for this research project.©Te Puni Kōkiri 2009 ISBN: 978-0-478-34501-8 December 2009
CONTENTS4 Executive Summary7 Recommendations8 Introduction9 Background11 Research Methodology18 Environmental Scan34 Research Findings57 Bibliography61 Appendix 1: Information Sheet63 Appendix 2: Consent Form64 Appendix 3: Ethics and research71 Appendix 4List of Tables9 Table 1: Māori language programme funding10 Table 2: Number of graduates from primary Māori immersion initial teacher education13 Table 3: Responses of schools that were asked to take part in interviews by school typeand level of immersion14 Table 4: Gender15 Table 5: Age of teacher informants15 Table 6: Level of Immersion15 Table 7: Positions of all informants15 Table 8: Location of informants16 Table 9: Types of schools by teacher participants16 Table 10: Teachers’ number of years teaching experience17 Table 11: Curriculum used by teachers17 Table 12: Year Levels taught31 Table 13: Distribution of professional development/support Jan-April 200935 Table 14: Types of in-service support/professional development informants haveused/participated in36 Table 15: Reasons teachers choose to participate in professional development or usein-service supports37 Table 16: Awareness and use of MITA37 Table 17: Awareness and use of MMLS38 Table 18: Awareness and use of RTM support38 Table 19: Awareness and use of Advisor support38 Table 20: Principals’ awareness and use of incentives and in-service support40 Table 21: In-service supports teachers and principals found most worthwhile43 Table 22: Professional development opportunities that best met teachers’ needs orteachers found most worthwhile44 Table 23: Characteristics of effective professional development45 Table 24: Do current incentives make it attractive to teach in levels 1-3?46 Table 25: Are teachers’ professional development needs being met?46 Table 26: Issues teachers identified in terms of accessing in-service support anddevelopment47 Table 27: Table showing if support and development are a factor in teacher careerdevelopment48 Table 28: Considerations in accessing in-service support and development52 Table 29: Ideal professional development54 Table 30: Preferred language for professional development delivery54 Table 31: Reasons for preferring a particular language for professional developmentdelivery3
Page 1: Kia eke ki ngā Taumata, kia Pakari
Page 5 and 6: that further promotion may be neede
Page 7 and 8: RECOMMENDATIONSBased on the finding
Page 9 and 10: 2. BACKGROUNDIn 1999, there were ap
Page 11 and 12: 3. RESEARCH METHODOLOGYKaupapa Māo
Page 13 and 14: The following table shows the numbe
Page 15 and 16: The majority (63%) of teachers part
Page 17 and 18: Teacher RegistrationOf the total 45
Page 19 and 20: of other professional programmes, i
Page 21 and 22: 25%), paperwork (7% vs. 14%), stres
Page 23 and 24: competent, confident, skilled, enth
Page 25 and 26: valuing professional learning, they
Page 27 and 28: Ako Panuku is the new programme dev
Page 29 and 30: Resource Teachers: Literacy (Māori
Page 31 and 32: websites such as Te Kete Ipurangi (
Page 33 and 34: worthwhile securing and leveraging
Page 35 and 36: Resource teachers of Māori are by
Page 37 and 38: Q9 Of the following incentives and
Page 41 and 42: number of Resource Teachers of Māo
Page 43 and 44: translating activities and tools fr
Page 45 and 46: The table below shows the responses
Page 47 and 48: Child care and family commitments 2
Page 49 and 50: Impact of professional development
Page 51 and 52: Informants were also asked about th
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TimingProvided in Māori - atapprop
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Q15 Is there any type of support or
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BIBLIOGRAPHYAitken, H., Bruce Fergu
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http://books.google.co.nz/books?id=
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APPENDIX 1: INFORMATION SHEETPartic
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APPENDIX 2: CONSENT FORMParticipant
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• aroha ki te tangata (a respect
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initially be contacted by phone to
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in-service professional development
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APPENDIX 4The information presented
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Option 2 (Auckland): St Dominic’s
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InterLEAD Consultants, Term One Pro
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Waikato University - WorkshopUsing
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http://www.educationanswers.com/sem
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Time: 9am-3.30pmCost: $980 +GST (in
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For registrations please email avai
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http://www.waec.ac.nz/shared/plp/ta
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Audience: educators and curriculum
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Venue:Southland Campus, 100 Nelson
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Delivery and content, plus hands-on
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Date: Tuesday 31 MarchTiime: 8:30am
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ctionid=28Manukau Institute of Tech
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Effective Communications - Communic
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Ministry of Education: Educational
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http://www.edgazette.govt.nz/Notice
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secondary school sector, and can be
Page 105 and 106:
Contribution to wider school activi
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