Kia eke ki ngā Taumata, kia Pakari ngā Kaiako He ... - Te Puni Kokiri

• Being with other people passionate about Māori-medium literacy.• Focusing on student need.• On-site provision of service or professional development.• Teaching modelled in classroom.In-school Professional Development and School-Based Professional LearningCommunitiesEight informants mentioned in-school support and school-based professional learningcommunities.Teacher and Principal PerspectiveComments included:• Utilising strengths and knowledge amongst colleagues delivering the professionaldevelopment.• Collegial and on-going support.• Providing new strategies to work with the students that suited the learner.• Internal professional development for te reo Māori and ready access to the expertise.• Ready access and availability, they do things that are relevant for my class.• Knowing the facilitator was returning on a particular date and therefore teachers feltthey had to get tasks and set work completed before the next school visit date.• Modelling teaching strategies and providing good feedback, feed forward and nextsteps.Resource Teacher: Learning and BehaviourFour teachers and principals valued the support received from a Resource Teacher:Learning and Behaviour.Teacher and Principal PerspectiveComments about the support of RTLBs included:• Having the expertise and providing what the teacher or school needed.• Introducing peer mediators and other support which had a positive impact on thestudents and school.• Providing on-site support.Q7 Which of those professional development opportunities met your needs or did you findmost worthwhile?Q8 Why?Literacy-related programmes and cluster groups or professional learning communitieswere the professional development opportunities teachers found most worthwhile.Numeracy/Poutama Tau was also frequently mentioned by informants.Māori-medium teachers found professional development programmes designed forEnglish-medium settings worthwhile, but indicated that these programmes required themto do further work to make it applicable to Māori-medium classrooms, students andteachers. For teachers, this meant spending extra time making their own resources or42 | KIA EKE KI NGĀ TAUMATA, KIA PAKARI NGĀ KAIAKO