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

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• 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
translating activities and tools from the professional development programme to be ableto implement in a Māori-medium context. Teachers requested professional developmentdesigned for Māori-medium settings and that provided associated resources ready to beused in a Māori-medium context.As one teacher commented:The Literacy programme introduced new literacy teaching skills, and it has been adaptedfor immersion classes. The course was wonderful but we then had to come back andtranslate it and make our own resources, it would be good if it was dual platform.(Teacher, Level 1 immersion)TABLE 22: PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT BEST METTEACHERS’ NEEDS OR TEACHERS FOUND MOST WORTHWHILEProfessional Development OpportunitiesLiteracy related programmes 14Cluster groups or Professional Learning Communities 14Numeracy/ Poutama Tau 8Kura reo for te reo Māori/ Iwi authority education hui 8Whakapiki i te Reo 6Resource Teachers of Māori lead programmes 4Assessment, Assess to Learn (AtoL) 3Draft marautanga and new marautanga 3Te Kotahitanga 2Second language acquisition and pedagogy 3InformantsResource Teacher: Learning and Behaviour/special needs/behaviourproblems3Taiao / Environmental Education / Science 2Tertiary study 1NCEA 1In-school colleague support 143
Page 1 and 2: Kia eke ki ngā Taumata, kia Pakari
Page 3 and 4: CONTENTS4 Executive Summary7 Recomm
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: number of Resource Teachers of Māo
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
Page 53 and 54: TimingProvided in Māori - atapprop
Page 55 and 56: Q15 Is there any type of support or
Page 57 and 58: BIBLIOGRAPHYAitken, H., Bruce Fergu
Page 59 and 60: http://books.google.co.nz/books?id=
Page 61 and 62: APPENDIX 1: INFORMATION SHEETPartic
Page 63 and 64: APPENDIX 2: CONSENT FORMParticipant
Page 65 and 66: • aroha ki te tangata (a respect
Page 67 and 68: initially be contacted by phone to
Page 69 and 70: in-service professional development
Page 71 and 72: APPENDIX 4The information presented
Page 73 and 74: Option 2 (Auckland): St Dominic’s
Page 75 and 76: InterLEAD Consultants, Term One Pro
Page 77 and 78: Waikato University - WorkshopUsing
Page 79 and 80: http://www.educationanswers.com/sem
Page 81 and 82: Time: 9am-3.30pmCost: $980 +GST (in
Page 83 and 84: For registrations please email avai
Page 85 and 86: http://www.waec.ac.nz/shared/plp/ta
Page 87 and 88: Audience: educators and curriculum
Page 89 and 90: Venue:Southland Campus, 100 Nelson
Page 91 and 92: Delivery and content, plus hands-on
Page 93 and 94:
Date: Tuesday 31 MarchTiime: 8:30am
Page 95 and 96:
ctionid=28Manukau Institute of Tech
Page 97 and 98:
Effective Communications - Communic
Page 99 and 100:
Ministry of Education: Educational
Page 101 and 102:
http://www.edgazette.govt.nz/Notice
Page 103 and 104:
secondary school sector, and can be
Page 105 and 106:
Contribution to wider school activi
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Kia eke ki ngÃ„Â Taumata, kia Pakari ngÃ„Â Kaiako He ... - Te Puni Kokiri

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