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

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The following table on the characteristics of effective professional development showswhat effective professional development might look like based on the factors identified byinformants.TABLE 23: CHARACTERISTICS OF EFFECTIVE PROFESSIONAL DEVELOPMENTFactors Teachers Identified that make professional development worthwhileTime and spaceTimelinessContentDeliveryNetworkingIn-school supportTime out from the classroom and physical and mental space to fullyfocus on the new learning.Removing the pressure a teacher has when in the classroom andschool.A need the teacher has at the time.Designed to meet the teachers’ needs.Teacher identified need and control of professional development.New learning and skills for the classroom and teaching and also forschool-wide benefit e.g. to work with other teachers in the school.Relevance and applicability to the teacher and students.Set school-wide and/or teacher goals.Māori perspective.Māori-medium focus.Ready to use activities and resources.Continuity of deliverers that is same facilitators.Māori speaking facilitators.Facilitators with expertise and recent experience in the content area.With teachers that have similar needs to share ideas and solutions.School observations, feedback and feed forward, setting goals withteachers, cluster hui and workshops on site.Q10 Does the MITA Māori Immersion Teacher Allowance (L1-3) and/or Māori-mediumloan scheme (L1) incentives make it more attractive for you to teach in levels 1-3immersion settings? What about support services provided by Resource Teachers ofMāori and Advisors?Both teachers and principals were asked if the MITA Māori Immersion Teacher Allowance(L1-3) and/or Māori-medium loan scheme (L1) incentives made it more attractive forteachers to teach in levels 1-3 immersion settings. They were also asked if the supportservices provided by Resource Teachers of Māori and Advisors made it more attractive toteach in levels 1-3 immersion settings.44 | KIA EKE KI NGĀ TAUMATA, KIA PAKARI NGĀ KAIAKO
The table below shows the responses from teachers and principals.TABLE 24: DO CURRENT INCENTIVES MAKE IT ATTRACTIVE TO TEACH IN LEVELS 1-3?Incentive No YesMITA 31 4MMLS 31 4RTMs 32 3Advisors 32 3For the majority of informants interviewed, the Māori Immersion Teacher Allowance(MITA) and/or Māori-medium loan scheme (MMLS) incentives, and support services ofResource Teachers of Māori and Advisors, did not make it more attractive for them toteach in levels 1-3 immersion settings. They did mention, however, that the incentive wasa way of acknowledging the additional work required of teachers working in Māorimediumsettings.Many informants explained their responses with comments such as:• I didn’t know about them when I first started teaching in immersion.• I would teach anyway.• No but it’s a good benefit, more of a recognition of the mahi that we do which isimportant because it brings it on par with the units we get for other mahi.• I would not leave teaching if the incentives were removed.• I would do it anyway because it's what I've always wanted to do.Teachers agreed it was the passion and desire to teach that kept them teaching in Māorimediumsettings and not the financial incentives, nor the support services available suchas Resource Teachers of Māori and Advisors. This also reflects the findings of otherresearch which we have reported on in section 4, the Environmental Scan.Principal’s agreed with teachers in that they did not believe the MITA Māori ImmersionTeacher Allowance (L1-3) and/or Māori-medium loan scheme (L1) incentives made itmore attractive for teachers to teach in levels 1-3 immersion settings. Likewise, thesupport provided by Resource Teachers of Māori, Advisors or Resource Teacher:Learning and Behaviour. MITA was referred to as an ‘acknowledgement’ of, and a‘reward’ or ‘bonus’ for, the extra work and hours teachers are required to do as teachersworking in Māori-medium settings. Many principals mentioned that teachers teach inMāori-medium because they are passionate about the Māori language and the kaupapa.One principal of a mainstream primary school with level 2 and 3 immersion teacherssuggested a reason teachers remain in teaching:Teachers want to teach in immersion because it’s their passion. We worry that staff willlose that passion because many hours are spent at school. Support, in-school support iswhat keeps them (teachers) here, and the safe environment they work in to ask for helpand share ideas, and not due to the support from the outside agencies. (Principal,Mainstream Primary, level 2 and 3 immersion settings).45
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 and 42: number of Resource Teachers of Māo
Page 43: translating activities and tools fr
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