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Informants were also asked about their preferences in terms of the language used todeliver professional development, and what they saw as their professional developmentneeds for the next three years.Q13 If there is a gap, can you describe it?TargetingWhen talking about the gaps in the provision of professional development or in-servicesupport, one of the strongest themes to come through was that informants felt that therewere not enough professional development programmes specifically targeted for Māorimediumteachers, particularly in terms of approach, and for L1 teachers.Literacy and numeracy, in particular, were identified as key areas where more Māorimediumtargeted professional development programmes are needed, and to a lesserextent, the following areas also need to be improved:• Networking opportunities.• Experienced Facilitators.• Relievers.• Resource centres.• Quality programmes.• Professional development for the marautanga, management, planning inmainstream, effective kura models, subject specific Whakapiki.• Ongoing support after professional development programmes are finished.• Access to local resources.PrincipalsPrincipals from kura kaupapa Māori and Wharekura also talked about the gap inprofessional development support for Māori-medium schools. They noted that mostprofessional development is aimed at mainstream and does not meet the needs of theirkura or teachers.Principals from all the types of schools identified gaps in the provision of support relevantto their own situations. Areas where they felt provision was lacking, whether throughaccess, availability or some other reason, included professional development for: reoMāori development, 2 nd language acquisition pedagogy, Wharekura secondary subjects,and the new Marautanga. They also mentioned needing professional developmentprogrammes that provide teachers with opportunities to see other teachers in practice,and that provide on-going support.Q14 In an ideal world what would professional development for you look like?Teachers prefer professional development that is relevant to their own school situations.Therefore, it is important that the content, language and delivery of professionaldevelopment programmes are appropriate for different types of needs.Teachers and principals share many ideals for professional development, for example,that support should:• Be by Māori, for Māori.51