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

mainstream professional development programmes they had participated in, but notedthat they were delivered in English, and to make them appropriate for Māori-mediumclasses, teachers themselves often have to translate information and resources.The message from informants was there should be more professional developmentprogrammes that are targeted for Māori-medium, and that they should use levels of Māorilanguage appropriate for the different levels of immersion, and for the different settingsi.e. kura kaupapa and mainstream.Reo MāoriReo Māori continues to be an area where teachers at all levels of immersion needprofessional development support, including the pedagogy for teaching through themedium of Māori.Effective professional developmentTeachers continue to say that to be effective, professional development must be byMāori, for Māori, and delivered with appropriate language and content for the variousMāori-medium settings.NetworkingNetworking remains an important form of professional development, that may or may notbe attached to a particular professional development programme, but that providesessential opportunities for teachers to work together and share ideas.Up skillingInformants would most like to improve their skills and knowledge of te reo Māori (37%) sothis should provide some direction for providers and funders of professional developmentopportunities. Other areas of interest to participants are management skills (14%),leadership (11%), and pāngarau (11%).Language of deliveryThe majority of informants identified a preference for professional development that isdelivered bilingually, in both Māori and English. Above all, the language of instructionused should be appropriate for the participants so that they clearly understand what isbeing taught, and can then implement those learnings in their own classrooms.56 | KIA EKE KI NGĀ TAUMATA, KIA PAKARI NGĀ KAIAKO