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

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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
BIBLIOGRAPHYAitken, H., Bruce Ferguson, P., McGrath, F., Piggot-Irvine, E., Ritchie, J., (2008) Learningto Teach: Success Case Studies of Teacher Induction in Aotearoa New Zealand.Wellington: New Zealand Teachers Councilhttp://www.teacherscouncil.govt.nz/communication/publications/research0013.stm.Bartell, C.A., (2004) Cultivating High-quality Teaching Through Induction and Mentoring,Corwin Presshttp://books.google.co.nz/books?id=KXUzU8wiwlQC&pg=PA24&lpg=PA24&dq=Stages+of+a+teaching+career&source=web&ots=qtSnjbxyel&sig=k2atqO9t6bqlA51_htbvt9zFhoc&hl=en&sa=X&oi=book_result&resnum=4&ct=result#PPR5,M1.Bishop, R., Berryman, M., Powell, A. & Teddy, T. (2007). Te Kotahitanga Phase 2 -Towards a whole school approach. Wellington: Ministry of Education. Cited athttp://www.educationcounts.govt.nz/publications/series/9977/9904.Cameron, M. (2007) Learning to Teach: A Literature Review of Induction Theory andPractice. Wellington: New Zealand Teachers Councilhttp://www.teacherscouncil.govt.nz/communication/publications/research0009.stm.Cameron, M., R. Dingle, Brooking, K., (2007) Learning to Teach: A Survey ofProvisionally Registered Teachers in Aotearoa New Zealand. Wellington: NewZealand Teachers Councilhttp://www.teacherscouncil.govt.nz/communication/publications/research0010.stm#h73.Cameron, M., Garvey Berger, J., Lovett, S., Baker, R., (2007) Early career teachers'opportunities for professional learning: Impacts on teaching practice, job satisfaction,motivation, and career decisions, New Zealand Council for Educational Research,Wellington, New Zealand, University of Canterbury College of Education, Christchurch,New Zealand. Paper presented at BERA 2007 annual conference, Institute of Education,London, 7 September 2007. http://www.nzcer.org.nz/default.php?products_id=1924.Dewar, S., Kennedy, S., Staig, C., Cox, L. (2003) Recruitment and Retention in NewZealand Secondary Schoolshttp://www.educationcounts.govt.nz/publications/schooling/5307.Education Review Office, Managing Professional Learning and Development inSecondary Schools, May 2009, Wellingtonhttp://ero.govt.nz/publications/pubs2009/pld-sec-may09.pdf.Fryer, K., Kalafatelis, E. & Murrow, K. (2007). Second Language Acquisition for English-Medium Secondary Te Reo Māori Teachers - Evaluation of the PD Pilot Programme.Wellington: Ministry of Education. Cited athttp://www.educationcounts.govt.nz/publications/maori_education/16837.57
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 and 44: translating activities and tools fr
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: Q15 Is there any type of support or
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