MoE PL 2017

Applications to participate in the programme have now closed.

Four programmes on offer as part of a Ministry funded Professional Learning Programme - SELO: Strengthening Early Learning Opportunities.

Applications to participate in the programme have now closed.

Full programme information below (Click on any image to expand the flyer)
- Strengthening Infants and Toddlers
- Strengthening Leaders in Early Childhood Services
- Strengthening Literacy
- Strengthening Mathematics

Each programme will run over a 5-6 month period, commencing in July/August 2017. Infants and Toddlers, Literacy and Mathematics are programmes for your whole team to participate in. Leaders is more focussed to centre managers, and head teachers.


Strengthening Infants and Toddlers
Enhancing care and learning for Infants and Toddlers: Shifting practice in early childhood education

Programme Content:
 - Professional learning delivery will be underpinned by the principles of shared and distributed leadership, action research, adult learning, and professional advocacy
 - Formulate an action research question and ‘outcomes statement’ which focuses on strengthening children’s language, culture, and identity, in your setting
 - Develop internal evaluation processes using Ngā Arohaehae Whai Hua, and explore ways in which internal evaluation can be woven into daily pedagogical practice
 - Build strong organisational culture and professional relationships where ongoing mentoring will thrive both with and between teachers, teams, and facilitators
 - Engage with high-performing settings and explore the research behind ‘wise practice’
 - Expand knowledge and practice in evaluating and reporting
 - Attend in-depth workshops covering theory, research, and learning, on strengthening practice with Infants and Toddlers
 - Develop leadership skills and evolve as a Professional Learning mentor and motivator in your setting



Strengthening Leaders in Early Childhoood Services
From theory to practice – working with ERO’s review framework to examine a leader’s professional responsibilities in an early childhood setting

Programme Highlights:
 - An internal evaluation focus/research question and outcome statement relevant to your specific setting
 - Supported self-directed professional learning
 - An online community, exclusive to the programme, where participants and project facilitators can communicate and share resources
 - Ongoing mentoring, contact, guidance, and support, from project facilitators
 - Online videos on the key areas of leadership covering theoretical and practical aspects
 - Opportunities to widen your professional network and strengthen your organisational culture



Strengthening Literacy
Beyond reading and writing milestones: exploring literacy concepts and practice for authentic learning in early childhood settings

Programme Content:
 - 
Professional learning delivery will be underpinned by an emphasis on shared and distributed leadership, action research, and ‘Growing Great Teams’
 - Develop a literacy-based research question and ‘outcomes statement’ with a focus on strengthening the cultural identity of children, and the leadership culture, of your setting
 - Extend professional learning networks through the development of a community of practice, and build strong, ongoing, mentoring relationships
 - Develop internal evaluation processes using Nga Arohaehae Whai Hua, and explore ways in which internal evaluation can be woven into daily pedagogical practice
 - Engage with high-performing settings and explore the research behind ‘wise practice’
 - Draw on ongoing support through online pedagogical resources and communities (ELP blog, Facebook, website, Skype)
 - Explore, using action research, the repertoire of literacy practices and how these align with Te Whāriki
 - Review how educators can make a shift from current practice to engage children and their families in authentic literacy experiences
 - Learn how assessment can be utilised to protect and develop children’s identities as competent and confident talkers, writers, authors



Strengthening Mathematics
Redefining mathematical practice in early childhood to protect and develop children’s identities as competent and confident mathematicians

Programme Content:
 - Professional learning delivery will be underpinned by an emphasis on shared and distributed leadership, action research, and ‘Growing Great Teams’
 - Develop a ‘mathematics’ research question and ‘outcomes statement’ with a focus on strengthening the cultural identity of children, and the leadership culture, of your setting
 - Establish Professional Learning networks
 - Develop internal evaluation processes using Nga Arohaehae Whai Hua, and explore ways in which internal evaluation can be woven into daily pedagogical practice
 - Build strong organisational culture and relationships where ongoing mentoring will thrive both with and between teachers, teams, and facilitators
 - Draw on ongoing pedagogical support through online resources and communities (ELP blog, Facebook, website, Skype)
 - Engage with high-performing settings and explore the research behind ‘wise practice’
 - Reflect on the mathematics focus areas in relation to your own needs assessment
 - Explore ways in which mathematical literacy practices can be nurtured and documented to provide a rich authentic learning environment and engage parents/wh?nau


Applications to participate in the programme have now closed.


1 New Zealand Ministry of Education (1996) Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa. Wellington: Learning Media, p.42.

Applications to participate in the programme have now closed.

To apply to have your centre/setting particicapate in any of the SELO programmes: Infants and Toddlers, Leaders, Literacy and/or Mathematics, please complete the below application form below once per centre.

Expectations For Participating Centres/Services/Groups (Infants and Toddlers, Literacy, and Mathematics)

 - It is vital that all staff members are consulted in the process of applying for this programme.  We want to ensure that there is full ownership of the project by all members of the teaching team.
- There is an expectation that ALL staff members would attend the cluster group workshops.  They would also be expected to attend the final presentation night, a celebration of the journey the team has been on.
- That everyone brings their enthusiasm, commitment and positivity to the cluster events and the ongoing professional development.
- That where appropriate a reliever is provided by the centre to ensure: That the centre facilitator of the project can be released to work with the professional learning facilitator during the all-day visits to the centre; Where applicable teachers may be released to have some time to work on the centre/setting's professional learning project

Fields marked with a * are required.

SELO 3 - 2017 Application Form



In applying to participate in this programme, you are agreeing to:

  • Carry out the learning activities
  • Maintain the level of commitment required for the entire programme (programme duration is 5-6 months)
  • Continue with the self directed learning that will be required to complete this training
  • Contribute to the online community of learners 

If you have any questions, you can contact an ELP Project Facilitator
Please remember to keep a copy of this form for your own records

 

Background

Professional development is proposed to improve the quality of leadership in early childhood services for new and experienced leaders in targeted communities.

A key priority for the Government as outlined in the Ministry of EducationStatement of Intent is improving education outcomes for Maori, Pasifika and children with special needs and children from low socio-economic backgrounds.

Recent New Zealand research also emphasises the need for strengthening leadership in early childhood education.

The Ministry is supportive of best practices of education leadership and recognises the importance of culturally intelligent leadership that strengthens new and experienced leaders in early childhood services.

 

Programme Objectives

The objectives of this proposal are:

 - To provide professional learning opportunities for leaders in early childhood services within specific targeted communities annually

 - That ECE service management know and understand that the closer educational leaders get to the core business of teaching and learning, the more likely they are to have a positive outcome for children

 - To understand the importance of strengthening leadership in order to have a positive impact on children's learning outcomes

 - To respect and value the identity, language and culture of children, whanau, families and communities and that children learn and are cared for in a culturally responsive way

 - That children, whanau and families ar active participants in early childhood education

 - That children develop a positive sense of their own identity and self worth and of themselves as learners

 

Critical Success Factors

Critical Success Factors are the essential areas of activities that must be performed well if the programme is to achieve its objectives.

 - Increase in participation for Maori and Pasifika children in ECE

 - Lead the implementation of Ka Hikitia and the Pasifika Education Plan in their service

 - Embed Tataiako in performance management of systems

 - Lead the implementation of Te Whāriki Kei Tua o te PaeTe Whatu PokekaTe Aho TukutukuSuccess for All and Nga Arohaehae Whai Hua

 

 

The Ministry of Education has described early childhood services in targeted communites:

  1. Kaupapa Māori services with 80% or more spoken Māori.
  2. Pasifika language services with 80% or more spoken Pacific language with mixed parameters including languages, teacher and child ethnicity.
  3. Services at risk of not delivering high quality programmes.  These services will not be able to meet certain indicators of success.  Initially this may be as they are on a provisional, probationary, transitional licence, or have an Education of Review Office supplementary review, or have been identified by the local Ministry office.
  4. Low socio-economic areas as below:

 - Northland
 - Whangarei
 - Auckland Wards: Massey, Tamaki, Henderson, Eden, Otara, Mangere, Manurewa, Papatoetoe, Papakura, Waitakere
 - Huntly
 - Ngaruawahia
 - Taumaranui
 - Otorohanga
 - Te Awamutu South
 - Kihikihi
 - Te Kuiti
 - Kawhia
 - Raglan
 - Hamilton Wards: West, East, Tauwhare, Morrinsville
 - Tokoroa and Putaruru Wards
 - Taupo Turangi Wards
 - Taupo Central, Richmond Heights, Waipahihi, Wharewaka
 - Matamata
 - Te Aroha
 - Paeroa/Waihi
 - Thames
 - Coromandel/Colville
 - Bay of Plenty Wards: Te Puke East, Te Puke, Mount Maunganui, Papamoa, Te Papa, Welcome Bay, Katikati, Waihi Beach
 - Whakatane Wards: Ohope, Taneatua, Waimana
 - Kawerau District
 - Opotiki Ward

If you are unsure whether your setting is eligible under these criteria please contact your local Ministry of Education office.

The focus of the Government is to ensure high quality learning opportunities for young children by ensuring that all children have access to quality teaching. This focus reflects evidence that teachers are key influencers of successful long term educational outcomes for children and young people.

The challenge to achieving this for the early childhood sector is to be reflective, reflexive and innovative, working closely with whānau and parents to understand the learner and the context within which learning occurs for all children.
The Government has three priorities for ECE:
- Building opportunity for all
- Valuing families
- Reaching higher education standards

Regular participation in high quality ECE has benefits for children’s early literacy and numeracy, and wider development of cognitive and learning skills upon starting school, and competencies throughout life. It can also help identify additional learning needs early, so that children get the support they need to succeed.

There is a consistent positive association between ECE participation and gains in mathematics, literacy and school achievement. 1 Regular participation in quality ECE can also encourage an active uptake of educational opportunities, increasing the likelihood of the child fulfilling their educational potential.

Participation in ECE triggers the shared responsibility of family and community for a child’s educational and social development. Partnerships are founded between educators and family members responsible for their children; community development is enabled through these partnerships, and can be transitioned into the formal school environment.

In this context, professional development is critical – it aims to strengthen the understanding and skills of ECE services so that they can best meet the learning needs of children.

1 Mitchell, Wylie and Carr, Outcomes of Early Childhood Education: Literature Review, Ministry of Education 2008

Key Strategies
The government has confirmed a strong approach to improving education outcomes for Maori and Pasifika children. Key strategies that will support the sector to achieve improved outcomes for all learners are

 - Ka Hikitia – Managing for success: the M?ori Education Strategy (2013 - 2017)
 - The Pasifika Education Plan 2013-2017
 - The New Zealand Disability Strategy

Principles Underpinning Professional Development Programmes
Professional Development programmes will be underpinned by Te Whariki, and use other key information and practice models: Best Evidence SynthesesNga Arohaehae Whai Hua and Kei Tua o Te Pae.