- Online Application
- Background and Programme Objectives
- Who Qualifies?
- Government Priorities
Apologies, spaces for all programmes in this round have now been filled.
Four programmes on offer as part of a Ministry funded Professional Learning Programme - SELO: Strengthening Early Learning Opportunities.
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.
1 New Zealand Ministry of Education (1996) Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa. Wellington: Learning Media, p.42.
Apologies, spaces for all programmes in this round have now been filled.
To apply to have your centre/setting participate 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
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
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.
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 Pae, Te Whatu Pokeka, Te Aho Tukutuku, Success for All and Nga Arohaehae Whai Hua
The Ministry of Education has described early childhood services in targeted communites:
- Kaupapa Māori services with 80% or more spoken Māori.
- Pasifika language services with 80% or more spoken Pacific language with mixed parameters including languages, teacher and child ethnicity.
- 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.
- Low socio-economic areas as below:
- Auckland Wards: Massey, Tamaki, Henderson, Eden, Otara, Mangere, Manurewa, Papatoetoe, Papakura, Waitakere
- Te Awamutu South
- Te Kuiti
- Hamilton Wards: West, East, Tauwhare, Morrinsville
- Tokoroa and Putaruru Wards
- Taupo Turangi Wards
- Taupo Central, Richmond Heights, Waipahihi, Wharewaka
- Te Aroha
- 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
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
Principles Underpinning Professional Development Programmes
Professional Development programmes will be underpinned by Te Whariki, and use other key information and practice models: Best Evidence Syntheses, Nga Arohaehae Whai Hua and Kei Tua o Te Pae.