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Queenstown

Professional Learning. Queenstown. The state of play. PLD the strongest system lever in improving educational outcomes yet: Plethora of providers; Sporadic access; Lack of in depth work. Teacher requirements. Ongoing PLD. Trusted. Local. Available to all.

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Queenstown

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  1. Professional Learning Queenstown

  2. The state of play • PLD the strongest system lever in improving educational outcomes yet: • Plethora of providers; • Sporadic access; • Lack of in depth work.

  3. Teacher requirements • Ongoing PLD. • Trusted. • Local. • Available to all. • Sound balance of internal and external expertise.

  4. The old consensus: SSS evaluation • Equity in access to services. • Synergy between pre-service and in-service teacher education. • Consistency of implementation of the national curriculum. • Schools development rather than individual teacher development focus.

  5. SSS evaluation continued • A future focus to assist schools to look beyond the immediate issues and to proactively shape vision and direction. • Teaching practice is informed by evidence, thus forging a closer relationship in which knowledge is valued and shared.

  6. Meenakshi’s Findings • More open, formal, systematic approach to school selection. • Increased information sharing to direct PLD. • Focus on the school as a system to better use the resource. • Coordinated and connected PLD.

  7. Current PLD provision • 28 different contracts. • ‘Fully contestable’ model for letting contracts. • Contracts let to consortia and companies. • MOE chooses schools to target(use of SAFs and Senior Advisers).

  8. National Provision: Contracts that have been let • Te Kotahitanga (closing down - EOI for new phase). • Ako Panuku (Maori teachers- Haemata Ltd). • Aspiring Principals (University of Waikato – Te Toi Tupu). • First Time Principals (Auckland Uni).

  9. National Provision continued • He Kakano (University of Waikato). • Secondary Student Achievement Contract. • PB4L (Ministry of Education). • PB4L case study.

  10. PB4L National PLD • Current evaluation. • Solid resourced process. • Based on evidence. • Is the PLD lever strong enough? • Data gathering process is progressing.

  11. Restorative Practices • 24 trial schools. • RP manual. • National PLD around RP facilitation.

  12. Cathy Wylie- Vital Connections • Need for local infra-structure that both delivers and coordinates PLD. • Has a role in principal appointment and leadership development. • Is trusted and high quality to support and sustain quality teaching.

  13. PPTA role • Pressuring government for better PLD more aligned with Best Evidence Synthesis. • Professional Learning Groups. • Survey on PLD Term 2. • Preferred Professional Activities 2012:

  14. Issues we can support you with • The Quality Teaching for Excellence and Equity document. • Teacher appraisal – PPTA’s resources. • Positive Behaviour for Learning and School Wide and restorative practices. • Session on PPTA’s ‘Safer Schools for All’. • The PLD toolkit.

  15. What we can help with • Topics and issues of relevance. • Organising speakers. • Providing Advisory Officers to take workshops. • Best Evidence. • Collaborative practice.

  16. Suggestions • Local issues and local (external and internal) expertise. • Sharing what works. • “What’s that school down the road doing about…?” • “I’ve heard that … is doing some really cool stuff with….”

  17. Contact us • mhenry@ppta.org.nz • 04 9134242 • 021822045 • Twitter: @PPTA_PIU • @martinallenh

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