Date
20 September 2021

Support professional learning in inclusive practices

Suggestion for implementing the strategy ‘Strategically resourcing for inclusive practices’

Seek feedback from staff

Seek feedback from staff

Offer teachers flexible professional support they can personalise to meet their immediate needs and learning preferences.

Seek feedback on what works and why.

Prioritise time for collaboration

Prioritise time for collaboration

For teachers to be on the same page they need to learn with and from each other.

If you value staff you have to find time for them to think and talk. You have to find clever ways for teachers to be released to have professional conversations, for example so that teachers can meet regularly with their teacher aides. The payoffs are massive.

Andrew Morrall, Principal, Rolleston Primary School

Support teacher inquiry

Support teacher inquiry

Support teachers to gain problem solve and build knowledge through cycles of inquiry into their practice.

Recognise and value expertise

Recognise and value expertise

  • Investigate the breadth of community expertise, including present and past students, parents and whānau, local agencies.
  • Identify where there is synchronicity of need and experience and discuss ways to facilitate effective resourcing in partnership with staff.
  • Identify gaps in your school’s collective expertise and possible solutions, for example access to professional learning, support from an outside agency, or a whole school inquiry focus.

Useful resources

Useful resources

Website

Facilitating professional learning

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Website

Leading inquiry at a teacher level: It’s all about mentorship

Read time: 19 min

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Encourage learning partnerships

Encourage learning partnerships

Establish clear expectations, and model desired behaviours in building relationships and strengthening learning across your networks.

Possible relationship could include:

  • Leadership representatives from each early learning service, school, or kura
  • Learning support coordinators or facilitators
  • Iwi services
  • Disability support groups
  • Alt Ed and activity centre leaders
  • Local religious or youth leaders
  • Ministry of Education specialists (e.g., speech-language therapist, senior advisor: refugee and migrant support, learning support services, learning support roles, local Ministry of Education offices )
  • Resource teachers: learning and behaviour
  • Local medical, child and adolescent mental health services
  • Local social work services
  • Ākonga and whānau representation

Next steps

More suggestions for implementing the strategy “Strategically resourcing for inclusive practices”:

Return to the guide “Leading schools that include all learners ”

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