Prepare and support teaching staff | Te whakarite kaimahi
Equip staff with the knowledge and strategies they require to provide consistent support, proactively address challenges, and foster an inclusive environment around ākonga.
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Go to top of current page: Prepare and support teaching staff | Te whakarite kaimahi
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"Whāia te pae tawhiti kia tata, whakamaua te pae tata kia tina"
Seek out the distant horizons, cherish those you attain.
Why this matters | Te take
Why this matters | Te take
Preparation and training help address staff or student bias about ākonga and create confidence in meeting their needs. Teacher confidence is crucial in maintaining stability within the new environment and building a sense of inclusive community for ākonga.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Identify bias | Te tautohu haukume
Identify bias | Te tautohu haukume
Whānau often face many social barriers and biases towards them and their child. Reflect on your own biases and address any concerns from staff.
Consider:
- What biases or barriers do staff have about new ākonga?
- Do they have adequate information? Have they met whānau?
- Offer self-reflection tools for teaching and support staff to uncover hidden biases.
- Are there other students or families with a bias towards new ākonga? How will this be addressed?
- Social stories for other ākonga may help build community and understanding.
- "Words create worlds" – be mindful of the language you use in your class. Words can limit or enhance the possibilities for ākonga.
Arrange additional training and support | He whakangungu anō
Arrange additional training and support | He whakangungu anō
- Some staff may require additional training to use assistive technology software and devices.
- There is extra support available online via the Ministry of Education learning support.
- Training resources, such as Tilting the Seesaw, enable the teaching team to support ākonga with autism and their whānau.
- Some parents of other children in the school may need education and information about community building, supporting new ākonga, and being inclusive.
- Provide information and dialogue for other children about their new classmate in open, practical and reciprocal ways.
Useful resources | He rauemi
Useful resources | He rauemi
Training opportunities for autism
Autism NZ offers courses that prepare the teaching team in supporting ākonga with autism.
Publisher: Autism NZ
STPDS programme
Support teacher practice for students with learning delays and Down Syndrome. STPDS offers workshops and seminars to support inclusive teaching practice in all curriculum areas.
Publisher: STPDS
Self-reflection tool
This reflective practice sheet guides kaiako in developing awareness about their assumptions and biases before transition begins. You may find it useful to complete as part of a teaching team or as part of a sense-making conversation.
Publisher: Ministry of Education NZ
Download DOCX (33 KB)
Next steps
More suggestions for implementing the strategy “Working as a team | He whānau kotahi tātou”:
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Current page Prepare and support teaching staff | Te whakarite kaimahi
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Strengthen support team relationships | Te whakakaha hononga
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Accessing the physical environment | Te whai wāhi ki te taiao kura
Return to the guide “Te Ara Ako – Learning pathways in times of change”
How to use this site
Guide to Index of the guide: Te Ara Ako – Learning pathways in times of change
Understand:
Strategies for action:
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Nurture whānau partnerships | WhanaungatangaShow suggestions for Nurture whānau partnerships | Whanaungatanga
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Develop ākonga partnerships | Te mahi tahi me ngā ākongaShow suggestions for Develop ākonga partnerships | Te mahi tahi me ngā ākonga
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Prepare your environment | Te whakarite wāhi akoShow suggestions for Prepare your environment | Te whakarite wāhi ako
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Working as a team | He whānau kotahi tātouShow suggestions for Working as a team | He whānau kotahi tātou
- Prepare and support teaching staff | Te whakarite kaimahi
- Strengthen support team relationships | Te whakakaha hononga
- Accessing the physical environment | Te whai wāhi ki te taiao kura
