Te Whai Toi Tangata
Contents
Director’s welcome Who we are
3
5
Logo5
Our heritage
7
Vision8
Mission8
Values 8
Our work
9
Our strengths
9
Organisational structure
10
Research Research interests and outputs
51
51
Scholarships51
Our links
53
Te Kura Toi Tangata
Faculty of Education
53
Wilf Malcolm Institute of
Educational Research
53
The Educational Leadership
Research Centre
53
Waikato-Tainui College for
Research and Development
53
Te Toi Tupu13
Te Toi Tupu
53
National Aspiring
Principals Programme
13
NCLANA53
Leadership Offerings
15
Reading Recovery
17
Positive Behaviour for Learning (PB4L) Restorative Practice
19
Professional Learning
that makes a difference
Working with you
13
21
Consultancy21
Gifted and Talented Education
23
Leadership and Assessment
25
Tumuaki/Leadership25
Principal/Leadership Appraisals
27
Leadership Professional Learning
Groups (PLG)
29
Learning with Digital Technologies
31
Science31
Literacy33
Te reo Māori in English-medium
35
Mathematics37
Pāngarau
39
New Zealand Curriculum (NZC)
41
Aromatawai43
Pakirehua/Inquiry43
Student Mentoring Support
45
Workshops and Conferences
47
Learning4 Stores
49
Ontario Principals Council
Contact us
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The huia feather is a revered treasure for Māori and symbolises leadership and mana. The feathers from
the tail of the huia were particularly prized and were worn in the hair or around the neck by both men and
women. Feathers were often stored in intricately carved boxes known as wakahuia.
The huia was unique in the way the male and female beaks performed complementary tasks – the male
bird had a stout beak to break into logs and the female, a longer curved beak to extract the beetle larvae,
which formed the basis of their diet. This differentiation meant that, for huia, the competition between
the two for food was minimised.
Unfortunately, huia became extinct in the 20th century as the fashion for their feathers spread across
Britain and Europe and indiscriminate hunting decimated the huia population. The last confirmed
sighting of huia was recorded in 1907. Thus the huia, and particularly the tail feathers, also symbolise
the consequences when sustainable practices are not in place.
The image was created especially for Te Whai Toi Tangata: Institute of Professional
Learning, by noted Tūhoe artist and Faculty of Education lecturer, Donn Ratana. Donn’s
image is a wakahuia formed by arms encircled to support the treasure within.
It links strongly to the Institute’s purpose of working in partnership to improve
learning outcomes for all.
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Director’s welcome
E aku nui, e aku rahi.
Tēnei te mihi maioha ki a koutou i runga anō i ngā tini āhuatanga o te wā.
I am pleased to introduce the Institute of Professional Learning: Te Whai Toi Tangata (IPL). The IPL is an
exciting development for Te Kura Toi Tangata Faculty of Education at the University of Waikato.
The Institute educates for diversity, and through culturally responsive practice, challenges individuals and
organisations to achieve the moral purpose of ensuring that all people attain success. We facilitate professional
learning relationships that develop collective capacity for a shared vision of transformation and innovation.
We pride ourselves on supporting professional practice that makes a positive difference with individuals,
organisations and society, creates and sustains social and economic wellbeing, and positions New Zealand as
a global leader in innovation and change.
We hope you find the information about our key areas of work useful, particularly in
showing the various ways in which we can support you in your on-going professional
learning environment.
Noho ora mai,
Jan Martin
DIRECTOR
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Institute of Professional Learning | Who we are
Who we are
Ko te tangata
Ko Te Kura Toi Tangata
Tihei, ko Te Whai Toi Tangata
Tihei mauri ora!
Our logo
The logo of Te Whai Toi Tangata: Institute of Professional
Learning, depicts a huia feather. The feather was chosen
to link to the images of whai – to chase after, or the word
used to describe a traditional wānanga (school) and toi – a
treasure. Tangata refers to the people. Thus, multiple images
are conjured, when Whai, Toi and Tangata are conceptualised
together, that encapsulate the values and aspirations of Te
Whai Toi Tangata: Institute of Professional Learning.
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Institute of Professional Learning | Who we are
Our heritage
The IPL is a bilingual, bicultural professional learning and development organisation founded on a base of more
than two decades of internationally recognised delivery and research. We are an integral part of Te Kura Toi
Tangata Faculty of Education at the University of Waikato. This Institute provides high quality research informed
programmes of professional learning and development that contribute to improved professional practice in early
childhood centres, kura, schools and tertiary institutions nationally and internationally.
Te Kura Toi Tangata Faculty of Education has a long involvement in providing professional development. Faculty
academic, professional and general staff, formerly employed in School Support Services and Learning4, have
supported teachers and school leaders at all levels of the education sector, from early childhood through to
tertiary educators for more than 20 years.
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Vision
Connecting innovation and excellence through professional learning.
Te Waharoa ki te ao marama.
Mission
Leading research informed professional learning in partnership with mana
whenua, our clients and their stakeholders to improve learning outcomes for all.
Our values
Mahi ngātahi te mahi kia oti, kia tau ai te aroha tētehi ki tētehi, tukua!
Collaborate I Care I Walk the talk
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Institute of Professional Learning | Who we are
Our work
Our strengths
We:
• offer regionally based resource centres
• link professional learning and development to
academic post-graduate qualifications
• facilitate workshops, seminars, courses of study
• national leadership in in-service teacher education
• implement government policy to practice
• undertake longitudinal development projects
• research informed professional learning and
development
• support organisational change
• partnership with Māori
• coach individuals, teams and organisations
• research professional learning initiatives
• enable personal, professional and career goals
• make links to university qualifications
• encourage community development
• challenge and support for innovation and change.
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Organisational structure
The University of Waikato
Vice-Chancellor
Reading Recovery
Faculty of Education
Dean
IPL Consultancy
Facilitation Team
Senior Researchers/
Advisers
Learning4 Stores
Workshops and Conferences
Ministry of Education
Director
Deputy Director
English medium
PA to the Director
Deputy Director
Māori medium
Associate Directors
Manager
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Institute of Professional Learning | Who we are
Project Leaders
Support Staff
Regional Offices
Support Staff
Facilitators/Co-ordinators
Support Staff
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A diverse range of professional learning
opportunities are available for educators
who are interested in enhancing their
own education and practice.
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Institute of Professional Learning | Professional Learning that makes a difference
Professional Learning that makes
a difference
Te Toi Tupu – Leading Learning Network
Te Toi Tupu – Leading Learning Network is a professional learning consortium. The IPL values and supports its
membership in the consortium with other partnering entities: Cognition Education, CORE Education, New Zealand
Council for Educational Research, and Waikato-Tainui College for Research and Development. We work together
for positive outcomes for students, teachers and schools across New Zealand.
National Aspiring Principals Programme
The Ministry of Education National Aspiring Principals Programme 2016 is being led by Te Toi Tupu.
This is a leadership learning journey to develop potential and aspiring next generation school principals for
Aotearoa New Zealand – leaders who are adaptive, culturally responsive, digitally literate and who honour the
Treaty of Waitangi and New Zealand’s dual cultural heritage in school and community – to grow the treasure
within each child in New Zealand.
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Institute of Professional Learning | Professional Learning that makes a difference
Leadership Offerings
Are you an established
school leader and wondering
where to head next for high
quality professional learning?
The IPL has two exciting new
offerings available in 2016
Leading Educators Around the Planet
(LEAP) Programme
Exchange programme extended to New Zealand
Principals and deputy principals are invited to
participate in the LEAP Program (Leading Educators
Around the Planet) with colleagues in Ontario, Canada.
The program will be facilitated by the Institute
for Professional Learning, University of Waikato in
conjunction with the LEAP organization in Ontario.
Who
Selected principals and deputy principals from
the central North Island area. 2016 will be a pilot
exchange of 12 New Zealand principals.
What
Through a guided professional inquiry, participants
will work on improving student achievement in
a specific area of focus in their own school or
community of learning. During the exchange, the
visiting educator will work on their inquiry, supported
by the host principal/deputy-principal and discussed
at length between both parties prior to the visit.
Why international research
When educators are exposed to experiences outside
their regular environments, they are able to observe
with a “clear” lens their own practice and ask the
relevant questions necessary for positive changes to
occur. The self-reflective process is a key element to
build strong school leadership. There will be
opportunities to combine the professional learning with
a post graduate paper from the University of Waikato.
When
The Ontario participants coming to New Zealand will
shadow and be billeted with their New Zealand partner
from 24 July 2016 to 3 August, 2016 inclusive. Spouses
and/or travelling companions may accompany the
participants overseas. The New Zealand school leaders
will then visit Ontario, shadow and be billeted with
their matched partner from 25 September 2016 to 5
October 2016 inclusive.
Since both parts of the exchange parallel times when
schools are not in session, no challenges exist regarding
leave during the visiting educators’ time overseas.
For further enquiries or for application forms, contact
Beth Dungey ([email protected])
International Certificate in School Leadership
In a second exciting development, the University of Waikato has partnered with the Ontario Principals Council
to offer the International Certificate in School Leadership in New Zealand. The programme is designed for
school leaders and IPL now has a team of seven New Zealand principals who completed their Master Trainer
certificates in Ontario in October and who will facilitate the programme in New Zealand in 2016
There are six modules in the Level 1 certificate and the content has been contextualised to fit the
New Zealand education scene. The programme will be offered for the first time in 2016.
The International School Leadership Certificate represents the culmination of many years
of experience in providing professional development in Ontario and around the world.
It builds on the strengths of the Ontario certification programme, international
work to date, and our shared vision for the future.
To register your interest in this programme, contact Beth Dungey
([email protected]).
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Institute of Professional Learning | Professional Learning that makes a difference
Reading Recovery
Reading Recovery is a successful early literacy intervention developed by Dame Marie Clay to reduce the
number of children with literacy difficulties in schools. Specially trained teachers provide intensive one-to-one
teaching on a daily basis for children making the slowest progress in reading and writing after a year at school.
The intervention has two aims. The first is to accelerate progress in these areas so that learners can engage with
the classroom curriculum alongside their peers while the second outcome is to identify the small percentage of
learners who require on-going specialist literacy support.
Reading Recovery Tutors are skilled teachers, knowledgeable about literacy, who complete a full-time year of
professional and academic training to enable them to train Reading Recovery teachers, as well as providing
ongoing professional development and support for trained teachers. Six Reading Recovery Tutors work for the
Institute of Professional Learning. They are based in Gisborne, Rotorua, Tauranga, and Hamilton. These Tutors
also work from sub-centres in Whakatane, Taupo, Paeroa, and Te Kuiti.
Reading Recovery is supported and significantly resourced by the New Zealand Ministry of Education and
supplemented by schools to allow full implementation within their school. As part of the on-going evaluation of
Reading Recovery, schools provide data for the Ministry at the end of each year. This information is published on
the Education Counts website, which demonstrates that Reading Recovery can be delivered with reliability and
with consistently high levels of success.
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Institute of Professional Learning | Professional Learning that makes a difference
Positive Behaviour for Learning (PB4L) Restorative Practice
Our focus and vision
Restorative Practice is an intentional, interactive conversational practice that enables the production of just
relationships and ethical selves (Drewery, 2015).
Since September 2015 the University of Waikato through Te Whai Toi Tangata: The Institute of Professional
Learning has been working in partnership with the Ministry of Education to bring Restorative Practice to
approved schools in Aotearoa – New Zealand.
The project goal
Schools have embedded Restorative Practices as a sustainable model so that it becomes “the way we do
around here”.
In each Restorative Practice school:
• there is a happy, healthy school community that promotes student learning, achievement and wellbeing
• there is strong alignment between the PB4L school-wide ethos and Restorative Practice
• everyone has a clear understanding of the role they play in creating and maintaining restorative practice in
their school community.
To support this to occur, the Restorative Practices team will:
• model Restorative Practice and relational approaches in the way we work with each other and with schools
• provide a co-ordinated, coherent and flexible approach to service delivery that is tailored to meet the
school’s needs
• ensure our work is culturally responsive
• facilitate connections between schools and with the wider restorative community.
What is Restorative Practice?
Restorative Practice helps schools to build and maintain positive, respectful relationships across the school
community. It is a relational approach, grounded in beliefs about fairness, dignity, mana and the potential of all
people. It is designed to complement PB4L School Wide. (Positive Behaviour for Learning overview pamphlet 2015).
Our team
We are working with schools to plan their Restorative Practice journey which often begins with a whole school
Essentials Professional Learning Day. Our Co-ordinators provide ongoing coaching for schools to develop
their understanding of the Ministry of Education Resource Kete and how it can be used to support relational
approaches and Restorative Practice in schools and communities. Contact Kathryn Hodson (project manager)
at [email protected]
Free resources
All kete that support the programme of work can be accessed free online at http://pb4l.tki.org.nz/PB4LRestorative-Practice. Interested educators are welcome to investigate theses resources on this site. Once a
school has signed into Restorative Practices as agreed with the Ministry of Education they will receive full hard
copies of the kete as well as full and comprehensive online practice support.
Contact your local Ministry of Education PB4L Manager:
• Roger Phillipson – Auckland and Northland [email protected]
• Rowan Jamieson – Central North [email protected]
• Graeme Jarratt – Central South [email protected]
• Bruce Cull – South Island [email protected]
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Working with you
Our team is committed to working collaboratively with leaders and teachers to co-construct the professional
learning and development programmes, based on a comprehensive assessment of strengths and needs.
The IPL offers a wide range of professional learning opportunities tailored to the specific needs of educators
and individual learning settings. From in-school assistance through to the opportunity to undertake further
professional qualifications, IPL offers wide-ranging opportunities for further career enhancement.
Consultancy
We provide high quality professional learning opportunities across and beyond the education sector to grow
the capacity of educators to develop their practice. We believe professional learning should be research based,
culturally responsive and benefit all learners.
The IPL supports professional practice that:
• makes a positive difference with individuals, organisations and society
• creates and sustains social and economic wellbeing, and
• positions New Zealand as a global leader in innovation and change.
All consultancy support is tailored to meet the needs of the individual school. For further information please
contact [email protected] to discuss how our specialist teams may be able to support.
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Gifted and Talented Education
A rising tide lifts all ships.
– Joseph Renzulli
Ensuring that all students are catered for appropriately is at the heart of gifted and talented education.
A sustained focus on high expectations and excellence has been shown to raise the achievement of all students.
Many of the principles that underpin gifted and talented education are increasingly being recognised as effective
learning practices for all students.
IPL consultants have a wide range of experience and credibility in gifted and talented education and have held
leadership positions in this field. We work collaboratively with schools to provide professional learning that is
practical, sustainable and relevant to each school’s culture and community. Our work is informed by high quality
research and knowledge of best practices for gifted and talented students.
Our team can support you to:
• assess what is already working well for gifted and talented students in your school and identify any gaps
in provision
• develop the capability and confidence of teachers and school leaders to cater appropriately for this group
of learners
• establish processes for identifying gifted and talented students and tracking their progress and achievement
• develop and implement school-wide provisions that are responsive to the range of gifts, talents and cultures
found within your school’s population
• strengthen understandings about gifted and talented education within your school and the wider community
• integrate effective teaching and learning practices that are desirable for all students but essential for gifted
and talented students
• increase understanding about how to identify and cater for gifted and talented students who are twiceexceptional and/or underachieving
• raise awareness of the social and emotional issues facing gifted and talented students and provide options for
addressing these
• integrate a blended e-learning approach that is grounded in the principles of gifted and talented education.
Additional options:
• setting up professional learning groups (PLGs) within or across schools
• cross-curricular planning and implementation
• transitioning students between schools and education sectors
• facilitating conversations with parents and/or outside providers
• developing personalised learning pathways (PLPs) for exceptional students
• surveying students, parents, teachers and the wider community to inform
professional learning
• personalised coaching for school-based gifted and talented
education co-ordinators.
For further information about consultancy opportunities in gifted and
talented education, please contact: [email protected]
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Leadership and Assessment
The IPL Leadership and Assessment team offers a wide range of support for schools and school leaders:
• principal appraisal
• senior leadership team development
• middle leadership development
• alignment of assessment, planning, recording and self-review systems
• developing coherence between strategic planning, annual planning, appraisal goals, professional learning,
and outcomes for learners through to the school’s curriculum
• effective strategic planning based on needs and strengths analysis
• performance management systems driven by professional inquiry into practice to improve student outcomes
• leadership capability to identify solutions and strategies to meet needs of priority groups of students
• culturally responsive and inclusive leadership
• assessment for learning.
This support is tailored to meet the needs of the individual school. For further information please make contact
with our consultancy to discuss how our Leadership and Assessment team may be able to support your school.
Tumuaki/Leadership
Ka maru koe i tōku pūreke, he kahu pïtongatonga
Professional leadership is absolutely critical to drive success in learning. The demands on principals and school
leaders are significant and complex. Te Whai Toi Tangata have experienced facilitators who have held principal and
school leadership roles in bilingual and Māori medium settings. Our leadership work is informed by Tū Rangatira,
Rukuhia, Rarangahia, Te Marautanga o Aotearoa, Best Evidence Syntheses and Kaupapa Māori theory.
Our facilitators work with tumuaki, senior leaders, Boards of Trustees and whānau whakahaere to tailor support that:
• builds leadership capability
• focuses teaching policies and practices to meet the needs of ākonga
• fosters positive relationships with and beyond the learning community, inclusive of whānau,
hapū and iwi
• ensures quality management systems and processes to meet with strategic and
compliance requirements internal and external to the kura
• provides moral and emotional leadership support when working with new leaders
• supports senior management teams to meet to discuss issues related to
• ensures clarity around financial, personnel, property and other management
systems and processes.
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Principal/Leadership Appraisals
Within IPL, principal and leadership appraisal is based on an inquiry minded approach.
Alan Reid defines inquiry as: “.. a process of systematic, rigorous and critical reflection about professional
practice, and the contexts in which it occurs, in ways that question taken-for-granted assumptions. Its purpose
is to inform decision-making for action. Inquiry can be undertaken individually, but it is most powerful when it
is collaborative.” (Reid, 2004)
This model of principal appraisal is based on the notion of inquiry and reflection into the deliberate acts of
leadership that are required by principals and leaders to effect significant change in student progress, success
and achievement. This is negotiated as an “appraisal as learning” process.
This model also allows for providing evidence towards elements of the Careers Structure as set out in both
the Primary and Secondary Principals’ Collective Employment Agreements, which the Board of Trustees is
responsible for affirming that the criteria have been met.
If the principal/leader is also involved in a Leadership PLG the content of the PLG sessions is confidential to the
participants and facilitator and as such will not be reported in the appraisal.
However the PLG’s inquiry and reflections could provide another opportunity for evidence of leadership skills
reported within the appraisal.
Purpose of appraisal
The purpose of principal (leader) appraisal is to assist in determining whether or not the performance criteria of
the Principal’s (or leader’s) position description have been achieved.
The performance criteria are those agreed by the Principal and the Board of Trustees.
The appraisal process considers the Principal’s (leader’s):
• learning and performance goals (Sinnema and Robinson, 2012)
• the tasks and expected outcomes of the job description.
The following criteria are used generally to determine that the satisfactory level is met:
• the performance and development goals that are established by the Principal and the Board of Trustees
(leader/principal) and,
• the Registered Teacher Criteria, and
• the Professional Standards as set out for primary or secondary school Principals
Other criteria may include:
• culturally responsive criteria for teachers of Māori students such as the Leaders Behavioural Indicators in Tātaiako.
Critical friend
Where PLGs may not be viable, another option is that of an IPL leadership facilitator as a “critical friend”.
A purpose in seeking a critical friend would be to be challenged and supported in your development as a future
focused principal.
This could meet learning goals in your performance agreement, and be a part of informing and interrogating
your leadership inquiry. This is available face to face, online or a mix of both. The number of hours
involved would be negotiated.
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Leadership Professional Learning Groups (PLGs)
The IPL offers an innovative programme of professional learning for school leaders. This programme has been
developed following an extensive needs analysis and focuses on school leaders forming small Professional
Learning Groups (PLGs). In the PLGs school leaders will self-select a group of four to six colleagues with whom
they dialogue about their ‘puzzles of practice’, and their leadership inquiries. Face-to-face sessions are held at
least once a term and continue online in between these sessions.
The PLGs are about partnerships and communities of lead learners across and within schools. They are
also about partnerships with the IPL and Te Kura Toi Tangata Faculty of Education within the University of
Waikato. We have groups of principals and leadership teams across schools and several in-school leadership
teams involved in this exciting initiative.
An experienced IPL facilitator (or leader within the teaching profession) supports the process and provides material
to continue to stimulate discussions and encourage critiquing of each participant’s practice.
The trust that is evident through the self-selection membership process enables participants to share openly
and the wisdom of the group is welcomed in the interest of supporting best practice across the community
of schools.
As part of the annual Leadership PLG package two workshops are offered which address the needs of individual
or various groups. These have included:
• supporting the groups to work online and develop their e-portfolios
• learning the process of convening
• aligning leadership practices and addressing appraisal for learning, including connections to the Leadership
Registered Teaching Criteria.
A further element of the package is a school visit for the day. Primary and secondary leaders, as well as
Te Kura Toi Tangata Faculty of Education lecturers and IPL staff, are invited to each one. Together this group
of colleagues learn in-depth about the school’s vision and are invited to move around the school, to observe
how the school is putting its vision into practice. Otorohanga College has hosted such a visit where the college
community shared what it meant to live their “dual cultural heritage”.
An IPL certificate is provided to indicate that the leader has participated in this programme. In the case of
principals this could assist as evidence for their career progressions as per Section 4 of their Collective Agreement.
An exciting optional extra dimension of the PLGs is an initiative Te Kura Toi Tangata Faculty of Education within
the University of Waikato is recognising as a “record of lively learning”. A PLG participant could submit:
• a record of professional practice accumulated through eg reflections, their leadership inquiry and puzzles of
practice participating in the PLG process
• records of what they are engaged in as the leaders in their school which demonstrates they are meeting the
expectations of Level 8 learning (NZQA framework).
This professional leadership record would be submitted to be considered for Recognition of Professional Learning
(RPL) for a Masters paper in Educational Leadership.
For further information please contact [email protected]
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Learning with Digital Technologies
Our facilitators can help you through the process of self-review of your school’s digital capabilities using the
e-learning planning framework, and will support school-wide strategic planning for implementing and integrating
the use of digital technologies for learning.
We offer professional learning programmes that incorporate new technologies and approaches to learning.
These programmes support students to be successful citizens in an increasingly digital world. Using a blend
of online and face-to-face approaches, and promoting continuous and collaborative learning, the professional
learning programme supports schools to implement the full integration of e-Learning into their programmes.
Facilitators support teachers to improve their practice using appropriate digital technologies through ‘teaching
as inquiry’ practices.
Science
The IPL science team can provide science professional learning tailored to meet your school’s individual needs.
Focus areas could include but are not limited to:
• aligning science with the intent of the New Zealand Curriculum
• highlighting the concepts underpinning the Nature of Science strand
• enhancing teachers’ pedagogical content knowledge and confidence
• teachers and students engaged in ‘doing’ science.
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Literacy
Ko te Tamaiti te Pūtake o te Kaupapa
The Child – The Heart of the Matter
The IPL has an experienced team of literacy facilitators available to support professional learning in Literacy
for primary, intermediate and secondary schools. All literacy PLD is underpinned by New Zealand Curriculum,
Ka Hikitia, Tātaiako, Pasifika Education Plan, Success for All and the Best Evidence Syntheses.
We work collaboratively to ensure:
• literacy success for students
• Māori enjoy education success as Māori
• learning for Pasifika students is underpinned by the Pasifika Education Plan
• acceleration of students not achieving at curriculum expectation
• students with special education needs are underpinned by Success for All
• there is success for English Language Learners.
Our facilitators are based in Waikato, Bay of Plenty, Gisborne and Napier. We:
• work with schools to tailor make PLD to address individual needs
• support leaders and teachers to develop a deeper understanding of data in literacy so that schools can
independently and effectively gather, analyse and use data to meet the diverse needs of students
• are innovative with literacy approaches that will ensure that all learners are considered when developing
a Literacy Strategic Plan.
We also support schools to grow the capability of literacy leaders and aspiring literacy leaders with workshops
that include: ‘Effective Teaching and Learning in Literacy Years 1-8, Professional Learning and Development
Sessions for Literacy Leaders, aspiring Literacy Leaders and English Language learning leaders’. These workshops
explore the following areas:
• establishing goals and expectations for the role
• planning, co-ordinating and evaluating teaching and the curriculum
• (leading) promoting and participating in teacher learning and development
• engaging in difficult conversations
• creating educationally powerful connections with family
• developing confidence in using the ELLs resources.
Facilitators providing these services have a strong knowledge of teaching as inquiry, literacy
and ESOL pedagogical and content knowledge, and cultural responsiveness to cater for
diverse needs.
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Te reo Māori in English-medium
Ko te reo te manawa pou o te Māori,
Ko te ihi te waimanawa o te tangata,
Ko te roimata, ko te hūpē te waiaroha.
Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.
Te reo Māori is indigenous to Aotearoa New Zealand. It is a taonga recognised under the Treaty of Waitangi, a
primary source of our nation’s self-knowledge and identity, and an official language. By understanding and using
te reo Māori, New Zealanders become more aware of the role played by the indigenous language and culture in
defining and asserting our point of difference in the wider world. (The New Zealand Curriculum, Page 41).
Do you need support at your school to design a teaching and learning programme for te reo Māori in Englishmedium? We can help you plan an overview for te reo Māori across year levels at your school, linked to the
curriculum guidelines. We can also help with suggesting resources you could use to supplement the teaching
and learning.
General support we can assist with includes:
• curriculum development and planning
• teaching and learning resources
• effective teaching and learning strategies and approaches
• assessment tasks and activities.
Our facilitators can help you through a process of review, design and implementation for a sequential teaching
and learning programme for te reo Māori, across Years 1-13.
We offer PLD support that incorporates new technologies and blended approaches to language learning, and
support to reflect culturally responsive and appropriate practices.
At the heart of our context, are the principles of the Treaty of Waitangi, the strategic intent of the Māori
Education strategy Ka Hikitia and Tātaiako, the New Zealand Curriculum and the Curriculum Guidelines for
Teaching and Learning te reo Māori.
We are driven and motivated to make a difference for the teaching and learning of te reo Māori in
New Zealand schools, where te reo Māori is valued as a language for all, the associated benefits
of learning a subsequent language are known and realised, and the dual heritage of our nation
is celebrated and valued.
To discuss further your professional learning needs, please email
[email protected]
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Mathematics
The IPL has an experienced team of facilitators in the mathematics and statistics learning area available
to support professional learning and development (PLD) in primary, intermediate and secondary schools.
Our work is underpinned by New Zealand Curriculum, Ka Hikitia, Tātaiako, Pasifika Education Plan, Success
for All and the Best Evidence Syntheses. The facilitation team are up-to-date with current research and
effective practice.
Our facilitators have bases in Waikato, Bay of Plenty, Rotorua, Gisborne, Taupo and Napier and move across
these areas to:
• work with schools in-depth or on a flexible response basis
• provide coaching and mentoring
• work with communities of schools
• deliver one-off or a series of workshops (staff meetings or teacher only days) for a school or cluster of schools
• support schools and teachers in their inquiries fostering opportunities towards the development of
inquiry mindedness
• supporting schools to accelerate the learning of all students in both mathematics and literacy.
Our team works collaboratively with other facilitators who are specialists in areas of learning with digital
technologies, gifted and talented education, leadership and assessment, and literacy and we often work
together to add another dimension to your tailored support if required. Any professional learning and
development undertaken within your school or community will be negotiated and tailored to meet your
specific needs.
Please visit our website at professionallearningchoices.ac.nz/ for detailed information about the courses
we facilitate:
• for Provisionally Registered Teachers, Overseas Trained Teachers and Returning Teachers, teacher aides and
specific year levels eg New Entrants, Years 7-10
• to support schools with assessment tools, for example JAM and GloSS, and effective pedagogy.
We are aware that schools may wish to send a significant number of their teaching staff to a course. If this
is not feasible, then we can present that workshop in its complete or a modified version in your school or
for a cluster of schools. We advertise on a term-by-term basis to ensure we can be responsive to schools’
needs and requests. If you wish to receive updates of these courses automatically, then please contact:
[email protected]
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Institute of Professional Learning | Working with you
Pāngarau
Kei hopu tō ringa ki te aka tāepa,
engari kia mau ki te aka matua.
This kōrero is taken from Te Marautanga o Aotearoa (Pāngarau), and tells of a time when Tawhaki ascended to
fetch the three baskets of knowledge. The essence of this whakatauākī reminds us to stay focused on the parent
vine and not to be distracted by other vines. This kōrero is relevant to our role as facilitators in Te Whai Toi
Tangata, as our work in Pāngarau is deliberately organised to focus on what matters.
Te Whai Toi Tangata (IPL) have an experienced team of Pāngarau facilitators who are familiar with research and
effective practice, and who can work in both Māori medium and dual medium settings. Our work is informed by
Te Marautanga o Aotearoa, Best Evidence Syntheses, Kaupapa Māori theory, Tau Mai te Reo and Tū Rangatira.
We have bases in Waikato, Tauranga , Rotorua, and Napier and move around these regions to:
• work with schools in-depth or on a flexible response basis
• provide coaching and mentoring
• work with kura and whānau
• deliver one-off or a series of workshops (staff meetings or teacher only days) for a school or cluster of schools.
Our team also delivers support in te reo Māori and have formed strong relationships with other PLD providers
in Māori medium. We work collaboratively with Pāngarau researchers and with other facilitators who have
specialist knowledge in areas such as ihumanea (gifted and talented), and Learning with Digital Technologies.
Any professional learning and development undertaken within your kura or hāpori (community) will be tailored
specifically to meet your needs. We currently facilitate Pāngarau courses and workshops for:
• provisionally registered teachers, kaiāwhina, and specific year levels eg New Entrants, Years 7-10
• support schools with assessment tools, for example Uiui & GLoSS, and effective pedagogy
• support kaiako with content knowledge.
For information around Pāngarau support and workshops please email [email protected]
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Institute of Professional Learning | Working with you
New Zealand Curriculum
The IPL has an experienced team of facilitators available to support professional learning and development for
school leaders and teachers to effectively implement the New Zealand Curriculum for Years 1-8. This support
is underpinned by the New Zealand Curriculum, Ka Hikitia, Tātaiako, Pasifika Education Plan, Success for All and
the Best Evidence Synthesis.
We are committed to working with leaders and teachers to strengthen school self-review and co-construct a
professional learning plan that empowers teaching and learning:
• Māori enjoy education success as Māori
• learning for Pasifika students is informed by the Pasifika Education Plan
• acceleration of students not achieving at curriculum expectation
• students with special education needs are informed by Success for All
• development of coherence including charter, strategic and annual planning and appraisal goals
• effective pedagogy including evidence-based teaching in Teaching as Inquiry
• development of effective and culturally responsive pedagogy
• authentic and personalised teaching and learning
• creating educationally powerful connections with family
All support is tailored to meet the needs of the individual school with a focus on strengthening leader and
teacher capability.
Financial Capability
Consider empowering your students from Years 1-10 to become financially capable with NZC facilitators who
can help you meet the requirements of the New Zealand Curriculum:
• develop units of work or broad programmes designed to develop students’ financial capability, positioning
them to make well informed decisions throughout their lives.
• a range of PLD options are available for school leaders and teachers that include an introduction to the wide
range of free resources available to support teaching and learning.
Our team of facilitators can provide
Locally based workshops
• half day – introduction to and unpacking of the wide range of financial capability resources available
free to schools
• full day – as above plus working with participants to integrate the resources into current or future planning
• TOD’s at your school
• customised planning with staff and/or syndicates following attendance at workshop or TOD –
minimum 1 ½ time required
• principal cluster groups
• communities of learning
• BOT meeting presentations
• ongoing resource provision
• VLN for sharing ideas, successes, issues, resources.
For further information about NZC financial capability consultancy options please contact:
[email protected]
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Institute of Professional Learning | Working with you
Aromatawai
Me aro ki te hā o te tamaiti
The position paper Rukuhia, Rārangahia (2014) influences our philosophical approaches to Aromatawai when
working with tumuaki/kaiako/ākonga/whānau and kura.
Aromatawai is derived from aro ‘to face up to, or attend to’ and matawai to look closely at’. Aromatawai is a way
of focusing on the learner, what they can do, and their journey based on knowledge drawn from a relationship
between pouako and ākonga.
Our facilitators can support kura to:
• improve student learning and accelerating achievement in Years 1-13
• develop, implement and review school wide systems for data collection and analysis
• assist kura to develop and/or strengthen planning and reporting requirements
• design and construct assessment activities that they are valid and relevant for its intended purpose.
We are able to support kura leaders and kaiako for Year 11-13 students in wharekura. Working alongside kaiako
and kura in wharekura our team members can:
• assist kura to focus on student learning and accelerated achievement that is informed by Te Marautanga o
Aotearoa and/or Paerewa Paetea (NCEA)
• ensure strong foundations in and for students that contribute to vocational and qualification pathways.
Pakirehua/Inquiry
“From a Māori perspective Pakirehua/Inquiry has always been and is what we’ve always done, it’s part of our
DNA. Ancestors/Tipuna show the way for us; their stories, experiences and knowledge are a natural part of
understanding how we (as Māori) inquire, are curious and solve problems.” – Tammy Gardiner and Marama Reweti-Martin
Pakirehua, or a Māori perspective of inquiry, is a natural process where kura are actively engaged in cycles of
inquiry which result in deliberate acts of facilitation and teaching to improve student achievement. Careful
analysis of the word pakirehua leads to the following responses:
• paki – a fine, clear day, a story
• rehu – rainbow, mist, to chip away
• hua – to bear fruit
• rehua – a son of Rangi and Papa who lives in the highest heaven, guardian of knowledge; also a star.
We have facilitators who are passionate and skilled in the area of pakirehua who can support kaiako to:
• develop pakirehua as a way of being
• ensure pakirehua is fostered as dynamic, ongoing, transformative and community-focused.
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Institute of Professional Learning | Working with you
Student Mentoring Support
He taonga tuku iho,
aratakina ki te mātapuna o te mōhio,
o te ora, o te maungārongo.
Over the past two years our team have mentored ākonga in secondary schools by providing robust and
encouraging guidance and support. We have wrapped strategies and support systems around taiohi so that they
remain present and engaged with their schooling, and are able to achieve the required skills and qualifications
to succeed socially and economically.
Our mentoring work focuses on cultural competence (Bishop, Berryman, Glynn); transitions (Peters); coaching
and mentoring (Robertson); and the use of student voice in programme development and evaluation (McNae).
Our kaitakawaenga can support kura to develop mentoring programmes by:
• developing a support plan with students through interviews
• creating an Individual Mentoring Plan (IMP) with the taiohi Māori and their whānau and school, including
education history, career interests, goals, previous NCEA results
• initiating a series of mentoring meetings with students, either face-to-face or using online support.
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Institute of Professional Learning | Working with you
Workshops and Conferences
IPL workshops offer powerful and engaging professional development opportunities for educators. Each year
we offer a wide selection of workshops, symposiums and conferences to thousands of principals, teachers,
trainers, and administrators. Our overall aim is to present tools, techniques and to explore practical ways to
implement global education that teachers can apply in their classrooms to boost engagement and learning
for all New Zealand students.
Our team takes pride in our intensive and collaborative approach to professional development which is
designed to support educators’ unique needs and curriculum requirements. All professional development
is led by experienced and respected educators. We draw expertise from a range of high profile guests who are
hand-picked nationally and internationally.
waikato.ac.nz/professionallearning/workshops
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Institute of Professional Learning | Working with you
Learning4 Stores
The Learning4 Stores are specialist education stores that provide quality resources to aid and enhance
learning environments.
We have three Learning4 Stores across the North Island region located in Gisborne, Hamilton and Tauranga.
We offer an extensive range of educational resources, professional readings and consumables that provide
teachers, parents and children with the best possible educational materials catering for all ages. Charts, awards,
banners, trimmers, stickers, ready letters, flash cards, puzzles, games, task boards, numeracy equipment,
educational books, science kits and much more are some of the exciting resources available for purchase.
Everyone is welcome to shop, and we offer friendly and helpful customer service along with an online shopping
facility which can be found at educationresources.co.nz
A mail order service is also provided and resources can be sourced if they are not already in stock.
Opening hours in all stores are 8.30am – 5pm Monday to Friday.
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Institute of Professional Learning | Research
Research
Research and evidence-based professional learning is key to being at the forefront of innovation and critical
thinking about professional practice. The IPL provides high quality, research-informed professional learning and
development that contribute to improved professional practice in early childhood centres, kura, schools and
tertiary institutions nationally and internationally. We work in partnership with mana whenua in culturally
responsive practice.
The urgency for transformative practice and for 21st century learning experiences for children and adults is
driving innovation in education. Research evidence is essential in this rapidly changing context. This evidence not
only informs the ongoing cycle of further innovation and provides a feedback loop in the development process.
For example, the National Aspiring Principals’ Programme has drawn on the best of international and national
research, used multiple methodologies, and engaged the participants in data conversations. This ongoing data
collection, analysis and interpretation, contributes to the quality of professional practice in a number of ways
– describing implementation, determining influence on the development of key leadership concepts and coconstructing intentional coaching tools for leadership learning.
waikato.ac.nz/professionallearning/research
Research interests and outputs
Leeana Herewini
Magical Pāngarau: Case Studies (2016)
A record of dynamic ways in which kaiako engage ākonga in learning by recording kaiako narrative, and further
exemplifying interactions and the interplay between te reo matatini o te Pāngarau and Pāngarau concepts.
Whāia te tamaiti ki te ako: Supporting and engaging Māori language learners in curriculum
and assessment (2015)
A collaborative project between the IPL, Wilf Malcolm Institute of Educational Research and Faculty of Education
investigating secondary school student experiences of Māori language learning.
Jan Roberston
Robertson, J. (2016, in press). Coaching leadership: Building educational leadership capacity through
partnership.(Second Edition). Wellington: NZCER.
Robertson, J. & Hill, M.F. (2016, in press). Aotearoa New Zealand. Examining the challenges of educational
accountability policies and exploring possibilities for school leadership. In J. Easley II & P. Tulowitzki (eds).
Educational Accountability. International perspectives on challenges and possibilities for school leadership.(pp.
18-33) New York: Routledge.
Robertson, J. (2015). Deep learning conversations and how coaching can enable them. Australian Educational
Leader, 37(3), 10-15.
Robertson, J. & Earl, L. (2014). Leadership Learning: Aspiring principals developing the dispositions that count.
Journal of Educational Leadership, Policy and Practice, 29(2), 3-17.
Robertson, J. (2013). Learning leadership. Leading and Managing, 19(2), 54-69.
Earl, L. Robertson, J. (2013). Leadership learning: Insights from the National Aspiring Principals’
Programme. Wellington: Ministry of Education.
Scholarships
The IPL offers two annual scholarship packages. These are open to doctoral and
masters level candidates who can demonstrate a commitment to conducting
research that investigates, and contributes to improving professional
learning and development in early childhood centres, kura and schools
in Aotearoa, New Zealand.
[email protected]
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Institute of Professional Learning | Our Links
Our links
Te Kura Toi Tangata
Faculty of Education
The University of Waikato Te Kura Toi Tangata
Faculty of Education (FEDU) is committed to building
teachers and educational leaders capacity around the
world, and looks to work with institutions that share
our values and outlook on education.
As the first New Zealand Teachers’ College to merge
with a University, the Faculty of Education has been
a national leader in pre-service and in-service teacher
education and educational research for many years.
Over this time the Faculty has developed an excellent
international reputation built on its experience of
undertaking collaborative and innovative research
that has not only been strongly integrated into its
teaching and professional learning programmes, but
that has also had a major impact on educational
policy in New Zealand and throughout the region.
The Faculty is committed to research-informed
professional learning and is proud to host the IPL.
This uniquely positions the Institute to link directly
with relevant qualifications for teachers, principals
and educators.
education.waikato.ac.nz
Wilf Malcolm Institute
of Educational Research
The Wilf Malcolm Institute
of Educational Research provides the infrastructure
support for research within the Faculty of Education.
Much of the research involves teams whose
members are drawn from across the Faculty and our
external partners.
waikato.ac.nz/wmier/
The Educational Leadership
Research Centre
The Educational Leadership Research
Centre seeks through its many activities to
develop, support and sustain agentic leaders across
educational and community contexts nationally
and internationally.
It is an international institution attracting scholars
and teachers focused on wide ranging topics of
development research not exclusively restricted to
Waikato-Tainui. It is development at all levels and
in all disciplines. It will be a centre of excellence
benefiting not only Waikato-Tainui but also the
local, national and international communities.
waikatotainui.ac.nz
Te Toi Tupu –
Leading Learning Network
Te Toi Tupu – Leading Learning Network
provides professional learning and
development that enhances student outcomes and
accelerates the progress of students previously underserved by the education system.
tetoitupu.org
NCLANA
The National Centre of Literacy
and Numeracy for Adults is hosted
by the University of Waikato and within
the Faculty of Education.
The National Centre provides professional learning
opportunities for the New Zealand tertiary education
sector and workforce in the form of workshops,
modules, symposia and a tailored advisory service for
organisations, educators and managers.
literacyandnumeracyforadults.com
Ontario Principals Council
The University of Waikato has
partnered with the Ontario
Principals Council to offer the International Certificate
in School Leadership in New Zealand. The programme
is designed for school leaders and IPL now has a team
of seven New Zealand principals who completed their
Master Trainer certificates in Ontario in October and
who will facilitate the programme in New Zealand in
2016.
principals.ca
https://education.waikato.ac.nz/
professionallearning/educational-leadership-centre
Waikato-Tainui College for
Research and Development
The College delivers on the vision
of the Founding Fellow, the late Sir Robert Mahuta
who saw the College as the means by which we
will be able to produce a continual stream of
leadership to lead Māori through the next century.
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TAURANGA
Institute of Professional Learning:
Te Whai Toi Tangata
142 Durham Street
Tauranga 3110
[email protected]
07 577 5314
ROTORUA
Institute of Professional Learning:
Te Whai Toi Tangata
HAMILTON
1358 Hinemoa Street
Institute of Professional Learning:
Te Whai Toi Tangata
PO BOX 935
University of Waikato
07 348 9079
Rotorua 3040
144 Knighton Road
Hamilton 3240
Private Bag 3105
Hamilton 3240
GISBORNE
07 838 4458
Institute of Professional Learning:
Te Whai Toi Tangata
[email protected]
River Oaks Mews
74 Grey Street
Gisborne 4010
06 867 9769
NAPIER
Institute of Professional Learning:
Te Whai Toi Tangata
Cnr Bridge and Lever Streets
PO BOX 12023
Ahuriri
Napier 4144
06 834 0914
54
Contact us
Learning4 Stores
Reading Recovery
educationresources.co.nz
Email: [email protected]
HAMILTON
Hamilton
University Lodge
Deanwell School
144 Knighton Road
Deanwell Avenue
PO Box 1387, Hamilton
Hamilton 3206
Phone: 07 856 1345
Phone: 07 843 7855
Fax: 07 838 4502
Email: [email protected]
Tauranga
Hours: 8.30am to 5pm, Monday to Friday
Tauranga Primary School
31 Fifth Avenue
TAURANGA
Tauranga 3110
142 Durham Street
Phone: 07 578 2711
Phone: 07 577 5316
Fax: 07 577 5317
Rotorua
Email: [email protected]
Western Heights Primary School
Hours: 8.30am to 5pm, Monday to Friday
Clayton Road
GISBORNE
Rotorua 3015
Phone: 07 349 6984
River Oaks Mews 74 Grey Street
PO Box 641, Gisborne
Gisborne
Phone: 06 863 3741
Riverdale Primary School
Fax: 324 Stout Street
06 863 3742
Email: [email protected]
Gisborne 3801
Hours: 8.30am to 5pm, Monday to Friday
Phone: 06 868 5234
Workshops and conferences
Email: [email protected]
Phone: 07 858 5106
Institute of Professional Learning
The University of Waikato
PO BOX 1387
144 Knighton Road
Hamilton 3240
55
Institute of Professional Learning, Faculty of Education
University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand
Phone: +64 7 838 4458 | Email: professionallearning@waikato.
ac.nz
waikato.ac.nz
waikato.ac.nz/professionallearning