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From 2017, PLD provision through the Ministry of Education is changing. Schools, kura and Communities of Learning | Kāhui Ako (CoL) will be able to choose their own facilitator for centrally funded professional learning and development (PLD) and will be able to tailor what they do to meet their particular needs under a new system.
The Ministry of Education has been working with sector representatives to redesign the PLD system. The changes are aimed at making centrally funded PLD more effective, making a difference to student achievement in priority areas, supporting school leadership and strengthening professional networks as a complementary source of PLD.
When the new system is fully in place, schools will be able to draw support from a mix of centrally funded PLD and PLD funded from their own budgets, as well as support from professional education networks.
Doing a few things well:
Evidence indicates focusing on a few things and doing them well makes a bigger difference in outcomes for students. So for the next three to five years centrally funded PLD will be focused on a small number of national priorities – pāngarau/maths, pūtaiao/science, te reo matatini (pānui, tuhituhi, kōrero)/reading and writing and digital fluency.
This does not mean that funds for PLD will only be available in pāngarau/maths, pūtaiao/science, or the other priorities. Centrally funded PLD will offer leaders and teachers the opportunity to use an inquiry approach and analyse the results they are seeing, define the issues, and work on changes and improvements that will lift student achievement.
For example, a school that wants to improve student outcomes in literacy may decide, after analysis, that it needs PLD to improve cultural intelligence, or build evaluative capability or work more effectively with parents, families and whānau.
A tailored system with regional allocation:
Under the new system schools, kura and CoL will be able to tailor centrally funded PLD to their particular requirements.
They will analyse their needs, within the priority areas, and co-construct a proposal for centrally funded PLD with their regional education advisor. That proposal will be assessed by a regional allocation panel, that includes sector representation. If the proposal is approved, the school, kura or CoL will be able to choose a PLD facilitator from an online list of accredited facilitators to plan PLD.
To give schools, kura and CoL ‘quality assurance’ when selecting a facilitator, all facilitators delivering centrally funded PLD will be accredited.
Their qualifications and areas of specialist expertise will be checked and endorsed by the Ministry and national accreditation panels and a two page summary of their portfolio, plus names of referees, will be available online.
Priorities for centrally funded PLD:
Centrally funded PLD is a limited resource and is focused on equity and excellence for priority students.
The needs of CoL will be prioritised and as the number of CoL grows they will be increasingly used to deliver centrally funded PLD. If schools or kura are not in a CoL they may still be able to access PLD in 2017.
Support for leadership and professional networks:
The new system recognises the importance of support for leaders in schools, kura and CoL and one-off learning opportunities, subject specific information and other resources for teachers.
Work is also underway on support for school leadership and professional education networks.
All the available information on the new PLD system and its changes and implications for your school can be accessed here on the Ministry website. This site is updated regularly as further PLD design work is completed. You can send questions to PLD.email@example.com.
For further information about ways to investigate the type of PLD support that your school might need, go to the New Zealand Curriculum Online website.
Contact details for local Ministry of Education offices
Your local office Ministry of Education advisor is available to support in your next steps.
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