Teacher Aide PLD
Teacher Aide PLD Funding open from Monday, 24th April
TA Offerings - 3 modes of delivery:
Welcome! We’re thrilled to have the opportunity to work with you.
As an approved PLD provider for the Teacher Aide PLD Fund for 2023, we are excited to offer a range of new PLD in support of the amazing work you do.
As Teacher Aides you play a critical role - as the bridge between caring and learning - providing the support
and guidance that students need to thrive both academically, socially and emotionally.
Our TA PLD offering is totally flexible to meet your needs. Alongside our live interactive
(online) and in-person training, we have also developed a set of on-demand training modules. Our goal is to
provide PLD in a way that suits your needs: you can engage online in our interactive sessions, in-person with
coaching support, or via our on-demand training.
We have worked hard at putting together PLD that aligns with the Teacher Aide Work Matrix and the Teacher
Aide Competency Matrix. Our PLD facilitators combine research and evidence with practical approaches. They
understand the kaupapa of the Teacher Aide (TA), and our PLD focuses on the role, and critical capabilities
required. We offer an interactive approach to understanding good practice.
Our facilitators include Dr Jana Benson, Kylie Dawson, Katherine Jackson, Traci Sietu and Bob Miller. All offer unparalleled expertise and have worked with TA's for many years, helping to develop and grow credentials.
Teacher Aide PLD can be provided in a way that suits your needs: You can engage in online on-demand modules, or our interactive programmes are delivered online (live) or face to face.
Please encourage TA's in your kura to review our PLD programmes and sign up on the Ministry website.
Teacher Aide Online On-Demand Modules
As part of our Teacher Aide PLD we have developed a series of on-demand training modules that focus on the learning and behavioural needs of ākonga.
Each of these modules have been aligned with the Teacher Aide Work Matrix (Grades A, B, C, D) and the Teacher Aide Competency Categories. These modules will include a theoretical component, with an emphasis on practical applications covering the essential learning and development that Teacher Aides need to succeed in their role.
The modules will be available to stream on demand from Mid-Term Two and will be available for 12 months. Modules will also include additional resources and/or suggested exercises to help guide your learning.
1 - The Behaviour Blueprint: Navigating Classroom Challenges for Teacher Aides
TAs will gain an understanding of behaviour and the typical ways of identifying and addressing expressions of distress and challenging behaviour. TAs will have an understanding of the main behavioural theories and approach to supporting healthy behaviours and practices, particularly in relation to learning-related social and classroom behaviours (or social-emotional learning).
(Competency Category 8)
2 - Bridging Theory & Practice: Observations, Assessments, and Learning Foundations for Teacher Aides
TAs will be able to apply foundational knowledge of learning theories (e.g., behaviourism, constructivism, social cognitive theory) and child/youth development stages to support the diverse needs of learners. TAs will learn techniques for observing and assessing learning and development, and best practices for building positive relationships with learners, teachers, and whānau.
(Competency Category 4)
3 - Diverse Minds, Unified Hearts I: A Teacher Aide's Guide to Neurodiversity and Inclusion
TAs will understand neurodiversity, and the profiles of the five most prevalent conditions in students in Aotearoa (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia). TAs will also learn practical strategies for creating an inclusive learning environment for their learners that is safe, engaging, reduces barriers, and promotes inclusion within the classroom environment.
(Competency Category 3, 5)
4 - Diverse Minds, Unified Hearts II: A Teacher Aide's Guide to Neurodiversity and Strategies
To deepen understanding, TAs will learn the five main neurodivergent profiles (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia), and practical strategies for supporting learners with associated learning needs (e.g., clear and structured instruction; tasks-to-steps; flexibility; learner self-advocacy; visual aids; multi-sensory instruction etc.).
(Competency Category 5)
5 - The Caring Classroom: Practical Strategies for Teacher Aides in Social-Emotional Learning
TAs will understand learner wellbeing and the role they play in maintaining a safe and supportive learning environment. They will be equipped with practical strategies to identify and respond to learners at risk, work collaboratively with families to address pastoral issues, and implement trauma-informed practices to support the wellbeing of all learners. The concept of hauora will be discussed and the interconnectedness of a learner's, cultural values and the role of whānau in providing collective care and support.
(Competency Category 7)
6 - Teaching, Learning & Assessment
TAs will understand how the Teaching, Learning and Assessment Cycle can support them to create better outcomes for learners. This includes:
Utilising progressions, supporting learners to know - Where am I at? Where am I going? and How am I going to get there?
Interpreting needs and adapting planning for the group of learners
Core curriculum resources to support teacher planning
Building a positive learning environment (competency category 6)
(Competency Category 8, 6)
7 - Assessment For Learning
How to use evidence, progress data and progressions to work with small groups and differentiate learning
How to give effective and constructive feedback to learners Interpreting and applying teacher planning for the group of learners
(Competency Category 8)
8 - Enhancing Learner Agency
TAs will develop an understanding of :
The key capabilities of a learner who demonstrates agency and provide examples of what this looks like in practice
Principles to consider when designing learning tasks that enable learner agency
How to effectively monitor learner engagement and use these insights to create fluid learning groups and plan effective learning
Creating a positive learning environment
(Competency Category 6, 8)
9 - Enhancing Learner Engagement
The work of Thomas Hoerr (2016) suggests that students become most engaged when they find their work both deeply challenging and highly enjoyable. Our job, is to make the content meaningful, design interesting lessons, and require students to stretch a bit in learning. Finding the sweet spot through utilising students passion, purpose and gifts support engagement.
(Competency Category 8)
Coaching to be arranged with your school’s SENCO or LSC
Disclaimer - Register your interest. Te Kete Hono reserves the right to reschedule
if not enough sign ups. If over-subscribed, additional workshops will be scheduled. Also open to different
time slots (after school hours) if there is enough interest. Video on demand will be streamed and TAs will
access useful resources which they will be able to download and retain.
Teacher Aide INTERACTIVE Programme
We offer a series of live, interactive PLD programmes (online and face-to-face) each with 3 workshops titled: Kaupapa of the Teacher Aide; Understanding the Learner and Developing an Effective Learning Process. These workshops are aligned to the Teacher Aide Competency Categories. Each facilitated workshop will be followed by a set of practice exercises and small group coaching sessions to debrief and embed the learning. We encourage you to attend all three workshops, however each workshop can be registered for separately (within Programmes 1 - 4).
Workshop 1: Kaupapa of the Teacher Aide
Overview of role and responsibilities of the TA and good practice
In this workshop, we introduce the scope of the TA role which includes a wide range of potential tasks and responsibilities. We focus on:
Values associated with enhancing learner agency by obtaining consent and maintaining dignity. TA participants will be asked to reflect on their professional and school values and how these need to be demonstrated in the day to day practices and interactions that they have with learners, teachers, specialist staff and whānau. Scenarios will provoke reflection on how to “live the values” in dealing with the challenges presented in each scenario.
Building positive learning environments and applying principles of inclusive practice for diverse learners. We focus on how to have critical conversations with learners - asking the right questions and engaging learners by understanding the “sweet spot” for learning. We unpack what a positive learning environment looks/feels/sounds like and highlight the research behind the principles of inclusive learning.
Developing professional skills which explores relevant research and scenarios to “demonstrate” responses in a professional manner in the real world when called upon to:
Build trusting professional relationships with learners and teaching staff
Work as a member of a team with learners, families, and staff members
Develop and maintain networks and collaborative partnerships
Meet legal and ethical obligations in an education support environment and
Improve your own professional practice.
Collaborating with others - We unpack relevant research into collaborative practices in educational settings and focus on honing collaboration skills so that learners get the benefits of working with a cohesive and aligned group of specialists and whanau, to progress their learning.
Enhancing Cultural Competence - we support and guide the understanding of culturally responsive pedagogies and practice and engaging learners by honouring identity and building respectful and reciprocal relationships. Using the cultural competency frameworks of Tātaiako, Tapasā, Ka Hikitia with support from approaches such as He Pikorua in Action, we will support TA’s to reflect on their practice and challenge them to explore a variety of implementation approaches to foster effective learning.
(Competency Category: 1, 2)
Trainers: Traci Sietu, Kylie Dawson and Katherine Jackson
Workshop 2: Understanding The Learner
This workshop focuses on understanding the learner and how to develop effective strategies for working with each one. The following topics are explored in depth:
The Behavior Blueprint: Navigating Classroom Challenges for Teacher Aides
TAs will gain an understanding of behaviour and the typical ways of identifying and addressing expressions of distress and challenging behaviour. We explore the main behavioural theories and approaches to supporting healthy behaviours and practices, particularly in relation to learning-related social and classroom behaviours (or social-emotional learning). TAs will learn to work with other professionals and parents to develop effective behaviour programs and the importance of evaluating, monitoring and the adaptation of these behavioural programmes.
Bridging Theory & Practice: Observations, Assessments, and Learning Foundations for Teacher Aides
TAs will be able to apply foundational knowledge of learning theories (e.g., behaviourism, constructivism, social cognitive theory) and child/youth development stages to support the diverse needs of learners. You will learn techniques for observing and assessing learning and development, and best practices for building positive relationships with learners, teachers, and whānau.
Diverse Minds, Unified Hearts I: A Teacher Aide's Guide to Neurodiversity and Inclusion
This workshop will enable you to understand neurodiversity, and the profiles of the five most prevalent conditions in students in Aotearoa (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia). You will also develop practical strategies for creating an inclusive learning environment for learners that is safe, engaging, reduces barriers, and promotes inclusion within the classroom environment.
Diverse Minds, Unified Hearts II: A Teacher Aide's Guide to Neurodiversity and Strategies
To deepen understanding, you will learn the five main neurodivergent profiles (i.e., ASD, ADHD, Dyslexia, Dyscalculia, and Dyspraxia), and practical strategies for supporting learners with associated learning needs (e.g., clear and structured instruction; tasks-to-steps; flexibility; learner self-advocacy; visual aids; multi-sensory instruction etc.).
The Caring Classroom: Practical Strategies for Teacher Aides in Social-Emotional Learning:
This workshop focuses on learner well-being and the role TAs play in maintaining a safe and supportive learning environment. You will be equipped with practical strategies to identify and respond to learners at risk, work collaboratively with families to address pastoral issues, and implement trauma-informed practices to support the well-being of all learners.The concept of hauora will be discussed and the interconnectedness of a learner's, cultural values and the role of whānau in providing collective care and support.
(Competency Category: 3, 4, 5, 7, 8)
Trainer: Dr Heidi Leeson
Workshop 3: Developing an Effective Learning Process
This workshop explores the various elements that work together to create an effective learning process for akonga:
Building a positive learning environment
TAs will explore the key elements of the learning process and how to design learning that is going to meet the mark for each learner. This requires an understanding of the passions, interests and learning needs of each learner
Teaching, learning and assessment cycle
TAs will develop an understanding of how the Teaching, Learning and Assessment (TLA) Cycle can support them to create better outcomes for learners. This includes:
Designing and planning learning based on data and evidence as to a learner's progress and learning gaps
Utilising progressions to support learners to know where they are in their learning journey, where they are going to next and how they are going to get there
Practical strategies for collecting evidence to assess learning against clear learning intentions and success criteria.
Using the TLA Cycle everyday to ensure every learner makes progress.
Enhancing learner agency and maintaining learner engagement
TAs will develop insight into the key capabilities of a learner who demonstrates agency and unpack examples of what this looks like in practice . You will then consider principles to guide the design of learning tasks that enable learner agency. You will learn how to effectively monitor learner engagement and use these insights to create fluid learning groups and plan effective learning.
Assessment for learning
Assessing learner progress on an ongoing basis is fundamental to an effective learning process. You will develop insights and skills to help you:
use evidence, progress data and progressions to work with small groups and differentiate learning
give effective and constructive feedback to learners
Interpret evidence and apply effective planning principles for individuals and groupa of learners
Access core curriculum resources to support your planning.
(Competency Category: 6, 8)
Trainer: Dr Jana Benson
Pricing inclusive of GST
Each programme includes facilitated workshops, learning resources, exercises and small group coaching. Face-to-face includes morning tea.
All 3 workshops: $500.00
Any 2 workshops: $400.00
Any 1 workshop: $300.00
Get to know our Teacher Aide PLD facilitators:
Dr Jana Benson
As our Professional Learning and Development lead, Jana works with teachers and schools to establish and develop a shared language of learning and believes this is fundamental for learners’ agency and their assessment capability.
Jana has extensive experience of working with schools in areas of learner agency, local curriculum development, writing graduate profiles, evaluation of teacher impact, digital learning, AfL, and leading/coaching collaborative inquiries. She is passionate about learner agency, and has actively pursued this in leading a Kahui Ako Achievement Challenge, leading a TLIF project, and in her doctoral study.
Traci is an MoE Accredited PLD Facilitator who works alongside leaders, teachers and organisations to support and shift current practices and pedagogies. A dedicated and passionate advocate for continued learning, Traci is experienced across all PLD priority areas and works with individuals and communities to establish successful outcomes for learners.
Traci fosters a community of practice through her experience and interest in developing collaborative practices while fostering the cultural narratives and journey of each person and organisation. Traci’s approach extends beyond the school to help ensure learners have the necessary support to do their best learning.
Kylie has an extensive background in education, teaching all year groups from Year 0 - 8 in a range of schools and deciles. She has worked as a Within School Leader as part of a Kāhui Ako, and led teams as a Syndicate Leader. Her passion has been the mentoring of Teachers and Kaiako to work collaboratively and effectively, ensuring that the learners are engaged, supported and challenged to achieve.
Kylie's understanding of the importance of learner agency saw her complete research in the area through the Teacher-Lead Innovation fund, and then go on to achieve a Masters of Educational Practice with Distinction.
Kylie will be supporting schools in developing their proficiency in the use of SchoolTalk, and we are thrilled to have such a knowledgeable and passionate educator on the team!
Katherine has a broad based background, with over 20 years full time teaching experience. She has designed and inducted through in-house PLD trainee teachers, trainee counsellors, teachers and learning support staff including teacher aides. Unpacking and developing career pathways for all these individuals and supporting and growing individuals across the multiple teams she has led throughout the school. With clarity, encouragement and commitment, Katherine has led many teams and achieved excellent results as a result of effective collaborative practice.
Bob supports a variety of kaiako, kura and kāhui ako to analyse their impact on values and capabilities that have not traditionally been quantified such as agency, hauora and engagement. He is passionate about the power and potential of data to inform and drive change in education, and also supports educators to make greater use of their traditional data sets.
Bob also has extensive experience in leading and developing rich learning design and the creative use of digital technology. He supports a number of teams to develop pedagogy that is purposeful, holistic and inclusive.