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. Te Kete Hono has worked in collaboration with Potential to Performance to bring you these opportunities.  


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, Brooke Trenwith, 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 Te Kete Hono and Potential to Performance 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 designed to meet 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).


Courses:

Understand: the benefits of diversity

Know: the preferred language terms

Do: identify the strengths that neurodiverse students bring to the classroom 


Understand: the strengths and challenges of ADHD

Know: what ADHD looks like

Do: identify which practical strategies to trial with students you work with


Understand: The strengths and challenges of dyslexia

Know: The different types of dyslexia

Do: Identify strategies to trial in your classes


Understand: The strengths and challenges of dyspraxia

Know: The meaning of dyspraxia

Do: Identify strategies to trial in your classes


Understand: The strengths and challenges of dyscalculia

Know: What dyscalculia impacts

Do: Identify strategies to trial in your classes



(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: 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. 


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 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 3, 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 whanau 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:


(Competency Category 8, 6)

7 - Assessment For Learning  


(Competency Category 8)

8 - Enhancing Learner Agency 

TAs will develop an understanding of :


(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)


Pricing inclusive of GST

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. 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:


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: Brooke Trenwith

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: 


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:


(Competency Category: 6, 8)

Trainer: Dr Jana Benson and Brooke Trenwith

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 Sietu

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 Dawson

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 Jackson

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 Miller

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. 

Brooke Trenwith

An experienced educator, Brooke is passionate about providing teachers and whānau with the knowledge and strategies to support learners in their care. Her professional development focus is on improving the efficacy of teachers to self-reflect on their own practice and to encourage evidence-based practice in our schools.  Through her leadership and coaching development, Brooke has supported thousands of teachers, leaders and corporates across Aotearoa New Zealand, Australia, Canada and Taiwan.

 

Brooke was President of the New Zealand Association for Gifted Children (2016-2020), a New Zealand Representative on the World Council for Gifted and Talented Children (2016-2020), and is a MOE Accredited education consultant through her own company, Potential to Performance Ltd.  She has taught early childhood through to university level, been a Gifted Coordinator and an Enhanced Learning Teacher, and was assistant director of an English Language School in Taiwan.

 

Brooke was project leader of the Te Toi Tupu contract, helping schools develop robust, transparent and cohesive approaches to gifted education.  Her specialisations include giftedness, inclusive education (including Culturally and Linguistically Diverse Students, Oppositional Defiance Disorder, Autism and trauma-informed practices), relationship-based learning/cultural responsiveness, coaching practices and change management, thinking skills, digital fluency, innovative learning and collaborative practice. Brooke continues to be involved in New Zealand National Curriculum Development through her work on the Te Mataiho Reference Group and the Ministry Advisory Group for Gifted.