Teacher Aide PLD

Teacher Aide PLD Funding

TA Offerings: 

Welcome! We’re thrilled to have the opportunity to work with you.

As an approved PLD provider for the New Zealand Teacher Aide PLD Fund for 2024, 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 goal is to provide PLD in a way that suits your needs and at your own pace, 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


Our facilitators include Dr Jana Benson, Kylie Dawson, Brooke Trenwith, and Bob Miller. All offer unparalleled expertise and have worked with TA's for many years, helping to develop and grow credentials.

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).


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.

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.