Prioritising PLD for teacher retention

By Rosie Clarke, Editor

Teacher shortages have exacerbated workloads, making it more difficult for schools and principals to prioritise PLD opportunities for staff. However, research shows a positive correlation between PLD and staff retention, so could prioritising PLD attract teachers to your school?

Eighty-four percent of teachers surveyed in the international Tes Wellbeing Report 2022 indicated that a school offering and supporting professional development was a more attractive employer. The report also found that 75 percent of teachers prefer hybrid PLD that involves in-person and online training. In New Zealand, hybrid and online-only PLD took off during lockdown. When the traffic lights system was relaxed in September, the Ministry advised schools not to postpone PLD indefinitely but to gage comfort levels with face-toface delivery and continue sessions onsite or virtually depending on preferences. Among other PLD preferences: 87 percent of teachers surveyed by the New Zealand Post Primary Teachers’ Association said PLD was most effective for them when it enabled collaboration with teachers from other schools; meanwhile, 98 percent of senior leaders preferred inhouse PLD. Both senior leaders and teachers indicated that reflection time was vital for PLD to be effective. To this last point, organising high quality PLD for staff requires careful timetabling so that adequate reflection time is possible. This involves a balancing act for schools and overworked school principals, to effectively organise PLD while balancing the additional workload demands of the teacher staff shortages. Pauline Cleaver, the Ministry of Education’s Associate Deputy Secretary of Curriculum, Pathways, and Progress, spoke with School News about the importance of careful scheduling, and these challenges principals are facing as they try to juggle wellbeing and workload: “Many schedule sessions before and after school so that learning time with students is not disrupted.” She acknowledged: “We know principals weigh up the balance between the importance of professional development and the workload of their teachers.

“All teachers are entitled to time away from the classroom (classroom release time) during the term.” In addition, School News was told that the MOE is “developing self-directed and guided resources and services that can be accessed and used during classroom release times or teacher only days.” In 2023, PLD priorities will remain the same as those implemented in 2020: “New priorities for regionally allocated professional learning and development were implemented to support teachers to provide culturally responsive and rich learning experiences and assessment practices for all students in 2020. These priorities will remain the same for 2023.

In terms of PLD training and support specific to the curriculum refresh, she further noted: “Additional supports and services will become available as each learning area is tested and refreshed.”

“While we provide PLD support for schools to support the curriculum refresh, schools receive funding in their operating grants to fund staff professional development for this purpose. “We know teachers work incredibly hard, often going above and beyond the scope of their roles and recognise teacher wellbeing is a critical component of a productive workforce that can effectively support learners. The Ministry acknowledges the important work teachers do every day to deliver highquality learning to our children and young people.”

© stock.adobe.com

© stock.adobe.com

We move forward because we learn.

Graduation is a time to celebrate. To recognise the journey to achievement but also to look forward to what’s next.

At The Mind Lab, our September graduation, held at the Due Drop Events Centre in Manukau, Tāmaki Makaurau Auckland, was an extra special event. The first we’ve been able to hold in person since March 2021, and the biggest yet. For our more mature learners, there’s something extra sweet when graduating. Family, careers, community involvement, it all has to be done in addition to, not in place of. Graduation with us is a family aff air, supported by kids, grandkids, partners and adult siblings. Having the joyful sound of tamariki and mokopuna skipping around playing added to the uplift ing feeling in the room and reminded us all, the futures we are designing now, are for them.

Enriching learning experiences

As teachers, learning is inbuilt into the daily rhythm of life. But stepping outside of one’s own classroom and into someone else’s, as a student, can reinvigorate the energy needed to teach and lead.

Stephanie Ngarepa, Master of Contemporary Education is one such person. Challenged by personal adversity through her studies, Stephanie still delivered an impactful project that fostered student agency. She empowered her Year 7 & 8 students at Longburn Adventist College to design and lead their own school camp. From planning, budgeting, shopping and partaking in all meals and activities, this ownership increased participation and engagement in the camp, with a 100% turnout. Stephanie found new empowerment in her ability to positively influence others. For this, she was awarded the Lynley Schofield Award for resilience and perseverance.

Stephanie Ngarepa, Master of Contemporary Education and teacher at Longburn Adventist College with Dorcas Kayes, Postgraduate Director at The Mind Lab.

Whaea Taki Roberts, Postgraduate Certifi cate in Digital and Collaborative Learning and kaiako at Kaitao Intermediate School with Te Mihinga Komene, Pou Ārahi at The Mind Lab.

“The Master of Contemporary Education opened my eyes up to the possibility that we have as teachers. I’ve been teaching for 20 years and this programme has really changed the way that I think about the power of influence that I have within my classroom and the way that I can aff ect the kids and their learning journeys. It was powerful.” - Stephanie Ngarepa, Master of Contemporary Education, teacher at Longburn Adventist College, recipient of Special Lynley Schofield Award for resilience.

At The Mind Lab, we strive to deliver learning experiences that are founded on four key mātāpono (values): Manaaki, Pono, Rangatiratanga and Ako. To recognise students that embody these values, we have Te Ara Kōtihi Awards for each.

Taki Roberts, Postgraduate Certificate in Digital and Collaborative Learning and kaiako at Kaitao Intermediate School in Rotorua, was the recipient of the Tohu Pono. Taki showed determination and selfbelief to bring student voices to all class sessions, so the benefactors of contemporary education practices were not forgott en or dismissed. ‘E noho ana au i runga i toku taumata i Tiheia/ my journey begins at my mountain, Tiheia. My students are the teachers and I model teaching using their classes and navigate alongside them, on their journeys.’

Since completing the postgraduate certificate in Digital and Collaborative Learning, Taki has been able to apply her knowledge of collaborative learning practices to ‘give mana to the knowledge they bring to the table and make opportunities available to apply their knowledge to new contexts. I’m able to model strength, encouraging my students to gain mana from their cultural identities, critical thinking, creativity and collaboration. E hoki ana au ki toku iwi, kia Rangiwewehi. Ko toku papakohatu, ki Tarimano.’

No better reason

Our goal at The Mind Lab is to provide the space for innovation, creativity and authenticity to thrive. For us, graduation is not just an event in the calendar. It’s a chance to celebrate kaiako, among others, who will go forward to drive positive change and create impactful futures.