The important points to note:
- New online PLD application system goes live for term 1 2020 allocation round
- No PLD allocation round in term 2 2020
- New PLD priorities replace existing priorities term 3 2020.
We are working to introduce, in 2020, important improvements to Professional Learning and Development (PLD) so it better supports our teachers, leaders, and ultimately all learners.
As you know, new priorities for locally-focused PLD have been announced that support teachers and leaders and align with the focus on curriculum, progress and achievement.
Work will continue in terms 1 and 2 2020 to ensure schools, kura, Kāhui Ako and PLD providers and facilitators are aware of the expected outcomes of the new priorities.
We are also on track to introduce the new online system for managing applications and allocations of locally-focused PLD. The online PLD system offers a more reliable and streamlined process for all.
To make the changes as smooth as possible, a phased approach is being planned for implementing the new priorities. It integrates introduction of the online PLD system and other work on preparing people, systems and processes for the new priorities.
To ensure everyone is able to focus on this work and prepare for the new priorities, there will not be a PLD allocation round in term 2 2020. This does not affect the total number of hours to be allocated in 2020.
As this work progresses, we will be sharing updates and information through the PLD website as well as other PLD network channels.
New priorities for locally-focused PLD
The national priorities for PLD have been refocused to support teachers and leaders and align with the focus on curriculum, progress and achievement.
The new priorities are:
English medium settings will focus on:
- Cultural capability
- Local curriculum design
- Assessment for learning.
Māori medium settings will focus on:
- Mātauranga and te reo Māori
- Marau ā-kura
Digital fluency remains a priority in all schools and kura.
The new priorities for Māori medium settings reflect the capabilities that whānau, hapū and Iwi have identified for some time as important in the progress within education that enables Māori to succeed as Māori.
All the priorities will support teachers and leaders to make sure every student experiences opportunities to learn and progress through a curriculum that values our children’s identity, language and culture, their strengths and aspirations, and those of their whānau.
The new PLD priorities were informed by engagement with people from right across New Zealand’s education system, through Kōrero Mātauranga and the Curriculum, Progress and Achievement (CPA) Reference Group.
Getting ready for the PLD priorities – a phased and integrated approach
The new priorities replace the existing priorities from the beginning of term 3 2020. This means schools, kura and Kāhui Ako can apply for PLD under the new priorities from term 3 2020.
We are now working on making sure our systems, processes and people across the PLD network are ready.
A phased approach to implementing the priorities integrates our work to:
- introduce the new online PLD system
- clarify the definition of each new PLD priority
- involve Iwi and mana whenua in locally-focused PLD
- prepare the PLD workforce to deliver on the new PLD priorities
- support schools, kura and Kāhui Ako through the change to new PLD priorities
- know what impact locally-focused PLD is having.
1. Introducing the new online PLD system
We are progressing well in our work to develop the new online PLD system to replace the existing PLD Journal that is used for allocating and tracking locally-focused PLD.
Through this single cloud-based system:
- schools, kura and Kāhui Ako will apply for PLD
- panel members will review PLD applications
- regional offices will confirm PLD decisions
- PLD statements of work will be generated by the national office team
- planning and reporting on PLD progress will be managed by facilitators and schools.
We have been making changes based on user testing and are running pilots later this term. These pilots will let us test how well the online system works in real-life scenarios. This includes how it works for those wishing to access and use the system in te reo Māori.
Work on the new online system is on track for a national go live in term 1 2020.
The term 1 2020 allocation round will be the last opportunity for schools, kura, and Kāhui Ako to apply for support aligned to the existing PLD priorities. The next allocation round in 2020 will take place in term 3. This means in term 2 everyone can focus on preparing to work with the new priorities coming in term 3, including using the new online PLD system with the new priorities.
Meanwhile, support material such as manuals and guides for users of the online system are being developed. Planning is also well advanced for training for schools, kura, Kāhui Ako, regional offices, providers, facilitators, and allocation panels in how to use the new online PLD system. This training and support will take place from term 4 2019 through to term 2 2020.
2. Clarifying the definition of each of the new PLD priorities
To ensure good effective application of the new priorities, we are working with others to further clarify what capability and strengths each priority is intended to build.
The definitions will cover the high impact values, knowledge, and practices at the heart of each priority and which we want all PLD programmes to encompass.
The practices will be defined in a way that expresses inclusion, critical consciousness and kaupapa Māori to help align the PLD priorities to the National Education and Learning Priorities.
This approach is built on evidence of what we know works well, such as the PLD Best Evidence Synthesis.
3. Involving Iwi and mana whenua in locally-focused PLD
Implementation of the new priorities includes development of a joint approach with Iwi and mana whenua to ensure Māori have the opportunity to exercise their Tino Rangatiratanga, authority and agency across locally-focused PLD. This includes:
- listening to Iwi and mana whenua about local expressions of authority and agency in their rohe related to the new PLD priorities,
- involving Iwi and mana whenua in raising awareness about what the new priorities are and the support available to schools, kura and Kāhui Ako, and
- ensuring Iwi and mana whenua are ready to participate in the implementation of PLD under the new priorities, should they chose to.
This work is connecting in with a pilot project called E-Ranga Kōkiri that’s being established in some Ministry of Education regions. The pilot project involves Iwi and mana whenua working alongside schools, kura, and Kāhui Ako to build and cultivate educationally powerful relationships in partnership, in their takiwā (area).
The project includes looking at ways for schools, kura and Iwi to understand the progress being made – and the next learning steps – in school practices, kaiako capability and learner outcomes in areas such as cultural capability, Mātauranga Māori, and place-based learning.
4. Preparing the PLD workforce to deliver on the new PLD priorities
We know many of our PLD facilitators are ready for this change. And we are working with PLD providers and facilitators to make sure they can deliver quality PLD against the new priorities.
At this time the current accreditation status of facilitators will continue into the 2020 school year.
5. Supporting schools, kura and Kāhui Ako through the change to new PLD priorities
We know that we need to be deliberate and take our time when implementing significant changes for schools, kura and Kāhui Ako such as those associated with the new PLD priorities.
During terms 1 and 2 in 2020, the Ministry of Education will work with schools, kura and Kāhui Ako to raise awareness about:
- the priorities and what they mean
- what supports are available.
6. Knowing the impact locally-focused PLD is having
As we prepare to implement the new PLD priorities, we are also working with an evaluation partner to design an evaluation methodology. This will allow us to understand the impacts of ongoing investment in PLD.
The intention is that the evaluation approaches contribute to us being a system that learns.