Developing leadership capabiltiy

Professional learning and development (PLD) for teaching staff was a priority. Teachers were encouraged to review what they did and identify ways to improve their work with Pacific children, their parents and families. They challenged their own assumptions about children and learning.


What’s important?

What does good practice look like?

For example:

Professional learning and development

In these services, identifying and undertaking relevant PLD was critical to help make continuous improvements. Managers played an important role in upholding their service’s philosophy and in guiding and supporting staff.

At one centre, staff were supported to take on leadership roles. The centre manager encouraged teachers to identity the support they needed, including relevant PLD. One PLD focus had supervisors attend PLD on appraisal which helped them to appraise teaching staff who directly reported to them and to discuss some of the challenges with the centre manager.

Reflective leaders and teachers

Leaders and teachers at these services had ways of knowing the progress they had made in developing culturally relevant learning environments. They focused on Pacific children as competent and confident learners and were responsive to their parents’ and families’ aspirations. They were also clear about what still needed to be done and the challenges associated with this.

The centre had a buddy system where qualified teachers worked with non‑qualified teachers to plan each day’s programme together. Each teacher had a planning book to document daily and weekly self reflections. They shared their reflections during staff meetings to discuss what worked, and to identify the next steps with their colleagues.

Partnerships for leading

Developing and maintaining respectful relationships among teachers enabled these services to be more responsive to children’s interests. Teachers had increased opportunities to take ownership of areas for curriculum development. They also actively encouraged parents and families to participate or a take a lead in a range of initiatives.

The centre manager had taken on the administrative duties, which allowed the supervisor time to concentrate on the programme. The supervisor’s role changed to management of the curriculum and monitoring of professional practice. Since the change, there had been an improvement in the quality of teaching practice and staff performance.