A rubric was developed to define preparedness and was used to make an overall “best-fit” judgement about preparedness in each early learning service in the sample. The rubric was developed from the following information:
Te Whāriki notes:
The expectation is that each ECE service will use Te Whāriki as a basis for weaving with children, parents and whānau its own local curriculum of valued learning, taking into consideration also the aspirations and learning priorities of hapu, iwi and community.(p.8)
The expectation is that kaiako will work with colleagues, children, parents and whānau to unpack the strands, goals and learning outcomes, interpreting these and setting priorities for their particular ECE setting. (p.23)
Planning involves deliberate decision making about priorities for learning that have been identified by the kaiako, parents and whānau and community of the ECE service. (p.65)
Questions guide the process of establishing and reviewing curriculum and learning priorities. Some examples include:
Professional learning and development plays a key role in supporting leaders and kaiako to implement Te Whāriki, particularly in relation to the areas the Ministry has identified as needing strengthening. Engagement in PLD helps build shared understanding and identify next steps for implementation, taking account of kaiako needs and the implications of Te Whāriki for the service’s policies, processes and practices.
Leaders and kaiako have not engaged in PLD to support them to implement Te Whāriki (2017).
Leaders and kaiako have not reviewed their service’s philosophy to align it to Te Whāriki (2017).
Leaders and kaiako, are yet to review and design their local curriculum to reflect the learning that is valued in their service (priorities for children’s learning).
Leaders and kaiako have not identified their next steps for implementation in relation to
Te Whāriki (2017).
Leaders and kaiako are not confident to implement Te Whāriki (2017).
Leaders and kaiako are just beginning to engage in PLD to build their capability to implement
Te Whāriki (2017).
Through PLD leaders and kaiako are starting to build a shared understanding of Te Whāriki (2017) and are considering the implications for their practice.
Leaders and kaiako have begun to:
Leaders and kaiako are developing confidence to implement Te Whāriki (2017).
Leaders and kaiako are engaged in PLD to build their capability to implement Te Whāriki (2017).
Through PLD leaders and kaiako are building a shared understanding of Te Whāriki (2017) and they are clear about the implications of this updated curriculum for their practice.
Appraisal processes are supporting leaders and kaiako to implement Te Whāriki(2017).
Leaders and kaiako have:
Leaders and kaiako are confident to implement Te Whāriki (2017).