Rae’s team works within three delivery models that the Ministry applies to the PTAP. The first model comprises a series of four day-long workshops that take place over two terms. Rae co-facilitates these workshops with regional facilitators. These regional specialists conduct in-school visits, where they observe TA practice and provide feedback.

Rae says that for many, this co-constructed conversation is the first time that a lot of them have been asked to talk about their use of language, and they respond well to the encouragement.

“That’s one of the really important factors, that the teacher aides get the opportunity for feedback. It really means a lot to them that someone values them enough to come in, observe their practice, and engage in a co-constructed learning conversation.”

The second delivery model is a follow-up workshop within the same cluster. This involves checking on the sustainability of new practices, and introducing new material for the schools to trial. The third piece of the puzzle is a more intensive approach, where the initial four workshops are condensed into a two-day programme. This option is used in areas outside the main centres which have growing Pasifika communities, e.g. Pukekohe, Gisborne, Blenheim and Oamaru.


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