The next deadline for Ministry Funded PLD Applications is 17 May, 2024. Get in touch to learn more.

Teacher Aide PLD Funding Returns for 2023/2024

Teacher Aide PLD

What's going on?

TTS is excited to share the news that we are now offering PLD workshops specifically designed for Teacher Aides funded by the Ministry of Education.

How does this effect schools?

Teacher aides will be invested in and that’s such great news for schools. Costs for the PLD are covered by the MoE. This includes the courses, the wages of the teacher aide, and in some cases a contribution to the costs of travel.

What can I learn?

We are providing the following Teacher Aide courses.

Understanding neurodiversity

In this course, teacher aides will be introduced to the different types of neurodiversity and how they can manifest in our ākonga within the classroom context. Teacher aides will gain an understanding of neurodiversity including autism, dyslexia, dyscalculia, ADHD, ODD etc. This neurodiversity often leads to challenging behaviour, which our facilitator has been trained to manage.

In addition, course attendees will gain an insight into a trauma informed approach to behaviour. Facilitation will include presentations and facilitator anecdotes about real experiences and how to recognise, approach and manage challenging behaviour within the classroom.

In this course, teacher aides will be introduced to the social model of disability versus the medical model, with explanation as to why this is important. This knowledge will support the creation of activities that build on ākonga strengths, and therefore meet individual needs. 

Teacher aides will be supported to learn about how accommodations can be made in the classroom to meet the specific needs of neurodiverse and of learners with additional needs. 
The learning will be approached through a trauma-informed lens to support the growth and development of all learners, but particularly those with neurodiversity. 
There will also be a focus on navigating successful transitions; between subjects, break times, coming to school and leaving school, between classes and ultimately between schools themselves.

In this course, teacher aides will be introduced to how to utilise trauma informed practices when dealing with adverse behaviour in the classroom. Teacher aides will be supported to see the distinct differences between the traditional behaviourist approaches (punishments and rewards) to a relationship-based approach (negotiated and strength based).
We will be discussing how to identify internalised vs externalised behaviours and will look at ways of dealing with both.

Teacher aides will learn about the different types of engagement commonly seen in the classroom and will be given tools to effectively increase engagement, thereby reducing the need to deal with negative behaviours.

In this course, Dr. Phill Simpson will discuss the how and whys of a good literacy program in the primary classroom. Dr. Simpson will discuss and provide examples of good practice in oracy, reading, writing and spelling, with a particular focus on writing, and how teacher aides can help with the writing process. Many of these strategies are focused on how to engage boys in literacy tasks, and how to make these activities engaging and fun.

Furthermore, Dr. Simpson elaborates on his ideas around the need for teacher aides to be storytellers, rather than writers themselves, in order to encourage and facilitate interest in literacy.

How can we support kaiako and ākonga when there is technology involved? In this course we will cover common digital practices used in the classroom, including the use of email, file management and cloud-based drives.  

How do teachers intend student student to learn using technology? What are the dos and don’ts? We’ll look at Google Classroom and how it can be employed in the classroom. 

How to support ākonga with problem solving, staying on task, taking breaks, and picking up where you left off.

Using digital devices is challenging for many of us. This course is designed for those who feel nervous about technology. We’ll learn about email, Google Docs, Google Classroom, and Microsoft Teams.

The course is at a very basic level. We will work at an easy pace and repeat learning tasks in order to consolidate learning. This course is intended for Teacher Aides with low confidence with technology.

How can we make this happen?

Teacher Aides can apply for PLD. You’ll need:

Our team can help with all of this. If you’ve worked with TTS PLD before, you know that we’re really good at making complicated things as simple as possible. Get in touch today to learn more and get started.  

Ready to go? Click here to access the application for Teacher Aide PLD. 

Hi, I'm Janet

janet badley

I have been working for TTS for the past 7 years assisting schools with their technology infrastructure and digital alignment with the MoE.

Before that I was completing a Batchelors of Business with a major in Management and a Graduate Diploma in Business Administration, I worked in Massey University tutoring, relief lecturing, and marking in the business college while also being a director of a small software company. I also previously held roles as sales manager in the corporate world.

Within the professional learning environment, I specialise in assisting schools with strategic management, change management and leadership. These are all challenging areas that often require specific planning and implementation. Change is not only synonymous with technology but is part of the daily environment in education and embracing change can be a daunting. My goal is to assist schools to feel comfortable and accepting of necessary change.

Hi, I'm Caroline

I have worked in Education for over 25 years in early childhood, primary, intermediate, secondary and currently at a tertiary level. During that time, I led many diverse roles including being a teacher aide, a teacher, a co-counsellor and an adult educator. I have a post-graduate diploma in Teaching as well as a Bachelor of Arts in Psychology and Education. In 2022, I completed a Master in Contemporary Teaching through The Mindlab.
Currently a lecturer in Unitec, Te Pūkenga on a foundation course for ākonga with disability and/ or neurodiversity, I had spent the last four years working in a specialist residential school for ākonga with extreme behaviours. Throughout this time, I researched, trialled and implemented trauma-informed practices to help support ākonga who had previously disengaged from education to re-engage.
My passion for trying to grow resilience and self-efficacy in ākonga runs alongside a passion for using digital applications/ techniques, personalised learning and gamerfication for encouraging and increasing engagement.

Hi, I'm Nicole

tts pld team nicole middleton

I am a graphic and digital designer with nearly 20 years experience designing for the digital realm. I have a Bachelor of Fine Arts in Visual Communication, a Certificate in Computer Engineering and am a certified Adobe Creative Educator.

I am passionate about using technology to bring ideas to life and love encouraging learners to look for new ways to answer old questions. As a life-long learner myself, I always enjoy trying out new creative tools and exploring the impact they can have on students’ learning outcomes.

I am excited to be part of the TTS team and continue to help schools make the most of their websites and support teachers and students in creating engaging graphics, presentations, videos, websites, and more.

Hi, I'm Dr. Wendy

Dr. Wendy Slatter

I’m a teacher with 20 years of classroom experience in a range of schools, locations, deciles and age groupings. I have background in technology education with a specialisation in Food and Material Technology.

I am passionate about technology education. So much so that it lead me to complete a Masters and PhD in Education qualifications where I explored communities of practice, teacher pedagogy and defined technological food literacy. I believe that many hands make light work, and networking and collaboration are key tools in the teacher kete.

I am currently part of the Subject Expert Group working with the Ministry of Education on the Review of Achievement Standards project.

Hi, I'm Karen

I am a primary trained teacher with over 20 years’ experience finding new ways to effectively implement digital technologies into the classroom. I have always been passionate about finding and utilising digital tools within my class, and I enjoy exploring the internet to find new tools and learn about new ways in which other educators use digital technologies to best support their students.

I believe that is it important to find the right tools for you and your students as every class and school is different. Digital tools and technologies change rapidly and what may not have been suitable in the past could be just what you need now. I look forward to working with and supporting you to find and implement the best digital technologies for your specific learning environment.

Hi, I'm Dr. Phill

I am a specialist teacher and PLD provider of creative writing, drawing on 20 years’ hands-on experience in the primary classroom teaching years 0-6, and as literacy leader, ALL teacher and CoL teacher.

In addition to my classroom experience, I bring my own experiences as a creative writer to my PLD sessions. I have published over 100-chapter books and 9 novels. Much of my published content is for the education market in NZ, Australia, the U.S, U.K and China. Publishers include Macmillan, Pearson, Oxford University Press, Capstone, Lift education, Sunshine books and Cengage. In addition, I have written several assessment and comprehension guides as well as books on how to teach creative writing (Essential resources). I hold a Doctorate in Education (EdD), where I investigated how primary school teachers teach creative writing, often focusing on the use of digital technology. As well as education and teaching qualifications, I also hold a Masters in Creative Writing.

I can provide individual hands-on modelling and feedback, as well as whole staff PLD. In addition, I examine the potential of new media (technology) in creative writing pedagogy.

Hi, I'm Heather

I am a primary teacher of 30+ years experience covering all year levels from 1-8. I believe in “lifelong learning” and am passionate about encouraging teachers to be facilitators of their learning, and that of their students. I believe knowing when, what, why and how to implement digital tools to fit the purpose of “the teaching and learning” is essential today. I believe relationships are intrinsic in education, connecting people with tools/resources for teaching and learning, and how they support creativity, collaboration and innovation.

Hi, I'm Michael

Michael is a teacher with 8 years classroom experience, and has taught students from years 1 through to 8. He has a bachelor of teaching and continues to learn through post-graduate studies. Michael is passionate about literacy education, and how reading and writing can – and should – be made accessible and interesting for all learners in schools. As a teacher, he recognises the need for resources that engage, enable, and empower students so they can achieve a meaningful, successful, and sustainable education.

Hi, I'm Nick

I am an MoE Accredited PLD facilitator with a BEd (Hons) Degree in Education. I have over 20 years of experience in teaching 11 to 18-year-olds, with the last fourteen years being in New Zealand. I believe in empowering teachers to be confident in a modern learning environment and to discover new ways of inspiring students. I am a firm believer of continuous improvement in the skills of a teacher to deliver a more interactive, productive and engaging experience. I am extremely skilled with Google Suite/Apps and Microsoft.

Hi, I'm Steve