Digital Fluency PLD can be very broad. It can help ease a lot of pain and give kaiako more time to work personally with ākonga. It can also be used to examine how school systems integrate and are managed. Here are some ideas:
How do I make it work for me?
Most schools have quite a bit of technology now. They might have at least one device for every two students, and maybe they’re retiring equipment that is getting too old. The aim is streamlining school operations and improving efficiency to help teachers and school administrators learn how to use digital tools to manage student data, communicate with parents, and collaborate with colleagues.
If you’re feeling overwhelmed with how much there is, our PL Team can help by:
Regionally Allocated PLD is key to helping management make sense of technology.
How do we get them up to speed?
At a minimum, all new staff need some training on school systems. They at least need to know where everything is filed and how everything works. This should be part of the induction process.
Many new staff need extra support in specific areas:
New staff are also very receptive to PLD and it’s great to get them in a PLD programme in the first few months.
Regionally Allocated PLD is fantastic for increasing staff capacity.
Where can I get some new ideas?
How are planning and curriculum documents shared across the school? How do kaiako book resources like robotics kits, sports vans, or meeting rooms? How are reports written and published? How do you keep track of which teacher or student has a laptop? How do you install apps on iPads and laptops? How do TVs and projectors work in the classroom? How do you email all parents?
These are the types of questions that PLD might address. Digital Fluency is designed to look at classroom practice, leadership practice, managing resources (not just digital resources), and engaging the community.
The most effective use of technology for ākonga is creating new content. New presentations, new videos, new stories, new maps… But it can seem hard to find ways to create, so our PLD team are skilled at highlighting opportunities to foster creativity in the classroom.
Likewise, kaiako can run out of ideas and/or feel hamstrung by a lack of technology to innovate. Our PLD team has worked with school with very modest resources. They can show you how to get the best bang-for-buck out of what you have and put a plan together for the future.
Digital citizenship and online safety are high priorities for whānau. Our PLD team can help with parent info evenings, creating sound internet agreements, and developing unit plans that meet the needs of your community.
Kura are first and foremost places of learning. And kaiako love to learn too. Our PLD methodology helps all kaimahi grow by creating a culture of learning in the staffroom. Professional Development should always be enjoyable and meaningful – not dry and too theoretical.
Regionally Allocated PLD is leadership inquiry.
This a fantastic way to receive funded hours to put towards PLD that will benefit your school, including helping management make sense of school technology, increasing staff capacity, supporting leadership inquiry, and so much more.
Get in touch to learn more about the application process and how our facilitators can provide support to you at every stage.
If your school has been allocated PLD hours and you’d like to see if TTS is the best fit to deliver your PLD, reach out to us for a quick chat to learn more about what topics our facilitators could deliver to best benefit your school staff.
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.
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.
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.
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.
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.
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.
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.
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.