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PROFESSIONAL LEARNING GROUPS
HE PIKORUA
The He Pikorua practice sequence and Professional Learning Groups (PLGs) align seamlessly, providing a powerful framework for educators. The stages of He Pikorua, such as building connections, reflective analysis, active engagement, innovation, and sustained integration, perfectly correspond to the development of PLGs. Both approaches foster community, encourage reflection, support professional growth, and promote innovative solutions, creating an impactful learning environment for educators and students alike.
Below are the stages of He Pikorua in Action aligned with the development of Professional Learning Groups. The stages of setting up and running Professional Learning Groups has been designed to complement the stages of He Pikorua. Click on each stage of He Pikorua for definitions. Clicking on the Explore, Prepare, Integrate icons will lead you to relevant information.
ĀTA WHAKAARO
Sense-making
RTLBs can engage and support schools in sense-making through PLG's by sharing their experiences, discussing challenges, and reflecting on practices with other professionals.
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MANA MOTUHAKE
Empower others
Mana motuhake is about empowering others to contribute and guide the PLG process towards developing clear and sustainable goals and/or focus. As RTLB we can support the schools and kura we work with to build capacity through the development and support of Professional Learning Groups.
TĀTAI
Plan collaboratively
Through PLG's planning is carried out at universal, targeted and individual levels. As a PLG team, actions and goals are created and actioned at the Whakamahi stage.
WHAKAMAHI
Take action with integrity
Whakamahi promotes collaboration and growth. By using collective expertise, PLG members create a culture of sharing and continuous improvement. It is in this stage of He Pikorua that team actions and goals are created and enacted.
KOHIKOHI
Gather information
Through the whakawhanaungatanga phase the team gather information. RTLB can support the kura they work in by providing resources and searching for resources that will support the PLG's direction.
WHAKAWHANAUNGATANGA
Build connections
PLG's are a powerful way to build connections and enhance professional growth.
Āta Whakaaro
Sense-making
RTLBs can engage and support schools in sense-making through PLG's by sharing their experiences, discussing challenges, and reflecting on practices with other professionals.
WHAI WHAKAARO
Reflect together
Through the process of the PLG there are many opportunities for RTLB to support the team to reflect and re-visit how things have gone and to review what may need to be revisited.
ALIGNING RTLB HE PIKORUA PRACTICE PRINCIPLES WITH PLGs
The development of Professional Learning Groups can align with each stage of the He Pikorua practice principles by incorporating the following elements below. By aligning with these He Pikorua practice principles, Professional Learning Groups can contribute to the ongoing professional growth and development of educators, which in turn positively impacts the experiences and outcomes of Mokopuna and their Whanau within the educational setting.
MOKOPUNA AND WHĀNAU-CENTRED
Professional Learning Groups centered on Mokopuna and Whānau actively engage in dialogue, reflection, and collaboration to improve the learning experiences and outcomes of Mokopuna, while actively involving Whānau through communication, feedback, and participation, ensuring culturally responsive and relevant learning experiences.
STRENGTHS-BASED
Professional Learning Groups can focus on identifying and building upon the strengths and abilities of educators. By recognizing and valuing each member's unique skills, knowledge, and experiences, these groups can enhance professional growth and empower educators to bring their best to the learning environment.
COLLABORATIVE
Professional Learning Groups can foster collaboration among educators, encouraging them to work together, share ideas, and collaborate on projects. This collaborative approach supports the development of a collective knowledge base and promotes a sense of shared responsibility for the well-being and learning of Mokopuna (children).
CULTURALLY AFFIRMING AND RESPONSIVE
Professional Learning Groups can prioritize cultural affirmation and responsiveness by engaging in discussions, workshops, and activities that promote understanding and appreciation of diverse cultural perspectives. This can include exploring cultural practices, traditions, and values that are important to Mokopuna and their Whānau (families) to create culturally responsive learning environments.
INCLUSIVE
Professional Learning Groups can work towards creating inclusive practices that ensure the active participation and engagement of all educators, regardless of their backgrounds or abilities. By addressing barriers and promoting inclusivity, these groups can enhance the learning experiences and outcomes for Mokopuna.
ECOLOGICAL
Professional Learning Groups can adopt an ecological perspective, considering the broader context within which Mokopuna and Whanau operate. This includes understanding the relationships between Mokopuna, Whanau, educators, the community, and the environment. By exploring the interconnections and interdependencies, these groups can develop practices that promote holistic development and sustainability.
EVIDENCE-INFORMED
Professional Learning Groups can base their discussions and practices on evidence and research. By examining current research, data, and best practices, these groups can make informed decisions and engage in professional dialogue that supports high-quality teaching and learning.
