in partnership with
Introducing inspirED ECE
InspirED ECE is a provider of high quality professional learning and development programmes and support for early childhood teachers and services. We have been working in partnership with the ECC teacher workshops since 2012. Our core purpose is to support teachers to improve practice so that they can more effectively contribute to quality outcomes for the children and families with whom they work. Our facilitators are committed to their own on-going learning, having completed post graduate study in ECE. We use this to inform our programmes with the latest research. As the sector continues to develop we recognise the importance of professional learning that is responsive to the ways that best support the growth and professionalism of the sector.Our skilled professional learning facilitators are experienced, fully certificated teachers. They have a diverse range of experience, expertise and interests and draw on experience as teachers, leaders and managers in the ECE sector, to inform workshop content and approach.
Read more about our facilitators here http://inspired-ece.co.nz/about-us/.
You can access our expertise in the following ways:
WE WILL COME TO YOU (NZ WIDE)
In centre, whole team professional learning
We can deliver workshops or programmes to meet the needs of your teaching team. See workshop topics below or on our website
for suggestions. If you do not see what you want here feel free to get in touch, mention ECC and we can customise PLD to meet your needs.
Host a workshop
Are you looking for cost effective PLD for your team? Do you already belong to a network? Do you find it challenging to access quality PLD at an affordable price?
We can work with you to host a workshop in your area, at a time and on a topic that suits you. We will liaise with you and charge a set fee dependent on your location and length of the workshop. Centres that we have worked with in this way have been able to reduce or completely offset the cost of the workshop for their team, by inviting and charging others. To discuss and book your workshop get in touch today.
OR YOU CAN ENROL AND ATTEND THESE WORKSHOPS
There is increasing concern expressed by teachers about the burden of paperwork and a concern that the need for documentation is taking teachers away from teaching. This workshop will assist you to refocus on what is necessary and useful to document so that informed decisions can be made about streamlining documentation.
This workshop will support you to:• understand compliance responsibilities with regards to documentation• identify strategies to determine what is important and useful to document in relation to teaching and learning• identify ways to document teaching and learning for maximum benefit to teachers, children and whānau.
The 2017 refresh of our national curriculum was an exciting opportunity to refocus our intentions as early childhood teachers. It also prompts us to ensure that we are working with our learners and whānau in ways that are aligned with the principles, strands and learning outcomes of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa.We acknowledge the fact that the underlying principles and learning outcomes of our curriculum are unique and therefore potentially challenging for teachers new to New Zealand, unqualified teachers or newly qualified New Zealand teachers to get to grips with. This workshop is therefore recommended for those who are new to the New Zealand ECE context or those wanting to update their knowledge of Te Whāriki.This workshop will:• revise and revisit the essence of the document, embedded within the aspirations, principles and strands. • examine and familiarise you with the 20 learning outcomes of the curriculum as well as the 15 responsibilities of kaiako.• explore ways to use the document to guide everyday practice and focus on continuity of learning for children.
Teaching as inquiry has recently gained traction as a mechanism for driving teacher improvement. It is natural and makes sense for teachers to want to explore what they are interested in and passionate about. However, teacher inquiries also need to clearly contribute to improved outcomes for children.This workshop will:• look at how to identify an appropriate focus for inquiry and to develop a robust question to guide your professional learning• provide a structure for the inquiry process that supports the development, implementation and evaluation of your learning and practice improvements• share examples of documented inquiries • discuss how inquiry can be used within appraisal to demonstrate the Standards for the Teaching Profession.
When teachers are evaluating their practice and their centre’s programme effectively, they can be confident that they are working in the best interests of children. Many of us in the ECE sector have relied on our impressions and opinions to determine the extent to which we have made a difference to children’s learning. However, we are increasingly expected to be evidence-based in our documentation of teaching and learning.This workshop will:• help you to develop stronger evaluative practice and understand what to evaluate and why• support your understanding of why this aspect of teachers’ work is so critical• assist you to identify and use appropriate quality indicators to judge current practice and identify future directions.
Our ECE curriculum requires us to prioritise the support of children’s developing working theories. This is because, in a rapidly changing world, children need the skills to inquire, theorise, collaborate and problem-solve. Implementing a curriculum based on children’s inquiries is one way to ensure that, as teachers, we stay focused on fostering these important skills and dispositions. Creating opportunities for children to engage in long-term explorations or projects of interest and relevance to them, based on their real questions and problems, is a meaningful way to design curriculum.This workshop will:• support you to identify potential foci of inquiry• explore strategies and skills for facilitating children’s learning through their inquiries• discuss how to document learning and teaching in ways that are consistent with the ethos of inquiry
The environment is often referred to as the third teacher. Given that this is the case, we need to ensure that it is teaching what we want it to be teaching. This workshop will:• examine how to create an environment that reflects and supports the identified learning priorities of your centre• look at how your indoor and outdoor environments support the ideals expressed in your philosophy• support the identification of strategies to better align your environment with the identified priorities for children’s learningParticipants are asked to bring with them a copy of their centre philosophy and some images of their centre environment (indoor and outdoor) as a focus for reflection, discussion and action-planning.
“It is expected that kaiako will prioritise the development of children’s dispositions …because these enable learning across the whole curriculum.” Te Whāriki (2017)Teachers are often able to identify children’s learning dispositions but are less clear about their role in working with children to support and strengthen these.This workshop will:• define and explain the importance of learning dispositions in action and provide examples• assist you to become more attuned to recognising the deeper learning occurring in what you notice children doing• support you to make links between identified learning dispositions and teaching actions to more effectively supporting children’s learning.
Teachers are the most important resources in any ECE setting. The strategies that they use, in deliberate and intentional ways, have powerful potential to affect learning. The ability to effectively use appropriate teaching strategies is a significant component of being a teacher as described by the Standards for the Teaching Profession. In a child-led, dispositionally focused curriculum, it can be challenging to know how best to add value to children’s learning experiences.This workshop will: • provide an opportunity to explore the teachers’ role • reignite purposeful, intentional teacher engagement and actions• assist in identifying and practising strategies that support dispositional learning and children’s working theories• revisit and refine familiar strategies such as questioning and modelling• introduce you to less familiar teaching strategies
Self-regulation is the act of managing thoughts and feelings to enable appropriate actions. For example; finding ways to cope with strong feelings so they don’t become overwhelming; learning to focus and shift attention; and successfully controlling behaviours required to get along with others. Supporting self-regulation in young children ought to be a priority for any ECE teacher. Focusing on self-regulation is an investment in later success, because strong self-regulation in the early years correlates with healthy emotional stability, good performance in school, satisfactory relationships with others, and fewer behavioural difficulties. Supporting children to become socially competent citizens and lifelong learners is a key objective of Te Whāriki and self-regulation is integral to this.This workshop will include:• examination of your current responses to children’s behaviour• an introduction to teaching strategies and curriculum that support children’s self-regulation and social competence• identification of what self-regulation looks like at different stages of early childhood• how to support parents in encouraging self-regulation with their children.
back to top