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Professional Learning and Development - Structured Literacy Approaches Years 0-8
Details
| RFx ID : | 30687658 |
| Tender Name : | Professional Learning and Development - Structured Literacy Approaches Years 0-8 |
| Reference # : | MOE27594 |
| Open Date : | Monday, 25 November 2024 9:00 AM (Pacific/Auckland UTC+13:00) |
| Close Date : | Monday, 3 February 2025 2:00 PM (Pacific/Auckland UTC+13:00) |
| Tender Type : | Request for Proposals (RFP) |
| Tender Coverage : | Sole Agency [?] |
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| Regions: |
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| Exemption Reason : | None |
| Required Pre-qualifications : | None |
| Contact : |
Jacky Steffert moe.pldprocurement@education.govt.nz |
| Alternate Physical Delivery Address : | |
| Alternate Physical Fax Number : |
The Ministry of Education (the Ministry) was provided with a directive from the Minister for Education to support the Governments Literacy Guarantee, which is focused on teaching every child to read using a Structured Literacy Approach (SLA) at primary school. In order to support this directive, the Ministry must ensure teachers have expertise in SLA as the initial step to strengthen the current state of the Professional Learning Development (PLD) system and align this with new and future focus areas.
Following on from the immediate PLD requirements there will continue to be future opportunities in the following focus areas (but not limited to):
• Structured approaches in maths, structured te reo matatini and pāngarau;
• Assessment and Aromatawai;
• NCEA implementation and NCEA co-requisite standards;
• Support for updated curriculum roll out as this occurs.
The Ministry is intending to undertake the following in order to support the above:
• Reviewing and reallocating funds to support the implementation of Teaching the Basics Brilliantly and curriculum implementation priorities.
• Designing and implementing effective monitoring, reporting and evaluation mechanisms to identify teachers’ uptake of PLD and its impact, aligned to measures of student progress and achievement.
• Repositioning and strengthening workforce roles, such as those in Te Mahau takiwā | regions, to support the SLA and future priorities.
• Developing the requirement that specific PLD be undertaken for maintaining teaching certification to support mandatory rather than voluntary uptake.
