Let’s celebrate the learning support staff of Aotearoa

Tinaka Jopson – kaitakawaenga, Ōtepoti (servicing Otago and Central Otago regions)

In my role as kaitakawaenga I predominantly support kaimahi learning support with their engagement with whānau Māori, and this can look very different than typically done in other areas.

In the Otago Southland area there are only two kaitakawaenga. Because the numbers of whānau Māori accessing learning support is over such a large geographic area, this makes it difficult to navigate how I engage with the whānau. The ability to travel around the geographic area is not something that can easily be done.

For this reason, I focus on building the cultural capability of the learning support kaimahi in Ōtepoti and Central Otago. I use He Pikorua and Tātai Pou as tools to help as starting points and develop pathways with kaimahi on how they might want to build their understanding of Te Ao Māori.

I walk alongside the kaimahi with their cultural practice, have regular check-ins with them right from allocation point, through the cycle of He Pikorua, to closure. I support the practice of the kaimahi to ensure they are considering the cultural needs and practices of the whānau they are working with.

Ka Hikitia is often referred to as it focuses on the successful outcomes for Māori in education; this is a vital strategic plan to align my way of working.

There is no set typical day in my role. It’s one of the things I love about this job, the variety of mahi that comes my way. I do try to keep some structure in terms of one-on-one hui with kaimahi and other colleagues, to ensure that there is a cultural lens over the conversations that are happening for our tamariki Māori.

Because no day looks the same in this role, it does require a huge ability to be flexible and move with the tide and trends of the organisation, the community, the sector, the whānau, and the tamaiti we service.

I think of the acknowledgement that needs to be given to whānau Māori when they enter into a relationship with learning support. They are seen, heard, and respected.

I think of the acknowledgement that needs to be given to whānau Māori when they enter into a relationship with learning support. They are seen, heard, and respected. It can mean having support when raising issues; it can mean getting the support they have been seeking, having another person walk alongside them so they are not alone – helping them build the strength to have a voice and be able to advocate for their tamaiti, so they can see success, whatever that looks like for them as a whānau.

Acknowledgement of mana, of being the champions and experts of what their child and whānau need.

Acknowledgement of the generational relationship between education and Māori.

Acknowledgement of them as a whānau and that this wee person sits at the core of their whānau.

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Mae Pullar – special education advisor, Wellington

I work for the Ministry of Education as a special educational adviser (SEA). I previously worked as a primary school teacher for 20 years, in various roles in New Zealand and overseas, before joining the Ministry of Education in 2019. I am a mother of a seven-year-old boy and stepmother to two teenage boys, as well as an eight-year-old schnoodle.

My day-to-day job is very diverse, working with children and young people with special education needs. I support schools and families with planning, and I work with teachers and teacher aides on adapting classroom programmes and run professional development sessions. I also give advice and guidance to principals and SENCOs (special education needs coordinators) around different situations that are currently happening within their specific school community.

When I work with whānau and tamariki, it is ongoing. We form relationships that become strong. I advocate for the student and the whānau to make sure they receive the support they deserve. I am the link between the Ministry of Education, the school and the whānau.

I advocate for the student and the whānau to make sure they receive the support they deserve. I am the link between the Ministry of Education, the school and the whānau.

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Caroline Taylor-Levey – special education advisor, Tauranga

As a primary school teacher, I was always drawn to the students who needed a bit more support or a different approach to access learning. Years later, I took this passion and all I learnt in the classroom to another level in the role of an ORS (Ongoing Resourcing Scheme) additional teacher whereby I could develop inclusive individual learning plans for students with high needs. Once I found out more about the special education advisor role at Te Tāhuhu o te Mātauranga/Ministry of Education, I was truly inspired to affect change and increase inclusive learning in the wider learning community, not just in my school.

As an SEA, I provide a wide range of support to develop and implement inclusive education plans to individual students who receive funding from the ORS. These students have been assessed as having “high” or “very high” additional needs and make up one percent of the school population. I mostly work alongside teachers and support staff who teach students to build their confidence and capability to adapt teaching and learning programmes. This may also involve coaching teaching techniques and developing resources.

I am very lucky that I get to work in a variety of schools and year levels – from children who are just starting school, to students who are preparing to leave school for their next big steps beyond school and into adult life. I have been in this role for over seven years, and I have had the opportunity to support many of the students at each stage of their school life. This also involves students who are learning through correspondence school. It is particularly satisfying to work alongside students for an extended time and see all they achieve and how much progress they make over the course of time.

On a typical day I can be found out in the community in schools and homes, meeting with anyone who is a part of the child’s education journey and life, primarily whānau and education teams. Although I am based in an office, a lot of my time is spent out in schools.

What a typical day looks like for me

8am: Office admin, checking in with emails and confirming any last-minute appointments.

9am: College 1. 1:1 session with student and ORS specialist teacher at college to prepare for transition to adult life planning.

10.30am: College 2. IEP meeting with student at college, their whānau and school team to review goals and plan future support for next two terms.

11.30am: Complete student observation to gather information about how they engage in and access literacy learning.

1pm: Hui with college learning support team teachers to develop plan of support.

2.30pm: Return to office. Write up observation and hui notes. Follow up any immediate actions, e.g. requests for other professionals that may be needed to develop or support plans.

4.00pm: Emails, keeping everyone connected. Updating student files on Client Management System.

When tamariki are getting the right support, it means that they have the tools and appropriate learning programmes so that they can get on with the job of being a kid, like everyone else!

When tamariki are getting the right support, it means that they have the tools and appropriate learning programmes so that they can get on with the job of being a kid, like everyone else! They have what they need to be as independent as possible at school and barriers are lifted. I have often said that if we are doing the support right, we are not needed! It is our work to build the capability and confidence with the people who support our tamariki, and in turn, the tamariki will learn to be capable and confident learners also. For whānau, we build trusting relationships so that they know that they are heard and are at the centre of and integral to their child’s plan for support.

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Tamara Clemett – early intervention teacher, Canterbury

As an early intervention teacher, I work with tamariki before they enter school. Alongside tamariki I also work with their whānau, ECE teachers, education support workers (ESWs), and other professionals, including other Ministry of Education staff and health specialists. My day-to-day work involves working as part of a team with these adults to problem-solve, find out what additional resources are available, research, and provide advice and guidance to help ensure equitable outcomes for tamariki who have additional needs prior to them starting primary school. These needs can be a result of trauma, developmental differences, or medical conditions; however, no diagnosis of any sort is required to receive support. My contributions to the team focus on tamariki social and emotional development, routine participation, and behaviour.

The aim of my role is to build the capability of the adults surrounding the tamaiti/tamariki, so they can confidently support the learning and development of every tamaiti through optimising everyday learning opportunities. My work can focus on individuals, groups of children or whole centre practices, depending on the Early Learning Service’s need.

This is achieved by evaluating the impact the additional needs are having within everyday settings and routines through gathering information from all team members involved as part of the ongoing assessment and planning process. I assist with the development of an intervention plan and then play a key role in supporting the implementation of the plan, often through the provision of coaching and facilitating professional learning opportunities.

Another element of my role as an early intervention teacher is to support the whānau when their tamaiti transitions to school. This support can include facilitating any applications for additional resources, sharing information with the school team, and contributing to a transition plan.

When tamariki are understood and have their needs meet by those that surround them, they can achieve many things. By getting this support in the early, most critical stage of development, tamariki are more likely to enter the next stage of their learning journey prepared and with a positive sense of self.

When tamariki are understood and have their needs meet by those that surround them, they can achieve many things. By getting this support in the early, most critical stage of development, tamariki are more likely to enter the next stage of their learning journey prepared and with a positive sense of self. Having the support available to tamaiti early, as soon as it is needed, can reduce the impact of their needs at later stage.

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