PD Resources

He Taonga

He Taonga is a teaching and learning resource that was created to support early childhood educators using te reo Māori in their centres. It is a 118 page colour resource used to promote and develop te reo Māori skills and understanding of the Māori culture. It features beginner words and pronunciation support, such as the alphabet, and more complex phrases and sentences, such as greetings and introductions.

To download a complimentary PDF version, please click HERE

He Kupu

He Kupu (meaning 'The Word') is an online journal which is published twice per year. The journal aims to support early childhood teachers, students, and teacher educators through publication of research and discussion on topics of relevance to early childhood education.

Mentoring Tools


Lemon (2021)

Too often as teachers, we care for others while forgetting to care for ourselves. We know that we cannot care for others if we cannot care for ourselves. Lemon discusses strategies within holding space such as mindfulness, contemplative teaching, intention, and attitude alongside other practical and useful strategies for self-care. She discusses how “wellbeing and self-care practices are crucial aspects in teaching” (p. 932) and especially in initial teacher education “to build and cultivate confidence for coping with challenges professionally” (p. 932).

Perry (2017)

Reflective practice is a norm with teaching in New Zealand as a way of making sense of happenings and growing from these. Perry unpacks reflection in her article and explores the processes within it and the many “different forms of thinking” (p. 1) needed within the reflective process. The article explores and promotes readers to reflect on reflection and the ways it can be used as both a “process and a product” (p. 1).

Foreman-Peak (2013)

Being a mentor requires teachers to promote reflective conversations for the promotion of professional growth in both thinking and practice. Foreman-Peak looks at the connection between this and its influence on wellbeing and the mentoring partnership while considering factors such as stress, emotions and management. This article looks at how awareness of professional and personal wellbeing can enhance mentoring partnerships and increase collaboration in practice.

Kupila et al (2017)

“Effective mentoring between the mentor and the student is characterized by coequal and reciprocal relationships” (p. 45). The authors here seek to highlight the benefits of mentors engaging in on-going development and training to enhance and inform their mentoring in practice. This reading emphasises the outcomes for both the mentor and the student when the mentor role was clear and the significance of the professional relationships through regular communication and feedback is understood and applied.