# data[].attributes.headline
Need support, we have 3 TA's in the afternoon

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Need support, we have 3 TA's in the afternoon

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cutting the class sizes down so it becomes more managable for children and teachers

# data[].attributes.subject
cutting the class sizes down so it becomes more managable for children and teachers

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Children are anxious and attendance is an issue since COVID

# data[].attributes.subject
Children are anxious and attendance is an issue since COVID

# data[].attributes.headline
Going to have to move some children to another class, would prefer another teacher.

# data[].attributes.subject
Going to have to move some children to another class, would prefer another teacher.

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RESOLVED - learning would be better and will be able to cater for needs

# data[].attributes.subject
RESOLVED - learning would be better and will be able to cater for needs

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RESOLVED - individual needs would be met and noursished

# data[].attributes.subject
RESOLVED - individual needs would be met and noursished

# data[].attributes.headline
Kare he nawhe ngā kaiako ahakoa te ngakau nui a ngā kaiako ki te kaupapa, kare anō kua ea

# data[].attributes.subject
Kare he nawhe ngā kaiako ahakoa te ngakau nui a ngā kaiako ki te kaupapa, kare anō kua ea

# data[].attributes.body
Lack of this for our kaiako at Nelson Central School, having to take part in EM PLD which is not pertinent or enhancing for our practise.
MMI PLD would give us the continued learning in a Māori way to support our ākonga Māori me Whānau hoki.

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What would this look like if lessened for us in the classroom: unable to get relievers etc due to the current times - unable to take release time hence stress levels of kaiako are up due to lack or release and tamariki feel this which impacts on their ahua.

# data[].attributes.body
Lack of relievers on the ground so we miss out on our CRT which puts us behind in aromatawai and planning.
Relievers not really wanting to release us in a Māori medium setting

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1 was to increase the student /teacher ratio in Kura Māori so composite classes and overload of class numbers do not stress kaiako out. It is difficult to entice Māori staff to apply for positions - there are no real incentives for the extra work they have to do apart from the MITA.

2. It is difficult to entice Māori teachers to apply for an RTLB position to work in our Kura Māori. It's also a drop in pay as they lose the MITA.

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Assessment / specifics set by management

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Assessment / specifics set by management

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Huge expectations of assessment data to be collected for board reprots and Senior management tick boxes. Less time actually teaching.

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We work in a reo-rua setting senior management expect us to work from both curriculums.. Huge load doing this and is not acknowledged by EM or management the extra mahi we do.
With this expectation gone we would have more time and energy to teach and learn alongside our `akonga i a ra i a ra.

# data[].attributes.headline
Yes at least funding from the government to have one kaiawhina in every classroom in the school.

# data[].attributes.subject
Yes at least funding from the government to have one kaiawhina in every classroom in the school.

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Also needed, children with Tier 3 needs, should have a designated adult to support in and out of the classroom.

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Also needed, children with Tier 3 needs, should have a designated adult to support in and out of the classroom.

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Instant support required, instead of being told there is a waiting list.

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Instant support required, instead of being told there is a waiting list.

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Guidance, Wellbeing Specialist or School Counsellor required in every school daily to meet the needs of our tamariki.

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Guidance, Wellbeing Specialist or School Counsellor required in every school daily to meet the needs of our tamariki.

# data[].attributes.headline
Struggling to keep a kaiako who is BoT funded and may lose kaiako at end of year

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Struggling to keep a kaiako who is BoT funded and may lose kaiako at end of year

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Because of these large numbers there's no quality of teaching.

# data[].attributes.subject
Because of these large numbers there's no quality of teaching.

# data[].attributes.headline
Waiting time for support, put in referrals and waiting over a year to be told not eligible.

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Waiting time for support, put in referrals and waiting over a year to be told not eligible.

# data[].attributes.body
Passing the buck- moving our cases from one person to another person then to another group

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Learning needs are not met due to the large numbers.

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Learning needs are not met due to the large numbers.

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He pai to matou kura, he iti ngā nama i roto i ngā akomanga.  Ka noho i raro i te 15 tamariki ki tētahi  kaiako MLE

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Need more kaiāwhina and kairīwhi Māori in Kura Māori settings.

# data[].attributes.body
some of our kids need 1:1 all day and we only get a kaiawhina for them for 30 minutes

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Assessments are time consuming therefore would be good to either have someone come in and assess or give more CRT time to conduct.

# data[].attributes.subject
Assessments are time consuming therefore would be good to either have someone come in and assess or give more CRT time to conduct.

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He kura rerekee teenei, ahakoa he Maori katoa a maatou tamariki, kia rua ngaa akomanga Rumaki, kia rua ngaa akomanga Auraki. Ki ahau nei, kei raro maatou i te ratio Auraki. He tino raru teena ma maatou!

# data[].attributes.subject
He kura rerekee teenei, ahakoa he Maori katoa a maatou tamariki, kia rua ngaa akomanga Rumaki, kia rua ngaa akomanga Auraki. Ki ahau nei, kei raro maatou i te ratio Auraki. He tino raru teena ma maatou!

# data[].attributes.body
Our tumuaki is our SENCO and we always get questioned when we want to refer someone

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Rumaki in kura Aoraki finding it hard to get awhi.  Constantly fighting for rauemi

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Rumaki in kura Aoraki finding it hard to get awhi.  Constantly fighting for rauemi

# data[].attributes.headline
Definitely resourcing. Time consuming to recreate/create - compared with what is available in Mainstream. 

# data[].attributes.subject
Definitely resourcing. Time consuming to recreate/create - compared with what is available in Mainstream. 

# data[].attributes.body
the money doesn't go far

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Kaiāwhina pay should reflect pūkenga.

# data[].attributes.body
Teacher aides to be given LAT status to help with staffing..

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He raru noa mēnā ka mauiui ngā kaiāwhina, ka kore e whai wā ki te taha o ngā tamariki me āwhina.

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Ngaaku Whakaaro - Hirere Moana
- kaiako carrying extra responsibilities that can be extra burden to allow quality teacher time
- units do not renumerate for the extra mahi they have to do on top of teaching
-

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24 tamariki, lack of physical space, no kaiāwhina. 

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24 tamariki, lack of physical space, no kaiāwhina. 

# data[].attributes.body
What is needed: another kaiako to run small group work, full time kaiāwhina to support our tamariki. Instant support in response to behavioural needs.

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Difficult sourcing Reo speaking specialist support staff in our area - Te Rohe Potae

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Difficult sourcing Reo speaking specialist support staff in our area - Te Rohe Potae

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More time to assess & plan. Varying needs between levels & no learning support.

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More time to assess & plan. Varying needs between levels & no learning support.

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Due to the ahua of kura these days where IT drives alot of the mahi, and the kids IT driven..we need more time to learn the ropes in this area rather than learn on the spot, during mahi.

# data[].attributes.subject
Due to the ahua of kura these days where IT drives alot of the mahi, and the kids IT driven..we need more time to learn the ropes in this area rather than learn on the spot, during mahi.

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Ka mate ki te whakamāori rauemi, rautaki hoki. Me te whakamārama he aha ai.

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Nā runga i te tokoiti o ngā kairīwhi Māori kīhai mātou ngā kaiako e puta atu ana i ngā akomanga, heoi ka noho tonu mātou ki te akomanga, ka mutu, ka pā mai te ngēngē me ērā tūāhuatanga ki runga i a mātou.

# data[].attributes.body
More rauemi Māori that match in school auraki PLD

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rūmaki reo Māori in mid-decile kura are hard to get funding for particularly without tautoko from the tumuaki. in mainstream kura, our tamariki are usually not priority in getting support, mainly because the supports offered are for ELL. Aditionally, ops funds for rūmaki reo can be used however the tumuaki and BOT choose, so sometimes our budget can be used without consultation and we don't know how much we have left to spend on our tamariki until we request for funds but are told kua pau. it's hard when you have to choose between funding a full-time kaiāwhina or funding trips for noho marae and kaupapa Māori, rich learning experiences that tamariki living in big cities might never get a chance to do. Every rūmaki should have a full-time kaiāwhina role funded - separate from the ops funding to give 1:1 support where and when it's needed so that our tamariki can get the best of both worlds. Every tamaiti deserves a chance to succeed!

# data[].attributes.body
Our kura has hired a full time staff member to deliver PLD and curriculum support

# data[].attributes.body
With so much to learn on top of normal everyday expectations as a kaiako there just isn't enough time to get it all done well.

# data[].attributes.body
Better understanding of student ratio in rumaki classes in mainstream settings.

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These are great take. Engari as someone who is in charge of relievers. Where are we getting them from? I hear the frustration, but in reality where are they to come from?

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These are great take. Engari as someone who is in charge of relievers. Where are we getting them from? I hear the frustration, but in reality where are they to come from?

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36 students to one kaiako. Huge concern for behavioural needs - Ka aroha

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36 students to one kaiako. Huge concern for behavioural needs - Ka aroha

# data[].attributes.headline
Tautoko. More time to meet with whanau. 

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Tautoko. More time to meet with whanau. 

# data[].attributes.body
These times should be factored in.

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Probably looking at how the finances are organised

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Probably looking at how the finances are organised

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Finding quality Reo Māori kaiako. How can we recruit kaiako Māori? How can we make the job attractive? 

# data[].attributes.subject
Finding quality Reo Māori kaiako. How can we recruit kaiako Māori? How can we make the job attractive? 

# data[].attributes.body
We need to find ways to make the teaching profession attractive and people will want to teach and stay in teaching

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Depends on the levels.   Currently two classrioms Y1-4 and Y4 - Y8 in other classroom aye Mai

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Depends on the levels.   Currently two classrioms Y1-4 and Y4 - Y8 in other classroom aye Mai

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On top of multilevel can see more learning needs emerging

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On top of multilevel can see more learning needs emerging

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Kura are wrapping around LAT kaiako. No structure to support them. Theres no support system in place for them. No career pathways either.

# data[].attributes.subject
Kura are wrapping around LAT kaiako. No structure to support them. Theres no support system in place for them. No career pathways either.

# data[].attributes.headline
Resolution- more than 2 kaiako and more kaiawhina

# data[].attributes.subject
Resolution- more than 2 kaiako and more kaiawhina

# data[].attributes.body
Make funding pool much bigger so kaiawhina can be employed for longer in Maori/ rumaki classrooms. Then teachers feel supported and have others to help with the load

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Covid changed everything.   Health of tamarisk may have changed but also the kaiako load increased, not having a full classes, everyone coming back at different times etc

# data[].attributes.subject
Covid changed everything.   Health of tamarisk may have changed but also the kaiako load increased, not having a full classes, everyone coming back at different times etc

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Is there research that supports lower student - kaiako ratio?

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Is there research that supports lower student - kaiako ratio?

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support to be more effective in assessment

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support to be more effective in assessment

# data[].attributes.body
good commonsense PLD -

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many wonderful resources in Te Reo now, kaiako expected to pick them up and go with them without support being held to enthuse kaiako to want to pick them up and use them

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haven't seen one of those for a couple of years :)

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Ko te pūtake ki ahau nei kāore anō rā i mōhiotia te nuinga o ngā ngai pākeha ki te tū pouwhakaako i ngā whakapapa Māori, ahakoa ko wai, ahakoa nōhea.
Koira toku awangawanga. Ko te nuinga o te wā kore rawa he kairīwhi ngai Māori ki te tiaki, ki te manaaki te whakapapa pounamu o tā mātou ākonga Māori. Ara, te nuinga o te wā ka taea he raru. He moemoea tēnei ka taea te maramatanga pai o nga kaiako ngai Pākeha ki te tiaki tika i ngā whakapapa Māori i ako ai.

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Kore rawa i whakaoti ai i ngā momo mahi o te kaiako i te wā wātea o te rangi 'CRT'. E rua ngā rā anake! Koretake tēnā.
Unrealistic expectations are that kaiako can get what they need to be done in only 2 days per term. The need for DATA supercedes the well-being of the tamaiti and the kaiako.
While DATA is essential and gives some insight into the academic skills and level development of a tamaiti. The bulk of the assessments does not cater for the reasons the tamaiti may not be where they should be, aka the insight into behavioral patterns/mannerisms or social abilities. In my many years of teaching Ngai Māori, I have noticed the disparity, the unfairness of these assessments that do not give a true indication of what's happening with these kids academically or socially due to their daily circumstances, or our tamariki no these things and express it in a totally different way other than what is expected of them in the assessment. I.e. I have had students that cannot express themselves through writing but can carve, paint, draw, and orate their whakaaro. How do you assess and justify that in these depicted in the assessment criteria .

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We need better incentives to entice kaiako māori, who can earn more teaching in kura aunoa.  We currently have LATs and t/a's teaching and still no-one to release kaiako for CRT.

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We need better incentives to entice kaiako māori, who can earn more teaching in kura aunoa.  We currently have LATs and t/a's teaching and still no-one to release kaiako for CRT.

# data[].attributes.body
Assessments are time consuming and in a setting where CRT is non-existant due to staffing, it can be stressful. In a perfect world we would have more CRT to complete these tasks and more staff to enable this.