What are the key dates for the procurement process?
Contract advisement date:
The final date of 24 November 2016 represents the latest close of contract negotiations. Any providers that have submitted a response to the RFP will be contacted between the end of October and 24 November 2016 to negotiate and finalise contracts.
2017 Contract Start:
The contracts will commence on 25 November 2016 (This places provider on the panel to bid for work). Individual ‘Statements of Work’ will result from providers/facilitators being commissioned to deliver work by schools, these conversations will commence sometime after schools have their allocation confirmed, this will be by 25 November. Actual service delivery will be for the 2017 school year, so will coincide with the end of the current PLD contracts. The 1 February start date is intended to represent the commencement of services to schools, kura and Communities of Learning and not intended to represent the start of the contract.
Can ECE facilitators apply for accreditation?
The accreditation criteria that facilitators will be assessed against have been designed and co-constructed with the schooling sector, and align with PLD that is delivered to schools. ECE facilitators will be able to gain accreditation if they meet this criteria.
It is important to note that the system has not been designed for the ECE sector. The Ministry is currently considering how ECE services can best access PLD support, and will be engaging with the ECE sector over the coming months to determine what systems best meet their needs.
If one of my facilitators works for themselves or for another organisation, how should they manage their application?
All accreditation is at an individual level. Once an individual is accredited, they can provide PLD services through an approved provider organisation.
One application is intended to cover all of an individual facilitator’s specialisations. The only exception to this case is when a facilitator is seeking dual English and Māori medium accreditation. This is because there are different criteria for accreditation in each medium.
All facilitators will be listed once on the PLD database for schools, along with all of their specialisations and summary of practice.
Can I use a branded/altered template when applying for accreditation?
We are asking all provider organisations and facilitators to use the provided Summary of Practice/Portfolio templates for transparency and consistency.
Facilitators referenced in provider applications will be able to provide a URL link to company websites or online profiles as part of the application process.
We have made available landscape templates, for those who are having formatting material to fit appropriately. These templates are available here.
Can I include a reference from my provider organisation in my summary of practice?
At least one of your referees in your summary of practice should be a principal or tumuaki from your example of practice. Where this is not practical, for example in a scenario where a facilitator has been working directly with a deputy principal, or similar leadership position in Māori medium classes, the deputy principal will be a more appropriate reference.
The other referee does not need to relate to an example but should come from a school or kura or where a facilitator has provided services. These are criteria that have been specified in the design of the new PLD system.
Please bear in mind that your references will be available to schools who are searching for a PLD facilitator, and that you should clarify this with your referee before submitting your application.
How can PLD facilitators appeal the decision of the panel?
PLD facilitators whose applications fora accreditation have not been successful have a number of options open to them.
To find out more about Communities of Learning | Kāhui Ako (CoL), please visit the 'Investing in Educational Success' webpage.
What is an expert partner?
Academics and expert practitioners will be contracted to work alongside CoL to strengthen their data analysis and support problem definition so that high quality achievement challenges are identified.
Expert partners will support CoL forming their plan on how to tackle the achievement challenges and how inquiry will form a critical part of that process.
Expert partners will act as critical friends for CoL, challenging assumptions and supporting CoL to remain focused on the things that potentially will have the best impact on lifting student achievement.
Expert partners may also work with CoL to identify how they can deploy their resources effectively and what gaps may require additional expertise from external support.
Isn’t an expert partner the same as a Professional Learning and Development (PLD) provider?
No. An expert partner can be a PLD provider but they will not be expected to do the PLD in this role. In fact as a critical friend to the CoL they may support the CoL and the Regional Ministry Directors of Education to identify what PLD needs a CoL may have.
Will an expert partner need to meet the accreditation requirements for PLD facilitators?
No. Expert partners will not actually be doing the PLD with CoL but will need to meet a set of criteria that the Ministry is currently developing.
Can a PLD facilitator be an expert partner?
Yes. We see that this could be the case but we will be developing clear protocols so that if this was the case that they, as an expert partner would not be able to recommend themselves for PLD for that particular CoL.