Across School Leaders:
Early Learning Setting Governance Team
Rational: To meet the aspirations of our vision statement by weaving a strong, cohesive and sustainable Early Learning Setting voice into Tauranga Peninsula Kāhui Ako.
The ELS Governance group has been formed to bring a strong and cohesive voice on behalf of Early Learning Settings to Tauranga Peninsula Kāhui Ako. This group aims to represent the unique characteristics of settings within our rohe.
Sheree Bos TPKA Governance Representative
Kia ora, It’s a privilege to represent our Early Learning Community for TPKA. Learning focused relationships and partnerships are key to realising quality educational outcomes for our tamariki and whanau. I look forward to collaborating and working with our learning community.
Dave Mudford TPKA Governance Representative
Alex Bedford Rolleston
Ngā Mihi Maioha ki a koutou katoa
Tēna koutou katoa,
I’ve been working at Changepoint Early Learning Centre (ELC) for over 9 years and absolutely love working in such a tight knit community. We’re a faith based, nature bound learning setting that runs a whānau model (mixed age).
Tēnā koutou katoa,
In New Zealand, our Te Whāriki curriculum has enormously shaped teachers’ vision of children and the way sociocultural learning communities can be designed to positively nurture learning identities. Our learning and teaching team at Greerton Early Learning Centre focus on the process of what it takes to be a learner, inside a collaborative community where each voice can be heard. As a consequence, dispositions like empathy, courage, imagination, resilience, persistence, and skills and knowledge, catapult to the surface as the natural result of sustained play and thoughtful, cooperative inquiry. In terms of enabling children’s learning to flourish, I think we must always plan for a rich environment, full of intriguing, open-ended resources because the kinds of lived experiences these offer enable agentic learners to set their sights on tricky, challenging goals that satisfy and stretch learning dispositions. Thus, that rich environment for very young children are the people in it. It is the strength of the attachment relationships that enable children to keep stretching their responses to the outside world of places and things. Creating an environment that is calm and predictable for children as they explore, is a goal worth pursuing. Ensuring children feel contentment and curiosity in a relationally warm setting is a moment-by-moment responsibility. I have a long-standing commitment focused on ensuring that the principles of Te Whāriki are enacted in early learning settings, and I advocate for this through my work as a Professional Learning Facilitator with Educational Leadership Project and in my role as a learner, teacher, and researcher at Greerton Early Learning Centre.
I have shown commitment to supporting the Kahui Ako through prior roles attending governance meetings, and the 5 at 5 Junior Primary and ECE hui. I am keen to help develop a strategic plan for ECE and collaborate together on these to help support learning for our tamariki. I have worked in leadership roles for many years now within Kindergarten's and would bring my knowledge and experience to the group.
Term 3 Pānui
Education Gazette - Sharing and celebrating our suceses