Serious questions are being asked by teachers and school leaders a bout why the Government is spending $200 million a year of taxpayer funding on professional learning and development (PLD) courses, which teachers have deemed ''inadequate, piecemeal and incoherent''.
A report based on two separate Post Primary Teachers' Association surveys shows both teachers and school leaders agree present PLD provision is ''woefully inadequate'' - raising serious questions as to whether taxpayer funding is being well spent.
Otago teachers and principals were among those nationwide surveyed by the PPTA in May this year, after concerns were raised in the sector about PLD provision, PPTA president Angela Roberts said.
The survey showed only 44% of teachers said PLD challenged them to work differently with pupils to raise their achievement.
Ms Roberts said one of the biggest concerns voiced by both teachers and school leaders was the lack of local provision of PLD.
The present contestable contracts tended to be centred on particular providers, often a long way from where PLD must be delivered, dismantling a trusted model of ongoing local support, she said.
''The closeness to the contract directly influences the quality of PLD. If you are in Taranaki, Wainuiomata or Gisborne you will have worse PLD opportunities than in Auckland or Hamilton,'' she said.
The surveys also revealed some PLD sources many teachers found worked the best had been stopped by the ministry - including the Te Kotahitanga programme aimed at raising Maori pupil achievement.
''The PLD spine needs to be rebuilt across the whole country,'' she said.
Otago Secondary Principals' Association president Rick Geerlofs said the findings of the report came as no real surprise.
''The PLD landscape has changed significantly in the past few years, with accessibility becoming a real issue.
''In many cases, the process required to access it is cumbersome and does not give schools certainty at the beginning of a year, when schools are putting budgets together.''
The cost of access had also risen, Mr Geerlofs said.
''In many cases, schools are reverting to in-school PLD and this often falls on the shoulders of those who are already incredibly busy.''
Ministry of Education deputy secretary Rowena Phair said the budget for professional learning and development for teachers had not changed, and the ministry was committed to ensuring teachers had access to high-quality, effective professional development.
A significant investment would ensure this continued, she said.
''It is targeting resources to where they are most needed.
"The ministry recognises professional development is important for those schools that need additional support to raise achievement among priority learners.''
