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Northland SELO Project: ECE PLD for Curriculum, Assessment and Internal Evaluation

  • Kate Costello
  • Jun 11
  • 6 min read

Supporting Quality Early Childhood Education Across Northland with ECE PLD

Exciting professional learning opportunities are coming to Te Tai Tokerau. The Northland SELO (Strengthening Early Learning Opportunities) Project is launching to support early childhood education (ECE) services, leaders, and kaiako across Northland with practical, evidence-informed professional learning focused on curriculum design, assessment for learning, internal evaluation, leadership capability, and strengthening teaching practice.

As part of the Ministry of Education's Strengthening Early Learning Opportunities (SELO) initiative, the project provides targeted professional learning designed to strengthen curriculum delivery, assessment, internal evaluation, leadership capability, and equitable outcomes for tamariki.


This Northland ECE PLD is designed specifically for the unique needs of local early learning services, the project aims to strengthen teaching practice, support continuous improvement, and help services confidently align their work with Te Whāriki, licensing requirements, the National Education and Learning Priorities (NELPs), and the aspirations of tamariki, whānau, hapū, iwi, and local communities.


Why Professional Learning Matters in Early Childhood Education

Early childhood educators play a critical role in shaping children's lifelong learning, wellbeing, and development.


Research consistently shows that high-quality early learning experiences support children's social, emotional, cognitive, language, and literacy development. A systematic review of social and emotional learning programmes in early childhood settings found that successful professional learning supports "responsive and nurturing teacher-child interactions and effective classroom management", both of which are strongly associated with positive learning outcomes for children.


For many ECE services, the challenge is not a lack of commitment or expertise. Rather, it is finding time and access to high-quality professional learning that helps translate curriculum expectations into everyday teaching practice.



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The Northland SELO Project has been developed to bridge that gap by providing accessible, relevant professional learning that supports continuous improvement and strengthens educator capability across the region.


Strengthening Curriculum Through Te Whāriki

At the heart of the Northland SELO Project is a commitment to strengthening curriculum implementation through the principles and strands of Te Whāriki.

Te Whāriki positions children as competent and capable learners and emphasises learning through relationships, responsive environments, and meaningful experiences. Effective curriculum design requires kaiako to intentionally connect learning opportunities with children's interests, strengths, identities, languages, cultures, and community contexts.


SELO workshops support educators to:

  • Strengthen local curriculum design

  • Align practice with Te Whāriki learning outcomes

  • Develop culturally responsive teaching approaches

  • Enhance learning through authentic relationships with tamariki and whānau

  • Build stronger partnerships with hapū, iwi, and local communities

  • Connect curriculum decisions to community aspirations and local contexts

  • Strengthen confidence in integrating te reo Māori and tikanga Māori into everyday practice

This focus helps ensure the curriculum remains meaningful, inclusive, and responsive to the diverse communities of Te Tai Tokerau.


Improving Assessment Practices in Early Childhood Education

Assessment is one of the most powerful tools available to kaiako for understanding and supporting children's learning.

Effective assessment goes beyond documenting activities. It helps educators notice, recognise, respond to, and revisit learning over time while making children's progress visible to whānau and teaching teams.

Through the Northland SELO Project, participants will explore how to:

  • Strengthen assessment for learning practices

  • Create meaningful learning stories and documentation

  • Connect assessment to Te Whāriki learning outcomes

  • Improve planning cycles and intentional teaching

  • Use evidence of learning to inform next steps

  • Support equitable learning outcomes through responsive assessment practices

When assessment is purposeful and reflective, it supports stronger outcomes for tamariki and more confident decision-making for kaiako.


Internal Evaluation as a Driver of Continuous Improvement

Internal evaluation is increasingly recognised as a cornerstone of quality early childhood education.


Strong internal evaluation helps services understand what is working well, identify areas for growth, and make informed decisions that improve outcomes for children and families.

The Northland SELO workshops support leaders and teaching teams to develop practical internal evaluation skills that enable them to:

  • Gather and analyse meaningful evidence

  • Evaluate the impact of teaching practices

  • Strengthen professional inquiry

  • Meet regulatory and quality expectations

  • Foster a culture of ongoing improvement

  • Drive sustainable change that benefits tamariki and whānau

Rather than viewing evaluation as a compliance task, the project encourages services to use internal evaluation as a tool for professional growth, leadership development, and better outcomes for children.


Creating Inclusive Learning Environments

Inclusive practice is a key component of high-quality early childhood education.

The Northland SELO Project supports kaiako to create learning environments where children's identities, languages, cultures, and strengths are recognised and valued. Through professional learning focused on curriculum, assessment, and teaching practice, educators are encouraged to reflect on how their decisions support participation, belonging, and positive outcomes for all tamariki.


By strengthening inclusive practice, services can better respond to the diverse needs of their communities while supporting equitable learning opportunities.


Professional Learning Opportunities Available

The Northland SELO Project offers a range of workshops and professional learning opportunities tailored specifically for the early childhood sector.

Current workshop topics include:

  1. Curriculum Design Strengthening local curriculum and intentional teaching practices aligned with Te Whāriki.

  2. Assessment and Planning Building assessment systems that make learning visible and support responsive planning.

  3. Internal Evaluation Developing practical approaches to evaluation that support continuous improvement.

  4. Culturally Responsive Practice Enhancing teaching approaches that honour identity, language, culture, and belonging.

  5. Literacy and Oral Language Supporting early language development and creating rich literacy learning environments.

  6. Strengthening Teaching Practice Building educator capability through reflective inquiry and evidence-informed strategies.

  7. Leadership Development Supporting leaders to strengthen professional capability, inquiry, and organisational improvement.


Why Northland?

Northland is home to approximately 220 early childhood education services and a rich diversity of cultures, languages, communities, and learning contexts.


As conversations continue across Aotearoa about educational equity, literacy, learner success, and wellbeing, strengthening the quality of early learning experiences remains one of the most effective ways to support positive outcomes for children.


With nearly all children in New Zealand participating in ECE before school, the impact of quality teaching, curriculum, assessment, internal evaluation, and leadership practices cannot be overstated.


The Northland SELO Project supports the National Education and Learning Priorities by strengthening educator capability, promoting equitable learning opportunities, and improving outcomes for tamariki through evidence-informed practice.


Building Stronger Outcomes for Tamariki

The Northland SELO Project is about more than compliance. It is about empowering kaiako, strengthening leadership capability, deepening professional inquiry, and supporting services to provide high-quality learning experiences that help tamariki thrive.


When curriculum, assessment, internal evaluation, culturally responsive practice, and strong partnerships with whānau work together, they create a powerful foundation for children's learning, wellbeing, identity, belonging, and success.


For Northland early childhood services seeking practical, relevant, and evidence-informed professional learning, the Northland SELO Project offers an opportunity to grow capability, strengthen practice, and improve outcomes for tamariki across Te Tai Tokerau.


Frequently Asked Questions About the Northland SELO Project

What is the Northland SELO Project?

The Northland SELO Project is a Ministry of Education-funded professional learning initiative designed to support early childhood education services in strengthening curriculum, assessment, internal evaluation, leadership capability, and teaching practice.

Who can participate in Northland SELO workshops?

Northland SELO workshops are designed for ECE leaders, kaiako, teachers, and early learning services across Te Tai Tokerau.

What topics are covered in Northland SELO professional learning?

Workshop topics include curriculum design, assessment and planning, internal evaluation, culturally responsive practice, literacy and oral language, leadership development, and strengthening teaching practice.

How do I find upcoming Northland SELO workshops?

Visit the Coactive Education website to view upcoming workshops and professional learning opportunities available through the Northland SELO Project.


Explore Northland SELO Workshops

Discover upcoming Northland ECE professional development opportunities and workshops designed for ECE leaders and kaiako across the region.

Northland SELO Workshops – Coactive Education

You can explore the full range of workshops here:


References:

Blewitt, Claire, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett, and Helen Skouteris. 2020. "Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review" International Journal of Environmental Research and Public Health 17, no. 3: 1049. https://doi.org/10.3390/ijerph17031049 

Immigration New Zealand. Setting up your life in New Zealand. Retrieved May 29, 2026, from https://www.immigration.govt.nz/live/setting-up-your-life-in-new-zealand/ 

Ministry of Education. Participation in early childhood education. Education Counts. Retrieved May 29, 2026, from https://www.educationcounts.govt.nz/statistics/participation 

Ministry of Education. Curriculum criteria for centre-based ECE services. Retrieved May 29, 2026, from https://www.education.govt.nz/education-professionals/early-learning/licensing-and-certification/licensing-criteria-for-centre-based-ece-services/curriculum 

 
 
 

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