ACE Teaching Standards Workshops

ACE Teaching Standards Workshops 2026

Explore our 2026 ACE professional development workshops, designed to support and strengthen your teaching practice across a range of focus areas.

These workshops are organised into three groups, allowing you to choose the sessions that best align with your interests, role, and current priorities. You are welcome to register for as many or as few workshops as suit your needs.

All sessions are delivered online. Everyone who registers will receive access to the workshop recording, along with any supporting resources shared during the session, so you can revisit the learning at a time that works for you.

Facilitator: Tai Samaeli – ACE Sector Capability Manager, ACE Aotearoa
Tai brings a depth of experience and insight in designing, evaluating and facilitating professional learning and community education programmes across Aotearoa, working with REAPs, libraries, iwi partners, correctional education services, tertiary educators, and adult and community education providers.

Currently, he serves as the ACE Sector Capability Manager for ACE Aotearoa, where he coordinates national development initiatives for adult educators across New Zealand. Additionally, Tai supports community education organisations to embed the ACE Teaching Standards, build culturally responsive practice, strengthen quality assurance, and improve learner outcomes through his work with Adult and Community Education providers.

These workshops are fully funded by the Tertiary Education Commission, so there is no cost to attend.

Group One: Foundations of Effective ACE Teaching

Workshop 1 - Creating Safe, Inclusive Learning Environments in ACE

Date: 4 June 2026
Time: 12–1 pm
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A safe and inclusive learning environment is the foundation for effective adult and community education. This one‑hour online workshop focuses on how ACE educators can intentionally create learning spaces that support trust, belonging, and participation for diverse adult learners. Participants will explore how learning environments can be designed to respond to learners’ lived experiences, life contexts, and changing circumstances, ensuring learning remains accessible, respectful, and adaptable.

The session emphasises the role of the educator in establishing conditions that enable learner engagement and support flexible learner pathways.

You will explore:

What safe and inclusive learning environments look like in ACE settings
How learner diversity and life context influence participation and engagement
Practical strategies for reviewing and adjusting learning environments based on learner feedback

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
1.1 – Demonstrate knowledge and understanding of the social, cultural and physical influences on learning by working effectively in all contexts of learning 3.2 – Foster trust, respect, and cooperation with and among learners	Principle 2 – We are clear about what we want to achieve and how we are planning to do that Indicator 2.1 – There is an acknowledgement that ACE learners are diverse in terms of culture, life experience and life situation.	This workshop directly supports ACE QA Framework Area Three: Teaching and Learning, Indicator 3.2 (p.4), with a focus on learner wellbeing, inclusive environments, and responsive teaching practice.

This workshop focuses on establishing inclusive learning conditions and does not cover strategies for responding to challenging learner behaviour, which are addressed in Workshop 6: Managing Behaviour and Fostering Positive Learning Relationships.

Workshop 2 - Learner‑Centred Teaching: Putting Rangatiratanga into Practice

Date: 11 June 2026
Time: 12–1 pm
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Learner‑centred teaching places learners at the heart of decision‑making, recognising their goals, experiences, and aspirations. In this interactive workshop, participants will explore how rangatiratanga is enacted in ACE teaching practice and how educators can support learners to have ownership over their learning journeys. The session focuses on practical shifts in teaching practice that increase learner voice, choice, and agency.

You will explore:

Core principles of learner‑centred teaching in ACE contexts
How to support learner choice and shared decision‑making
Teaching approaches that respond to individual and group needs

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
1.1 – Demonstrate knowledge and understanding of the social, cultural and physical influences on learning by working effectively in all contexts of learning 1.2 – Design for learning with inclusive and effective teaching approaches, resources, and technologies to inform learning assessment activities 1.3 – Adjust teaching approaches to address the needs of individuals and groups of learners.	Principle 1 – Pathways belong to the learner Indicator 1.1 – Learners are able to identify various pathways, profiles and possible destinations and use these map their own pathway.	This workshop aligns with Area Three: Teaching and Learning, Indicators 3.1 and 3.3 (p. 4), reinforcing learner‑led decision-making, rangatiratanga, and pathway awareness.

This workshop focuses on learner‑centred principles and teaching decision‑making and does not cover lesson planning frameworks or tools, which are explored in Workshop 3: Effective Lesson Planning.

Workshop 3 - Effective Lesson Planning

Date: 18 June 2026
Time: 12–1 pm
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Effective lesson planning supports meaningful learning while remaining flexible and responsive to learners’ goals and pathways. This practical workshop focuses on planning learning experiences that clearly connect learning activities to learner goals and allow for adaptation as pathways evolve.

Participants will explore planning approaches that support learners to progress, pause, or change direction as their circumstances and aspirations develop.

You will explore:

Planning lessons that align with learner goals
Designing learning that supports pathway mapping and review
Creating adaptable plans that respond to learner progress and feedback

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
5.1 – Use planning to connect content knowledge with effective ways of learning	Principle 3 – Providers are supported to help learners identify and map their own pathway. Indicator 3.2 – Providers support learners to review their pathway and plans, allowing for change.	This workshop builds capability against Area Three, Indicator 3.1 (p.4), supporting structured, goal‑aligned, and adaptable lesson planning.

Workshop 4 - Engaging and Motivating Learners: Face‑to‑Face and Online

Date: 25 June 2026
Time: 12–1 pm
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Learner engagement is central to sustaining participation and progress in adult and community education. This workshop explores practical strategies for engaging and motivating learners across face‑to‑face and online learning environments. Participants will examine how engagement strategies can value non‑formal, flexible, and non‑linear learning, supporting learners to remain connected to their learning pathways.

You will explore:

What learner engagement looks like in ACE contexts
Strategies for motivating learners in face‑to‑face and online settings
Designing learning activities that support flexible and non‑linear pathways

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
3.1 – Incorporate successful strategies to engage and motivate learners	Principle 2 – We are clear about what we want to achieve and how we are planning to do that Indicator 2.2 – Pathways are flexible enough to respond to each unique learner Indicator 2.3 – There is recognition that ACE can be non-formal, non-assessed, whānau-based, intergenerational and can involve multiple learning streams.	This workshop contributes evidence toward Area Three, Indicator 3.1 (p.4) through blended delivery strategies and learner engagement approaches.

This workshop focuses on practical learner engagement strategies. It does not provide in‑depth coverage of inclusive design, neurodiversity, or learning differences, which are addressed in Workshop 5: Teaching for Diversity, Neurodiversity, and Inclusion.

Inclusive, Reflective, and Relational Practice

Workshop 5 - Teaching for Diversity: Neurodiversity, Learning Preferences, and Inclusion (Panel)

Date: 2 July 2026
Time: 12–1 pm
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ACE educators work with learners who bring diverse strengths, experiences, and ways of learning. This one‑hour online panel brings together experienced ACE practitioners to share insights and practical examples of inclusive teaching that acknowledge neurodiversity, varied learning preferences, and learners’ lived experiences.

Through guided kōrero, panellists will reflect on what inclusive practice looks like in real ACE contexts, how barriers to participation can be reduced through thoughtful design, and how diversity can be made visible and valued in everyday teaching. The discussion focuses on proactive, inclusive design rather than individual adjustments made after challenges arise.

You will explore through panel kōrero:

How learner diversity and neurodiversity show up in ACE learning environments
Inclusive teaching approaches that support engagement, dignity, and participation
Practical examples of making learning design and delivery more accessible

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
1.2 – Design for learning with inclusive and effective teaching approaches, resources, and technologies to inform learning assessment activities 3.1 – Incorporate successful strategies to engage and motivate learners	Principle 5 – ACE learner diversity is actively promoted Indicator 5.1 – Government and the wider community understand the uniqueness and complexity of the adult learning journey. Indicator 5.5 – Learner profiles showcase a variety of ACE learners.	Supports Area Three Indicators 3.1 and 3.2 (p.4), ensuring teaching practice is inclusive, adaptive, and responsive to learner diversity.

Workshop 6 - Managing Behaviour and Fostering Positive Learning Relationships

Date: 9 July 2026
Time: 12–1 pm
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Positive learning relationships are central to effective adult and community education. This workshop explores behaviour as communication and focuses on relational approaches to managing challenging situations. Participants will build confidence in responding to behaviour in ways that maintain dignity, respect, and learner engagement, while recognising the impact of learners’ life contexts on participation and behaviour.

The emphasis is on supporting learning relationships rather than “controlling” behaviour.

You will explore:

Understanding behaviour in adult learning environments
Proactive and relational approaches to managing challenges
Practical strategies for maintaining trust and cooperation

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
3.2 – Foster trust, respect, and cooperation with and among learners	Principle 2 – We are clear about what we want to achieve and how we are planning to do that Indicator 2.1 – There is acknowledgement that ACE learners are diverse in terms of culture, life experience and life situation.	Directly aligned to Area Three, Indicator 3.2 (p.4), focusing on relational practice, learner wellbeing, and safe learning environments.

Workshop 7 - Reflective Practice That Improves Teaching

Date: 16 July 2026
Time: 12–1 pm
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Reflection is a key tool for improving teaching practice and supporting learner pathways. This workshop focuses on reflective practice that leads to meaningful change, rather than simply confirming what already works. Participants will explore structured approaches to reflection and consider how reflection can be used to review teaching effectiveness and adjust learning experiences in response to learners’ progress and feedback.

You will explore:

Purposeful reflective practice for ACE educators
Using reflection to inform changes in teaching practice
Supporting learner reflection as part of learning

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
7.1 – Use feedback from communities and learner information to reflect on and evaluate the effectiveness of teaching 7.2 – Assist learners to carefully consider information and ideas to reflect on their learning.	Principle 3 – Providers are supported to help learners identify and map their own pathway. Indicator 3.5 – Providers build and adapt courses to suit learners.	This workshop provides evidence across Area Two (Indicator 2.4) and Area Three (Indicator 3.1), supporting reflective teaching and continuous improvement (p.4).

This workshop focuses on educator and learner reflection and does not cover assessment, feedback mechanisms, or peer review processes, which are addressed in Workshop 8: Feedback, Peer Learning, and Assessment for Learning in ACE.

Workshop 8 - Feedback, Peer Learning, and Assessment for Learning in ACE

Date: 23 July 2026
Time: 12–1 pm
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Feedback and peer learning play an important role in guiding learner progress and supporting pathway decision‑making. This workshop explores feedback as an ongoing, learning‑focused process rather than a one‑off task. Participants will examine strategies for using learner information, peer learning, and assessment for learning to support learners to reflect, make decisions, and adjust their learning direction.

You will explore:

Giving and receiving feedback that supports learning
Peer learning as a tool for reflection and growth
Using learner information to guide teaching decisions

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
4.1 – Analyse with the learner their experiences to identify progress and ongoing learning needs 4.2 – Use learner experiences to give regular and ongoing feedback to guide and support further learning 4.3 – Seek peer comment and/or review, if required.	Principle 3 – Providers are supported to help learners identify and map their own pathway. Indicator 3.1 – Providers give relevant and up-to-date information to learners, including examples of learner profiles and possible pathways. Learners are helped to think about where they want to go and to make plans. Indicator 3.2 – Providers support learners to review their pathways and plans, allowing for change.	Aligned with Area Three Indicators 3.1 and 3.3 (p.4), strengthening feedback loops and learner pathway awareness.

ACE Teaching for Community and Sustainability

Workshop 9 - Intergenerational and Community‑Centred Learning (Panel)

Date: 6 August 2026
Time: 12–1 pm
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Intergenerational and community‑centred learning is a defining strength of adult and community education. This one‑hour online panel brings together ACE practitioners to share insights and examples of learning that draws on community knowledge, lived experience, and connections across generations.

Through facilitated kōrero, panellists will discuss how ACE learning can respond to community aspirations, support meaningful learner pathways, and recognise community connection as both a learning resource and a pathway destination in its own right. The panel highlights practical ways communities and learners are actively involved in shaping learning experiences.

You will explore through panel kōrero:

What intergenerational and community‑centred learning looks like in ACE contexts
How community knowledge, relationships, and lived experience inform learning design
Ways learning pathways are strengthened through community connection and partnership

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
6.2 – Provide opportunities for learning that are intergenerational, learner-centred and/or address societal needs.	Principle 4 – Communities are involved in the development and implementation of pathways Indicator 4.1 – Communities develop their own profiles as appropriate based on ACE profiles.	This workshop aligns with Area One Indicators 1.1–1.2 (p.3) and Area Two Indicator 2.5 (p.4), supporting community‑embedded ACE provision.

Workshop 10 - Sustaining Educator Wellbeing and Professional Practice

Date: 13 August 2026
Time: 12–1 pm
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Sustainable teaching practice depends on educator wellbeing, professional reflection, and opportunities to grow and adapt. This workshop focuses on wellbeing as a core component of quality teaching in ACE, recognising the demands and complexity of adult and community education roles. Participants will explore practical strategies for sustaining wellbeing while continuing to develop their professional practice in ways that support learner pathways.

The session positions educator wellbeing as an enabler of innovation, responsiveness, and long‑term teaching effectiveness.

You will explore:

The relationship between educator wellbeing and quality teaching practice
Practical strategies for sustaining wellbeing in ACE contexts
How reflective professional practice supports ongoing learning and innovation

ACE Teaching Standards alignment	ACE Learner Pathways alignment	Quality Assurance Framework Alignment
2.1 – Initiate and take advantage of opportunities to advance personal professional knowledge and skills to benefit learners. 7.1 – Use feedback from communities and learner information to reflect on and evaluate the effectiveness of teaching.	Principle 3 – Providers are supported to help learners identify and map their own pathway. Indicator 3.5 – Providers build and adapt courses to suit learners. Indicator 3.6 – The learning environment is one in which practitioners feel safe to experiment and try new approaches.	Supports Area Two Indicator 2.4 (p.4), evidencing staff wellbeing, professional learning, and sustainable ACE practice.

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