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Teacher Education Workshops

June 2007

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The NZ Teachers Council / Te Pouherenga Kaiako o Aotearoa

• Ū ki te ako, tū tangata ai āpōpō• Professional leadership, professional status

and safe, high quality learning environment• Autonomous crown entity• Funding from the profession• Eleven member Council including four who are

elected• Role of the Teacher Education Team: liaison

approvals, reapprovals and monitoring.

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Strategic focus

The major focus of the Council’s professional leadership will be:

• the revision of guidelines and processes for the implementation of the recently introduced standards for graduating teachers;

• the implementation of quality induction programmes for all provisionally registered teachers;

• the review and implementation of revised standards for granting full registration for provisionally registered teachers and the renewal of practising certificates.

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Three year plan

Provisionallyregisteredteachers

Fully Registered Teacher

Initial Teaching Education

Entry 1:Selection to Initial Teacher Education

Entry 2:provisionally registered teacher

Entry 3:fully registeredteacher

Graduating Teacher Standards

RevisedSatisfactory

Teacher Dimensions.

Training for the mentoring of student

teachers and/or provisionally registered

teachers

Guidelines and processes for renewal

of initial teaching education programme

Induction of provisionally

registered teachers

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Background to development of Graduating Teacher Standards • Education Standards Act (2001)• Core focus – quality graduates to improve

outcomes for learners • Began in April 2005• Initial meeting:

– Teachers Council Convenor– Teacher educators (TEFANZ + non-TEFANZ)– Ministry of Education & NZ Qualifications Authority – PPTA & NZEI Te Riu Roa– Council committees: Early Childhood & Māori

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Process of development – working group role

• Develop set of principles• Consider research especially Best Evidence

Syntheses, Hattie, Kane & Mallon, Bishop & Berryman, Cochran-Smith

• Consider groupings of standards • Share drafts with stakeholders• Develop draft Graduating Teacher Standards

for wide distribution.

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Consultation • March 2006 – 234 consultation packs• Three groupings:

– Professional Knowledge– Professional Practice– Professional Values & Relationships

• 29 standards • describe what a beginning teacher will know,

understand, be able to do and the dispositions

they will have to be an effective teacher. • 83 responses – 35%

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Consultation • October 2006 – 109 consultation packs• Same groupings:

– Professional Knowledge– Professional Practice– Professional Values and Relationships

• Seven standards with a number of drop down elements

• 49 responses - 45%

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Feedback

Feedback on each standard

0

10

20

30

40

S1 S2 S3 S4 S5 S6 S7

Modify

OK as is

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Feedback Feedback on each element

0

5

10

15

20

25

30

35

40

1a 1b 1c 1d 2a 2b 2c 2d 3a 3b 3c 4a 4b 4c 4d 4e 5a 5b 5c 6a 6b 6c 7a 7b 7c 7d

Remove

Modify

OK as is

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Consultation Overall feedback from the education community was

positive. Feedback tended to be sector based.

Points made were:– word smithing– including te reo and tikanga Māori, – the use of terms such as ‘learners, pupils or

students’ – the recent Ministry of Education publications of

research about the quality teaching of “Diverse Learners”

– Taking into consideration that the graduating teachers are at the beginning of their professional careers.

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Consultation Other points from the consultation:

need to be generic to allow for innovation and research

need to be explicit

may be setting the bar too high

strong support for the Treaty of Waitangi statement as an overarching statement for the standards

excellent process used to ensure the eventual standards are of a high quality and are supported by the profession

the matrix does not represent the complexity and holistic nature of teaching

debate a “too heavy focus on Professional knowledge and not enough of a focus on Professional Practice”.

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Graduating Teacher Standards: Aotearoa New Zealand: formatting

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Graduating Teacher Standards: Aotearoa New Zealand

The core focus of the Graduating Teacher Standards is to describe what a newly qualified teacher on entry into the profession will:

Know ……….....Professional Knowledge and Professional Practice

Understand……Professional Knowledge and Professional Practice

Be able to do …Professional Knowledge and Professional Practice

Demonstrate dispositions that make them an effective teacher……Professional Values and Relationships

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Graduating Teacher Standards: Structure

3 Groupings: Professional Knowledge Professional Practice Professional Values and

Relationships

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Graduating Teacher Standards: Structure

Seven Standards Know what to teach Know about learners and how they learn Understand how contextual factors influence teaching

and learning Use professional knowledge to plan for a safe, high

quality teaching & learning environment Use evidence to promote learning Develop positive relationships with learners and the

members of learning communities Are committed members of the profession.

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Where to from here?

• A major review of the processes of approval, reapproval and monitoring to begin in July 2007

• In association with NZQA, ITPQ & NZVCC• Examining approval processes in other

professions and other jurisdictions• Leading to a review of the Guidelines for the

approval of teacher education programmes that lead to registration

• In place in January 2008.