1. 1 Teacher Education Workshops June 2007

2. 2 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.

3. 3 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.

4. 4 Three year plan Provisionally registered teachers Fully Registered Teacher Initial Teaching Education Entry 1: Selection to Initial Teacher Education Entry 2: provisionally registered teacher Entry 3: fully registered teacher Graduating Teacher Standards Revised Satisfactory 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

5. 5 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

6. 6 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.

7. 7 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%

8. 8 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%

9. 9 Feedback

10. 10 Feedback

11. 11 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.

12. 12 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”.

13. 13 Graduating Teacher Standards: Aotearoa New Zealand: formatting

14. 14 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

15. 15 Graduating Teacher Standards: Structure 3 Groupings:  Professional Knowledge  Professional Practice  Professional Values and Relationships

16. 16 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.

17. 17 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.