Transcript Slide 1

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
Fully Registered
Teacher
Entry 3:
fully registered
teacher
Provisionally
registered
teachers
Entry 2:
provisionally
registered teacher
Training for the
mentoring of student
teachers and/or
provisionally
registered teachers
Revised
Satisfactory
Teacher
Dimensions.
Induction of
provisionally
registered
teachers
Graduating Teacher
Standards
Initial Teaching
Education
Guidelines and
processes for renewal
of initial teaching
education programme
Entry 1:
Selection to Initial
Teacher Education
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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:
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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
40
30
Modify
20
OK as is
10
0
S1
S2
S3
S4
9
S5
S6
S7
Feedback
Feedback on each element
Remove
Modify
OK as is
40
35
30
25
20
15
10
5
0
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
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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
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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.
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