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Teacher Education Workshops

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Professional leadership, professional status and safe, high quality ... Best Evidence Syntheses, Hattie, Kane & Mallon, Bishop & Berryman, Cochran-Smith ... – PowerPoint PPT presentation

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Title: Teacher Education Workshops


1
Teacher Education Workshops June 2007
2
The NZ Teachers Council / Te Pouherenga Kaiako o
Aotearoa
  • U ki te ako, tu tangata ai apopo
  • 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
Strategic focus
  • The major focus of the Councils 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
Three year plan
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 Maori

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
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
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
Feedback
10
Feedback
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 Maori,
  • 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
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
Graduating Teacher Standards Aotearoa New
Zealand formatting
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
  • UnderstandProfessional Knowledge and
    Professional Practice
  • Be able to do Professional Knowledge and
    Professional Practice
  • Demonstrate dispositions that make them an
    effective teacherProfessional Values and
    Relationships

15
Graduating Teacher Standards Structure
  • 3 Groupings
  • Professional Knowledge
  • Professional Practice
  • Professional Values and Relationships

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
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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