Guidelines for the Approval of Teacher Education Programmes
CONTENTS
1.0 INTRODUCTION
1.1 The Role of the Teachers Council
1.2 Legislative Authority
1.3 Terminology
1.4 Maintaining professional standards
1.5 External monitoring
1.6 External moderating
1.7 Major change
2.0 THE APPROVAL PANEL
2.1 Composition of the Panel
2.2 Responsibilities of Panel Members
2.3 Role of the Panel Chair
2.4 Requirements, recommendations and suggestions
2.5 Confidentiality
2.6 Documentation
3.0 PROGRAMME DOCUMENTATION REQUIREMENTS
3.1 Conceptual framework
3.2 Programme aims
3.3 Graduate profile and standards
3.4 Graduate Status
3.5 Research
3.6 Consultation
External consultation
Internal consultation
3.7 Programme content, design, structure and progression
3.8 Assessment policies and procedures
3.9 Practicum information
3.10 Learning and teaching resources
3.11 Entry Standards
3.12 Recognition of Prior Learning
3.13 Student Support and Guidance Systems
3.14 Staff members
3.15 Staff research and professional development
Appendix 1 Graduating Teacher Standards: Aotearoa New Zealand
Appendix 2 - Good Character and Fit to be a Teacher Policy 2007
Appendix 3 -Code of Ethics for Registered Teachers
1.0 INTRODUCTION
These guidelines are for teacher educators to use in preparing documentation for the approval and reapproval of teacher education programmes that lead to registration as a teacher. The guidelines should be read in conjunction with those published jointly by the NZ Teachers Council and the three quality assurance agencies: the New Zealand Qualifications Authority and the Institutes of Technology and Polytechnics Quality. 1
1.1 The Role of the Teachers Council
The Teachers Council agreed role is:
- to provide professional leadership in teaching
- to enhance the professional status of teachers
- to contribute to a high quality teaching and learning environment for children and other learners.
1.2 Legislative Authority
Under Section 139 AE (d), (e) and (f) of the Education Act 1989, the New Zealand Teachers Council is required:
- to determine standards for teacher registration and the issue of practising certificates
- to establish and maintain standards for qualifications that lead to teacher registration
- to conduct, in conjunction with quality assurance agencies 2 , approvals of teacher education programmes on the basis of the standards referred to above.
1.3 Terminology
This document is based on the July 2002 Guidelines for the Approval of Teacher Education Programmes developed as a result of wide consultation and research. All teacher education programmes that lead to registration must have current approval from the Teachers Council. The first time a programme is approved is known as the initial approval, thereafter as a reapproval. Teacher education programmes will be considered for reapproval every five years, or in a shorter time if appropriate. Approval is given for a specified time. If the programme has not received a reapproval within that timeframe, the programme is no longer considered to be an approved programme.
It is also expected that any teacher education programme will be continuously reviewed by programme staff. The reapproval will take account of these reviews as well as any new directions proposed. It differs from an initial approval in that there will be information contained in the monitoring and moderating reports that contributes to the approval.
The purpose of the programme reapproval is to ensure that it continues to be appropriate in preparing teachers to meet the Graduating Teacher Standards and the Fit to be a Teacher criteria 3 . The process provides evidence that a programme is dynamic and responsive to new knowledge, research and developments, and that it builds capacity both in its staff and in its graduates.
The scope and procedures for the reapproval will be the same as for an initial approval.
There are some differences in terminology used within the sector. For the Teachers Council the terms “programme” and “course” are used so that:
1.4 Maintaining professional standards
As knowledge requirements for society have increased, so have demands for increased student achievement and demands for increased teacher knowledge. Teachers must be highly skilled so that students learn. It is the responsibility of the institution to demonstrate that it offers a high quality programme of initial teacher education. Preparation for an approval or reapproval provides an opportunity for an institution to review its own programme, highlighting strengths and areas for further development, seek further advice from the community and to assemble the evidence that graduates are meeting programme outcomes.
The Teachers Council requirements for initial teacher education programmes are closely aligned to the Graduating Teacher Standards. (See Appendix 1)
1.5 External monitoring 6
The Council requires that an external monitor is appointed to all teacher education programmes. The purpose is to provide a reasonable indication that the quality of the programme as implemented is consistent with the commitment and intentions of the institution expressed at the time of approval and with the expectations of the approval panel. The external monitor will be appointed with the agreement of the institution, the Teachers Council and the quality assurance agency. The person appointed will be a teacher educator currently working in an equivalent teacher education programme.
Institutions may be given the right to manage their own monitoring. In such cases an external monitor will still be required.
1.6 External moderating
An external moderator(s) is appointed to moderate the assessments of each approved teacher education programme. Pre-assessment and post-assessment moderation is undertaken on a scheduled basis by the moderator(s). The moderator’s report is forwarded to the monitor for consideration and inclusion in the monitor’s report. As part of the approval documentation, institutions provide an external moderation plan which shows how all courses within the programme are externally moderated over a cycle of no more than three years.
The external moderator will be appointed with the agreement of the institution, the Teachers Council and the quality assurance agency. The person appointed will be a teacher educator currently working in an equivalent teacher education programme.
1.7 Major change
If there is a major change the institution must apply to the Teachers Council to decide whether it requires a paper approval, a small panel approval or a full panel approval.
Major changes include:
- a change of the title of the qualification
- changes to the structure of a programme
- changes to regulations concerning entry requirements and cross-crediting or RPL arrangements
- introduction of a new delivery mode (e.g. to distance or flexible delivery)
- a site extension to a new campus or location.
2.0 THE APPROVAL PANEL
The Teachers Council and the quality assurance agencies have joint responsibility for programme approval and work together to form combined approval panels. The Teachers Council is responsible for the approval of all teacher education programmes that leads to registration as a teacher. The quality assurance agencies have responsibilities for different qualifications:
- The NZ Qualifications Authority (NZQA) for all qualifications from private training establishments, wānanga, and UNITEC New Zealand
- The Institutes of Technology and Polytechnics Quality (ITPQ) for all qualifications from the institutes of technology and polytechnics
- The Committee on University Academic Programmes (CUAP) for all qualifications from the universities.
A proposal for a new or changed programme must be signalled to the Teachers Council and the quality assurance agency at least three months before a panel will be held. The application should also contain two nominations for each of the evaluation panel members. 7 Where the application is for a degree, representatives of the New Zealand Vice-Chancellors’ Committee (NZVCC) are required to be arranged through the Manager, Academic Policy of the NZVCC.
2.1 Composition of the Panel
Composition of the panel will be determined jointly by the Teachers Council, the quality assurance agency and the institution. The panel will consist of at least the following:
- an independent panel chair or evaluator
- two external experts from equivalent teacher education programmes 8 one of whom may be the external monitor
- an institutional representative not directly involved with the programme
- an appropriate Māori representative
- a Teachers Council representative.
Further panel members may be invited with agreement between the Teachers Council, the quality assurance agency and the institution.
2.2 Responsibilities of Panel Members
The responsibilities of panel members include:
- analysing documentation prepared by the institution and any other documentation relating to the programme and sharing issues with the panel, through the chair
- participating in a meeting of 2-3 days for on-site panel discussions and interviews with staff, students, associate mentor teachers and other relevant people
- contributing to panel requirements, recommendations and suggestions
- contributing to the panel report until final consensus is reached
- approving the final report
- nominating a monitor and moderator for approval by the Teachers Council and the quality assurance agency. This approval must be given before the Teachers Council is able to give final approval to the programme.
The panel recommends to the Teachers Council and the quality assurance agency whether the programme should be approved or not approved. The Teachers Council and quality assurance agency may in some cases agree that a change to an existing programme can be evaluated without a site visit. In these cases the panel could meet elsewhere, by email or teleconference or a reduced panel is possible.
2.3 Role of the Panel Chair
The Panel Chair will:
- liaise with the teacher education institution
- check that all panel members receive the required documentation and liaise over further requests for information prior to the panel meeting
- ensure that all panel members receive copies of this document
- consult with panel members to prepare an agenda
- brief the panel
- chair the panel meeting
- verbally report the panel’s findings to the institution
- write a draft of the panel report and forward it to panel members for comment and agreement
- share comments of panel members with the panel
- forward a copy of the panel report to the institution for confirmation of matters of fact and accuracy
- forward the final agreed report to the institution, to each panel member, to the quality assurance agency and to the Teachers Council.
The quality assurance agency and the Teachers Council then consider the report and deliver their decision on it. Final approval can not be granted until both the Teachers Council and the quality assurance agency have given approval.
2.4 Requirements, recommendations and suggestions
In approving or reapproving the programme the panel may set requirements, make recommendations and/or suggestions.
Requirements must be met prior to any recommendation for approval and accreditation. The course will be recommended for approval only when all panel members are satisfied that all requirements are met. The panel may specify a timeframe for requirements to be met.
Recommendations are indications of aspects of the programme that need to be addressed by the institution but are not sufficiently significant to warrant the withholding of approval. Recommendations will be a specific area of focus for external monitors in subsequent visits.
A suggestion is an idea for the institution to consider.
2.5 Confidentiality
All panel members are required to preserve confidentiality in relation to information shared during the approval process. It is critical that panel members are able to share their views on a confidential basis.
2.6 Documentation
Generally panel members do not keep the documentation provided by the institution. 9
3.0 PROGRAMME DOCUMENTATION REQUIREMENTS
Introduction
It is the responsibility of the institution to provide specific information about the programme being approved. While the Teachers Council requires demonstration of programme effectiveness in relation to its guidelines, it is up to the institution to make decisions about the types of evidence that could demonstrate that graduates from the programme are well prepared for teaching.
Note:
- Documentation must be sent to the quality assurance agency not less than six weeks prior to the panel meeting
- Documentation should be explicitly aligned with the Teachers Council guidelines
- The panel will be convened only when the Teachers Council and the quality assurance agency are satisfied that the documentation is sufficient in scope and depth for an evaluation to be made by the panel.
3.1 Conceptual framework
The conceptual framework for a teacher education programme should begin with a clearly identified philosophical base. The philosophy should then be consistently visible in all programme components such as the selection of content, teaching and learning strategies, assessment processes, and the intended effect of the programme on the teaching and learning of children and young people.
The conceptual framework should include principles, beliefs and values about teacher education, education, teaching, and learning in the particular sector (e.g. Māori medium, early childhood, primary or secondary). It should be clear how these principles, beliefs and values were informed by relevant research. The conceptual framework should also be inclusive of the political, historical and socio-cultural contexts within which the philosophy is situated, such as issues relating to the special character of an institution.
3.2 Programme aims
The aims of the programme should be explicitly stated and refer to the conceptual framework. The aims should state how the programme will meet the needs of students who apply to undertake it. The aims should be reflected in specific outcomes of the courses within the programme. Ways in which the particular educational needs of the local community are met by the programme should also be outlined.
3.3 Graduate profile and standards
A graduate profile that reflects the conceptual framework and the aims of the programme will be prepared based on the Graduating Teacher Standards. The requirements that teachers must be of good character and fit to be a teacher will be visible in the documentation. The documentation must also provide evidence that the programme will prepare the graduate to teach in a range of contexts and learning environments in New Zealand and to have an understanding of the Teachers Council Code of Ethics.
3.4 Graduate Status
All teaching qualifications will meet the standards for a bachelors degree or a graduate diploma as described in the NZ Qualifications Authority publication The New Zealand Register of Quality Assured Qualifications (August 2001) 10 . There will be no difference in the Teachers Council approval requirements for a teaching diploma or a teaching degree.
3.5 Research
A quality teacher education programme must be informed by sound research and should promote research as an important component of student teachers’ developing professional skills. Documentation will include evidence of a solid research base for the programme identified in the conceptual framework and followed through in its aims. In addition, evidence must be provided that shows that the research has informed the various programme elements, such as socio-cultural, historical, political, philosophical, curriculum and pedagogical perspectives.
In the documentation, evidence of research should also be indicated by:
- references appended to each course
- ethical principles and guidelines for staff or students undertaking research
- reference to the teacher education literature that underpins beliefs about teaching and learning.
3.6 Consultation
Programmes need to take account of the views of a wide range of internal and external interest groups. Documentation will include agendas and minutes of meetings with respect to the following:
External consultation
Consultation must be described that has taken place during the development of the programme with teachers, principals, head teachers, professional bodies, employers, teacher educators from other institutions and the wider community with an interest in the education of teachers.
The contributions of those consulted must be indicated along with the institution’s analysis of and responses to them. Plans for continued reporting and accountability to these groups must also be provided.
Internal consultation
Evidence must be provided of the active participation in the development of the programme by current staff as well as representatives of practising teachers who will be contributing to any part of the programme. The professional learning of the staff that has taken place during programme development and plans for the continuation of that learning must be referred to in the documentation. Plans for internal review processes must also be included.
When panel members meet the people consulted, they will be asking about their experiences and participation during the development of the programme.
3.7 Programme content, design, structure and progression
Institutions should identify, within the conceptual framework, the models of learning and teaching which underpin the programme, including the research basis for these. They need to provide a rationale that shows how these models are used in the structure of the courses of a programme as well as in the learning and teaching modes e.g. lectures, small group work, on-line learning, etc. Opportunities to study curriculum and teaching strategies over time, particularly in order to develop deeper understandings, need to be evident. The ways in which information communication technologies (ICT) are to be used as tools to enhance student learning should be described.
The documentation should:
- illustrate programme design and structure in diagrammatic form
- show how the programme content enables the graduates to meet the Graduating Teacher Standards express clearly appropriate levels, learning outcomes and assessment criteria
- describe clearly assessment policies and procedures
- detail the varied student teacher experiences that will contribute to their professional and personal learning
- show progression and links between courses
- demonstrate coherence in terms of theory and practice and ways in which theory and practice interact
- provide a rationale and specific arrangements for part time, flexible or workplace-based student teachers if relevant
- explain how the infrastructure and systems of the institution support learning and teaching
- describe expectations of the school/centre, student teacher and the institution where a student teacher is working in a centre or school while studying
- include specific planning for ways in which practical experience in schools and early childhood centres will contribute to the learning of the student teacher.
3.8 Assessment policies and procedures
The rationale for assessment of student teacher learning should be clearly articulated. The policies and procedures should include reference to:
- criteria for assessment
- achievement levels and criteria
- reporting to students
- appeal processes
- assessment methods.
Assessment should be valid, fair and must relate clearly to the learning outcomes of the programme. Judgements must be verifiable, based on evidence of student teachers meeting learning outcomes. The standard required to graduate must be expressed clearly. The staff responsible for assessment in any part of the programme should have qualifications in advance of that which the student is expected to attain. This includes staff engaged in assessment of practicum.
As part of the approval documentation, institutions provide an external moderation plan which shows how all courses within the programme are externally moderated over a cycle of no more than three years.
3.9 Practicum information
Practicum experience is expected to take place in registered schools or licensed early childhood centres in New Zealand. For field-based or centre-based programmes, or programmes for those granted a Limited Authority to Teach, the majority of the practicum will be in a centre or school other than that in which the student is employed. For student teachers in such programmes therefore a minimum of eight weeks of practicum is required.
The time for each practicum must be sufficient for student teachers to get to know the children and the learning environment. It must also allow time for the student teacher to plan, teach, assess student learning, evaluate programmes, review planning and reflect on practice. Blocks of at least three weeks are needed for each practicum.
At least 14 weeks are likely to be necessary for all programmes. Preferably 20 or more weeks are likely to be necessary for practicum over a three year programme. Innovative approaches to practicum provision are welcomed and will be considered, if a clear rationale and detailed information is provided about how the outcomes will be achieved and assessed.
All practicum experiences must be planned with clear links to the rest of the programme. The practicum should have specific learning outcomes that are supervised and assessed by lecturing staff from the teacher education institution in partnership with a fully registered associate teacher. Evidence of professional development provided by the institution for associate teachers should be indicated in the documentation. The roles and responsibilities of associates, the teacher education institution and the student teacher must be made explicit.
Practical teaching experiences must be described in relation to research. Sufficient detail is required for evidence to be clear that the student has been actively supported to:
- integrate theory and practice throughout the programme
- plan, implement, assess, evaluate and reflect on their teaching practices
- analyse and interpret practices they observe in schools or early childhood centres in relation to research, theories and other knowledge gained throughout the programme
- experience a wide variety of contexts for teaching i.e. with different age groups of students, socio economic and cultural environments, teaching approaches and philosophies, types of organization and management, and varied communities
- reflect on their own learning and practice to develop personal and professional goals.
N.B. Student teachers must not be considered as part of the required ratio of staff to children while on practicum.
3.10 Learning and teaching resources
Resources necessary for research and learning, for both staff and students, will be clearly identified in relation to all the programme’s components.
Evidence must be available of the provision of, and access to sufficient:
- tertiary level library resources
- technology resources
- teaching resources and equipment for all curriculum areas.
For programmes offered through open/flexible/mixed media learning methods, full information must be given about:
- the technologies used
- the rationale for this use in relation to the known characteristics of the students
- how various technologies are used and for what aspects of the programme
- allocation of staff time for training in distance techniques and preparation of materials
- specific resources for travel, library and communications
- student data bases and management and audit systems.
Evidence is required of financial commitment over at least five years in relation to the provision of all necessary resources, staged to allow for any expected student growth over several years.
3.11 Entry Standards
Documentation needs to demonstrate how entry standards and processes ensure that the graduating student teacher:
- meets the registration criteria of good character and fit to be a teacher
- achieves at the level of a bachelors degree or a graduate diploma
- can communicate clearly in English or in Māori in a way that will be effective when working with children and that will model good language
- attains a level of 7 in all components of the academic version of the IELTS test when they are immigrants to New Zealand and English is their second language
- has the qualities and dispositions which enables them to meet the registration criteria of the Satisfactory Teacher Dimensions.
Evidence will be provided that shows how the institution will ensure that entry into the qualifications programme meets the expectations of the NZ Qualifications Authority publication The New Zealand Register of Quality Assured Qualifications (August 2001). The Teachers Council has agreed that the holders of a Diploma of Teaching can be admitted into a Graduate Diploma of Teaching programme.
3.12 Recognition of Prior Learning
If Recognition of Prior Learning (RPL) is to be granted, the Teachers Council requires information about:
- the principles that underpin the provision of RPL
- how the institution plans to assess the personal qualities required to be a satisfactory teacher and fit to be a teacher
- plans requiring the student teacher to complete at least one full-time year in the final stage of study
- how the institution ensures that any RPL is not double counted
- specific RPL processes that ensure that any prior learning has been matched with the learning outcomes, levels, and amount of credit of any components of the proposed programme. This is so that the graduate will be at least as well prepared to teach as a graduate who has completed the whole programme
- processes by which the currency of any prior learning has been considered to be sure that the applicant’s knowledge and skills are assessed as being current. The currency of prior learning is normally restricted to the last six years
- what methods were used to assess RPL credited where no formal documentation of the previous learning can be provided
- the coherence of the credits and programme received by the student after the RPL process has been completed. This coherence must incorporate learning to be a teacher, rather than some other role with children
- how all RPL is credited and the process by which it is determined. These details must be clearly documented and a copy of the documentation given to students to provide as they apply for registration as a teacher.
If RPL is given for practicum experience, the institution must ensure that:
- student teachers cover the full range of practicum experiences relevant to the sector for which the programme is intended (e.g. infants and toddlers, varied age ranges, sessional, diversity of cultures and socio economic context)
- all credits for practicum have been independently assessed by a staff member of the institution awarding the diploma or degree
- plans for student teachers to complete at least 14 weeks of supervised and assessed practicum are included in documentation.
No RPL of practicum will be awarded for the final year of an approved programme or for a one year programme.
In addition, the Teachers Council requires that:
- there is evidence that those assessing RPL have qualifications in advance of the diploma or degree, and experience in offering an approved level 7 diploma or degree in teacher education
- staff providing advice and guidance to candidates on RPL are not the same staff who make the assessments
- RPL processes must be externally monitored and moderated by Teachers Council approved monitors and moderators. These people should be nominated in the proposal.
3.13 Student Support and Guidance Systems
Information must be provided about how the student teachers are identified and supported when special help is needed. The documentation will include published information to students about guidance and support systems available to them such as (but not restricted to):
- learning skills and support resources
- language skills
- library resources
- access to internet and inter-loan
- computer network access;
- technical services help desk
- counselling services
- liaison services
- career and qualification options and pathways
- any costs incurred in their programme.
3.14 Staff members
The Teachers Council requires evidence that the lecturers responsible for the student teachers’ learning are suitably qualified academically, and experienced in teacher education and in teaching in the relevant sector. A clear majority of lecturers will hold a relevant qualification in advance of that being aspired to by the student teachers. Staff who have yet to attain such a qualification will be actively engaged in doing so.
In addition, any other teaching staff members associated with the programme as associate teachers or mentor teachers must be identified and evidence of their suitability to be involved in the programme must be provided.
In addition, we expect to see documentation relating to:
- sufficient qualified and experienced staff to provide effective support services and administration
- teaching and other responsibilities for staff and others associated with the programme.
3.15 Staff research and professional development
Documentation will include evidence of:
- staff development opportunities for improvement in their respective fields of expertise e.g. NCEA for secondary programmes, upgrading qualifications, attending conferences
- staff library and resources
- active engagement in research
- ongoing academic learning, formal and informal
- sufficient and timely resources to support staff undertaking relevant professional development
- opportunities for staff to regularly interact with other teacher educators in their own and other institutions to discuss their teaching and the learning of their students.
Appendix 1 Graduating Teacher Standards: Aotearoa New Zealand
Graduates entering the profession will understand the critical role teachers play in enabling the educational achievement of all learners.
Professional Knowledge
Standard One: Graduating Teachers know what to teach
b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme.
c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand.
d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum.
Standard Two: Graduating Teachers know about learners and how they learn
b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation.
c. know how to develop metacognitive strategies of diverse learners.
d. know how to select curriculum content appropriate to the learners and the learning context.
Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning
b. have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand.
c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.
Professional Practice
Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment
b. use and sequence a range of learning experiences to influence and promote learner achievement.
c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity.
d. demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role.
e. use te reo Māori me ngā tikanga-a-iwi appropriately in their practice.
f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
Standard Five: Graduating Teachers use evidence to promote learning
b. gather, analyse and use assessment information to improve learning and inform planning.
c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff.
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with learners and the members of learning communities
b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities.
c. build effective relationships with their learners.
d. promote a learning culture which engages diverse learners effectively.
e. demonstrate respect for te reo Māori me ngā tikanga-a-iwi in their practice.
Standard Seven: Graduating Teachers are committed members of the profession
b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers.
c. work co-operatively with those who share responsibility for the learning and wellbeing of learners.
d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning.
Appendix 2 - Good Character and Fit to be a Teacher Policy 2007
Introduction
1. The New Zealand Teachers Council / Te Pouherenga Kaiako o Aotearoa (The Council) provides professional leadership in teaching, enhances the professional status of teachers and contributes to a safe and high quality teaching and learning environment.
2. The Council has a statutory responsibility under the Education Act 1989 to register suitable applicants to the teaching profession. To fulfil this obligation the Council must be satisfied that an applicant is of good character and fit to be a teacher.
Purpose
3. The purpose of this policy is to:
(a) identify the criteria that will be used by the Council for determining good character and fitness to be a teacher;
(b) identify the processes used by the Council for determining teachers' good character and fitness to be a teacher for all parts of the registration processes and processes for granting a Limited Authority to Teach;
(c) increase public and professional confidence in the registration processes in maintaining high standards and registering teachers who are of good character and who are fit to be a teacher.
Legislative Context
4. The principal sections of the Education Act 1989 applicable to this policy are sections 121, 122, 123, 124, 124B, 126,129, 129A, 130, 130A, 130B, 130C and 130D.
5. Before the Council can register an applicant or grant a Limited Authority to Teach (LAT) the Council must be satisfied that, amongst other things, the applicant:
- is of good character; and
- is fit to be a teacher.
6. In deciding whether or not an applicant meets those criteria, section 124B of the Education Act 1989 requires the Council to obtain a police vet of the applicant. The Council will take the police vet into account in making its decision, as well as any other matters that are relevant in the circumstances.
Other relevant legislation
7. The Council is aware of the responsibilities within this policy to comply with other legislation including the Bill of Rights Act 1990, the Human Rights Act 1993, Privacy Act 1993, Criminal Records (Clean Slate) Act 2004, Official Information Act 1982 and the Children, Young Persons & their Families Act 1989.
Ethical context
8. The New Zealand Teachers Council Code of Ethics for Registered Teachers / Ngā Tikanga Matatika (January 2005) applies to registered teachers and to those persons who are granted a Limited Authority to Teach (LAT).
Definition of 'Good Character and Fit to be a Teacher'
9. The Council will take the following matters into account in deciding whether an applicant is of good character and is fit to be a teacher. The applicant:
a) has a police vet satisfactory to the Council; b) displays respect for persons, for cultural and social values of Aotearoa New Zealand, for the law and for the views of others; c) upholds the public and professional reputation of teachers; d) promotes and nurtures the safety of learners within his or her care; e) is reliable and trustworthy in carrying out duties; f) is mentally and physically fit to carry out the teaching role safely and satisfactorily. 1
Principles
11. The Council will observe the following key principles in determining whether an applicant is of good character and is fit to be a teacher:
(a) natural justice: the Council will give an applicant an opportunity to be heard before the Council decides not to register that applicant on the grounds of character or fitness to be a teacher; (b) transparency: the Council will: i. endeavour to make clear its processes for deciding whether an applicant is of good character and is fit to be a teacher; and ii. provide reasons if it decides that an applicant does not meet those criteria; (c) consistency: the Council will have regard to prior decisions where relevant; (d) reliability: the Council will ensure that its decisions about applicants' character and fitness to be a teacher are based on comprehensive and quality information.
Evidence
12. The Council will ensure that decisions are based on comprehensive and quality information.
13. The evidence required by the Council when it determines the good character of an applicant shall be a police vet satisfactory to the Council police vet. (see Appendix 1)
14. The evidence required by the Council when it determines that an applicant is fit to be a teacher shall be:
For a Limited Authority to Teach:
satisfactory police vet; applicant declaration; employer endorsement; support endorsements — for itinerant positions only.
For teacher registration: *
satisfactory police vet; applicant declaration; testimonial; recommendation; endorsement.
Determination
15. Points at which the Council will require evidence of good character and fitness to be a teacher are:
1) Registration and Application for Limited Authority to Teach (LAT),
(a) by registration staff at the point of application; (b) by the Application Review Committee (a staff committee) when further consideration of an application is required; (c) by the Registration Sub-committee (a staff management committee) as a result of notification of misconduct, conviction or other consideration; (d) by Council members upon recommendation from the Registration Sub-committee .
2) When applications for registration/LATs are being processed and there is one of the following:
a) a complaint about competence or conduct; b) a conviction; or c) a mandatory report.
then the appropriate Council processes for those circumstances will be followed. Once resolution of those issues is finalised then the registration process will continue for that applicant with regard to the outcome of the Council's processes.
Appeals
16. Any applicant who is not satisfied with a Council decision about his or her application may appeal that decision to the District Court within 28 days (or any longer period that the Court allows) of receiving notice of the decision.
Compliance
17. The Council's compliance register will audit this policy against all legal requirements.
Policy Review
18. The policy may be reviewed and consulted on as necessary by the Council.
Related Policy References
19. This policy should be read in conjunction with policies on:
(b) Rules on Police Vetting; (c) Limited Authority to Teach (2007); (d) Language Proficiency; (e) Gaining and Maintaining Full Registration.
Effective from November 2007
Appendix 1
The current criteria used by Council staff within the registration process for assessing "good character through a police vet satisfactory to the Council" would include reference to:
- severity;
- recency;
- age at offending; and
- pattern of offending.
Appendix 3 -Code of Ethics for Registered Teachers
Teachers registered to practice in New Zealand are committed to the attainment of the highest standards of professional service in the promotion of learning by those they teach, mindful of the learner's ability, cultural background, gender, age or stage of development.
This complex professional task is undertaken in collaboration with colleagues, learners, parents/guardians and family/whānau, as well as with members of the wider community.
The professional interactions of teachers are governed by four fundamental principles:
Autonomy to treat people with rights that are to be honoured and defended,
- Justice to share power and prevent the abuse of power,
- Responsible care to do good and minimise harm to others,
- Truth to be honest with others and self.
Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.
1. Commitment to learners
The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society.
Teachers will strive to:
a) develop and maintain professional relationships with learners based upon the best interests of those learners,
b) base their professional practice on continuous professional learning, the best knowledge available about curriculum content and pedagogy, together with their knowledge about those they teach,
c) present subject matter from an informed and balanced viewpoint,
d) encourage learners to think critically about significant social issues,
e) cater for the varied learning needs of diverse learners,
f) promote the physical, emotional, social, intellectual and spiritual wellbeing of learners,
g) protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements.
2. Commitment to parents/guardians and family/whānau
Teachers recognise that they work in collaboration with the parents/guardians and family/whānau of learners, encouraging their active involvement in the education of their children. They acknowledge the rights of caregivers to consultation on the welfare and progress of their children and respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners.
In relation to parents/guardians, and the family/whānau of learners, teachers will strive to:
a) involve them in decision-making about the care and education of their children,
b) establish open, honest and respectful relationships,
c) respect their privacy,
d) respect their rights to information about their children, unless that is judged to be not in the best interests of the children.
3. Commitment to society
Teachers are vested by the public with trust and responsibility, together with an expectation that they will help prepare students for life in society in the broadest sense.
In fulfillment of their obligations to society, teachers will strive to:
a) actively support policies and programmes which promote equality of opportunity for all,
b) work collegially to develop schools and centres which model democratic ideals,
c) teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance.
4. Commitment to the profession
In the belief that the quality of the services of the teaching profession influences the nation and its citizens, teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement, and to achieve conditions which attract persons worthy of trust to careers in education.
In fulfillment of their obligations to the teaching profession, teachers will strive to:
a) advance the interests of the teaching profession through responsible ethical practice,
b) regard themselves as learners and engage in continuing professional development,
c) be truthful when making statements about their qualifications and competencies,
d) contribute to the development and promotion of sound educational policy,
e) contribute to the development of an open and reflective professional culture,
f) treat colleagues and associates with respect, working with them co-operatively and collegially to promote students' learning,
g) assist newcomers to the profession,
h) respect confidential information on colleagues unless disclosure is required by the law or serves a compelling professional purpose,
i) speak out if the behaviour of a colleague is seriously in breach of this Code.
1 This booklet is entitled Guidelines for Providers of Teacher Education Courses and Qualifications that Lead to Teacher Registration and is available on: http://www.teacherscouncil.govt.nz/education/providers.stm
2 The quality assurance agencies are: The New Zealand Qualifications Authority (NZQA), the Institutes of Technology and Polytechnics Quality (ITPQ), and the Committee on University Academic Programmes (CUAP).
3 See Appendix 1 and 2 or refer to the Teachers Council website http://www.teacherscouncil.govt.nz/registration/how/eligibility/ for an explanation of these criteria
4 Referred to as “courses” by some institutions and quality assurance agencies.
5 Referred to as modules or papers by some institutions and quality assurance agencies.
6 The guidelines for External Monitoring and Moderating of Teacher Education Programmes is available from the Teachers Council on request.
7 With the exception of the Teachers Council representative
8 For a degree programme two experts will be nominated by the NZ Vice-Chancellors Committee.
9 Except for the representatives from the quality assurance agency and the NZ Teachers Council.
10 Available on http://www.kiwiquals.govt.nz/about/definitions/index.html