Towards Full Registration A SSupport up ortt K upport Kit it
Te manu e kai ana i te miro, nòna te ngahere. Te manu e kai ana i te màtauranga, nòna te ao. The bird which feeds on the miro berry has access to the forest. The bird which feeds on knowledge has access to the world.
Latest Updates – April 2009 This is a list of the latest updates to Towards Full Registration. It is important that your folder is kept up to date. If a page is dated February 2006, it is original. If it is dated February 2007 or April 2009 it is new. By looking at the list below, you will be able to see which pages of the original document have been replaced or where new information has been inserted. At anytime you can check on the Ministry of Education website or the New Zealand Teachers Council website. If you are missing any pages, you can print them from the website.
Original document
February 2006
2007 updated pages
February 2007
2009 updated pages
April 2009
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Title page Acknowledgments Contents Foreword Section One: Information for Everyone
3–5
Section Two: ECE
1–14
Section Four: Schools
2 11–13 28 37–40
Appendices
13–18 55–56
Towards Full Registration Update 2009 Item number 33419
Latest Updates – February 2007 This is a list of the latest updates to Towards Full Registration. It is important that your folder is kept up to date. February 2006 if it is original or February 2007 if it is new. The bottom of each page has a date By looking at the list below, you will be able to see which pages of the original document have been replaced or where new information has been inserted.
At anytime you can check on the Ministry of Education website or the New Zealand Teachers Council website. If you are missing any pages, you can print them from the website.
Original document
February 2006
Updated pages
February 2007
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Checklist
Contents Section One: Information for Everyone
7/8
Section Two: ECE
15/16
Appendices
Cover/2
13–20
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Appendices
23–52
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Checklist
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Towards Full Registration Update 2007 Item number 31943
Acknowledgments Information that guided the content in the first edition of the support kit was generously provided by: • School Support Services, University of Waikato School of Education; School Support Services, Dunedin College of Education; TEAM Solutions, Faculty of Education, Auckland University; School Support Services, Christchurch College of Education; • New Zealand Educational Institute Te Riu Roa (NZEI) and New Zealand Post Primary Teachers’ Association Te Wehengarua (PPTA); • Fairfield College, Fairfield Intermediate School, Freyberg High School, Hamilton Boys’ High School, Hillcrest High School, Hillcrest Normal School, Kaitao Middle School, and Kawhia Primary School. The Ministry of Education and the New Zealand Teachers Council are grateful to NZEI Te Riu Roa, PPTA Te Wehengarua, New Zealand School Trustees Association (NZSTA), the Early Childhood Education Advisory Group of the NZ Teachers Council, and Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa for their support of this revised edition.
Published 2009 for the Ministry of Education and the New Zealand Teachers Council by Learning Media Limited, Box 3293, Wellington 6140, New Zealand. www.learningmedia.co.nz Text copyright © Crown 2009 All rights reserved. Enquiries should be made to the publisher. Dewey number 371.120993 ISBN 978 0 7903 3419 6 Item number 33419
Towards Full Registration Contents Foreword
\
How to Use This Resource
Section One: Information for Everyone An Introduction to Teacher Registration
2
Applying for Registration
4
How the Appointments Procedure Affects You
6
Taking Part in an Advice and Guidance Programme
7
Moving to Full Registration
9
Maintaining Full Registration
11
Section Two: Early Childhood Education Services Introduction
2
Moving towards Full Registration
2
Support Roles and Responsibilities
8
The Support Grant for Provisionally Registered Teachers
11
Frequently Asked Questions
12
Wàhanga Tuatoru: Kura Kaupapa Màori Te Kaupapa o Te Aho Matua
2
Ngà Hanganga Whakahaere
2
Ngà Tùranga me ngà Haepapa
4
Te Tukanga Whakauru Pouako Hou
5
Te Hòtaka Tohutohu me te Àrahi Pouako Hou
5
Ngà Tuhinga mò te Whakapùmau Rèhitatanga Pouako
8
He Pàtai Àwhina
8
Contents continued Section Three: Kura Kaupapa Màori The Philosophy of Te Aho Matua
12
Management Structures
12
Roles and Responsibilities
14
The Appointments Procedure
15
The Advice and Guidance Programme
15
Documentation Required for Full Registration
18
Frequently Asked Questions
18
Section Four: Schools Information for Teachers Moving towards Full Registration
2
Information for Supervising and Tutor Teachers
15
Information for Principals
35
Information for Boards of Trustees
51
Appendices Appendix One: The Satisfactory Teacher Dimensions
2
Appendix Two: Letters of Appointment
9
Appendix Three: Professional Standards for Beginning Teachers in Schools
10
Appendix Four: Useful Contact Addresses
13
Appendix Five: Written Documentation Required for Moving to Full Registration
20
Appendix Six: New Zealand Teachers Council Code of Ethics for Registered Teachers
21
Glossary of Terms as Used in This Resource
23
References
25
Further Reading
26
Forew0rd This resource is a joint publication of the Ministry of Education and the New Zealand Teachers Council. It was first published in 2004 as a response to the findings of two New Zealand research reports that raised important issues about effective induction and professional development programmes for beginning teachers in schools. One of the resulting recommendations was the development of a resource that would provide clear directions and guidelines for the processes by which teachers in primary and secondary schools move towards full registration. Towards Full Registration: A Support Kit for Schools was the result of consultation with many individuals and organisations in Aotearoa New Zealand. In 2004 and 2005, it served as a foundation document on advice and guidance programmes for beginning teachers in schools. However, since the publication of the original resource, two key changes have occurred in the regulations relating to teacher registration in New Zealand: • The strategic plan for early childhood education requires all teacher-led early childhood services to phase in the registration of their staff and to complete this process by 2012; • From the beginning of 2006, as a result of agreement with Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa, all kura kaupapa Màori teachers are required to be registered. This resource, Towards Full Registration: A Support Kit, takes account of these recent changes. As well as much of the material from the original resource, it includes sections that cover registration for early childhood services and kura kaupapa Màori. In 2009, the kit has been reviewed to include new information that is required in providing effective advice and guidance programmes. Whether teaching in an early childhood setting or a senior secondary school classroom, teachers pride themselves on the difference they can make for their learners. To become accomplished practitioners, beginning teachers must receive effective advice and guidance from their more experienced colleagues. This resource provides a set of working guidelines to aid this important professional work.
Peter Lind Director New Zealand Teachers Council
Karen Sewell Secretary for Education Ministry of Education
How to Use This Resource This resource is divided into four main sections. There is a general introduction for all provisionally registered teachers and teachers subject to confirmation, and separate sections for teachers in early childhood education services, kura kaupapa Màori, and primary and secondary schools. The intention is to provide each group with all the information it needs about registration and advice and guidance programmes.
Towards Full Registration: Section One: Information for Everyone •
An Introduction to Teacher Registration
•
Applying for Registration
•
How the Appointments Procedure Affects You
•
Taking Part in an Advice and Guidance Programme
•
Moving to Full Registration
•
Maintaining Full Registration
Section Two: Early Childhood Education Services •
Moving towards Full Registration
•
Support Roles and Responsibilities
•
The Support Grant for Provisionally Registered Teachers
•
Frequently Asked Questions
Wàhanga Tuatoru: Kura Kaupapa Màori
Section Three: Kura Kaupapa Màori
•
Te Kaupapa o Te Aho Matua
•
The Philosophy of Te Aho Matua
•
Ngà Hanganga Whakahaere
•
Management Structures
•
Ngà Tùranga me ngà Haepapa
•
Roles and Responsibilities
•
Te Tukanga Whakauru Pouako Hou
•
The Appointments Procedure
•
Te Hòtaka Tohutohu me te Arahi Pouako Hou
•
The Advice and Guidance Programme
•
Nga Tuhinga mò te Whakapùmau Rèhitatanga Pouako
•
Documentation Required for Full Registration
•
He Pàtai Àwhina
•
Frequently Asked Questions
Section Four: Schools •
Information for Teachers Moving towards Full Registration
•
Information for Supervising and Tutor Teachers
•
Information for Principals
•
Information for Boards of Trustees
Towards Full Registration Section One: Information for Everyone • An Introduction to Teacher Registration Who Needs to Be Registered?
2
• Applying for Registration Provisionally Registered Teachers
4
Working towards Full Registration Teachers Registered Subject to Confirmation Limited Authority to Teach
• How the Appointments Procedure Affects You Letters of Appointment and Acceptance
Your Job Description
3 4 5 6 6
6 6 7
• Taking Part in an Advice and Guidance Programme
7
• Moving to Full Registration
9
• Maintaining Full Registration The Registration Timeline
11 12
An Introduction to Teacher Registration When a student graduates with an approved degree and/or a Diploma of Teaching from an institution that has provided them with their initial teacher education, they can begin moving towards full registration as a teacher. This process ensures that all teachers in New Zealand meet and maintain national standards. Central to this process is the Code of Ethics for Registered Teachers. Code of Ethics Teachers registered to practise in New Zealand are committed to attaining the highest standards of professional service in promoting learning by those they teach, mindful of the learner’s ability, cultural background, gender, age, and stage of development. Teachers demonstrate commitment to learners, parents/guardians, family/whànau, society, and the teaching profession. (See Appendix Six.) Teacher registration is required for qualified teachers employed in early childhood education services, in kura kaupapa Màori, and in primary and secondary schools. By employing a teacher in one of these settings, the employer accepts the obligation and challenge to assist and guide the teacher to develop professionally and achieve and maintain full registration through an approved advice and guidance programme. There are two major categories of teachers moving towards full registration: • provisionally registered teacher; • teacher registered subject to confirmation. The difference between provisionally registered teachers and teachers registered subject to confirmation is shown in the diagram on page 5.
The presence of provisionally registered teachers and teachers registered subject to confirmation should be mutually beneficial. Schools, kura kaupapa Màori, and early childhood education services provide provisionally registered teachers and teachers registered subject to confirmation with:
Provisionally registered teachers and teachers registered subject to confirmation bring to schools, kura kaupapa Màori, and early childhood education services:
• encouragement to reflect on their teaching;
• enthusiasm;
• a secure environment for innovation and experimentation (within the cultural norms of the school);
• new ideas;
• opportunities to learn from experienced teachers;
They may also:
• access to professional knowledge and skills;
• suggest new ways of looking at or doing things.
• energy; • innovation. • ask questions;
• advice and support.
February 2006, Information for Everyone
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Section One: Information for Everyone
Provisionally registered teachers and teachers registered subject to confirmation need support, both in developing their professional practice to meet the Satisfactory Teacher Dimensions (see Appendix One) and in developing their understanding of how the school or early childhood setting operates as a professional community. This resource aims to provide some consistent guidelines about the registration process and what an effective advice and guidance programme should include. A successful advice and guidance programme ensures that provisionally registered teachers and teachers registered subject to confirmation meet the requirements for full registration. The programme also ensures that these teachers: • develop into effective teachers who reflect on the impact their teaching has on learning; • display increasing confidence in their ability to teach at particular levels; • increasingly develop good relationships with learners and others involved in the learners’ education and well-being; • are enthusiastic learners themselves, participating in professional development to improve their knowledge and capabilities as teachers; • work in a collegial and co-operative fashion with other staff members; • demonstrate initiative, imagination, and innovation in their planning and teaching; • accept advice and know when to ask for it.
Who Needs to Be Registered? Required to register Teacher-led early childhood education and care services
2010: 80% of regulated teachers or at least 70% registered and a further 10% in approved initial teacher education 2012: 100% of regulated teachers or at least 70% registered and the remainder in approved initial teacher education
Kindergartens
All teachers
Kura kaupapa Màori
All teachers
Primary schools
All teachers
Area schools
All teachers
Secondary schools
All teachers
April 2009, Information for Everyone
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Applying for Registration Teachers who have yet to qualify for full teacher registration include those who: • are qualified early childhood education teachers who have never been registered; • have recently completed an initial teacher education programme (provisionally registered teachers); • are returning to teaching after a period of absence, many of whom have been previously registered (teachers registered subject to confirmation); • have qualified as teachers overseas (teachers registered subject to confirmation or provisionally registered). • are provisionally registered teachers who have not yet completed a supervised two-year advice and guidance programme of at least 12.5 hours per week but may have been teaching for some time. To begin the process of moving towards full registration, these teachers need to complete the New Zealand Teachers Council form TC1, which is available from the Teachers Council by mail or on their website. (See Appendix Four for contact information.) Overseas-trained teachers who apply to teach in New Zealand are usually provisionally registered by the New Zealand Teachers Council. An overseas-trained teacher may be allowed to reduce their advice and guidance programme by up to one year if they can produce documentary evidence of having completed a similar programme. Experienced overseas-trained teachers may, in exceptional circumstances, be granted registration subject to confirmation. Please refer to Section Two, page 2, for overseas trained teachers working in early childhood education services and Section Four, page 11, for overseas trained teachers working in schools.
Provisionally Registered Teachers A teacher is provisionally registered when they have graduated from an approved programme of teacher education and have made a successful application to the New Zealand Teachers Council to be provisionally registered. The approved programme of teacher education can be provided in New Zealand or overseas. (Qualifications gained overseas are approved by the New Zealand Qualifications Authority [NZQA], and New Zealand teaching qualifications are approved by the New Zealand Teachers Council.)
April 2009, Information for Everyone
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Are you: • satisfactorily trained to teach? • of good character?
Have you held full registration before?
No
Yes
Do you have two years of continuous service in the last five years?
No
Yes
Step 1
Step 1
Apply for registration and gain a practising certificate (TC1 form)
Apply for registration and gain a practising certificate (TC1 form)
Step 2
Step 2
Gain a practising certificate with provisional registration status
Gain a practising certificate with subject to confirmation status Note: If you are not planning to return to teaching in the immediate future, you can continue to be registered subject to confirmation.
Step 3
Step 3
Engage in an advice and guidance programme for a minimum of two years
Engage in an advice and guidance programme for a minimum of three months
Complete TC3 renewal form to maintain full registration
Do you meet the requirements for full registration? Are you: No
• • • •
satisfactorily trained to teach? fit to be a teacher? of good character? a satisfactory teacher or likely to be?
No
Yes
Step 4 Apply for full registration (TC2 form)
April 2009, Information for Everyone
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Section One: Information for Everyone
Working towards Full Registration
Teachers Registered Subject to Confirmation Teachers who have not taught in New Zealand continuously for at least two out of the previous five years can be registered subject to confirmation by the New Zealand Teachers Council if they can produce documentary evidence that: • they have completed two years of supervised teaching, or • they were previously fully registered or registered subject to confirmation, or • they held a former grading or List B classification, or • they have a New Zealand Trained Teacher’s Certificate. They must also satisfy the criteria of “good character” and “fit to be a teacher”. Two years’ continuous service means teaching in blocks of not less than ten weeks with the same groups of learners, aggregating to two years within the last five. Day-to-day relief teaching or short-term relieving does not qualify.
Limited Authority to Teach The New Zealand Teachers Council can grant a limited authority to teach to people in particular institutions who have skills and experience appropriate in advancing the learning of students but who do not meet the registration criterion of “satisfactorily trained to teach”. A limited authority to teach may be granted to a person who is: • of good character; • fit to be a teacher; • likely to be a satisfactory teacher. A limited authority to teach (LAT) is not a form of teacher registration and so, except for this definition, is not referred to in this resource. A LAT allows a person to be employed on a temporary basis by a kindergarten or school, or by a cluster of kindergartens or schools, for a stated period of time to meet an identified need. In kura kaupapa Màori, a LAT is a temporary measure. People currently in LAT situations should be encouraged and assisted to move towards completing a Teachers Council-approved teacher education programme so that they can begin the registration process.
How the Appointments Procedure Affects You Letters of Appointment and Acceptance When you are appointed to a teaching position, the early childhood education setting, kura kaupapa Màori, or school is legally required to send you a letter of appointment offering you the position and outlining the terms and conditions. This could include: • whether the position is permanent or for a fixed term; • when your employment will end and the reason for it ending (if you are applying for a fixedterm position); • your hours of work (if you are part-time); • the starting salary rate;
February 2006, Information for Everyone
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Section One: Information for Everyone
• the relevant collective agreement and an opportunity to join the union or professional organisation that is party to it. The letter may also describe any specific duties that you will need to carry out. It is common practice to receive two copies of the letter of appointment, one of which has a statement that you sign to confirm your understanding of these conditions and then return to the employing body. (See Appendix Two for more information.)
Your Job Description It is important that you are provided with a job description for your teaching position and that you understand it because your performance management appraisal will be based on this. Many early childhood education services, kura kaupapa Màori, and schools have a generic job description for teachers. However, your job description may also refer to any particular responsibilities that you have agreed to undertake. These responsibilities may be changed, subject to your consent.
Taking Part in an Advice and Guidance Programme As a provisionally registered teacher or teacher registered subject to confirmation, you have the right to expect a supportive environment in your school or early childhood setting. As well as receiving a letter of appointment and a job description, you are entitled to undertake a planned programme of professional learning referred to as an “advice and guidance programme”. The programme should include adequate time to enable and encourage you to: be observed while you teach and receive feedback on your strengths and the areas that need further development;
develop and explore teaching resources and become familiar with aspects of technology that relate to your area of teaching;
observe effective teaching practices used by other teachers in their learning environments;
engage in professional discussions with colleagues;
increase your familiarity with policies, procedures, systems, and expectations;
increase your knowledge and understanding about the curriculum, and about teaching and learning, through reading and discussion with other teachers;
increase your knowledge and understanding of te reo me òna tikanga Màori;
improve your understanding and use of assessment tools, including how to use the information they provide to plan for further teaching and for reporting purposes;
work through issues and problems with your supervising/tutor teacher to develop appropriate strategies to strengthen your teaching;
develop knowledge of learners and their families/whànau/communities and understanding of their learning strengths and needs;
reflect on your continuous improvement as a teacher;
plan and prepare learning programmes; undertake appropriate professional development with internal and external providers; February 2006, Information for Everyone
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As a teacher registered provisionally or subject to confirmation, you also have the right to: • be treated as a valued member of the staff; • ask for support and help and act on sound advice; • have your contributions to professional discussions respected; • share in planning; • be encouraged and supported when trying out new teaching and learning strategies; • seek feedback on all aspects of your teaching, including planning, assessment, recording, and reporting; • participate on committees and in activities. As a teacher registered provisionally or subject to confirmation, you also have responsibilities. These include:
undertaking the effective teaching, assessment, and care of learners; developing and maintaining partnerships with families/whànau; communicating with and reporting to the parents/whànau of learners; engaging in professional reading that relates to the goals set collaboratively with your supervising/tutor teacher; effectively managing and organising your time and your workload;
planning and preparing for teaching to the best of your ability and keeping adequate, up-to-date records;
establishing a positive learning environment and developing good working relationships with learners;
attending meetings and activities organised by your supervising/tutor teacher as part of the advice and guidance programme and by other members of the team;
implementing policies and procedures and maintaining the professional standards and expectations of the school or early childhood setting;
undertaking tasks assigned to you as part of the teaching team (but only where these are within your capabilities and experience); reflecting on advice and feedback received and using that to inform your teaching; maintaining good relationships with other staff members, working co-operatively with them, and being reliable and punctual;
The templates included in Appendix Seven have been gathered from a range of sources. Although it may appear that in some cases, they are specific to particular settings, with minimal adaptation you may be able to use them to support your Advice and Guidance Programme.
February 2007, Information for Everyone
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Section One: Information for Everyone
Moving to Full Registration To be considered for full registration as a teacher, you are required to be:
A satisfactory teacher The professional leader of your education setting is required to attest that you have been satisfactorily assessed against the Satisfactory Teacher Dimensions: • professional knowledge; • professional practice;
Of good character When making an application for provisional registration, you will have consented to disclosure by the police of convictions for any offences.
• professional relationships; • professional leadership. (See Appendix One.)
Satisfactorily trained to teach The New Zealand Teachers Council will consider your qualifications and your satisfactory completion of teacher education that is recognised by the Council, as well as any other relevant matters.
Moving to Full Registration
Fit to be a teacher The professional leader of your education setting is required to attest that you meet this criterion. This means that you possess a range of qualities to operate in four domains: in the teaching/learning space, in the learning centre, within the community, and within the teaching profession. In each domain, you will interact with learners, parents/whànau/caregivers, employers, and colleagues and you should maintain high standards of trustworthiness, reliability, sensitivity, compassion, respect for others, imagination, enthusiasm, dedication, communication, and physical and mental health at all times.
You will be recommended for full registration when you have met the following conditions: •
You have been employed as a teacher in New Zealand in the general education system or in institutions approved by the New Zealand Teachers Council for the required period of time.
•
You have participated in a planned programme of advice and guidance under the supervision of a fully registered teacher for the required period.
• You have been appraised by the supervising/ tutor teacher in accordance with the Satisfactory Teacher Dimensions as described in Appendix One.
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Provisionally registered teachers must have completed two years’ teaching, in minimum blocks of ten weeks with the same group of learners, for at least 12.5 hours per week, within a period of five years. It is important that you consider this condition if you are offered part-time work because teaching for less than 12.5 hours per week or less than ten consecutive weeks cannot be counted.
Teachers who are registered subject to confirmation must have taught continuously for at least three months from the date of that registration. There are no minimum weekly teaching hours. Your hours can be less than half time provided your three-month period of supervised teaching is continuous, is with the same group of students, and includes an advice and guidance programme. Provisionally registered teachers have up to five years to become fully registered. If your practising certificate expires before you have achieved full registration, you need to reapply to renew your certificate. If you do not gain full registration within five years and you still wish to be employed as a teacher, you will need to reapply for registration. (You do not need to repeat your teacher education training if you do not reach full registration within five years.) If you are not recommended for full registration when you expected to be, you need to discuss with your supervising/tutor teacher why this has happened. The reason may be the supervising/tutor teacher’s belief that you need more time before it can be confirmed that the Satisfactory Teacher Dimensions have been met. The supervising/tutor teacher should have signalled this belief to you through the responses and comments made when observing your teaching and through the feedback that you received after formal appraisal of your teaching. Using this information, you and your supervising/tutor teacher can plan for any professional development or other support that you need in order to meet those requirements. Another reason why you may not be recommended for full registration could be that your principal, manager, or supervising/tutor teacher considers that you are unlikely to meet the Satisfactory Teacher Dimensions within a reasonable time. (The supervising/tutor teacher should have discussed this with you at your regular meetings; it should not become apparent only during the last months of your provisionally registered teacher’s process.) If you do find yourself in this position, the personal grievance proceedings under the terms of your employment agreement may be enacted. You will need to seek advice from one of the organisations listed below. •
The New Zealand Educational Institute Te Riu Roa (NZEI) and the Post Primary Teachers’ Association Te Wehengarua (PPTA) are teacher organisations. They have field officers in all regions who are able to help you with issues related to your employment. They also have a team of counsellors and advocates to give you professional advice and support. There will be a worksite representative in each early childhood education setting, kura kaupapa Màori, and school, who is your link with the organisation. Both NZEI Te Riu Roa and PPTA Te Wehengarua give new members a copy of the appropriate collective agreement, which you should also have received from your employer.
These agreements are also available on their websites (www.nzei.org.nz and www.pptaorg.nz). NZEI Te Riu Roa also provides a booklet, Starting Out, to all members who are provisionally registered teachers.
• The New Zealand Teachers Council can help with issues related to teacher registration. (See Appendix Four for contact information.)
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Section One: Information for Everyone
•
School Support Services can also help. School Support Services provide professional development and support for schools via a Ministry of Education contract with the Faculty of Education, University of Auckland; University of Waikato School of Education; Massey University College of Education; Victoria University of Wellington College of Education; Christchurch College of Education; and Dunedin College of Education. A list of the local contacts for this service is provided in Appendix Four.
• Early childhood education professional organisations offer support and information to early childhood teachers. See Appendix Four. • Te Runanga Nui o Nga Kura Kaupapa Maori is the national organisation for the support of kura kaupapa Màori.
Maintaining Full Registration To continue employment as a registered teacher in New Zealand education settings, teachers must hold a current practising certificate. The New Zealand Teachers Council issues this to you once registration in any category is approved. Your practising certificate must be renewed every three years. This requires: • your completion of a minimum period of teaching (two of the last five years); • attestation by your principal, senior teacher, or employer that you still meet the New Zealand Teachers Council Satisfactory Teacher Dimensions; • a satisfactory police report. It is your responsibility to ensure that you take all the steps you need to become a fully registered teacher and to maintain your teacher registration.
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The Registration Timeline Provisional Registration Example 1 – Continuous teaching
• Apply for registration • Granted practising certificate
• Apply for full registration
• Renew practising certificate
Teaching, with advice and guidance programme
Teaching
Year 1
Year 3
Year 2
Example 2 – with breaks in service
• Apply for registration • Granted practising certificate
• Renew practising certificate
Teaching, with advice and guidance programme
Break
Teaching with A&G
Year 1
Year 2
Year 3
Break
• Apply for full registration
Teaching with A&G
Break
Year 4
Subject to Confirmation • Apply for registration • Granted practising certificate
February 2006, Information for Everyone
• Apply for full registration after a minimum of three months
• Renew practising certificate
12
Towards Full Registration Section Two: Early Childhood Education Services • Introduction
2
• Moving towards Full Registration
2
Who Will Be Involved? Finding a Supervising/tutor Teacher Setting up a Contract The Advice and Guidance Programme Documentation
• Support Roles and Responsibilities The Role of the Supervising/tutor Teacher The Role of the Management/owner/licensee Other Possible Roles
2 3 4 5 6
8 8 10 11
• The Support Grant for Provisionally Registered Teachers
12
• Frequently Asked Questions
12
Introduction Early childhood education in New Zealand is delivered by a diverse range of services to meet the needs of children, parents, families and whànau. Pathways to the Future: Nga Huarahi Arataki, the strategic plan for early childhood education, has a goal to “improve the quality of early childhood services”. The first strategy for achieving that goal is to increase the number of registered teachers. The need to upgrade the professional status of all teachers in early childhood education has now been generally recognised, and this strategy represents professional recognition. All teacher-led early childhood education services are required to move towards registration of their staff. This is occurring in the following stages: • By 1 January 2005, all teachers working in positions of “person responsible” (including co-ordinators in home-based, teacher-led services) were required to be registered and hold a current practising certificate. • By 2007, 50 percent of regulated teachers employed in each teacher-led early childhood education service must be registered and hold a current practising certificate. • By 2010, the target increases to 80 percent and to 100 percent by 2012. Staff studying for approved teaching qualifications can be counted as comprising up to 10 percent of the 2010 target and up to 30 percent of the 2012 target. Those working in parent/whànau-led early childhood education services, such as Playcentre, homebased education, and te kòhanga reo, are able to apply for teacher registration on completion of an initial teacher education programme approved by the New Zealand Teachers Council. Research indicates that having staff with qualifications helps improve educational outcomes for children. Adapted from: Wylie, 2004
Moving towards Full Registration Who Will Be Involved? Provisionally Registered Teachers or Teachers Registered Subject to Confirmation These are teachers participating in an advice and guidance programme and moving towards full registration. Overseas-trained Teachers with Provisional Registration or Registration Subject to Confirmation Teachers who have qualified as a teacher and taught overseas are required to participate in an advice and guidance programme while teaching in New Zealand before moving to full registration. While such teachers will have experience in teaching children in early childhood settings, it is important that they gain a knowledge and understanding of the following: • Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum; •
Quality in Action/ Te Mahi Whai Hua: Implementing the Revised Statement of Desirable Objectives and Practices in New Zealand Early Childhood Services;
•
The challenges of working with children in the New Zealand setting.
Supervising/tutor Teachers Early childhood education services use different titles for the person who is providing or supervising the advice and guidance programme for a provisionally registered teacher. These titles include registration supervisor, mentor, advice and guidance teacher, and supervising/tutor teacher. In this support kit, the term supervising/tutor teacher will be used. April 2009, Early Childhood Education Services
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Section Two: Early Childhood Education Services
The supervising/tutor teacher can be the supervisor or manager of the early childhood education setting, a colleague, a teacher from a different early childhood education setting, or a teacher from another educational sector. Wherever they are working and whatever their current role, they must be a fully registered teacher. If you are unable to access a fully registered early childhood teacher to become your supervising/tutor teacher, you can approach a fully registered primary or secondary teacher. This teacher should have knowledge and understanding of teaching in an early childhood setting, but a willingness and enthusiasm to take on the role is also an important consideration. Senior Staff and Management of the Early Childhood Education Setting If they have not taken the role of supervising/tutor teacher, the professional leader (supervisor and/ or manager; kindergarten senior teacher) of the early childhood education setting will be required to endorse the application to move to full registration. It is important, therefore, that they liaise with the registering teacher and the supervising/tutor teacher throughout the registration process. Teaching Colleagues Teaching colleagues are a very important part of moving towards full registration. They will be invaluable in providing feedback and support. The Licensee/owner/management This person holds the operating licence for the early childhood education setting and is responsible for ensuring that all legal requirements are met. Although the licensee may not be directly involved in the registration process (unless they also hold one of the roles mentioned above), they will need to ensure that policies and procedures are in place in the centre to support the advice and guidance programme.
Finding a Supervising/tutor Teacher One of your tasks will be to find a fully registered teacher who is willing and able to take on the role of supervising/tutor teacher. The supervising/tutor teacher is likely to be most effective if they are experienced in both early childhood education and in providing advice and support to teachers. One of the main tasks of the supervising/tutor teacher will be to provide timely feedback on your practice that will enable you to develop as a teacher. From a practical point of view, this feedback may occur more easily if the supervising/tutor teacher teaches in the same early childhood education setting as you, but this is not always possible. It is essential, however, that the supervising/tutor teacher should have the time to meet with you regularly and be in a position to observe your practice at regular intervals. When you apply for a teaching position, it is important that you ask about who will support you in moving towards full registration. Some early childhood education services may have a policy stating who will carry out the supervising/tutor teacher role (for example, the head teacher, supervisor, or assistant supervisor may have a time allowance for assisting all registering teachers in a setting). In other situations, you may be encouraged to take an active part in choosing who your supervising/tutor teacher will be. Remember, choose someone who is experienced in both early childhood education and in guiding teachers, if possible. If there is no one in your immediate setting who is able to be your supervising/tutor teacher, you will have to look further afield. There may be a fully registered teacher in a neighbouring early childhood education setting who is experienced and willing to take on the role. If you work in the education and care sector, you might consider approaching a local kindergarten. If you are not able to find an early childhood teacher, approach your local school to see if there is a suitable supervising/tutor teacher who is willing and available. Do discuss with the teacher their level of knowledge and understanding of early childhood education so that you can be sure they will be able to assist your development as an early childhood teacher.
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Another approach to finding a suitable supervising/tutor teacher may be to ask other provisionally registered teachers. Organisations such as Te Tari Puna Ora o Aotearoa/NZ Childcare Association, NZEI Te Riu Roa, or your local provider of teacher education may be able to put you in touch with someone who is willing to be your supervising/tutor teacher. In summary, you may or may not have a choice about who your supervising/tutor teacher will be. If you have any concerns about whether the relationship with the supervising/tutor teacher will provide the support and guidance you need to successfully complete the requirements to become a fully registered teacher, it is important to raise this with your professional leader, senior teacher, supervisor, or management.
Setting up a Contract At the heart of an advice and guidance programme is the relationship between the registering teacher and the supervising/tutor teacher. Outlining clearly the needs, expectations, roles, and responsibilities right from the start will help to ensure that the relationship runs smoothly and remains focused. One way to get an advice and guidance programme off to a professional and collegial start is to establish a contract. The following steps might be taken: 1. Identify roles and responsibilities. Identify roles and responsibilities for both the registering teacher and the supervising/tutor teacher. The information in Section One of this resource will be helpful here. 2. Agree on time frames. Agree on when you will complete your self-reflection and evaluation and at what point professional development goals will be set. Discuss how and when the supervising/tutor teacher will observe you working in your early childhood education setting. Set future meeting dates and meeting times and durations. Remember, it is better to set regular dates and change them than to risk meetings not occurring. 3. Agree on a format and agenda for professional discussions and meetings. Decide on start and finish times for meetings and keep to these. Develop guidelines to ensure that meetings remain focused. Think about what will need to be discussed at every meeting and what may be different from meeting to meeting. 4. Identify the documentation that needs to be kept and how this might be done. Agree on how records of meetings will be kept. The supervising/tutor teacher will need to keep a record of dates, topics covered, and feedback given. As the registering teacher, you need a much fuller record of the meetings and discussions, enough to show the ongoing nature of your advice and guidance programme. Also consider what counts as evidence and requires documentation. See Documentation on page 6 of this section for further aspects to consider. 5. Establish open lines of communication. Discuss expectations about how communication will occur (by telephone, email, face to face) along with when it will occur (during work breaks, after work, evenings, weekends). 6. Identify who else is involved. Consider who else may need to be involved in the registration process and how to involve them. Those outlined at the beginning of this section will be a starting point, but there may be others to be considered (such as the children, their parents/whànau, parent committees). If you and your supervising/tutor teacher are not working together in the same setting, you may need to involve a peer or colleague in your early childhood education setting who is in a position to give specific and immediate feedback on identified areas of practice. April 2009, Early Childhood Education Services
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Section Two: Early Childhood Education Services
7. Establish ground rules on confidentiality. Establish ground rules about who can be involved in discussions, when it is appropriate to involve them, and under what circumstances. 8. Develop an agreed procedure to be used for resolving conflict. Identify the process to be applied in case of disagreements about the direction of your advice and guidance programme or any difficulties in other aspects of the relationship between those involved in the registration process.
The Advice and Guidance Programme The advice and guidance programme is developed collaboratively by you and your supervising/ tutor teacher. Its aim is to enable you to demonstrate over the period of your programme that you have met the Satisfactory Teacher Dimensions and that you are ready to move to the status of a fully registered teacher. The Satisfactory Teacher Dimensions are included as Appendix One. At the start of your advice and guidance programme, you should become familiar with these and discuss with your supervising/tutor teacher what aspects of your teaching might constitute evidence in the four areas of professional knowledge, professional practice, professional relationships, and professional leadership. Advice and guidance programmes are unique for each registering teacher as they focus on specific abilities and ongoing learning goals. However, core elements will be present in every programme, including: • regular and ongoing professional discussions between you and your supervising/tutor teacher; “Our dialogue when we spoke was very open and honest and I really appreciated being able to share things really openly with her.” Fully registered teacher in EC-D, quoted in Aitken et al., 2008, page 26. “Really just having the opportunity to have somebody to talk to about the successes and my practice. It was really that professional dialogue that we had [together].” Fully registered teacher in EC-D, quoted in Aitken et al., 2008, page 26. • systematic goal setting both for your teaching and for the children’s learning; • reflection on your teaching, especially on the children’s learning and how this impacts on teaching; • engagement in assessing the children’s learning, including how this informs planning for learning; • becoming familiar with the library, teaching resources, and records of the early childhood education setting; • finding out about the policies and procedures in your early childhood education setting; • reading professional journals and Ministry of Education publications to increase your knowledge of relevant developments; • participating in professional learning and development activities; • self-reflection on all of the above.
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Teacher Self-reflection Self-reflection is an important aspect of the ongoing development of a teacher and a critical component of an advice and guidance programme. Effective teachers continually reflect on their practice, seeking greater awareness and insight and continually challenging their own assumptions (Mitchell and Cubey, 2003). As part of the advice and guidance programme in early childhood education services, the teacher and supervising/tutor teacher should reflect on current practice and consider areas for change. The criteria outlined as the Satisfactory Teacher Dimensions can provide a framework for reflection if each of the criteria is restated as a series of questions. For example, the first criterion under Professional Knowledge states that “a satisfactory teacher demonstrates knowledge of current curricula – the subjects being taught and current learning theory”. The corresponding reflective questions might be : • To what extent am I familiar with Te Whariki? Which principles, strands, and goals can I readily identify in my teaching, and which am I less sure of? • What content knowledge do I need in relation to the children’s current interests? • Who decides which of the children’s interests are followed up and included in programme planning? On what basis are the decisions made? • What teaching techniques do I predominantly use, and why? What effect does research or theory suggest that these techniques will have on children’s learning? What evidence do I have that this is indeed happening? • What other theories of learning might usefully inform my practice? How and when would I put them into effect? How will I know if this has made a difference, and to whom? What sort of difference matters? • What is the most important thing I do as a teacher of young children? It’s been a good process for questioning yourself and saying, “Well do I actually do that?” And then asking the others, “Have you seen me do this?” Because half the time you’re unaware, it’s just something you do everyday without thinking about the theory behind it … It makes you think about yourself in a whole new light, because you’re actually asking do I fulfil those roles, achieve these things? Provisionally registered teacher in EC-C, quoted in Aitken et al., 2008, page 29
Documentation Your supervising/tutor teacher must keep and endorse records of the progress and direction of your advice and guidance programme. These records are important because they: • demonstrate your progress towards meeting the Satisfactory Teacher Dimensions; • track the ongoing development of your reflective practice; • may be asked for when you apply for full registration: the New Zealand Teachers Council may require the teacher and the education setting to provide evidence of the advice and guidance process undertaken; • will be needed if you take up a position at a new location before the advice and guidance programme is completed. In the new setting, the teacher responsible for attesting to your suitability for full registration needs to understand your process and progress to date to ensure that a new programme continues to build on the advice and guidance already received.
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Section Two: Early Childhood Education Services
These records may also be useful as part of your curriculum vitae and may be requested when you apply for teaching positions in New Zealand and overseas. The early childhood education setting will already be keeping some records of the advice and guidance programme you are undertaking because it will be integrated to some extent into the performance management system of the setting. However, you should keep your own records of your specific advice and guidance programme and take them with you if appointed to a new position. What Documentation Will the Early Childhood Education Setting Keep? The early childhood education setting will keep: • a record of formal appraisal as part of the early childhood performance management system; • records of the advice and guidance programme; • records of professional development undertaken by individual teachers or groups of teachers. Whenever X [PSM1] came to visit us at the kindergarten, I would always have my folder there and she would go through it so she was an amazing support. And she would say Fully registered teacher in EC-C, quoted in Aitken et al., 2008, page 25
What Documentation Should I Keep? You should keep: • records of your advice and guidance programme, including who provided it; • records of your planning for learning, your implementation of this under the observation of the supervising/tutor teacher, and the feedback received (a minimum of four documented observations of this type is strongly recommended); • records of teaching in which you have been observed by others, along with the corresponding feedback received; • records of professional discussions and meetings (both formal and informal) directed at improving your performance as a teacher, along with brief notes of areas covered (these records should show explicit reference to the Satisfactory Teacher Dimensions although it may not be limited to this); • records of professional development you have attended, provided by both the early childhood education setting and external providers; • reflective notes on your teaching (that is, a reflective journal) covering: – planning and preparation for teaching; – teaching practice; – understanding of children’s learning (observations of a child and comment on how this informs your teaching); – developing curriculum knowledge; – developing knowledge about and use of assessment; – managing the learning environment; – interactions with learners;
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– interactions with parents/whànau; – working with other adults. The Reflective Journal A reflective journal is one of the most helpful tools you can use to develop your skills and knowledge and provide a record of your professional growth. Keeping a professional journal increases awareness of “why we do what we do”, with the aim of improving professional practice. By writing reflections in a journal, you can examine what happened, look for alternative points of view and explanations of events, and explore the assumptions and beliefs that lie beneath the immediate response. The time required for this process is well invested because this process facilitates change in teachers’ practice, beliefs, understandings, and attitudes. Because this reflection is such a powerful change agent, teacher education providers in Aotearoa New Zealand now emphasise reflection in their programmes. If you have recently graduated from a teacher education programme, you will already be familiar with models of reflection and will have engaged in reflecting on your practice as part of your study. Remember that in your advice and guidance programme, your reflections should focus largely on your practice in relation to the Satisfactory Teacher Dimensions. Your supervising/tutor teacher will be an important person to use as a sounding board for your reflections. As well as providing another perspective, they should be able to offer you further ideas (both from theory and from practical experience) to explore. Te Whariki is an important source of more general reflective questions that will also prompt you to continually reflect on your practice as a teacher. Other prompts for reflection on your teaching may come from professional reading; incidents in everyday life; conversations with and feedback from children, parents/whànau, colleagues, friends, and others; social events; newspaper articles; current events; and so on – anything that raises questions in your mind about your role as a teacher.
Support Roles and Responsibilities The Role of the Supervising/tutor Teacher The role of the supervising/tutor teacher is often compared to that of a mentor. Mentoring means providing, in a supportive, non-threatening way, advice, counsel, insight, and facts that the less experienced person can use to guide his/her development into a seasoned professional National Teacher Recruitment Clearinghouse, 2000, page 23
Taking on the role of tutor teacher for a provisionally registered teacher is an important responsibility. One way to conceptualise the role is to think of a tutor teacher as a “co-thinker” with the provisionally registered teacher, helping them to see new perspectives and new ways to think about their teaching issues by: • asking open questions; • using probing questions to learn what they mean by the things they say and to help them clarify their ideas; • providing specific feedback on their individual accomplishments rather than offering more general praise for doing a good job; • watching that you don’t impose your own style of teaching or give the impression that, in teaching, anything goes. Adapted from: Feiman-Nemser, 2001, pages 17–30
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Section Two: Early Childhood Education Services
The beginning teacher often experiences the supervising/tutor teacher as a “lifeline to information and sanity”, so a lot depends on the supervising/tutor teacher, particularly: • how available they are; • how well they know the early childhood education setting and (teaching) level of the new teacher; • how willing they are to act as a sounding board for new ideas; • how well they are able to share effective teaching techniques and learning environment management and resources. In the best mentor and new teacher protégé pairings, both teachers learn from each other, support each other, and build a collegial friendship. Clement, D’Amico, and Protheroe, 2000, page 60
What Does It Take to Be an Effective Supervising/tutor Teacher? • An understanding of how adults learn. • Self-assurance, patience, and confidence. • A proven record as a skilled teacher. • In-depth knowledge of the curriculum, including its philosophical and pedagogical underpinnings. • Knowledge and skill in observing and giving constructive feedback to another teacher. • Ability to prioritise what needs to be communicated and when, so that information is effectively absorbed and used. • Knowledge of the rights and responsibilities of the tutor teacher and of the provisionally registered teacher. • Understanding of the principles of time management. National Teacher Recruitment Clearinghouse, 2000, pages 24–25
What Is a Professional Discussion? A professional discussion is an opportunity for you (the registering teacher) and the supervising/ tutor teacher to engage in open dialogue about aspects of teaching and learning. The questions, answers, and challenges that take place in the professional discussion can help you to reach a greater understanding of your practice and ways you can enhance it. In an advice and guidance programme, the discussion should focus around your progression towards meeting the Satisfactory Teacher Dimensions. Professional discussions provide a major link between the components of the advice and guidance programme. Topics for discussions will arise from your reflective journal, your planning for and assessment of children’s learning, the supervising/tutor teacher’s observations of your practice, feedback received from others involved in the programme, and any other activities or documentation or areas of strength or concern noted by the supervising/tutor teacher. To gain most benefit from a professional discussion, it may be helpful to have an agreed format and agenda. Deciding on a time limit will keep discussions focused. Remember, at the end of a professional discussion, further progress towards meeting the Satisfactory Teacher Dimensions should have been documented. Observations by the Supervising/tutor Teacher Regular observations of your practice by the supervising/tutor teacher are an essential element of
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an advice and guidance programme. Direct observation provides opportunities for the supervising/ tutor teacher to collect evidence of your practices and progress towards your goals and provides a basis for feedback that promotes further reflection and enables you to enhance your practice. Supervising/tutor teachers will already have experience in observing children. Observing the registering teacher will follow a similar process. During professional discussion, you and the supervising/tutor teacher will together have identified areas of practice to focus on. Where possible, these should form the basis for the next observation by the supervising/tutor teacher. (If the supervising/tutor teacher does not work in the same setting as you, it will be beneficial to enlist the help of a colleague to observe and give feedback in the areas of practice under discussion. These observations can be added to the collection of evidence and provide the supervising/tutor teacher with a further source of information about your work.) Once completed, the observation should be shared with you, and your interpretation of the observed evidence should also be recorded. This step is essential for the validity and usefulness of the observation. Note: It is strongly recommended that there is a minimum of four observations, specifically for the purpose of moving towards full registration, spread across the two years of the advice and guidance programme. Giving Feedback Feedback arising from observations of teaching practice should aim to provide encouragement and support, even when aspects of teaching may seem challenging and difficult. Giving feedback should include: • allowing enough time; • ensuring that feedback is honest and respectful; • remaining positive and constructive: following a commend/recommend/commend process may be useful; • being specific – what was effective and why? What was problematic and why? Links between theory and practice will be particularly important here; • taking into consideration the teacher’s disposition, experience, and personal style; • spending at least as much time listening as talking to ensure the teacher’s perspective is heard; • offering suggestions (ensuring these comply with the setting’s policies and procedures) but also allowing time for the teacher to provide alternative suggestions; • providing silence and wait time for the teacher to reflect and deliberate before responding. Supervising/tutor teachers may find it useful to enrol in a course that will help develop mentoring skills. Some early childhood education services include the fees for such courses in their staff development budgets.
The Role of the Management/owner/licensee It is important for the early childhood education setting’s management/owner or licensee to know who is involved in the registration process (see Identify Who Else is Involved on page 4 of this section for an explanation) and to have a general understanding of that process. If the supervising/ tutor teacher is from outside your early childhood setting, the employer is required to endorse the application for full registration by co-signing the recommendation (see Teachers Council form TC2 section F).
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Section Two: Early Childhood Education Services
Developing a Policy on Teacher Registration Because the registration of all regulated teachers by 2012 is a major goal of Pathways to the Future: Nga Huarahi Arataki, the government’s strategic plan for early childhood education, it is recommended that every early childhood education setting develop a policy around teacher registration. This will help ensure that all those involved are clear about the process, the expectations, and the support available. The teacher registration policy could cover: • a timetable to 2012 with goals for employing registered teachers; • identifying supervising/tutor teachers and developing role descriptions for these; • the support available for a supervising/tutor teacher who works in the early childhood education setting (time, payment, professional development); • the support available for a supervising/tutor teacher who works outside the early childhood setting (payment, time to liaise with the supervisor, agreed times for observation); • the support available for the provisionally registered teacher (time to meet with the supervising/tutor teacher, feedback to and from the supervisor, time to observe in another early childhood education setting, staff meeting time to feed back progress to colleagues); • how the support grant for provisionally registered teachers will be spent.
Other Possible Roles The Registration Co-ordinator In early childhood education services where there are many teachers moving to full registration, it may be helpful to appoint a co-ordinator to facilitate the advice and guidance programme. This role may be assumed by the centre supervisor, licensee, manager, or a person specifically appointed to the role. The co-ordinator may: • assist in drawing up a contract between the supervising/tutor teacher and the provisionally registered teacher; • ensure that the provisionally registered teacher receives formal and informal observations and constructive feedback after appraisals; • arrange opportunities for the provisionally registered teacher to meet with those in other early childhood education settings for mutual support and joint professional development; • ensure that the provisionally registered teacher has the necessary documents and appropriate forms; • ensure that the support grant is used to support the provisionally registered teacher; • maintain a database of the information required for each provisionally registered teacher’s application for full registration; • encourage other staff to give the provisionally registered teacher practical help and friendly support to build their confidence and expertise; • encourage the provisionally registered teacher to attend early childhood education setting and staff social functions; • arrange for the provisionally registered teacher to visit other early childhood education settings; • ensure that the provisionally registered teacher has opportunities to observe other teachers with specific teaching strengths.
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The Support Grant for Provisionally Registered Teachers The Ministry of Education-funded support grant is available to all teacher-led services to support provisionally registered teachers to become fully registered. The grant is paid to the employing setting and must be used to provide support for provisionally registered teachers in working towards full registration. The grant can be claimed for up to two years or until the teacher becomes fully registered, whichever comes first. The setting claims the grant on the RS7 form for teachers who are permanently employed (see the Ministry of Education’s Early Childhood Education Funding Handbook, 2005). The grant must be used to provide support for provisionally registered teachers working towards full registration status. If a provisionally registered teacher is employed in two settings, it is important to determine which setting can claim the funding. Contact the Ministry of Education for guidance. Possible uses for this funding include: • release time for the provisionally registered teacher to visit other services, attend network meetings, document evidence, attend professional development opportunities, and/or meet with the supervising/tutor teacher; • payment of the costs associated with attending professional development seminars, conferences, workshops, and so on; • resources and/or technology to challenge and stimulate the ongoing development of practice, for example, subscriptions to academic journals, the purchase of relevant research reports and conference papers; • release time to allow the supervising/tutor teacher to observe and meet with the provisionally registered teacher to plan for and document the advice and guidance programme; • professional development to assist the supervising/tutor teacher in their role, for example, in developing mentoring skills.
Frequently Asked Questions I have won a position in an early childhood education setting but have been told I cannot access any of the support grant for provisionally registered teachers. What should I do? The early childhood education setting has an obligation to provide support to you and ensure that you participate in an advice and guidance programme. There may be predetermined systems in place for this support to happen, for example, they may already have a specific person whose role includes acting as your supervising/tutor teacher, and that person may have a paid time allowance built in to their job description to provide support for you. If you feel that the support grant is not being used to support your move to full registration, discuss this with your supervisor/manager first. For further support, you could contact your local NZEI Te Riu Roa field office, the local office of the Ministry of Education, or your professional organisation. What if the supervising/tutor teacher doesn’t work in my setting? This issue needs full discussion when the contract is set up between the supervising/tutor teacher and the registering teacher. Face-to-face meetings will require extra planning if you do not work in the same setting. In this situation, use of the Ministry of Education support grant may be particularly important in facilitating observation sessions and face-to-face meetings.
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Section Two: Early Childhood Education Services
Remember, you can also ask colleagues within the setting to provide you with immediate feedback and to conduct written observations of specific teaching areas. The number of meetings will be decided by you and your supervising/tutor teacher, but four per year with follow-up phone calls as a back-up can be sufficient if you do not work in the same setting. I am relieving in an early childhood education setting for a teacher who is on maternity leave. I’m not a permanent teacher, and so the setting doesn’t get the provisional registration support grant. Can I still have an advice and guidance programme and work towards my full registration? Yes. Even though your early childhood education setting doesn’t get the grant, they are still obligated, as a good employer, to provide you with an advice and guidance programme and support you towards full registration. You are teaching for a period of more than ten weeks, and so this time can be counted towards the teaching-time requirements for full registration. I work as a home-based education and care co-ordinator. There are three of us in our office, and we are all provisionally registered. Can I become fully registered while working in this role? Yes, you can. Since 1 January 2005, home-based co-ordinators must be registered teachers. If no one in your setting is fully registered, you will need to find a fully registered teacher in another early childhood education setting to act as your supervising/tutor teacher. I work in a kòhanga reo. I am the only person who is provisionally registered. Can I become fully registered? Yes. Even though registration is not a requirement for kòhanga reo, you may be able to ask a parent who is fully registered or a kaiako who is fully registered at a nearby kura kaupapa Màori or a fully registered teacher in another early childhood education setting to act as your supervising/tutor teacher. What do I do if my supervising/tutor teacher and I have communication problems? Planning for effective communication is an important part of the contract set-up between you and your supervising/tutor teacher. As a first step, refer to what was agreed between you. If the early childhood education setting has a conflict resolution policy, refer to that to see what steps it recommends. You may need to approach your co-ordinator, centre supervisor, or manager and ask them to arrange a meeting between the three of you to work the problem through. What happens if my supervising/tutor teacher appears to be busy and doesn’t have time to meet? Raise this with your supervising/tutor teacher. Refer to the contract negotiated at the beginning of the advice and guidance programme and to expectations about frequency of meetings. Restate what needs to happen to make the advice and guidance programme work for you. Problem-solve together ways in which your needs can be met. Your supervising/tutor teacher may need to review the resources available to them to fulfil the role. If these resources are inadequate, your supervising/ tutor teacher will need to raise this with your supervisor or manager. My supervising/tutor teacher doesn’t seem to understand the issues I am raising or take them seriously. Shouldn’t I be getting more support? What if the relationship breaks down totally? It is important that any issues that arise for either of you are dealt with early in order to prevent them from escalating. You might find it useful to get some support in this situation – you could talk to a trusted colleague or someone at an organisation you are affiliated with who gives support in this area. It is important, however, that confidentiality is respected and maintained.
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The relationship between you and your supervising/tutor teacher is key to a successful process. If the relationship has deteriorated to a point that is irreversible, despite every attempt to resolve it, it is probably best that you find another supervising/tutor teacher. What if I “lose” my supervising/tutor teacher part-way through my advice and guidance programme? Although it is ideal for you to have the same supervising/tutor teacher throughout your advice and guidance programme, there is no requirement for this to be the case. However, the fully registered teacher who recommends you for full registration at the end of your programme must be certain that you meet the requirements to be a fully registered teacher. That means they must be familiar with your practice and have appraised this in terms of the Satisfactory Teacher Dimensions. If you are in a position where you need to find a new supervising/tutor teacher near the end of your advice and guidance programme, it may be better to delay your application for full registration by a couple of months so the new person can provide a fair appraisal of your practice. It is important that you keep all your documentation relating to your advice and guidance programme. In this way, your new supervising/tutor teacher can see the work you have done so far and the areas of your practice you are focusing on. It may also be appropriate for your new supervising/tutor teacher to have contact with your previous one in order to share professional information and learn about you. This should only happen with your knowledge and permission. If you need help to find a new supervising/tutor teacher, you can: • ask your colleagues or other teachers in your community; • contact organisations who give support for teacher registration, such as Te Tari Puna Ora o Aotearoa/NZ Childcare Association, NZEI Te Riu Roa, or your teacher education provider. Ensure that you get your work signed off each time you meet. If you are using an audit sheet, log, or record to keep track of which Satisfactory Teacher Dimensions have been addressed in your advice and guidance programme, ensure that it remains up to date and that each element is signed off on completion. (See Appendix One.) I am worried that my supervising/tutor teacher won’t recommend me for full registration. Your advice and guidance programme should include regular, clear feedback on your progress. It would not be appropriate for your supervising/tutor teacher to wait until the end before informing you of any concerns; rather, these should be well documented throughout the programme. You need to be certain throughout your advice and guidance programme that you are receiving clear and honest feedback, with suggestions for change. If you are not, you need to discuss this with your supervising/tutor teacher and ask for it. If you are still worried that you are not going to be recommended for full registration, but you have not had any concerns expressed to you by your supervising/tutor teacher or documented in any way, you should contact the Teachers Council. If you are a member of NZEI Te Riu Roa, you should also contact them. I’m stressed out. How am I going to survive? You need to talk urgently with the person overseeing your teacher registration process about how you feel. Employers are required by law to look after the health and safety of their employees, and high levels of stress will impact on your health. Discuss the causes of stress in your life and how the early childhood setting might help to alleviate those that are related to your job. You might also need to consider rebalancing some of your life priorities. Talking to others in the same situation can often be helpful in maintaining momentum. There may be other teachers working towards full registration not far from you, and you might take opportunities to contact them or arrange an information meeting. Contact your professional organisation, which can provide counsellors and other assistance. April 2009, Early Childhood Education Services
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Section Two: Early Childhood Education Services
Where can I go for help? You can contact the Teachers Council at any time (www.teacherscouncil.govt.nz). There are also various organisations that offer support for registering teachers. These include:
• Te Tari Puna Ora o Aotearoa/NZ Childcare Association;
• NZEI Te Riu Roa;
• teacher education and professional development providers (for example, universities and polytechnics). Some of the most valuable support can come from your colleagues. As already mentioned, there are often networks and groups established to support teachers working towards full registration. These are often free of charge and are designed around the needs of those who take part. Remember also that teachers in other parts of the education sector have been engaged in the process of teacher registration for many years and they may have some useful advice and support to offer. How can I find out if the education setting I am applying to work in implements an effective advice and guidance programme? When you are applying for a teaching position, ask about the procedures for supporting registering teachers towards full registration, how the procedures are put into action, and how much time will be available for your professional development and learning. Can I take breaks in my two years of service as a provisionally registered teacher? If you are provisionally registered, you have up to five years in which to complete the required amount of supervised teaching. However, your initial practising certificate will be issued for only three years. If your practising certificate expires, you will need to reapply for provisional registration (available at www.teacherscouncil.govt.nz). However, you will not have to repeat your teacher education programme, and your blocks of supervised teaching will be considered for registration if they took place in the last five years. (See page 4 of Section One: Information for Everyone). Can I go overseas and still qualify as a New Zealand teacher? If you are provisionally registered, up to one year of overseas teaching may count towards the twoyear period of advice and guidance as long as your teaching was in the general education system of that country and you can produce documented evidence of the programme of professional support, guidance, and appraisal you received as a provisionally registered teacher. You must complete at least one full year of supervised teaching in New Zealand, and you must have been teaching in New Zealand for three months when the recommendation for full registration is made. I have won a teaching position for one term (ten weeks). Will I be provided with an advice and guidance programme? When a provisionally registered teacher is employed for ten weeks or more, the education setting is required to provide an advice and guidance programme. You are required to keep a documented record of this programme. Does the supervising/tutor teacher receive an allowance in kindergartens? Yes. According to the following provisions set out in the NZEI Kindergarten Collective Agreement, February 2006–February 2007.
3.8
Tutor Teacher Allowance
3.8.1
A tutor teacher is a teacher who has met the fully registered or experienced kindergarten teacher professional
standards and is designated as being responsible for providing an advice and guidance programme to a
provisionally registered teacher working towards full registration. The responsibilities of the tutor teacher
include assisting the provisionally registered teacher to meet the registration requirements.
February 2007, Early Childhood Education Services
15
3.8.2 The Tutor Teacher Allowance of $500 per annum from the date of settlement of this collective agreement, and
$600 per annum from 1 July 2006, is payable to a designated tutor teacher while they are responsible for a
permanently appointed provisionally registered teacher, or teachers, provided that the total combined hours
of the provisionally registered teachers are at least 0.8.
A tutor teacher may be responsible for tutoring more than one provisionally registered teacher concurrently
3.8.3
but shall only receive one payment of the allowance.
3.8.4 Only one teacher may be designated as being responsible for tutoring any provisionally registered teacher at
any one time.
3.8.5
The designation of tutor teacher shall be for no more than one calendar year on each occasion.
3.8.6 Where the provisionally registered teacher is employed for part of a year, the allowance shall be paid to the
tutor teacher for that part of the year only.
3.8.7
Senior teachers are not entitled to the allowance.
3.8.8 The tutor teacher and the provisionally registered teacher engaged in the advice and guidance programme
will receive paid release time.
Note: In the event that Kindergarten Associations are funded for advice and guidance for long-term provisionally
registered relievers, the allowance will be payable to the Tutor Teacher as per the above provisions.
February 2007, Early Childhood Education Services
16
Kia Whakapùmau Rèhitatanga Pouako Wàhanga Tuatoru: Kura Kaupapa Màori • Te Kaupapa o Te Aho Matua
2
• Ngà Hanganga Whakahaere Te Tari Arotake Màtauranga me ngà Paearu Aro Màtai mò ngà Kura Kaupapa Màori
2
Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa Te Hanganga o te Rùnanga Nui Te Whànau Kura Kaupapa Màori Te Hanganga o ngà Kura Kaupapa Màori
2 2 3 3 4
• Ngà Tùranga me ngà Haepapa
4
• Te Tukanga Whakauru Pouako Hou
5
5 5
Ngà Àhuatanga Motuhake i roto i ngà Kura Kaupapa Màori Te Whakarite i te Hòtaka Tohutohu me te Àrahi Pouako Hou
• Te Hòtaka Tohutohu me te Àrahi Pouako Hou
5
5 5 5 6 6 7 7 7
He Whakamàrama He Puka Arataki Te Tùranga Ngaio Ngà Àhuatanga Motuhake i roto i ngà Kura Kaupapa Màori Te Pouako Hàpai Te Whanake Ngaio Ngà Tautoko a te Kura Ngà Tautoko kei Waho
• Ngà Tuhinga mò te Whakapùmau Rèhitatanga Pouako
8
• He Pàtai Àwhina
8
Kura Kaupapa Màori (English)
11
Te Kaupapa o Te Aho Matua E ù ana ngà kura kaupapa Màori ki te kaupapa, ngà màtàpono àrahi, me ngà tikanga o Te Aho Matua. I te tau 1999 i whakamanahia Te Aho Matua i roto i te ture e kìia nei ko te Education (Te Aho Matua) Amendment Act 1999. Kei te kura, kei Te Rùnanga Nui o Ngà Kura Kaupapa Màori hoki ngà kape o Te Aho Matua hei pànuitanga mà te pouako hou.
Ngà Hanganga Whakahaere “Te piko o te màhuri. Tèrà te tupu o te ràkau.” Mà te rongo a te tamaiti ki te awhi, ki te arataki, ki te tautoko, ki ngà tohutohu a te whànau me tòna aroha hoki, e mau ai tòna piripono ki te whànau. He mea hopu te nuinga o tènei tùàhua. Nò reira, e tika ana kia piri tonu te whànau ki ngà tamariki i roto o te kura, i roto i à ràtou mahi hoki. Te Aho Matua – Ngà Iwi 3.6
He tauira ènei o ètahi o ngà hanganga whakahaere i roto o ngà kura kaupapa Màori. Ehara i te mea kotahi te hanganga e whàia ana e te katoa, engari kei tènà kura, kei tènà kura anò tòna àhuatanga whakahaere. •
He rite pea te àhuatanga whakahaere o te poari whakahaere ki tà tèrà o ngà kaitiaki marae. Ahakoa kei te poari whakahaere te mana whakahaere me te mahi kawe i ngà haepapa whakahaere i raro i te ture whenua, ka whakaaengia e ràtou te tuku i te mana whakatau take ki te whànau katoa.
• Ka hui wehewehe pea te poari whakahaere me te whànau o te kura ki te wànanga me te whakatau i ngà take. Ko ngà taunakitanga a te whànau ka whakatakotoria ki mua i te aroaro o te poari whakahaere mà ràtou e whakatau. • Kei tètahi ròpù motuhake pea te mana whakahaere o te kura e pupuri ana. Ko ràtou te poari whakahaere i raro i te ture. Mà ràtou anò ngà haepapa whakahaere i te kura e kawe. • He poari whakahaere tonu e whakatau ana i ngà take engari kei te tangata kotahi pea te mana àrai e pupuri. Me kì, kei te tangata nei te kupu whakamutunga ahakoa te whakatau a te whànau.
Te Tàri Arotake Màtauranga me ngà Paearu Aro Màtai mò ngà Kura Kaupapa Màori Nà Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa me Te Tàhuhu o te Màtauranga i whakarite ngà paearu aro màtai e hàngai ana ki Te Aho Matua. Mà Te Tari Arotake Màtauranga e arotake ngà kura e ai ki èrà paearu. Kei runga i te paetukutuku a Te Tari Arotake ènei paearu. (www.ero.govt.nz/TeReoMaori/EvalTAMTeReo.htm)
Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa Ko Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa Inc. te ròpù manatòpù o te motu e tiaki ana i ngà kura kaupapa Màori. I whakatùria Te Rùnanga Nui o Ngà Kura Kaupapa Màori i te tau 1993 ki te tautoko, ki te àrahi, ki te kòkiri i te whanaketanga o ngà kura kaupapa Màori o te motu.
February 2006, Kura Kaupapa Màori
2
Wàhanga Tuatoru: Kura Kaupapa Màori
E whitu tekau ngà mema mai i Kaitàia i Te Taitokerau ki Murihiku i te Waipounamu. Ko ngà mema, he kura kaupapa Màori, he kura pouako, he kòhanga reo me ngà whànau e hiahia ana ki tènei momo kura. Ko Te Rùnanga Whàiti te mana àrahi, à, ko àna mema he màngai mai i ngà rohe tekau o te motu. Ka whakahaeretia e tètahi tiamana kua pòtingia hei tumuaki. Tekau ngà màngai à-rohe, ko tà ràtou he àwhina i ngà kura kaupapa Màori kei ò ràtou nà rohe. He tari hoki tà Te Rùnanga Nui, à, ko tà te tari he tautoko, he whàngai mòhiohio, he tohutohu hoki ki ngà kura kaupapa Màori. I tènei tau (2005), à tèrà tau hoki (2006), ka whakaterengia tètahi hòtaka tautoko i ngà pouako hou kei roto i ngà kura kaupapa Màori.
Te Hanganga o te Rùnanga Nui Whànau Ko ngà tamariki te pùtake. Ko ngà whànau o ngà kura, ngà kòhanga reo, me ngà kura pouako. E 70 ngà whànau kei roto nei i tènei huihuinga. Te Rùnanga Whàiti Ko te uepù tènei kei roto nei ko ngà màngai à-rohe, ko ngà màngai motuhake. Tumuaki Ko te tumuaki o Te Rùnanga Whàiti tènei.
He taunekeneke ki ngà tari kàwanatanga, ki ngà whakahaere màtauranga, me te iwi Màori.
Te Whànau Kura Kaupapa Màori Kia kite ngà tamariki ko te whànau tonu e whakahaere ana i te kura, ko te whànau hoki e mahi ngàtahi ana me ngà pouako, ka tupu ia me te mòhio ki te wairua me te mana Màori motuhake e kàkahu ana i a ia me tòna kura.
Te Aho Matua – Ngà Iwi 3.8
Ko te tùàpapa o te kura kaupapa Màori ko te whànau. Ko tà ràtou he mahi hei tuarà mò ngà pouako, te tumuaki, me ngà tamariki hoki. Ka mahi te whànau hei mema o te poari whakahaere, hei mahi tautoko ahakoa te aha. Ka mahi tahi te katoa kia tutuki pai ai te whàinga matua, kia eke ki ngà tiketiketanga o te màtauranga mà te reo Màori, mà te whai hoki i Te Aho Matua.
February 2006, Kura Kaupapa Màori
3
Te Hanganga o ngà Kura Kaupapa Màori Te Whànau Kura / Te Poari Whakahaere
Te Tumuaki me ngà Pouako
Ngà Kaimahi atu o te Kura
Ngà Tamariki
Ngà Tùranga me ngà Haepapa Nà ngà àhuatanga whakahaere motuhake o tènà kura, o tènà kura, he mea whakahirahira te tàutu kei a wai ake te mana whakahaere i ngà mahi e pà ana ki ngà pouako hou. I te nuinga o ngà kura, kei te poari whakahaere (me te tumuaki hei mema o te poari) tènei mana. Heoi anò rà, i ètahi wà ka tukuna e te poari whakahaere ngà haepapa mà ngà mema o te whànau kè e kawe. Ko ènei ngà tùranga (me te àhuatanga o àna haepapa) e pà ana ki te pouako hou me whakarite e te kura. Ko te whakatù pouako hou ki tètahi tùranga toitù, tùranga wà whakatau rànei tètahi haepapa nui. • Me tuku e te kura tètahi reta ki te pouako hou e whakatùturu à-kirimana i te tùranga kua whakawhiwhia e ia, me te whakaràpopoto i ngà whakataunga me ngà tikanga o te kirimana. ∑ • Me whakarato e te kura tètahi Hòtaka Tohutohu me te Àrahi Pouako Hou, me te whakarite hoki mà wai tènei hòtaka e whakahaere. Ko te whakahaere i te pouako hou i roto i àna mahi whakatutuki i te Hòtaka Tohutohu me te Àrahi Pouako Hou anò tètahi haepapa. Ko te tikanga kei te pouako hàpai tènei tùranga engari i ètahi wà ka whakaurua ko te tumuaki, ko ètahi o te whànau rànei hei kaiàrahi. • Me whakahaere i te Hòtaka tohutohu me te àrahi pouako hou, à, me whakarite hoki i ngà wà e hui ngàtahi ana te pouako hàpai me te pouako hou. • ∑ Me whakarato i ngà urupare e hiahiatia ana mò te Hòtaka tohutohu me te àrahi pouako hou me te whai wàhi i roto i te arohaehae à-tau o te pouako hou. • Ka whakarite i ngà mahi whakangungu i te pouako hou e ai ki ngà whàinga whanake ngaio kua whakaritea màna.
February 2006, Kura Kaupapa Màori
4
Wàhanga Tuatoru: Kura Kaupapa Màori
Te Tukanga Whakauru Pouako Hou Ngà Àhuatanga Motuhake i roto i ngà Kura Kaupapa Màori Tènà pànuihia te wàhanga o te pukapuka nei e kìia ana, Information for Everyone: How the Appointments Procedure Affects You, whàrangi 9. Kei reira ngà kòrero e pà ana ki ngà tukanga whakauru pouako hou ki roto i ngà kura puta noa. Hàunga i ènei, he àhuatanga motuhake pea ka kitea ki roto i ngà kura kaupapa Màori. • I te nuinga o te wà ka pòwhiritia te pouako hou. I ngà wà katoa, ka whakatau à-mihi nei i a ia i mua i tòna tìmatanga ki te kura. • I ètahi wà, ehara i te mea i uiuia te pouako hou engari i tonoa kètia ia e te whànau o te kura hei pouako hou mò ràtou. I ènei wà, ka whakatauhia te tangata ka tahi, ka hui ki a ia ki te whakarite i ngà pepa ka rua.
Te Whakarite i te Hòtaka Tohutohu me te Àrahi Pouako Hou Àta pànuihia te wàhanga o te pukapuka nei e kìia ana, Information for Everyone: Moving to Full Registration, whàrangi 12. Kei roto i tènei wàhanga ngà kòrero mò ngà paearu me whakaeke e te pouako hou kia taea ai e ia te whakawhiwhi i tòna rèhitatanga tùturu. I konei ka kitea e te kura he aha ngà àhuatanga me màtua whakauru ki roto i te hòtaka tohutohu me te àrahi pouako hou.
Te Hòtaka Tohutohu me te Àrahi Pouako Hou He Whakamàrama Me màtua whakarite e te kura tètahi hòtaka tohutohu me te àrahi pouako hou mà te pouako hou – kia whakahaere i òna akoranga ngaio, kia whakatutuki hoki i ngà whakaritenga mò te rèhitatanga tùturu. Ka whakaurua ki roto i te hòtaka nei ngà tohutohu me ngà kupu àrahi, kia whakatenatena i a ia ki te whai tonu i tòna whanaketanga hei pouako, tae noa atu ki tòna rèhitatanga tùturu.
He Puka Arataki He mea nui kia whakaritea e te kura tètahi puka arataki mò te pouako hou hei whakamàrama atu i ngà tikanga o te kura, ko èrà e pà ana ki te tùranga o te pouako hou, me ngà tuhinga e pà ana ki te hòtaka tohutohu me te àrahi pouako hou. Kei roto pea ngà kape o:
• ∑ te hòtaka tohutohu me te àrahi pouako hou;
• te whakaahuatanga mahi mò te tùranga o te pouako hou;
• te tukanga whakauru pouako hou;
• te tùtohinga o te kura;
• ngà kaupapa here o te kura;
• Te Aho Matua.
Te Tùranga Ngaio He mahi ngaio te mahi a te pouako. He màtauranga motuhake tòna e hua mai ana, e whanake ana i ngà wà katoa. Ko te whanonga ngaio me te waiaro ngaio ki tàna mahi ètahi tino àhuatanga kei te pìrangihia, kei te mau hoki i te pouako ngaio.
February 2006, Kura Kaupapa Màori
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Ka whai kaha atu ngà pouako kua rèhitatia tùturutia kia tutuki pai ngà taumata tiketike o te ratonga ngaio. Ko te pù o te tukanga nei ko Ngà Tikanga Whanonga Tika mà ngà Pouako Rèhita Tùturu. (Tirohia a whàrangi 2 Section One: Information for Everyone.) Me àta pànui e te pouako hou te wàhanga o Te Aho Matua e kìia nei ko Te Tino Uaratanga. Ka tàutu tènei wàhanga i ngà àhuatanga e whàia ana e ngà kura kaupapa Màori kia whakawhanake i roto i à ràtou tamariki hei taonga mò ràtou i ò ràtou putanga atu i te kura. He whàriki tènei kòrero mò te tùranga ngaio o te pouako kura kaupapa Màori. Ka mòhio, ka màrama te pouako hou ki tòna tùranga ngaio i roto i te kura mà tòna kaha ki te: • whakamàtautau i ngà arià màtauranga hou me èrà màtauranga nò te marautanga Te Aho Matua;
• rangahau i ngà màtauranga motuhake Màori me ngà àhuatanga ako Màori;
• pànui i ngà mòhioranga à-tuhi hou e hàngai ana ki àna mahi;
• tae atu ki ngà mahi whakangungu me ngà wànanga o te whànau o te kura e tika ana;
• mòhio he aha tàna i roto i ngà kawenga haepapa o te kura, o te hapori whànui o te kura hoki;
• whai i ngà tauira tika o ngà pouako pakeke i roto i ngà mahi a te kura.
Nò reira, mà ènei àhuatanga e àrahi ngà momo kaupapa whakangungu pouako kura kaupapa Màori, à, he wàhanga matua o tà te Hòtaka Tohutohu me te Àrahi Pouako Hou.
Ngà Àhuatanga Motuhake i roto i nga Kura Kaupapa Màori Mò te whakaako pouako hou, ko te kura anò te wàhi tika hei tìmatanga mà ràtou, kia riro anò mà te whànau ràtou e arataki i roto i te mahi whakatupu,whakaako tamariki. Te Aho Matua – Ngà Iwi 3.10
Anei ètahi àhuatanga motuhake ka kitea pea ki roto i ngà kura kaupapa Màori. • Mà ngà pouako e whakarite ngà moemoeà me ngà hiahia o te whànau hei akoranga mà ngà tamariki. Ka ahu mai ngà hiahia i ngà hui à-whànau, à, mà ngà pouako ènei akoranga e whakatinana. • Ka “whakatipu pouako” mai i waenga tonu i te whànau. Koina e whai manawa ai te whànau ki te mahi kaha, ki te mahi tahi ki te whakatutuki i ò ràtou whàinga màtauranga mò à ràtou tamariki. • He rerekè pea ko te tukanga arohaehae. Tèrà pea ia kei te tumuaki, kei te poari whakahaere, kei te whànau whànui rànei te haepapa nei.
Te Pouako Hàpai Ka whai pouako hàpai matatau te pouako hou ki te tautoko i a ia kia tutuki pai te hòtaka mò te rua tau e noho pouako hou tonu ana ia. •∑ E tohua ana ka hui tahi ai te tokorua nei i te wà, i te wà. Kei reira te pouako hàpai ki te àwhina i a ia, kia matapakihia ngà àhuatanga o àna mahi ahakoa te aha. • Ko tètahi o ngà mahi a te pouako hàpai, o te tumuaki rànei he màtakitaki i ngà mahi whakaako a te pouako hou. E haere tonu ana ènei kitenga whakaakoranga mò ngà tau e rua, à, ko ngà pùrongo a ngà pouako matatau èrà me tuku atu Te Pouherenga Kaiako o Aotearoa. • Ka kòrero, ka tuhi hoki te pouako hàpai i òna whakaaro e pà ana ki ngà mahi katoa a te pouako hou. Ko ngà urupare-à-tuhi nei, me kohi e te pouako hou kia tukuna atu ki Te Pouherenga Kaiako o Aotearoa.
February 2006, Kura Kaupapa Màori
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Wàhanga Tuatoru: Kura Kaupapa Màori
Te Whanake Ngaio Ko tètahi mahi tuatahi a te pouako hàpai me te pouako hou ko te whakarite mahere whakawhanake ngaio mà te pouako hou. Kei roto e raupapahia ana òna matea me ngà momo whakangungu e tika ana. Ka whakawàteangia ia ki te:
• haere ki te màtakitaki atu i tètahi pouako matatau (ki kura kè pea) e whakaako ana;
• whakarite i ngà mahere ako mò tana akomanga;
• tuhi i òna whakaaro e pà ana ki ngà mahi whakaako kua oti kè, ngà tohutohu a te pouako hàpai, me ngà rautaki akomanga hou kua whakamàtauhia;
• whai i ngà mahi whakangungu e hàngai ana ki tòna whakawhanake ngaio;
• tae atu ki ngà momo hui pèrà i tòna hui tahi ki te pouako hàpai, te hui pouako, me te hui-à- whànau.
Ngà Tautoko a te Kura • He maha pea ngà hui me haere e ngà pouako hou o ngà kura kaupapa Màori, hàunga i te huihuinga o ngà pouako. Heoi anò, ko tènei tòna hui matua. He wà whai hàpai, whai àrahi anò tènei i te pouako hou. • Ki te puta mai he raruraru e pà ana ki tò mahi, he tukanga anò tà te kura ka whàia. He tukanga whakahaumaru tènei, he tukanga tùmataiti.
He ohu kaimahi pea e hui tahi ana kia rangona te take, kia rapu tutukitanga hoki. Ki te kore te raruraru e tutuki pai ana i reira, ka kawea ki te hui whànau pea kia rapu tutukitanga. Ko te tùmanako ia, ka oti i reira. Ki te kore, arà anò ngà huarahi hei whàinga mà te pouako hou pèrà i ngà uniana pouako.
• Ka àwhinatia e te kura kaupapa Màori ò ràtou pouako hou mà te noho tokoiti tonu te òwehenga pouako:àkonga, kia kotahi te pouako ki ngà àkonga tekau mà rua.
Ngà Tautoko kei Waho • He kura wànanga e toru rà te roa ka whakatùria e te Tari Tautoko o Te Rùnanga Nui mò ngà pouako hou o ngà kura kaupapa Màori. Mà ngà pouako hou nò te kura e manaaki ana i te hui ngà kaupapa whakangungu e whiriwhiri. • He wànanga Te Aho Matua e tuwhera ana ki ngà pouako hou kei raro i te maru o te Tari Tautoko i ngà Kura Kaupapa Màori. • He kura whakapiki reo Màori mà ngà pouako hou me ngà kaipaoho, kei raro i te maru o Te Taura Whiri i te Reo Màori, e whakahaerehia nei e toru ngà wiki o te tau. •
Kei ngà hui à-tau o Te Rùnanga Nui o Ngà Kura Kaupapa Màori ngà pouako hou e whai whanaketanga ngaio anò. Mà te tae à-tinana atu ràtou e mòhio ai kei te ahu pèhea ki mua ngà kura kaupapa Màori, à, ka tùtaki i ètahi atu pouako hou hei hoa kòrerorero, hei hoa toha rauemi whakaako hoki.
• E taea te whakapà atu ki te Te Rùnanga Nui mà te tuku karere ki te Kaitakawaenga kei
[email protected], waea atu ki 027243 3156, tuku reta rànei ki Pouaka Poutàpeta 167, Òtaki. • Tirohia hoki te wàhanga o te pukapuka nei e kìia ana Section One: Information for Everyone. Kei reira e ràrangi ana ngà ròpù àwhina o te motu me ngà huarahi hei whakapà atu.
February 2006, Kura Kaupapa Màori
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Ngà Tuhinga mò te Whakapùmau Rèhitatanga Pouako Ko ngà tuhinga ènei e tika ana kia purihia e te pouako hou mò ngà tau e rua e whàia ana e ia kia whakapùmau i tòna rèhitatanga. E taea e Te Pouherenga Kaiako o Aotearoa te pouako te tono matapòkere mai, màna ènei pepa katoa e tuku atu ki a ràtou. Ka whakarerekètia pea tènei kohinga pepa nà runga i te àhuatanga o ngà pepa kua tukuna kètia e te pouako hei tautoko i te tono kia rèhitatia pùmautia ia.
• He whakaràpopototanga o tò Hòtaka Tohutohu me te Àrahi.
• Te whakaahuatanga mahi mò tò tùranga.
• Ngà pùrongo kitenga whakaakoranga a te pouako hàpai.
• Ò hurihuringa e pà ana ki ngà tohutohu a te pouako hàpai, ngà rautaki hou kua whakamàtauhia e koe, me te whanaketanga a ò mahi whakaako i roto i ngà tau. • He pùrongo nò ngà hui a kòrua ko tò pouako hàpai. Kia whakaurua ki roto ko ngà wà hui, ngà whàinga i whakaritea, i whakatutukihia hoki me ngà take kè atu. • He urupare nà te pouako hàpai mai i te tìmatanga, te waenganui, me te mutunga o ngà tau e rua o tò ake hòtaka. • He whakaaturanga, he tiwhikete, he pùrongo rànei nò ngà mahi whakawhanake ngaio i whàia e koe
• Te pùrongo mai i tò arohaehae à-tau whakamutunga.
He Pàtai Àwhina He aha tènei mea, te LAT? Kàore anò te tangata nei kia rèhitatia, engari e whai mana ana i Te Pouherenga Kaiako o Aotearoa ki te whakaako i roto i ngà tùranga wà poto noa iho. He aha tènei mea, te PRT? He pouako whai rèhitatanga takitaro. He LAT tàku. Me aha au kia whiwhi i te rèhitatanga pouako tùturu? Me akiaki, me hàpai koe e te kura kia whakatutuki i tètahi whakaakoranga pouako e taea e koe te tukanga rèhita tùturu pouako te tìmata. Kei a wai te haepapa ki te whakarite i tètahi kairìwhi kia wàtea au ki te whai i taku hòtaka pouako hou? I te nuinga o ngà kura ka kòrero koe ki te tumuaki, à, màna te kairìwhi e whakarite. He aha ngà rauemi e taea e au te whakamahi kia àwhinatia au ki roto i taku hòtaka whakaako me te ako? Kòrero tahi ai kòrua ko tò pouako hàpai. Kei te pìrangi au ki te màtakitaki i tètahi pouako kei kura kè. Mà wai tènei e whakarite? I te nuinga o ngà kura kei te tumuaki te haepapa ki te whakarite.
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Wàhanga Tuatoru: Kura Kaupapa Màori
Kua tae ki te mutunga o taku wàhanga tuatahi, à, kàore anò kia tìmata taku Hòtaka Tohutohu me te Àrahi. Me aha au? Hei mahi tuatahi, kòrero ki te kaiwhakahaere o tò Hòtaka Tohutohu me te Àrahi. Kàtahi ka aro atu ki te tukanga amuamu a te kura. Ki te kore te take e tutuki pai ana i reira, kòrero atu ki te tumuaki. Tèrà pea ia, ka kòrero koe mò te take nei i te hui whànau, hui poari whakahaere rànei. Hei huarahi whakamutunga, ka hiahia pea koe ki te whakauru mai ki roto i te take tò màngai uniana (NZEI, PPTA rànei). He pouako hou ahau kei tètahi kura kei reira tètahi atu pouako he rèhitatanga takitaro anake tàna. E taea e taua pouako te mahi hei pouako hàpai mòku? Kàore. E kore e taea e te pouako rèhita takitaro te mahi hei pouako hàpai. Me pouako rèhita tùturu kè. Me whakarite e te tumuaki, e te poari whakahaere, e te whànau rànei tètahi pouako rèhita tùturu kei tètahi atu kura e tù tata ana ki te whakahaere i tò Hòtaka Tohutohu me te Àrahi. Hei te mutunga o taku tau tuatahi, ka neke kura au. Me aha au kia oti pai ai taku rèhitatanga pouako? Tòna tikanga, kua puritia e koe tètahi pùrongo à-tuhi e pà ana ki tò Hotaka Tohutohu me te Àrahi o te wà nei. Kei taua tuhinga ènei àhuatanga e whai ake nei:
• ko ngà kaupapa whakawhanake ngaio kua tae atu ai koe;
• ko ngà kòrero urupare e pà ana ki ò whakaakoranga kua màtakihia;
• ko tò puka arohaehae òkawa tuatahi;
• ko tètahi pùrongo òpaki mò ngà hui me ngà matapakinga e hàngai ana.
Ko tà tò tumuaki o te wà nei he waitohu i taua pùrongo òkawa i mua i tò wehenga i te kura. Ko wai mà kei roto i te kura e taea ahau te àwhina mà te whakaatu mai i ètahi rautaki whakaako me te rapu rauemi? Hàunga tò pouako hàpai, e pai ana ki ngà pouako o te kura te àwhina i a koe ki te whakawhanake i ò rautaki whakaako. Mà ràtou, mà te kaitiaki whare pukapuka o te kura rànei koe e àwhina ki te rapu rauemi hàngai màu. He aha ngà mahi me whai i ia rà, i ia wiki i taku kura? Hei tauira, ko ngà hui, ngà mahi here, ngà tùranga, me ngà haepapa? Kòrero ki tò pouako hàpai, ki te hekeretari rànei o te kura, kàore e kore kei te puritia èrà màramatanga hei kònae ki roto i te tari. Ko wai taku kaitautoko, taku kaihàpai rànei? Tòna tikanga, ko tò pouako hàpai, ko te kaiwhakahaere o tò Hòtaka Tohutohu me te Àrahi tèrà. Heoi anò, ka kite koe ko te katoa o ngà kaimahi, te iti me te rahi, ka tautoko i a koe. Hei àwhea au whakawàteangia ai i taku akomanga? Titiro ki te wàhanga tuawhà: Ngà Kura – Te Wà Whakawàtea mà ngà Pouako Hou, wh. 3. Ka whakamahi pèhea au i te wà i whakawàteangia mai? Titiro ki te wàhanga tuawhà: Ngà Kura – Te Wà Whakawàtea mà ngà Pouako Hou, wh. 3.
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He aha ngà mahi me whai e au kia tau ai taku rèhitatanga? Mà tò kaiako hàpai koe e àwhina ki roto i te tùkanga rèhita. Kia mutu pai i a koe te whakaako mò te rua tau me te whakatutuki pai o tò Hòtaka Tohutohu me te Àrahi ka rèhitatia tùturu koe ka tika. Ka whakataungia e tà kaiako hàpai kua tutuki pai i a koe ngà paearu tau o te kaiako, ka tautokona tò tono e te tumuaki. He aha ngà hiahiatanga o Te Pouherenga Kaiako o Aotearoa? Tino màrama ngà tikanga a Te Pouherenga Kaiako o Aotearoa mò te momo tangata e tika ana, e pai ana hei pouako. Ka kitea ènei paearu i te paetukutuku a te Kaunihera e piri ana ki ngà pepa tono rèhitatanga. Waihoki, me mòhio koe ki ènei paearu i te tìmatanga o tò mahi hei pouako. He aha ngà kaupapa whakawhanake ngaiotanga, tae noa atu ki ngà mahi kua whakaritea e Te Rùnanga Nui, e taea e au? Ka whakaritea ngà kaupapa whanake ngaio e ai ki ò hiahia me ò matea. Kei reira ko ngà màtakitakinga, te tùranga ngaio, te whakahaere whanonga, he whakangungu marau ake me te whakapakari reo hoki. Ko tà Te Rùnanga Nui anò, he hui Te Aho Matua me ètahi àwhina mò te mahi ki roto i ngà pùnaha whakahaere a te whànau. Ka pèhea taku whakawhanaungatanga atu ki te whànau? Ko te mea nui ki te whànau, kia mòhio ràtou he aroha nòu ki à ràtou tamariki. Ko te tae à tinana ki ngà hui whànau me te uru ki roto i ngà kaupapa ako atu anò a te kura ètahi atu huarahi whakawhanaunga atu ki te whànau. He pai hoki ki te whakaaro koe e taea e koe te whakaatu hoki ò hiahia, ò nawe hoki ki a ràtou, te whànau. Ki te raru màua ko tètahi àkonga, ka haere au ki a wai? Ka haere tuatahi atu koe ki tò pouako hàpai. Ko te karanga hui te huarahi pai kia tau ai te raruraru. Ki te kore e tau ana ki reira, ka hiahia pea koe kia uru mai ko ngà màtua o taua àkonga, nò reira ka whakarite hui anò tò kaiako hàpai ràua ko te tumuaki. He aha te pùnaha whakatau whanonga o te kura? Ka kite màramatanga koe mò tènei kaupapa here me èrà atu anò mehemea ka pàtai atu koe ki to kaiako hàpai, ki te hekeretari hoki o te kura. Kàore e kore kei te puritia ki ngà kònae a te kura hei pànuitanga màu. Mà wai au e àwhina ki te whakawhanake mai i tòku reo? Ko tètahi whàinga matua a te kura kaupapa Màori ko te whakaoratanga anò o te reo Màori, nò reira, ko te tùmanako ia, ka mahi koe ki roto i te taiao reo Màori. Waihoki, ko ngà kaupapa whakangungu ngaio ka tutuki i tò hiahia kia whakapakari ake ai tò reo Màori.
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Towards Full Registration Section Three: Kura Kaupapa Màori (te reo)
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Kura Kaupapa Màori • The Philosophy of Te Aho Matua
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• Management Structures Education Review Office Evaluation Criteria for Kura Kaupapa Màori
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Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa The Structure of Te Rùnanga Nui The Whànau of Kura Kaupapa Màori The Structure of a Kura Kaupapa Màori
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• Roles and Responsibilities
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• The Appointments Procedure
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The Special Character within Kura Kaupapa Màori Planning the Advice and Guidance Programme
• The Advice and Guidance Programme
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15 15 16 16 16 17 17 17
Introduction The Orientation Booklet Your Professional Status The Special Character within Kura Kaupapa Màori Your Support Teacher Planning Professional Development Support from within Your School External Support Agencies
• Documentation Required for Full Registration
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• Frequently Asked Questions
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The Philosophy of Te Aho Matua Kura kaupapa Màori adhere to the philosophy, the guiding principles, and the practices of Te Aho Matua. Te Aho Matua was legislated in 1999 and incorporated into the Education (Te Aho Matua) Amendment Act 1999. Both schools and Te Rùnanga Nui o Ngà Kura Kaupapa Màori have copies of Te Aho Matua that beginning teachers can read.
Management Structures “Te piko o te màhuri. Tèrà te tupu o te ràkau.” It is through the child feeling supported, guided, embraced, nurtured, and loved by the family that the child’s sense of security within the family becomes a part of what the child does in school and in all their activities. Te Aho Matua – Ngà Iwi 3.6
Each school has its own way of managing and organising itself, there is not one model that is followed by all. Some examples of the various management structures operating in kura kaupapa Màori are: • The board of trustees can be compared to marae trustees. Although, legally, authority for management and overall responsibility lie with the marae trustees, they delegate their power and share their decision making with the whànau. • S∑ ometimes the board of trustee meetings and the school whànau meetings may be held separately to allow for careful consideration and to resolve certain issues. Recommendations of the whànau can be put before the board of trustees for them to decide on. • T∑ here may be a select group of people who hold the executive power of the school. They are legally the board of trustees. This group carries the overall responsibility for the management of the school. • A ∑ nother scenario is that there is still a board of trustees who make decisions, but the power of veto rests with a single person. In other words, this person has the final say despite the decision of the whànau.
Education Review Office Evaluation Criteria for Kura Kaupapa Màori The Education Review Office have devised evaluation criteria for kura kaupapa Màori operating in accordance with Te Aho Matua. Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa and the Ministry of Education have sanctioned these criteria. The evaluation criteria relating to Te Aho Matua can be found on the Education Review Office’s website (www.ero.govt.nz/TeReoMaori/EvalTAMTeReo.htm).
Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa Te Rùnanga Nui o Ngà Kura Kaupapa Màori o Aotearoa Inc. is the national body for kura kaupapa Màori. Te Rùnanga Nui o Ngà Kura Kaupapa Màori was established in 1993 to support, guide, and spearhead the development of kura kaupapa Màori nationally.
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Section Three: Kura Kaupapa Màori
There are seventy members of Te Rùnanga Nui from Kaitàia in the north to Invercargill in the south. Members are kura kaupapa Màori, kòhanga reo, pre-service training organisations, and whànau with an interest in kura. The national executive of Te Rùnanga Nui represents members across the ten areas of the country and is chaired by an elected tumuaki. There are ten regional representatives who can provide assistance to kura kaupapa Màori in their region. Te Rùnanga Nui maintains a secretariat that provides support, information, and advice to kura kaupapa Màori. In 2005 and 2006, Te Rùnanga Nui is piloting a programme to support beginning teachers in kura kaupapa Màori.
The Structure of Te Rùnanga Nui Whànau Children are the heart of each whànau. Whànau are from kura, kòhanga reo, and teacher education establishments. There are currently seventy whànau within this group. The Executive Council This is the caucus group, which comprises both regional and specially appointed independent representatives. Chairperson This is the Chairperson of the Executive Council.
Interaction with government agencies, educational authorities, and Màori.
The Whànau of Kura Kaupapa Màori When children see their families involved in the administration of their school and working collectively with the teachers, they will grow in the knowledge that they in their school are cloaked by a spirituality, a philosophy, and a framework that are uniquely Màori. Te Aho Matua – Ngà Iwi 3.8
The foundation of each kura kaupapa Màori is the whànau. They are the backbone of the school and work to uplift the teachers, the tumuaki, and their children. They make up the board of trustees and the ancillary and administrative staff. All work together towards a common goal of educational excellence through the medium of the Màori language and in accordance with Te Aho Matua.
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The Structure of a Kura Kaupapa Màori The School Whànau / The Board of Trustees
The Tumuaki and Teaching Staff
Ancillary and Administrative Staff
The Children
Roles and Responsibilities Due to the fact that each school operates to a certain extent under its own management structure, it is important for each school to clearly identify who will be responsible for overseeing beginning teachers. In most cases, this is the role of the board of trustees. However, often the board delegates this role to appropriate staff and/or members of the whànau. The school is required to undertake the following roles and responsibilities relating to beginning teachers: Appointment of a new teacher to a permanent or fixed-term position. • Send a letter of appointment to the beginning teacher offering the position and outlining the terms and conditions. ∑ • P∑ rovide a comprehensive advice and guidance programme for the beginning teacher and appoint a supervising/tutor teacher. Supervision of the beginning teacher within the advice and guidance programme. Generally this role is undertaken by an experienced teacher but in some cases can involve the tumuaki and/or appropriate members of the whànau. • ∑ Supervise the advice and guidance programme and organise a schedule for the beginning teacher and experienced teacher (or tutor teacher) to meet regularly. • P∑ rovide feedback as required by the advice and guidance programme and participate in the beginning teacher’s annual appraisals. • O ∑ rganise professional development for the beginning teacher according to his or her professional development goals.
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Section Three: Kura Kaupapa Màori
The Appointments Procedure The Special Character within Kura Kaupapa Màori Please refer to Information for Everyone: How the Appointments Procedure Affects You on page 9 of this resource. This section outlines appointments procedures for beginning teachers in all early childhood settings, kura kaupapa Màori and schools. As well as these, there may be other appointment procedures specific to kura kaupapa Màori. • I∑ n most cases, the beginning teacher will be welcomed formally onto the school’s marae. In all cases, the teacher will be greeted formally before taking up a teaching position at the school. •
∑Sometimes the beginning teacher has been offered the position by the whànau, and an interview process has not been considered necessary. When this happens, the teacher may first be welcomed into the school community and then meet with the school’s representative to discuss the details.
Planning the Advice and Guidance Programme Please refer to the section Information for Everyone: Moving to Full Registration on page 12 of this resource. This section outlines criteria that the beginning teacher must meet in order to be considered for full registration. These criteria will dictate what should become essential components of the advice and guidance programme.
The Advice and Guidance Programme Introduction All schools are required to provide an advice and guidance programme for beginning teachers– a programme of planned professional learning that assists beginning teachers to meet the criteria necessary to achieve full registration.
The Orientation Booklet It is recommended that the school provide the beginning teacher with information about the school itself, the position being filled by the teacher, and the advice and guidance programme. It may include copies of:
• the advice and guidance programme;
• the job description for the teaching position;
• the school charter;
• school policies;
• Te Aho Matua.
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Your Professional Status Teaching is a profession and as such has its own body of knowledge, supported by a foundation of educational theory and practice that is dynamic or continuously developing. Professional conduct and a professional attitude to work are other desirable traits of a teacher. Teachers registered to practise in New Zealand are committed to attaining the highest standards of professional service. Central to this process is the Code of Ethics for Registered Teachers. (Refer to page 2 Section One: Information for Everyone.) It is recommended that beginning teachers refer to the section Te Tino Uaratanga in Te Aho Matua. This section defines the characteristics that kura kaupapa Màori aim to develop in their children and what the outcomes might be for children graduating from school. A beginning teacher will better understand and develop their professional status within the school by:
• trialling new educational theories along with those set out in the Te Aho Matua curriculum;
• researching traditional Màori knowledge and pedagogy;
• reading articles relevant to the teaching profession;
• attending relevant training programmes and school forums;
• understanding the roles and responsibilities appropriate to her or his position;
• following the examples set by experienced teachers.
These aspects of the development of a teacher’s professional status within a kura kaupapa Màori can also become the basis of an advice and guidance programme.
The Special Character within Kura Kaupapa Màori For the beginning teacher, the school is the appropriate place for them to start. The school whànau can provide early direction in the ways to enable children to learn and develop. Te Aho Matua – Ngà Iwi 3.10
The following aspects may be unique to kura kaupapa Màori: ∑ • Teaching staff in kura kaupapa Màori implement the curriculum aspirations and desires of the whànau for their children. ∑• Kura kaupapa Màori tend to “grow their own” teachers from within the ranks of the whànau. This helps motivate whànau members to work harder together to fulfil their educational aspirations for their children. ∑ • The appraisal process may differ according to each kura. The supervising/tutor teacher, the tumuaki, the board of trustees, the whànau, or a combination of these may be responsible for conducting the appraisal.
Your Support Teacher A support teacher or supervising/tutor teacher will be assigned to help and support the beginning teacher to fulfil the two-year provisional registration programme of guidance and support. ∑ • It is recommended that the beginning teacher meet regularly with the supervising/tutor teacher to gain support and to discuss any issues that relate to their development. ∑ •
One of the roles of the supervising/tutor teacher (or in some cases the tumuaki) will be to observe the beginning teacher in the classroom. These observations will continue for two years, and the supervising/tutor teacher’s reports may be included in the beginning teacher’s application to the New Zealand Teachers Council.
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Section Three: Kura Kaupapa Màori
• T∑ he supervising/tutor teacher will also give general feedback on the beginning teacher’s work and development. Written feedback of this kind may also be included in an application for Full Registration.
Planning Professional Development A high priority for a beginning teacher and supervising/tutor teacher will be to plan professional development by discussing the teacher’s professional development needs and plan appropriate training. The beginning teacher will be then released to:
• ∑observe experienced teachers in the classroom (sometimes in other schools);
• prepare lesson plans and resources for the classroom;
• record personal reflections on teaching, advice given by the supervising/tutor teacher, and new classroom strategies that the beginning teacher has tested;
• attend relevant professional development courses;
• attend supervision, staff, and whànau meetings.
Support from within Your School • Beginning teachers in kura kaupapa Màori attend many hui. The staff meetings, however, remain the most important as it is here that the teacher gains collegial support and guidance. • Kura kaupapa Màori support beginning teachers by ideally maintaining a low teacher- student ratio of one teacher to every twelve students. •
In the event of any employment issues arising, it will be important for the school’s dispute resolution process to be followed. Generally, this is a safe and confidential process. A small group, possibly those board members responsible for employment, may meet with the teacher to listen to the complaint and seek to resolve the issue. If a solution cannot be found, it may be recommended that it go to the whànau hui. Other avenues, such as requesting advice from the respective teachers’ unions, may be followed.
External Support Agencies • Te Tari Tautoko currently offer three-day professional development courses for beginning teachers, hosted by participating schools whose teachers decide on the course programme. • Te Aho Matua training programmes offered by Te Tari Tautoko (secretariat of Te Rùnanga Nui) are also available to beginning teachers. • Te Taura Whiri i te Reo Màori run Màori language advancement programmes for teachers and broadcasters of Màori during three weeks of the year. •
Beginning teachers can gain professional development by attending the annual general meeting of Te Rùnanga Nui. At these hui, teachers learn about developments within the kura kaupapa Màori movement and are able to meet other beginning teachers to share ideas and resources.
For a list of national groups providing support, and their contact details, refer to Section One: Information for Everyone - Moving to Full Registration on pages 10–11 of this resource.
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Documentation Required for Full Registration It is important that beginning teachers keep all the documents relating to their application for full registration until they become fully registered. The New Zealand Teachers Council may request the following documents in support of their application: ∑
• an outline of the advice and guidance programme - years 1 and 2;
• a copy of the teacher’s job description;
• lesson observations from their supervising/tutor teacher;
• the teacher’s reflections about: advice that the supervising/tutor teacher has given on new strategies that the beginning teacher has tried; and about the development of the beginning teacher’s teaching practice over the past two years; • a log of the beginning teacher’s meetings with their supervising/tutor teacher - this should be a record of how often they met, what goals were set and achieved, and what other issues were discussed; • written feedback from the supervising/tutor teacher at the beginning, middle, and end of the beginning teacher’s support programme; • evidence (for example, reports or certificates) of the beginning teacher’s professional development;
• the beginning teacher’s latest annual appraisal.
Frequently Asked Questions What is a LAT? A limited authority to teach. What is a PRT? A provisionally registered teacher. I have a limited authority to teach. What do I need to do to become a registered teacher? You should be encouraged and assisted to complete a teacher education programme so that you can begin the process to become fully registered. Who is responsible for organising a reliever for my beginning-teacher release time? In most kura, you would approach the tumuaki, who would organise a reliever What resources are available for me to use to help in my teaching and learning programme? Discuss this with your supervising/tutor teacher. I want to observe a teacher at another kura. Who arranges the visit? In most kura, the tumuaki would be responsible for making the actual arrangement. It is the end of my first term, and nothing has been done about my advice and guidance programme. What should I do? In the first instance, talk to your advice and guidance programme supervising/tutor teacher. Refer to your complaints process. If using this process does not resolve the issue, speak to the tumuaki about your concerns. Perhaps even bring it up at a whànau or board of trustees meeting. As a last resort, you may wish to involve outside assistance, like your union representative (NZEI, PPTA).
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Section Three: Kura Kaupapa Màori
I am a beginning teacher at a kura where the only other teacher is a provisionally registered teacher. Can this teacher be my supervising/tutor teacher? A provisionally registered teacher cannot be your supervising/tutor teacher. They must be fully registered. The school needs to arrange for another fully registered teacher from a nearby school to provide you with advice and guidance. At the end of my first year, I move to another kura. What do I need to do to complete my teacher registration? It will be necessary to have kept a record of your current advice and guidance programme. This should include the following:
• a record of professional development courses attended;
• supervising/tutor teacher feedback from observation lessons;
• your first formal appraisal;
• an informal record of relevant meetings and discussions.
Your current tumuaki will need to endorse the formal record before you leave the school. Who in the kura can help to show me teaching strategies and help me to find resources? Aside from your supervising/tutor teacher, other senior, more experienced teachers are usually willing to assist you with teaching strategies. The school librarian will help you to find resources. Also the whànau, particularly kaumàtua, are living repositories of knowledge and teaching strategies appropriate to kura kaupapa Màori. What are my daily/weekly commitments at the kura, such as hui, duties, roles, and responsibilities? Talk to your supervising/tutor teacher or to the school secretary, who will undoubtedly have such information stored in a file in the office. Who is my kaitautoko/kaihàpai? In general, this is the supervising/tutor teacher of your advice and guidance programme, but you will find that all the staff, in one way or another, will support you. When do I get release time? Please refer to Section Four: Schools – The Beginning Teacher Time Allowances pg 3. How is the beginning teacher allowance used? Please refer to Section Four: Schools – The Beginning Teacher Time Allowances pg 3. How do I go about getting registered? Your supervising/tutor teacher will assist you through the registration process. After two years of successful teaching and the completion of your advice and guidance programme, you can expect to become fully registered. Your supervising/tutor teacher will attest to your meeting the satisfactory teacher dimensions, and the tumuaki will endorse your application. What are the New Zealand Teachers Council requirements? The New Zealand Teachers Council have clear expectations of what constitutes a candidate who is satisfactory and fit to teach. These criteria can be found on the New Zealand Teachers Council website (www.teacherscouncil.govt.nz/registration) in the accompanying notes of the registration application forms. Also, you should be made aware of these criteria at the start of your teaching career.
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What professional development is available to me, including professional development from Te Rùnanga Nui? Professional development will be organised according to your professional needs. It will involve observations, subject-specific training, and te reo development as well as training in professional conduct and behavioural management. In addition, Te Rùnanga Nui training will include Te Aho Matua and guidelines about working within whànau management systems. How do I relate to the whànau? For the whànau, the most important aspect would be to know that you love their children. The whànau will greatly appreciate your attendance at whànau hui and involvement in extra-curricular school activities. You should be able to feel you can communicate your desires and concerns openly to the whànau. If I have a problem with a student, who do I go to? Your supervising/tutor teacher would be your first port of call. A hui would be the ideal way to resolve the issue. If the problem persists, you may then wish to involve the student’s parents, in which case your supervising/tutor teacher may arrange this in conjunction with the tumuaki. What is the behaviour management system of the kura? You can find out about this policy and others by asking your supervising/tutor teacher and talking to the school secretary, who would have the policies in a file for you to read. Who will help me develop fluency in te reo? Kura kaupapa Màori are committed to the revitalisation of te reo Màori, so it would follow that your working environment would be a Màori language speaking zone. Also, professional development would cater for your need to improve your language proficiency.
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Towards Full Registration Section Four: Schools • Information for Teachers Moving towards Full Registration
2
• Information for Supervising and Tutor Teachers
15
• Information for Principals
35
• Information for Boards of Trustees
51
Contents Information for Teachers Moving towards Full Registration Introduction
3
Your Professional Status
3
Beginning Teacher Time Allowances
3
How Might a Primary School Use the Beginning Teacher Time Allowance?
4
In a Secondary School, What Could I Use the Beginning Teacher Time Allowance to Do?
5
Who Will Support Me in My School?
6
Who Can Provide Assistance with Issues Related to My Professional Status?
7
What Might I Expect in an Advice and Guidance Programme?
8
The Advice and Guidance Programme
8
What Documentation Do I Need to Keep?
10
What Documentation Will the School Keep?
10
How Long Should the School Keep This Documentation?
10
What Documentation Should I Keep?
10
Overseas-trained Teachers with Provisional Registration or Registration Subject to Confirmation
11
Frequently Asked Questions from Provisionally Registered Teachers
11
Information for Supervising and Tutor Teachers
15
Information for Principals
35
Information for Boards of Trustees
51
April 2009, Schools: For Teachers
2
Section Four: Schools: For Teachers
Introduction Your Professional Status Your first two years of professional life as a provisionally registered teacher are an extension of your initial teacher education. When a school appoints you, as a year one or year two teacher, to a permanent or fixed-term position, it accepts the responsibility of providing you with an advice and guidance programme that will support your progress towards becoming an effective, fully registered classroom teacher. The Ministry of Education funds aspects of the process through staff allowances. If you wish to teach in New Zealand schools, you must hold a practising certificate. To obtain this, you will need to apply to the New Zealand Teachers Council for provisional registration or registration subject to confirmation. Processing an application for provisional registration can take up to six weeks (in the normal course of events), and you should be aware of this time frame when making your application and applying for teaching positions.
Beginning Teacher Time Allowances To support you in moving towards full registration, funding from the Ministry of Education is available to help schools provide beginning teachers with advice and guidance. As a general rule, beginning teachers in any school who are teaching full-time generate a time allowance of 0.2 in their first year and 0.1 in their second year (that is, five hours per week or two-and-a-half hours per week respectively). However, the way in which the time allowance for the advice and guidance programme is used differs significantly in primary and secondary schools. In primary and intermediate schools, the time allowance is for the school to use to support, advise, and guide the provisionally registered teacher in their first and second years of teaching. Primary and intermediate schools have a range of ways to use this allowance. It is normally shared in some way between the beginning teacher and the supervising/tutor teacher. In secondary schools and in area schools, the time allowance is allocated to the provisionally registered teacher. For full-time teachers in secondary schools and those teachers in area schools teaching mainly at years 7–13: • a year one teacher should be timetabled for no more than fifteen hours of teaching and allocated five hours of advice and guidance time and five hours of non-contact time for individual duties; • a year two teacher should be timetabled for no more than 17.5 hours of teaching time and allocated 2.5 hours of advice and guidance time and five hours of non-contact time for individual duties. If you are a teacher registered subject to confirmation who has undertaken a retraining programme and you are teaching full-time, your school is entitled to receive an additional 0.2 full-time teacher equivalent (FTTE) staffing allowance to enable you to participate in an advice and guidance programme in your first twelve months of teaching. If, in your first year of teaching as a primary or secondary teacher, you work at least half-time (12.5 hours per week) as a provisionally registered teacher or as a retrained teacher, the school is entitled to a 0. 1 FTTE staffing allowance.
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If you are an overseas-trained teacher in a New Zealand school in your first year of teaching, you are entitled to the same staffing allowance as a beginning New Zealand trained teacher. However, if you are not a first-year teacher but you are in your first full-time teaching position in a New Zealand school, you are entitled to an allowance of 0.1 FTTE for a maximum of ten weeks to enable you to participate in an advice and guidance programme. To be eligible for these allowances, all overseas-trained teachers need to have an NZQA Qualifications Assessment report confirming that their qualifications to teach are comparable to the educational level of a Diploma in Teaching from a New Zealand teacher education provider.
How Might a Primary School Use the Beginning Teacher Time Allowance? In consultation with the principal or supervising/tutor teacher, the beginning teacher time allowance may be used to give you time to:
• find, evaluate, and develop resources;
• develop job-related skills, such as the use of information and communication technology in teaching; • evaluate your students’ work, identify their further learning needs, and provide them with feedback;
• do professional reading;
• familiarise yourself with assessment information, techniques, and reporting requirements;
• write reports for parents;
• meet with the special needs co-ordinator to plan and evaluate programmes for individual students with special needs;
• evaluate units of work and make notes and adjustments for future reference;
• meet with your supervising/tutor teacher;
• seek out other teachers, including school advisers, who can further your knowledge and understanding of the curriculum, classroom management, and assessment;
• participate in syndicate, school, or external professional development opportunities;
• observe in another teacher’s classroom;
• observe your own class, or a group of your own students, being taught by another teacher;
• undertake team teaching with your supervising/tutor teacher or another teacher;
• familiarise yourself with the resources and technology in the local community, such as at museums, the library, and science and resource centres. The allowance may also be used to:
• reflect on your professional learning and maintain a teaching journal or diary;
• liaise with support people, such as the ESOL teacher, the reading resource teacher, the school nurse, or other specialist teachers in the school or community;
• set personal goals and create a professional action plan for your own learning;
• prepare for school events, such as camps, visits, and parent days;
• familiarise yourself with school policies and procedures;
February 2006, Schools: For Teachers
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Section Four: Schools: For Teachers
• allow the supervising/tutor teacher time to complete documentation associated with your advice and guidance programme;
• allow a teaching principal time to observe or meet with you.
In a Secondary School, What Could I Use the Beginning Teacher Time Allowance to Do? In consultation with the principal or supervising/tutor teacher, you could use the beginning teacher time allowance to:
• plan and prepare work;
• find, evaluate, and develop resources;
• develop job-related skills, such as the use of technology in teaching;
• evaluate your students’ work, identify their further learning needs, and provide them with feedback;
• do professional reading;
• familiarise yourself with assessment information, techniques, and reporting requirements;
• write reports for parents;
• meet with the special needs co-ordinator to plan and evaluate programmes for individual students with special needs;
• evaluate units of work and make notes and adjustments for future reference;
• meet with your supervising/tutor teacher or the provisionally registered teacher co-ordinator;
• seek out other teachers, including school advisers, who can further your knowledge and understanding of the curriculum, classroom management, and assessment;
• participate in departmental, school, or external professional development opportunities;
• observe in another teacher’s classroom;
• observe your own class, or a group of your own students, being taught by another teacher;
• undertake team teaching with your supervising teacher or another teacher;
• familiarise yourself with the resources and technology in the local community, such as at museums, the library, and science and resource centres;
• reflect on your professional learning and maintain a teaching journal or diary;
• liaise with support people such as the guidance counsellor, the dean, the ESOL teacher, the reading resource teacher, the school nurse, or other specialist teachers in the school or community;
• set personal goals and create a professional action plan for your own learning;
• prepare for school events, such as camps, visits, and parent days;
• familiarise yourself with the school’s policies and procedures.
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Who Will Support Me in My School? In many schools, several people may be responsible for your advice and guidance programme. The principal has overall responsibility for ensuring that you receive an appropriate programme of advice and guidance. The principal:
• welcomes you to the school and maintains ongoing contact with you;
• ensures that you are participating in a programme of professional learning;
• may undertake a formal observation of your teaching;
• may delegate responsibility for supporting you to a co-ordinator.
In smaller schools, the principal may also be the co-ordinator, or the roles of co-ordinator and supervising/tutor teacher may be vested in the same person. In larger schools or those with a large intake of teachers registered provisionally or subject to confirmation, the co-ordinator is likely to be a member of the senior management team. The co-ordinator may:
• orient you to the school;
• provide you with ongoing support;
• undertake observations and appraisals and provide feedback;
• keep copies of the records that you require for attestation and full registration;
• oversee your programme of advice and guidance, which is provided by a supervising/tutor teacher. The supervising/tutor teacher is an experienced, fully registered teacher who probably teaches in the same part of the school and who works with you on a one-to-one basis. In a secondary school, this person is likely to be a head of department. In a primary or intermediate school, this person is usually known as a tutor teacher. The supervising/tutor teacher: • works with you to develop a programme of professional learning (the advice and guidance programme) that meets your needs and is based on the Satisfactory Teacher Dimensions;
• provides you with professional reading, information, and ongoing support;
• observes lessons and offers feedback;
• may undertake appraisals as part of the school’s performance management system;
• encourages you to reflect on your learning;
• keeps a formal record of the advice and guidance programme.
In addition to the above, all teachers participate annually in a school-wide performance management system. Schools have legal and contractual requirements to implement a performance management system for teachers. As a teacher working towards full registration, you can expect to participate in the performance management system of the school. This means that you will undertake a formal appraisal each year that incorporates: • your participation, through self-appraisal; • formal observation of your teaching; • an appraisal interview that gives you feedback, helps both you and the school set goals for your ongoing development as a teacher, and identifies any areas where you might benefit from professional development.
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Section Four: Schools: For Teachers
The process might also include a peer appraisal, or feedback from parents or students. The appraisal will be based on:
• your job description;
•
the Professional Standards for Beginning Teachers in the relevant collective agreement (for more information, see Appendix Three of this resource and Teacher Performance Management, published by the Ministry of Education and available on their website at www.minedu.govt.nz);
• any goals from the strategic management plan that have been identified as a whole-school focus;
• any personal goals that you might have previously set.
This appraisal also enables the principal to attest that you have met the requirements of the Professional Standards for Beginning Teachers for salary purposes. Separately, the principal is also responsible for recommending you for full registration if you meet the Satisfactory Teacher Dimensions (see Appendix One).
Who Can Provide Assistance with Issues Related to My Professional Status? •
Your employer. If you have issues related to your professional status, talk to your principal or board (your employer) as they have certain responsibilities and duties. Your employer will be keen to support you in moving towards full registration within the required time. When you first take up employment, you will be given a copy of your employment agreement and all the information relevant to your position. More information is available on the NZSTA website at www.nzsta.org.nz or from www.minedu.govt.nz
•
The New Zealand Educational Institute Te Riu Roa (NZEI) and the Post Primary Teachers’ Association Te Wehengarua (PPTA) are teacher organisations. They have field officers in all regions who are able to help you with issues related to your employment. They also have a team of counsellors and advocates to give you professional advice and support. In each school, there will be a worksite representative who is your link with the organisation. Both NZEI Te Riu Roa and PPTA Te Wehengarua give new members a copy of the primary teachers’, secondary teachers’, or area school teachers’ collective agreement as appropriate. These agreements are also available on their websites (www.nzei.org.nz and www.ppta.org.nz). NZEI Te Riu Roa also provides a booklet, Starting Out, to all members who are provisionally registered teachers.
• The New Zealand Teachers Council can help with issues related to teacher registration. (See Appendix Four for contact information.) •
School Support Services can also help. School Support Services provides professional development and support for schools via a contract that the Ministry of Education has with the Faculty of Education, University of Auckland; University of Waikato School of Education; Massey University College of Education; Victoria University of Wellington College of Education; Christchurch College of Education; and Dunedin College of Education. A list of the local contacts for this service is provided in Appendix Four.
February 2006, Schools: For Teachers
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What Might I Expect in an Advice and Guidance Programme? As a teacher new to teaching, you will take part in an advice and guidance programme that will continue for up to two years, possibly longer, depending on your entitlements and your prior knowledge and experiences, with the most intensive support provided during your first year of teaching. The professional learning provided during this process enables you to build on your initial teacher education by developing and increasing your professional knowledge and competencies as an effective classroom teacher.
Possible Dimensions of Professional Learning within an Advice and Guidance Programme PROFESSIONAL DEVELOPMENT:
Knowing Resources and Systems • Communication systems • Professional development • Resources/budgeting • • Assessment and reporting º• The performance management system • • Policies and procedures • National curriculum •
Working with People • Knowing and developing relationships with students in your class • • Supervising/tutor teacher relationships • Understanding the role of a leader• • Knowing and developing relationships with your team • Relating to parents •
Self Management • Organisation of time • Understanding your role as a teacher • Philosophy • Source: Christchurch College of Education
All teachers registered provisionally or subject to confirmation, either in a permanent or in a fixedterm position, are entitled to take part in a programme of advice and guidance.
The Advice and Guidance Programme The advice and guidance programme should acknowledge that, as an adult learner, you have some understanding about your own learning needs and that you have some knowledge and skills to offer the school. An advice and guidance programme is not a hierarchical structure. Rather, it is a collaborative approach between two or more teachers to explore, trial, question, reflect on, and evaluate ways of teaching to develop effective student learning. It involves sharing and demonstrating rather than instructing and discussing rather than telling. Both you and your supervising/tutor teacher will contribute to the process and content of the advice and guidance programme. A well-planned programme will allow for growth from your own classroom programmes to the wider school setting and beyond to other schools.
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Section Four: Schools: For Teachers
A good advice and guidance programme includes: a supervising/tutor teacher who is a fully registered, effective teacher, with the expertise to help you improve your teaching and your students’ learning; a programme that is developed and agreed to by you and your supervising/tutor teacher and principal and that enables you to work towards continually demonstrating the Satisfactory Teacher Dimensions and the relevant professional standards; clarification about: •
your expectations of learning so that they align
with the school’s expectations,
•
the school’s expectations of you as a teacher and
staff member; professional and personal support from your colleagues, your principal, and your employers;
observation and appraisal of your teaching by your colleagues (including the principal) to give you constructive feedback about your progress towards demonstrating the Satisfactory Teacher Dimensions and support in enhancing and improving your teaching practice; opportunities to observe the work of other teachers and discuss this with them; professional discussions with colleagues about the learning of students; your participating in appropriate courses and meetings, both informal and structured, within and outside your own school;
your maintaining a written record of your professional learning, including of your advice and guidance programme, of your professional discussions and appraisals, and of the plans for providing you with further support and development;
clear, preset goals that provide you with opportunities for reflection and development.
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What Documentation Do I Need to Keep? As a self-managing professional, it is important that you keep a record of your teaching qualifications, your teaching experiences, and the professional development that you have undertaken. This documentation includes records of your advice and guidance programme – records that must be endorsed by your supervising/tutor teacher. These records are important in the following ways: • They may be needed when you apply for full registration. (The New Zealand Teachers Council may require you and the school to provide evidence of the advice and guidance process you have undertaken. See Appendix Five.) •
They will be needed if you take up a position in another school before your two years of provisional registration are completed. Before accepting a position at a new school, make sure that the principal or supervising teacher there understands your need to continue with an advice and guidance programme and is prepared to provide you with ongoing guidance that builds on the support you have already received.
• They must link to the Satisfactory Teacher Dimensions.
These records may also form part of your curriculum vitae and will be required when you apply for teaching positions both in New Zealand and overseas. The school will already be keeping records of your advice and guidance programme because it is integrated to some extent with your school’s performance management system. However, you should keep your own records as well and take these with you when you are appointed to a position in a different school.
What Documentation Will the School Keep? The school will keep: • a record of the formal appraisals you have received as part of the school’s performance management system and their outcomes;
• an outline of the advice and guidance programme.
How Long Should the School Keep This Documentation? This documentation must be kept only until you become fully registered. After this time, it is a matter of school policy how long the documentation is retained.
What Documentation Should I Keep? You should keep:
• a record of the advice and guidance programme and who provided it;
• a record of the lessons that have been formally appraised and of the feedback you have received; • a record of the lessons in which you have been observed by other teachers and of the feedback you have received; • a record of the professional discussions and meetings (both formal and informal) you have had that have been directed at improving your ability as a teacher; • records of the professional development courses you have attended, both those provided by the school and those provided by an external agency (you might also note any professional development needs that the school was unable to provide);
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Section Four: Schools: For Teachers
• reflective notes to inform your teaching on your: – lesson planning and preparation; – teaching practices; – understanding of students’ learning; – developing curriculum knowledge; – developing knowledge about and use of assessment information; – classroom management; – interactions with students; – interactions with parents. The form TC2, which is available in your school and also from the Teachers Council, will help you with record keeping. It lists the Satisfactory Teacher Dimensions, and your supervising/tutor teacher will note those that you have demonstrated in your practice. This completed form, appropriately signed, needs to be sent to the Teachers Council for consideration for full registration. It is important that you also keep all your documentation until you become fully registered. The Teachers Council carries out random checks and may ask to see all the documentation relating to your advice and guidance programme. The documentation you should keep is outlined in Appendix Five.
Overseas-trained Teachers with Provisional Registration or Registration Subject to Confirmation If you have qualified as a teacher and taught overseas, you are required to participate in an advice and guidance programme while teaching in New Zealand before moving to full registration. While you will have experience of teaching students in school, it is important that you gain a knowledge and understanding of the following: • The New Zealand Curriculum; • your school’s policies and procedures; • the National Certificate of Educational Achievement (NCEA), if working in a secondary school; • the challenges of working with young people in the New Zealand setting.
Frequently Asked Questions from Provisionally Registered Teachers The following issues are only briefly described. For more comprehensive information about your particular situation, contact the New Zealand Teachers Council, the NZEI Te Riu Roa, or the PPTA Te Wehengarua. How can I find out whether the school I am applying to work in implements an effective advice and guidance programme? When you are applying for a teaching position, ask about the school’s procedures for supporting provisionally registered teachers towards full registration, how the procedures are put into action, and how much time will be available for your professional development and learning. Who will be my supervising/tutor teacher? In most primary schools, an experienced teacher who works in the same area of the school as you do will be appointed as your supervising/tutor teacher. In secondary schools, a member of the senior management team, a head of department, or both (depending on the size of the school) will supervise your advice and guidance programme. You may also be allocated a “buddy” teacher.
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What happens to my advice and guidance programme if I change schools after my first year of teaching? Your programme will continue, and it is important that it links to your learning to date. You should have kept a record of your current advice and guidance programme and the professional development courses you have attended as well as feedback from observation lessons, and you will also have had your first formal appraisal. You should also have an informal record of relevant meetings and discussions that you have taken part in. Your current co-ordinator or principal will need to endorse the formal record before you leave the school. Take all these documents with you and give copies of them to the co-ordinator or principal of your new school so that you can build on the experiences and knowledge you already have. What do I do if my advice and guidance programme is not working well for me? Regular opportunities for reflection should be built into the programme, and these reviews should allow for problems to be identified. Before such a review, you need to first approach your supervising/tutor teacher to clarify your perceptions, expectations, and needs. If this does not resolve the difficulty, discuss the situation with your co-ordinator or the principal. An adviser from School Support Services who has experience with the needs of provisionally registered teachers and teachers registered subject to confirmation may be able to help. If none of this works, contact your NZEI Te Riu Roa or PPTA Te Wehengarua field officer or counsellor to discuss what options are open to you. What do I do if no one observes my teaching? Discuss this first with your supervising/tutor teacher or head of department. If this does not resolve the issue, approach the co-ordinator or the principal. As a last resort, you can contact your local NZEI Te Riu Roa or PPTA Te Wehengarua field officer. You are required to be appraised as part of the school performance management system and to have formal observations, with feedback, each year. What do I do if my supervising/tutor teacher and I have communication problems? You need to approach your co-ordinator or the school principal about this. They may arrange a meeting between the three of you to work the problem through. If the school has a conflict resolution policy, refer to that first to see what steps it recommends. Alternatively, discuss this with your NZEI Te Riu Roa or PPTA Te Wehengarua counsellor. What do I do if my head of department or supervising/tutor teacher appears to be always busy and doesn’t seem to have time for me? Discuss this with your head of department or supervising/tutor teacher first. If the situation does not improve, see the co-ordinator or the principal. You are entitled to this support. Your advice and guidance programme should contain a long-term plan that has scheduled meetings with your supervising/tutor teacher or head of department. I work part-time in two schools. Who is responsible for my support? This situation must be resolved by negotiation between the two schools. If a secondary school employs you as a part-time teacher in your first year of teaching for more than 12.5 hours per week, the school receives a 0.1 beginning teacher time allowance to resource the provisionally registered teacher time allowance of 2.5 hours to which you are entitled. You are also entitled to supervision by an experienced teacher and to participation in a programme of advice and guidance. Regardless of whether either school receives a staffing allowance, it is still obliged to provide an appropriate programme of advice and guidance (Secondary Teachers’ Collective Employment Agreement 3.3.1). It is important to clarify and organise such aspects with the employing schools before accepting two or more teaching positions. April 2009, Schools: For Teachers
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Section Four: Schools: For Teachers
I’m stressed out. How am I going to survive? You need to talk urgently with your supervising/tutor teacher about how you feel. Employers are required by law to look after the health and safety of their employees, and high levels of stress will impact on your health. Discuss the causes of stress in your life and how the school might help to alleviate those that are related to your job. You might also need to consider rebalancing some of your life priorities. Both the NZEI Te Riu Roa and the PPTA Te Wehengarua provide counsellors who can assist you with this, as can advisers from the regional School Support Services. How will the beginning teacher time allowance be used? This time is allocated for your professional advice and guidance as a provisionally registered teacher. In primary schools, this allowance is often shared between the provisionally registered teacher and their supervising/tutor teacher in order to release one or both of them from their classroom duties. The principal, the supervising/tutor teacher, and the provisionally registered teacher can cooperatively plan for the most effective use of this time each term. (See page 4 of this section.) In secondary and area schools, the staffing allowance is allocated to you for advice and guidance matters. (See page 5 of this section.) I have accepted an appointment in a small, remote school. Who will be my supervising/tutor teacher? Finding a fully registered teacher who can supervise your programme can sometimes be difficult in very small or isolated schools. However, the board of trustees has an obligation to find one for you. They could consider such options as your supervision by: • a fully registered teacher from another school who keeps in contact to provide you with support and visits you occasionally; • a fully registered teacher in a nearby education centre serving a different age group, such as a primary school, a secondary school, an advisory service, or a teacher education institution. In this case, it will be important that the supervising/tutor teacher fully understands the context in which you teach. If possible, your supervision can be shared with the principal, who can undertake lesson observations and day-to-day support while the supervising/tutor teacher provides more planned and focused input. In either case, you should have an initial planning meeting followed by regular, documented telephone, fax, or email contacts and occasional further visits. These teachers will have little difficulty in undertaking your appraisal because the Satisfactory Teacher Dimensions are the same for all teachers. It is important that, if you are offered a sole charge position as a principal in a primary school, you seriously investigate whether you will have access to an advice and guidance programme from a fully registered and experienced teacher outside the school or centre and whether you have the required skills for the position. You will need to advise your prospective employer of your needs and ensure that they do not appoint you without being committed to this support. (Note that, in these circumstances, the board of trustees can sign off your registration.) Can I take breaks in my two years of service as a provisionally registered teacher? If you are provisionally registered, you have up to five years in which to complete the required amount of supervised teaching. If your practising certificate expires, you will need to renew your practising certificate. However, you will not have to repeat your teacher education programme, and your blocks of supervised teaching will be considered for registration if they took place in the last five years. (See Moving to Full Registration on page 9 of Section One.) Contact the New Zealand Teachers Council office to discuss other situations. April 2009, Schools: For Teachers
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Can I go overseas and still qualify as a New Zealand teacher? If you are provisionally registered, up to one year of overseas teaching may count towards the twoyear period of advice and guidance as long as your teaching was in the general education system of that country and you can produce documented evidence of the programme of professional support, guidance, and appraisal you received as a provisionally registered teacher. You must complete at least one full year of supervised teaching in New Zealand, and you must have been teaching in New Zealand for three months when the recommendation for full registration is made. Who will be responsible for my advice and guidance programme if I take up a board-funded (over-entitlement) position? Although the school is not entitled to receive a staffing allowance for any teacher employed from outside the school’s staffing entitlement, the board of trustees has a legal obligation to ensure that you participate in a programme of advice and guidance with an experienced teacher in your first year of teaching. Schools are also required, under the secondary and area schools collective agreements, to provide the time allowance of five hours of advice and guidance time even if you have been employed from outside the school’s staffing entitlement. I am a beginning teacher. I worked for two terms in a 0.4 position as a secondary school teacher in an area school. Now I am full-time. For how long can I get the beginning teacher time allowance? You are entitled to a full 0.2 (five hours) beginning teacher time allowance for the remaining two terms of your first year because you are now working full-time, and to the 0.1 (2.5 hours) in your second year. I have accepted an appointment in an area school, and I am the only teacher of my subject in this school. Where can I get support? Discuss this with your co-ordinator or principal. You may be able to arrange with an experienced teacher in the same subject area at a nearby school, or with a regional School Support Services subject specialist adviser, to act as your supervisor/tutor teacher. This person could give you assistance related to your teaching subject while your co-ordinator supervises your general programme. Joining your subject association may also provide you with support materials and advice. I’m a rumaki/Pasifika teacher in a mainstream school. Is it possible to recruit a supervising/ tutor teacher from another school? Yes; see the response to the question above. The principal has offered me a job but says that I can’t have the beginning teacher time allowance. What should I do? If the board of trustees has applied for and been granted a staffing allowance for a provisionally registered teacher, the board is accountable to the Ministry of Education to ensure that the allowance is used for that purpose. If the board is offering you an over-entitlement position, they are not entitled to this allowance, but they must still provide an advice and guidance programme and the relevant time allowance as provided for in the collective agreement. Before accepting the position, discuss this with the principal and your local PPTA Te Wehengarua or NZEI Te Riu Roa field officer. I have won a teaching position for one term (ten weeks). Will I be provided with an advice and guidance programme? When a provisionally registered teacher is employed for ten weeks or more, the education setting is required to provide an advice and guidance programme. You are required to keep a documented record of this programme.
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Contents Information for Teachers Moving towards Full Registration
2
Information for Supervising and Tutor Teachers 16
A Summary of Some Key Findings
16
Who Supports Teachers Moving towards Full Registration?
17
The Co-ordinator
18
The Supervisor/tutor Teacher
20
What Does Moving towards Full Registration Involve?
24
Orientation to the School
24
An Ongoing Programme of Planned Professional Development
25
The Advice and Guidance Programme
28
Planning an Advice and Guidance Programme
29
Observation Lessons
31
What Other People Can Help with the Advice and Guidance Programme?
32
Other Teachers on the Staff
32
Release Teachers
32
External Support Agencies
32
Frequently Asked Questions from Supervising and Tutor Teachers
34
Information for Principals
35
Information for Boards of Trustees
51
February 2006, Schools: For Supervising and Tutor Teachers
Section Four: Schools: For Supervising and Tutor Teachers
What Does Research Tell Us about Supporting New Teachers?
15
What Does Research Tell Us about Supporting New Teachers? Research (Feiman-Nemser, 2003) has shown that initial teacher education cannot fully prepare new teachers for their first teaching positions. The modelling and support that experienced teachers and the school provide in the first two years are critically important for new teachers’ motivation to stay in teaching and for their development as effective teachers.
A Summary of Some Key Findings The support process for new teachers is most effective when: •
it is “educative” in nature (that is, it supports and challenges a provisionally registered teacher to question taken-for-granted practices and to focus on enhancing their students’ achievements) rather than “instrumental” (consisting only of emotional support, advice, and guidance on how to “deliver the curriculum” and to meet certification and registration requirements);
• it is developmental, that is, part of a continuum of ongoing professional development that begins during the pre-service period and extends throughout the teaching years, addressing a provisionally registered teacher’s changing needs and concerns over time;
• it extends over a period of at least two years;
• the advice and guidance programme is regular, flexible, and responsive rather than predetermined and tightly structured; • it acknowledges and addresses the expectations and dilemmas faced by provisionally registered teachers, such as feeling a need to appear competent while still learning to teach;
• it allows provisionally registered teachers to see themselves in the role of learning to teach;
•
it encourages provisionally registered teachers to make worthwhile and authentic contributions to the work of their colleagues and to the school, for example, through co- operative planning and the sharing of ideas and issues – in other words, the relationship is one of collaboration and shared enquiry rather than an expert-tells-novice form of relationship;
•
it helps provisionally registered teachers to look for and consider the implications for their teaching of “discrepant events” in their classrooms rather than overlooking such events or viewing them as hindrances (for example, children not responding as expected may indicate that the language used is too difficult for them);
• it allows mentors or supervising/tutor teachers to see themselves as teacher educators and, in particular, to articulate and explain the reasons behind their own practical teaching knowledge; • it allows mentors or supervising/tutor teachers to prepare for and be supported in their role through involvement with university or college of education staff, in collaborative teacher education research, and with colleagues who are themselves mentors or supervising teachers. Compiled by Fred Biddulph, 3 June 2003
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Who Supports Teachers Moving towards Full Registration? In secondary or area schools and large primary or intermediate schools, several people may be directly involved in supporting provisionally registered teachers. A member of the senior management team is usually appointed to co-ordinate the advice and guidance programme, and other staff members undertake supervisory roles. (In some small or isolated areas, a school may have to look outside their immediate community to find a suitable supervisor. See Finding a Suitable Supervisor/tutor Teacher in Small or Isolated Primary Schools on page 46 of this section.)
Section Four: Schools: For Supervising and Tutor Teachers
Whatever supervisory arrangements the school makes for its provisionally registered teachers, it is wise to have clear job descriptions for the teachers involved in supervision so that both they and others fully understand their roles. Other people in the school, whether teachers or ancillary staff, can also play an important role in working towards full registration by:
• making a new teacher feel welcome and valued;
• helping them to understand the school culture and to follow systems and procedures;
• assisting them with locating and using classroom resources;
• offering friendship and responding to requests for information and advice;
• supporting them with techniques for managing students’ behaviour that are in keeping with the school’s philosophy while allowing them to keep their dignity and authority as a teacher;
• keeping a “weather eye” on the provisionally registered teacher to make sure they are coping.
Learning to become a good teacher is an ongoing process, and good teachers never stop learning. When taking up their first appointments, provisionally registered teachers are usually concerned primarily with:
• establishing themselves in the role of a teacher;
• organising and managing their classroom;
• managing their students.
They then like to investigate how the school works – its policies, procedures, systems, and paperwork, which guide them in their thinking about the school. Later, they focus their attention on such issues as:
• the effectiveness of their teaching;
• the quality of their students’ learning;
• curriculum development;
• school improvements;
• the effective use of assessment information;
• leadership issues. In my first year teaching, the process of registration seemed very far off and indeed was not the highest priority in my mind because the daily, even hourly, concerns of behaviour management and preparing lessons left little room for anything else. Now, in my second year, I have more perspective and time to consider the registration process and am able to visualise longer term goals. Secondary school year two teacher
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The Co-ordinator The first responsibility of the co-ordinator is to plan the annual framework of support in the school. This should also involve the principal. When the principal and co-ordinator are planning and preparing a framework for the advice and guidance programme for provisionally registered teachers, it is important for them not to make generalised assumptions about those teachers’ capabilities. A wide range of institutions provides initial teacher education, and the skills and knowledge of each teacher will vary just as widely. Each school and classroom also has its own unique context that no teacher can understand in advance. Early in the year, the co-ordinator will need to find out what each provisionally registered teacher knows and can do, so that the advice and guidance process can be modified accordingly. Two important features of the advice and guidance programme are: • keeping a balance between covering planned topics and assisting provisionally registered teachers to identify their own learning needs; • gradually reducing formal and structured input and, while still providing support, encouraging provisionally registered teachers to take more responsibility for initiating their own professional development. The Role of the Co-ordinator in Supporting Supervising/tutor Teachers Another important task for the co-ordinator (in conjunction with the principal) is to appoint and support those people in the school who supervise teachers registered provisionally and subject to confirmation. (These staff are usually experienced teachers in primary and intermediate schools and often, but not always, heads of department in secondary and area schools.) This means that the coordinator also needs to: •
organise the work of the supervising/tutor teachers to ensure that they undertake the responsibilities listed in their job descriptions in ways that most benefit the teachers they are supporting and that these ways comply with the philosophy, goals, and practices of the school;
•
support the supervising/tutor teachers by providing them with information about their role, a clear understanding of the Satisfactory Teacher Dimensions and the registration process, and related professional development opportunities (including from School Support Services, which are contracted by the Ministry of Education to provide professional development for provisionally registered teachers);
• liaise with the supervising/tutor teachers regularly to assist them if required and to check on the progress of the provisionally registered teachers.
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The Role of the Co-ordinator in Supporting Teachers Registered Provisionally or Subject to Confirmation The co-ordinator:
• makes a new teacher feel welcome to the school;
• introduces them to the staff and shows them the facilities that will be helpful to them;
• plans in consultation with the new teacher an ongoing professional learning programme;
• protects the new teacher’s staffing entitlements.
The co-ordinator might also:
Section Four: Schools: For Supervising and Tutor Teachers
facilitate the provisionally registered teacher’s use of the beginning teacher time allowance to observe in other teachers’ classrooms and to take up other professional development opportunities; ensure that the provisionally registered teacher receives constructive feedback after appraisals and that observations have been carried out in their classroom; arrange opportunities for the provisionally registered teacher to meet with those in other schools for mutual support and joint professional development; ensure that the provisionally registered teacher has the necessary schemes of work/departmental information, and appropriate forms for observations and appraisals; match each provisionally registered teacher with a mentor or buddy within the school; ensure that the staffing allocation is used for the provisionally registered teacher’s professional development; maintain a database of the information required for each provisionally registered teacher’s application for full registration; encourage other staff to give the provisionally registered teacher practical help and friendly support to build their confidence and expertise; encourage the provisionally registered teacher to attend school and staff social functions; arrange for the provisionally registered teacher to visit other schools; ensure that the provisionally registered teacher has opportunities to observe other teachers with specific teaching strengths; ensure that the provisionally registered teacher receives formal and informal observations from senior teachers and the principal.
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The Supervising/tutor Teacher The Role of the Supervising/tutor Teacher The supervising/tutor teacher’s role in the advice and guidance process is to: • make the provisionally registered teacher feel welcome as a valued colleague by acknowledging their particular skills and knowledge and recent training; • introduce the provisionally registered teacher to the staff in the department or syndicate as well as to the departmental facilities that will be helpful to them;
• release another teacher to work alongside or observe the provisionally registered teacher;
• recognise and encourage the individual, distinctive teaching style of the provisionally registered teacher; • assist the provisionally registered teacher with setting goals, planning and preparing work, locating resources, and implementing assessment policies and procedures as needed; • negotiate ways to meet the provisionally registered teacher’s teaching and learning needs in the context of their classroom and department or syndicate. If the school has a programme for provisionally registered teachers and teachers registered subject to confirmation that is run by a co-ordinator, the supervising/tutor teacher’s role might include: • helping the provisionally registered teacher to contact any relevant subject associations or other professional organisations; • providing the provisionally registered teacher with up-to-date schemes of work/curriculum implementation plans and with planning or administrative guidelines that the teacher will need; • using samples of students’ work to assist the provisionally registered teacher’s understanding of how appropriate assessment can identify students’ further learning and teaching needs; • preparing mini-lessons on the use of specific teaching equipment, finding appropriate professional reading, and preparing notes about aspects of teaching practice to discuss with the provisionally registered teacher; • modelling good teaching practices and being prepared to share their own teaching beliefs and strengths, their knowledge of students’ learning, and their professional development with the provisionally registered teacher; • arranging to make frequent visits to observe their teaching and providing them with feedback on their progress towards continually demonstrating the Satisfactory Teacher Dimensions; • incorporating the role of supervising/tutor teacher into their own professional development by participating in courses for supervising teachers;
• providing in-class support by modelling teaching strategies with small groups;
•
keeping a written record of the key areas of development observed and discussed, the planning, and the actions taken. This record should be approved, dated, and signed by both the supervising/tutor teacher and the teacher registered provisionally or subject to confirmation, and a copy should be given to the co-ordinator or principal for the school’s records.
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In primary and area schools, class release time for the supervising/tutor teacher is included in the 0.2 beginning teacher time allowance. Supervising/tutor teachers in primary and area schools who agree to provide an advice and guidance programme for provisionally registered teachers in their first or second years of teaching may be entitled to a tutor teacher allowance (TTA). (See part 5.29 of the current Primary Teachers’ Collective Agreement.) In most secondary schools, heads of department are the first choice as supervising/tutor teachers for provisionally registered teachers. If they are not available, the school’s criteria for selecting teachers to be supervising/tutor teachers is that they: • have curriculum and teaching expertise;
• know the school, its resources, and its networks;
• have empathy for provisionally registered teachers;
• have some expertise in helping others to improve their teaching;
• are able and willing to help and to give of their time.
Section Four: Schools: For Supervising and Tutor Teachers
Developing The Role of a Supervising/tutor Teacher One way to develop the role of a supervising teacher is to think of yourself as a “co-thinker” with the provisionally registered teacher, helping them to see new perspectives and new ways to solve their problems by: • asking open questions; • using probing questions to learn what they mean by the things they say and to help them clarify their ideas; • providing specific feedback on their individual accomplishments rather than offering more general praise for doing a good job; • demonstrating teaching in observation lessons and stopping during the lesson to explain to the teacher what you are doing and why; • watching that you don’t impose your own style of teaching or give the impression that, in teaching, anything goes.
Feiman-Nemser, 2001, pages 17–30
It is important that the teaching practices the supervising/tutor teacher models comply with the school’s policies and procedures. There are also courses available that will help teachers to develop mentoring skills. A number of university faculties/colleges of education offer such courses. Some schools include the fees for these courses in their staff development budgets. What Is Mentoring? Mentoring means providing, in a supportive, non-threatening way, advice, counsel, insight, and facts that the less experienced person can use to guide his/her development into a seasoned professional.
National Teacher Recruitment Clearinghouse, 2000, page 23
The beginning teacher often experiences the supervising/tutor teacher as a “lifeline to information and sanity”, so a lot depends on the supervising/tutor teacher, particularly:
• how available they are;
• how well they know the school and (teaching) level of the new teacher;
• how willing they are to act as a sounding board for new ideas;
• how well they are able to share effective teaching techniques and classroom management and resources. In the best mentor and new teacher protégé pairings, both teachers learn from each other, support each other, and build a collegial friendship. February 2006, Schools: For Supervising and Tutor Teachers
Clement, D’Amico, and Protheroe, 2000, page 60 21
In secondary and area schools, it is good practice for the school to arrange some class release time for the supervising/tutor teacher that corresponds with the non-teaching periods of the provisionally registered teacher. What It Takes to Mentor • An understanding of how adults learn. • Self-assurance, patience, and confidence. • A proven record as a skilful teacher. • Knowledge of curriculum and curriculum guides (handbooks). • Knowledge about how to observe, diagnose, coach, and give constructive feedback to a peer. • Ability to prioritise what needs to be communicated and when, so that information is effectively absorbed and used. • Knowledge about how to work co-operatively with the principal and other members of the support team. • Knowledge of the rights and responsibilities of the mentor and of the provisionally registered teacher. • Understanding of the principles of time management. National Teacher Recruitment Clearinghouse, 2000, pages 24–25
An elaborate, site-based mentor programme is a wonderful crucial piece … If it is then part of a collaborative culture among all teachers, then I think the basics are covered. I came to teaching thinking of myself as a “lone wolf”, artist in residence. What has kept me here, and created a boundless passion for the work, is being able to work in an atmosphere where we are all active advocates for each other’s success, and hence the success of our kids. When these structures are in place over time, I think they are the difference between burnout and thriving in the non-stop adventure that is [teaching]. from an Internet website for teachers Observing Teachers and Providing Constructive Feedback Some prior planning and discussion is needed before a supervising/tutor teacher undertakes an observation in a provisionally registered teacher’s classroom. The teacher and his or her supervising/tutor teacher need to clarify the purpose of the visit and set some goals. The purpose and goals may be related to a current aspect of the advice and guidance programme, to a school initiative, or to some problem that the provisionally registered teacher is experiencing in their classroom. For example, will the purpose be to: • observe the interaction of the teacher with students – with an individual student, a specific group, or during a task such as giving directions or introducing a lesson?
• observe the preparation, planning, and delivery of a particular lesson?
• observe the teacher’s effectiveness when using a specific resource or catering for the diverse needs of students in the class? • observe how the teacher shares the learning intentions with the students and offers them feedback on their success in meeting the criteria for the learning? • evaluate the lesson as a whole, commenting on planning and preparation, use of resources, management techniques, lesson structure, and involvement by the students? Effective observation often involves gathering data from both general evaluations and more specific ones that give the provisionally registered teacher feedback on a particular aspect of teaching and learning.
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What Is Feedback? Feedback is the provision of oral or written commentary or analysis of learning or teaching performance. Feedback, whether for students, parents, or other teachers, should be clear, specific, timely, and constructive, with suggestions for further development and offers of suitable support. A statement such as “That was a good lesson” is insufficient feedback for a teacher who needs to know what features of their teaching made it a “good” lesson. When these features are clearly understood, they can be replicated in future lessons. Similarly, if the aspect under observation did not proceed well, the teacher needs to know why this might have happened and to discuss with the observer ways that they might improve the situation. Feedback encourages provisionally registered teachers to reflect on their teaching.
Walking into the staffroom for the first time four months ago was so scary. Everyone was so busy … I said a little prayer each time I walked in for my briefing, plastered a smile on my face, and tried to be invisible. I preferred to stay in my room for interval and lunch and essentially just didn’t speak but concentrated on working hard in my class, building relationships with the students, and dealing with all the Sàmoan girls who kept getting sent to my room. I’m now in my sixth month of teaching. Guess I’m no longer scared – just wary … But they [the teachers] are friendly, and [they are] beginning to see my big mouth slightly more.
Sàmoan year one teacher
Supervising/tutor teachers can provide a supportive culture for their Pasifika provisionally registered teachers if, in addition to the usual welcoming orientation and support processes, they: • give the new Pasifika teacher time to develop relationships with Pasifika students at the school before asking them to, for example, supervise Polygroup; • nominate someone on the senior management team who is empathetic to Pasifika teachers and students and who is willing to keep an open door to help the Pasifika teacher discuss and deal with issues that they find difficult; • acknowledge the Pasifika teacher’s skills – their knowledge of an additional language and culture and their ways of doing things; • provide additional help with understanding and implementing school systems and processes and, if need be, with the English language; • support the Pasifika teacher’s links with the Pasifika community, particularly if the community is not from the same country, for example, being a Sàmoan teacher of Cook Islands or Tongan students; • acknowledge that the Pasifika teacher may lead a very full life with extended family, church, and community commitments;
• trust the way that the Pasifika teacher relates to and handles Pasifika students;
• don’t talk down to or over the Pasifika teacher or talk slowly to them as if they don’t understand English;
• don’t expect the Pasifika teacher to be able to handle all the problems of Pasifika students;
• encourage the teacher to join a Pasifika branch of their union and other supportive organisations.
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Section Four: Schools: For Supervising and Tutor Teachers
Supporting Pasifika Provisionally Registered Teachers
What Does Moving towards Full Registration Involve? Moving towards full registration has three distinct features:
• a period of orientation to the school;
• an ongoing programme of planned professional development to familiarise teachers with the different aspects of being a teacher; • ongoing professional development on a one-to-one basis that is primarily focused on classroom teaching and learning and becoming fully registered (the advice and guidance programme).
Orientation to the School Orientation is beneficial for all teachers who are new to a school. Most orientation days are held at the beginning of the new school year, although the school may need to implement more than one per year if new teachers arrive during the year. The primary focus of orientation is:
• to introduce new staff to key people, including support staff, in the school;
• to provide new teachers with essential information about the running of the school, such as its physical layout and the people who work in it, as well as its philosophy, rules, routines, policies, and procedures. The purpose of an orientation day is to enable teachers to “find their feet” and establish themselves in the school community as soon as possible. Many schools provide new staff with a manual or handouts that describe important school systems, rules, and routines and how, why, and when certain forms need to be filled out. Information in this manual should focus on practicability. It is also helpful to new teachers if it explains commonly used terms, acronyms, and abbreviations particular to the school. After an initial orientation, it is a priority for teachers to have time to settle into their classes, get to know their students, set up routines and expectations, and establish themselves as teachers. This is particularly important for provisionally registered teachers, many of whom regard the first six months of their first teaching year as “the survival stage”. It is valuable, at this stage, to introduce the provisionally registered teachers to other teachers and staff in the school who can help to support and befriend them in the staffroom. Some principals and supervising/tutor teachers are very proactive at this time, supporting the provisionally registered teachers by frequently visiting their classrooms to help them establish their management of the students and the classroom and by advising them on how to involve and relate well to parents.
An Ongoing Programme of Planned Professional Development All teachers are expected to engage in ongoing professional development. In addition, new teachers can be introduced to school life and culture throughout the year in a planned series of regular meetings. These meetings might include:
• learning about the school’s philosophy, goals, policies, systems, and procedures;
• extending their professional knowledge by:
– discussing professional reading and information from the Internet
– watching videos and using these as a basis for discussions
– listening to and discussing issues with invited speakers;
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• learning about developments in curriculum and assessment;
• sharing experiences;
• learning about and exploring different aspects of teaching;
• learning about developing and maintaining relationships with parents and other people who support the work of the school. Being involved in lots of professional development has been one of the best things about my first year teaching. It has allowed me to meet lots of highly skilled teachers from other schools and developed my own expertise in many areas of teaching. Having good access to professional development has also made me feel like a valued employee, like I’m worth investing in!
Section Four: Schools: For Supervising and Tutor Teachers
Year two secondary school teacher
Provisionally registered teachers also need opportunities to identify their own learning needs and for these to be scheduled into the meeting timetable. The co-ordinator might plan regular meetings (usually informal) on a one-to-one basis with each provisionally registered teacher to maintain a friendly connection with them and to check that everything is going well.
case study one
In one large urban primary school, the appointment of a provisionally registered teacher is influenced by their strengths in particular curriculum areas. These areas of expertise determine which curriculum team in the school they will join so that they can work in areas where they feel confident to contribute without having additional expectations imposed on them. Because they arrive at the school with different professional development needs, the orientation process and support systems are adapted according to those needs. The Te Kete Ipurangi website (at www.tki.org.nz) is a particularly useful resource for provisionally registered teachers. The central concern in all the professional development in the school is that of enhancing students’ achievements. The support programme for teachers is learner centred, and all teachers keep reflective journals of their professional development in which they record evidence of changes in students’ learning. The priorities for professional development for provisionally registered teachers are classroom management, numeracy, literacy, and planning and assessment, and their progress in these areas is supported and monitored. The students’ learning is also carefully monitored, and extra help is provided for the provisionally registered teacher if their students are not achieving. Courses designed specifically for provisionally registered teachers, for example, by School Support Services, are also useful for both their professional development and for social contact. When there is more than one provisionally registered teacher at the school, they are encouraged to support each other and can often solve problems together. Other teachers in the school are also involved in mentoring provisionally registered teachers by:
• working with them and providing constructive criticism on an ongoing basis;
• engaging them in professional dialogue;
•
helping them tell their stories by running workshops for teachers in which they explain their work to their colleagues, linking this to evidence of students’ learning and discussing what they plan to do next. Provisionally registered teachers participate in, but do not lead, these workshops.
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The support I have received as a (secondary) provisionally registered teacher has been excellent. We have a well-organised programme with regular meetings covering a new topic at each. I have always felt that help is available if and when required. Renwick, 2001, page 30
case study two
One inner-city secondary school with a large multi-ethnic student population is founded on a strong underlying set of values. These values seek to engender not only academic achievement, social responsibility, and excellence but also inclusiveness, tolerance, acceptance of diversity, safety, compassion and concern for the needs of others, and cooperation – with regard to all members of the school community, including the parents. These values underpin the school’s culture and form the basis of the orientation process for provisionally registered teachers at this college. For the co-ordinator, who is responsible for all new teachers to the school, the first priority is making the teachers aware of these core values and how to implement them in the school. Consequently, although the orientation programme that all new teachers undertake, no matter how experienced, has a “nuts and bolts” component, the co-ordinator’s priority is on developing the teachers’ awareness of how understanding these values can promote effective teaching for all the students in the school. The same values are reflected in the staffroom. Provisionally registered teachers are not allocated “buddy” teachers. Instead, it is accepted that any new teacher can approach any other teacher for help and support. The management team also supports teachers whose personal needs affect their ability to teach effectively. Provisionally registered teachers and teachers registered subject to confirmation find that, although they are encouraged to initially take their concerns to their head of department, the co-ordinator is always available to help them work through a problem. The orientation process is structured around upcoming school events, such as school camps and report evenings, so that provisionally registered teachers and teachers registered subject to confirmation can approach these with a degree of preparedness. The programme has basic components, but the timing of these is negotiable and related to the current needs of each teacher. This means that teachers who are already knowledgeable or skilled in certain areas or who have already worked through an aspect of the programme with, for example, their head of department, are exempt from repeating it. The co-ordinator considers that, in sharing decision making with the provisionally registered teachers or teachers registered subject to confirmation, she or he is taking responsibility for supporting them but not for making their decisions for them. The criteria for full registration are contained in the orientation materials, along with a staff handbook, but focusing teachers on achieving full registration is a by-product of the induction process, not its aim. There is a strong emphasis on professional development. The principal is also closely involved in the development of provisionally registered teachers. She attends some meetings and undertakes a formal observation of each provisionally registered teacher at least twice a year. Oral and written feedback is provided to the teacher and the head of department, and a record is kept for each teacher’s file. Our school has a special induction programme set in place for provisionally registered teachers with a [co-ordinating] teacher as well as tutor teachers. A PRT programme timetable is issued weekly [and we have] regular 0.2 release time. This highly organised programme is extremely effective in ensuring that we, the BTs, feel supported and our needs are met as we can give input throughout the year. Renwick, 2001, page 29
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case study three
If you asked the principal of one particular urban, single-sex school what the attitude of her school was to a provisionally registered teacher, she would say that it was “We’re going to make a good teacher out of this person!”
Provisionally registered teachers are also each “buddied up” with an experienced and willing teacher in their subject area, who teaches in a classroom nearby and with whom they can share the day-to-day details of teaching and of managing students. Initial contact with buddies is on a daily basis, easing to “as needed” as the year progresses. The principal considers that the first five years of a teacher’s career are vital, and the school conscientiously sets out to make those early years of teaching as positive an experience for the teacher as they can. The board of trustees supplements the relief budget to ensure that non-contact periods are guaranteed for all teachers. Provisionally registered teachers’ non-contact time allowance is deliberately higher than the allocation provided by the Ministry of Education. Before the school year starts, the deputy principal initiates the support process with a half-day orientation programme for all teachers new to the school. This half day includes administrative information and copies of relevant school policies, such as those relating to staff ethics, staff conduct and discipline, the Treaty of Waitangi, sexual harassment, complaints procedures, and staff dress. This half day is followed by a series of meetings in term 1 to familiarise new teachers with school systems and procedures, such as pastoral care, guidance and discipline, record keeping, and parents’ night. Year one teachers attend professional development days provided by School Support Services for provisionally registered teachers. The school also holds an in-service professional development day for their year one teachers in term 2. After this, the deputy principal maintains a “watching brief” on their development, bringing them together whenever needs in common are identified.
Possible Contents of an Initial Beginning Teacher Orientation Day Year One Teachers’ In-service Day 1. Introduction 2. Speaker: The Principal “The Vision and Goals of Anytown High School” “Becoming a Better Educator: Some Strategies” 3. Speaker: A resource teacher: learning and behaviour “Getting Real about Classroom Management” 4. Speaker: Dean of Màori and Pacific Islands students “Meeting the Needs of Màori and Pasifika Students” 5. Speaker: A visiting speaker “Students and Study Skills” 6. Appraisal and Teacher Registration 7. Questions/group discussion February 2006, Schools: For Supervising and Tutor Teachers
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Section Four: Schools: For Supervising and Tutor Teachers
In this school, provisionally registered teachers are welcomed and given every chance to succeed. The principal believes that the best way to retain teachers is to nurture them and provide them with as much support as possible. Consequently, the board of trustees and the school management team take an affirmative attitude to the welfare of all staff but particularly to provisionally registered teachers. The expectations of them are high, but the principal believes it is important to let them know that they are cared about. She gives them “masses of support, decent classrooms, good classes, and I take care not to overload them with additional responsibilities”.
The Advice and Guidance Programme For all teachers moving towards full registration, the components of a good advice and guidance programme are: • an identified supervising/tutor teacher who is already fully registered; • a programme that is agreed to by the provisionally registered teacher and the supervising/ tutor teacher and that refers to the Satisfactory Teacher Dimensions; • professional and personal support from colleagues and from the management committee or employer; • observation and appraisal of teaching by the provisionally registered teacher’s colleagues, with reference to the Satisfactory Teacher Dimensions, giving them encouragement to reflect on their own teaching beliefs and practice and to take action to enhance their teaching; • the opportunity to observe the work of other teachers and discuss this with them; • professional discussions with colleagues focused on students’ learning; • participating in appropriate courses and meetings, both informal and structured, within and outside the provisionally registered teacher’s own school, to develop expertise and to clarify the wider aspects of their work and responsibilities (courses especially for provisionally registered teachers are arranged in all districts by advisers from School or Teacher Support Services, staff of Teacher Education Centres, and principals’ groups); • a written record of the provisionally registered teacher’s advice and guidance programme, including professional discussions and appraisal, with planning for further support and development.
Planning an Advice and Guidance Programme In primary schools, the advice and guidance programme is largely implemented by the supervising/tutor teacher and supported by the senior teacher responsible for provisionally registered teachers. In secondary schools and area schools, each school and department has its own priorities in planning and organising a programme of advice and guidance. Overseas-trained teachers with provisional registration or registration subject to confirmation are required to participate in an advice and guidance programme before moving to full registration. It is important that they gain a knowledge and understanding of the following: • The New Zealand Curriculum; • their school’s policies and procedures; • the National Certificate of Educational Achievement (NCEA), if working in a secondary school; • the challenges of working with young people in a New Zealand setting. An advice and guidance programme must enable a provisionally registered teacher to meet the indicators for the Satisfactory Teacher Dimensions (see Appendix One). Other aspects related to personal professional goals will arise from observations and appraisals of the provisionally registered teacher and other identified needs. The programme needs to be planned on a regular basis so that development follows a methodical pattern, although the programme must remain flexible enough to allow for issues that arise over time. This planning might be fortnightly, monthly, or twice a term. The supervising/tutor teacher and the provisionally registered teacher decide on areas of focus for each selected period, identifying aspects for investigation and activities to be undertaken during this time.
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case study four
In one urban high school, the heads of faculties are responsible for developing the teaching skills of provisionally registered teachers and implementing the advice and guidance programme. As well as providing individual support for their provisionally registered teachers, they are also required to implement specific modules in terms 1 and 2 on:
• the physical environment; • teacher–student interactions; • lesson planning and teaching practice; • assessment;
Section Four: Schools: For Supervising and Tutor Teachers
• aspects of personal professional development, such as professional ethics, time and
stress management, developing a curriculum vitae, and gaining further qualifications.
Throughout the year, they add other modules at the instigation of the provisionally registered teachers in their faculties. The additional time allowance that they receive to undertake this role enables them to:
• provide provisionally registered teachers with models of good teaching; • undertake appraisals and observations; • provide professional development for their provisionally registered teachers; • maintain records of the advice and guidance programme for registration purposes. The principal maintains informal contact with the provisionally registered teachers and has occasional input at meetings, but she also undertakes two formal observations in their first year of teaching and one in their second year.
If provisionally registered teachers participate in an effective advice and guidance programme and feel supported, then they are likely to:
• spend less time and energy struggling – they can more readily ride out rough times;
• feel less stress and alienation;
• become more effective more rapidly;
• require less hand-holding by experienced teachers;
• avoid burnout.
Clement, D’Amico, and Protheroe, 2000, page 56
case study five
One small rural school (decile 1a) in the Waikato has a strong philosophy focused on equality and quality. Currently there are two provisionally registered teachers in this school of five classrooms (two of which are bilingual). The principal believes that quality relationships create a vital and living school, and she emphasises the need to make provisionally registered teachers feel comfortable. The members of the board of trustees are particular about who works in the school. When appointing teachers, they look for compatibility and commitment as well as strengths in curriculum, especially literacy and numeracy. A provisionally registered teacher’s ability to connect with people of diverse ethnicity is also considered important. The principal and others ease the provisionally registered teachers’ transition into the school and community by personally welcoming them and helping them to find accommodation.
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The emphasis is on acceptance and reassurance, not judgment, and the school climate works to ensure that both the personal and professional needs of provisionally registered teachers are met. The school climate is enhanced by the fact that the principal is very accessible to all teachers within the school, and they know that she will try to solve problems. The strengths and expertise of the provisionally registered teachers are valued from the outset and are developed further as part of a collaborative approach to professional development within the school. Before the school year begins, the provisionally registered teachers participate in informal meetings and are also involved in at least one recall day for planning. During the recall day, the supervising/tutor teachers and the provisionally registered teachers begin the formal induction process, which includes staff information and administration. The use of the beginning teacher time allowance is planned and documented carefully. Every second week, the supervising/tutor teacher observes, keeps records, and writes a summary of her observations, noting points of strength and points for development. The professional development for the provisionally registered teachers is the responsibility of the supervising/tutor teachers, who work very closely with the provisionally registered teachers, meeting once a week formally for approximately an hour and discussing weekly planning and weekly reflection. The provisionally registered teacher identifies a particular focus for the meeting and negotiates the use of release time with the supervising/tutor teacher. The release teacher is used in varying and flexible ways, for example, working with the class while the provisionally registered teacher works on children’s achievement books or working with two groups within the class while the provisionally registered teacher works with other children. The supervising/tutor teachers discuss the provisionally registered teachers’ development with the principal on a regular basis. The principal visits the class informally and then completes a formal appraisal towards the end of the year. The approach to this appraisal is supportive. For example, questions include: “How did you get on this year?” and “How can we help you next year?” The “nuts and bolts” are dealt with, and the support process is adjusted according to the strengths and needs of the provisionally registered teacher concerned. Sometimes the provisionally registered teachers need guidance to adjust their expectations and to work in ways that are realistic and manageable for them. The principal monitors their workload (including additional commitments they might have) and helps them to keep their focus on working with children. The principal and supervising/tutor teachers encourage the provisionally registered teachers to concentrate on one aspect of their teaching at a time and do that well. They also encourage the provisionally registered teachers to celebrate what they are doing well.
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Observation Lessons Observations of teaching are an essential part of an advice and guidance programme. The results of formal observations should be written up as a clear, well-constructed report of the provisionally registered teacher’s practice, to confirm their teaching strengths and identify the areas where further development is needed. Regular observations by and feedback from the supervising/tutor teacher and others (including the principal) encourage the provisionally registered teacher to evaluate their progress, set specific professional learning goals, and plan the focus of future release days and meetings.
Before the Observation The observer and the provisionally registered teacher establish when and where the observation will take place, which aspects will be the focus of the observation, and what the provisionally registered teacher hopes to achieve. This will probably be dictated by the goals and content of previous planning and aspects of the Satisfactory Teacher Dimensions. After the Observation The observer reflects on the lesson, identifying the degree to which the teacher has achieved the selected goals, and noting achievements, areas of strength, and aspects that need further development. The teacher and the observer meet to discuss the lesson. The teacher should lead this discussion, with the observer giving feedback as it progresses. From this discussion, further developments are planned and goals modified or set for the next period. When the formal report is completed, the teacher and the observer both sign and date it. The teacher keeps one copy, and the other is filed with other documentation relating to the provisionally registered teacher and their support. Record Keeping Provisionally registered teachers and teachers registered subject to confirmation are required to keep a record of the advice and support they have received over the period of their provisional registration. This will be important when they apply for full registration in order to demonstrate the support they have received. The school should also keep documented evidence of the programme of advice and guidance for each teacher.
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Section Four: Schools: For Supervising and Tutor Teachers
Informal observations are formative in nature and may be reported on orally or in brief written notes. Formal observations may form the basis of the documentation required to support a teacher’s application for full registration.
What Other People Can Help with the Advice and Guidance Programme? Other Teachers on the Staff On any staff, there are teachers who have special teaching strengths, and many of them are willing to share their strengths with teachers registered provisionally and subject to confirmation. Other teachers who have empathy for provisionally registered teachers might be invited by the coordinator to be a “buddy”. The criteria for selecting a potential buddy might be that the teacher:
• is willing to act as a buddy and prepared to put in the time required;
• is a competent and trusted colleague to whom the provisionally registered teacher or teacher registered subject to confirmation can relate; • is non-threatening and can offer empathy, friendship, and confidentiality to the provisionally registered teacher or teacher registered subject to confirmation;
• teaches in the same physical area of the school.
Release Teachers Where a primary school uses a part-time teacher to release the provisionally registered teacher from their class teaching, an effective partnership can evolve between the two teachers. Implementing such release time requires joint planning so that the teaching programme is not disrupted and the release teacher becomes very familiar not only with the class programme and routines but also with the students and their learning needs. Often the release teacher has a wealth of experience, and planning and discussion sessions can be very fruitful for the provisionally registered teacher. The release teacher should have clear, written expectations about their responsibilities in the classroom. They may also be given total responsibility for some tasks to reduce the workload of the provisionally registered teacher.
External Support Agencies A range of people and agencies can provide advice, guidance, and support. These services are provided free to all state and integrated schools. Although most of these agencies can be contacted directly, teachers usually discuss their needs and intentions with their supervising/tutor teacher or principal first, and school policies and procedures should be followed. •
School Support Services are attached to the university faculties of education and colleges of education. Within each organisation, at least one person is expert at and responsible for supporting provisionally registered teachers. Schools are advised of the courses that School Support Services run for provisionally registered teachers each year. These are structured around common needs and specific issues identified by provisionally registered teachers. The courses also provide opportunities for teachers to meet with others in similar situations and share their experiences. Courses are also offered for supervising/tutor teachers. Teachers can also contact School Support advisers for help in specific curriculum areas. A list of local contacts is provided in Appendix Four.
• Resource teachers: literacy (RT:Lits) work with teachers and students in clusters of schools to support literacy programmes in years 0–8. • Resource teachers: learning and behaviour (RT:LBs) help schools and teachers to achieve the best possible learning environments for students with special educational needs in years 0–10. Every state and integrated school is part of an RT:LB cluster.
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• Resource teachers of Màori (RTMs) support the education of Màori students in their region. They are located strategically across each region. Local Ministry of Education offices can identify the employer schools for RTMs.
• Special education offices are located in all Ministry of Education regional and local offices.
• Subject associations can provide curriculum teaching support. The school should have contact addresses of local branches, and most associations advertise their annual conferences in the Education Gazette. Teacher or education centres are often attached to university faculties of education, colleges of education, or School Support Services. They provide a range of resources, often at low cost, many of which practising teachers have developed. They also provide a range of other services that teachers require.
• New Settlers Education has people in most major cities who can assist with issues related to teaching students whose first language is not English or who are new to this country. • Refugee education co-ordinators are based in Ministry of Education regional offices to inform and assist families in order to foster their access to schools and promote family–school relationships. • Rural education activities offices (REAP) are autonomous organisations that run programmes for schools in rural areas throughout the country. They are listed in telephone directories prefixed by the area name, for example, Taupo REAP. • Pouwhakataki are located strategically across each region to liaise with Màori communities and inform them about education. They represent the major tribes and may be contacted through regional and local Ministry of Education offices. • The National Library of New Zealand Te Puna Màtauranga o Aotearoa provides professional development and library services through their school service centres. Phone 04 474 3000 for more information or email
[email protected] • The NZEI Te Riu Roa and the PPTA Te Wehengarua both provide professional and pastoral support to their members.
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Section Four: Schools: For Supervising and Tutor Teachers
•
Frequently Asked Questions from Supervising and Tutor Teachers What do I do when a year two teacher comes from another school with no record of an advice and guidance programme? It is the teacher’s responsibility to keep a record of their advice and guidance programme. If the teacher has not kept a record and therefore cannot produce one, the New Zealand Teachers Council is unlikely to recognise the advice and guidance programme that the teacher undertook. The beginning teacher could contact the school they have just left and ask for any documentation they have on file. If they do not respond or provide insufficient information, that suggests that an inadequate programme has been provided for the teacher. You will therefore need to begin a two-year advice and guidance programme based on the needs identified in collaboration with the beginning teacher. I have a provisionally registered teacher who I think should not be recommended for full registration. What should I do? You need to address the issue as early as possible. Inform the teacher of your concerns and document them – don’t wait until it is time to make the recommendation. You should also inform your senior teacher, co-ordinator, or principal. They may want to do their own observation or find another setting for the teacher to work in to see if that resolves some of the problems. How do I find time to fit this role into my week? You need to discuss with your principal how your work will be allocated so that you can perform the supervising/tutor teacher role effectively. Some school boards may be able to provide additional release time from local funding. In primary schools, the beginning teacher time allowance can be used for this purpose. The school also has professional leadership time you may be able to access. How can I access professional development to support me in my role as supervising/tutor teacher? Professional development for supervising/tutor teachers is provided by the colleges and faculties of education. Contact School Support Services, universities, and colleges of education (see Appendix Four for contact information).
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Contents Information for Teachers Moving towards Full Registration
2
Information for Supervising and Tutor Teachers
15
Information for Principals The Role of the Principal
36
Supporting and Retaining Provisionally Registered Teachers
37
Supporting Pasifika Provisionally Registered Teachers
40
Appointing Teachers to Co-ordinating and Supervising/tutor Teacher Positions
41
The Head of Department as a Mentor
41
What Is Mentoring?
41
What It Takes to Mentor
42
Use of the Beginning Teacher Time Allowance
43
Issues to Consider When Using the Time Allowance to Employ a Release Teacher
45
Applying for Allowances for Provisionally Registered Teachers and Teachers Registered Subject to Confirmation
46
Time Allowances for Year One Teachers
47
Time Allowances for Year Two Teachers
47
Financial Allowances for Supervising/tutor Teachers in Primary Schools
48
Staffing Allowances for Retrained Teachers
48
Record Keeping by the Principal
49
How Long Should the School Keep This Documentation?
49
Frequently Asked Questions from Principals
50
Information for Boards of Trustees
51
February 2006, Schools: For Principals
Section Four: Schools: For Principals
Finding a Suitable Supervising/tutor Teacher in Small or Isolated Primary Schools 46
35
The Role of the Principal The board of trustees, as employer, usually delegates responsibility for supporting provisionally registered teachers to the principal as the professional leader and manager in the school. And, as the manager of the school, the principal often further delegates this responsibility to a senior teacher who acts as a co-ordinator. However, the principal still has particular responsibilities towards provisionally registered teachers and teachers registered subject to confirmation. The principal needs to ensure that the board of trustees is aware of and complies with legislation on the treatment of provisionally registered teachers and teachers registered subject to confirmation. Another task of the principal is to provide time to the provisionally registered teacher as required in the relevant collective agreement, even if employed from outside the school’s staffing entitlement. The principal must also report to the board of trustees on the progress of the provisionally registered teachers.
The Principal: welcomes the provisionally registered teacher or teacher registered subject to confirmation, introduces them to their colleagues and, if appropriate, to parents and other community and resource people;
appoints an experienced teacher as supervising/tutor teacher to provide an advice and guidance programme for the provisionally registered teacher or teacher registered subject to confirmation, incorporates their new responsibilities into their job description, and provides them with an adequate time allowance to support the work;
ensures that the beginning teacher time allowance for the support of the provisionally registered teacher or teacher registered subject to confirmation is used to provide an appropriate programme;
may make at least one formal observation of the provisionally registered teacher or teacher registered subject to confirmation in a classroom situation (with advance notice) and provide them with written feedback;
takes account of the experience of the provisionally registered teacher or teacher registered subject to confirmation when allocating students to them and makes sure that their workload is manageable;
checks that the provisionally registered teacher or teacher registered subject to confirmation is receiving one-to-one support and feedback on their teaching and their students’ learning;
keeps up to date with the requirements and process of teacher registration;
February 2006, Schools: For Principals
applies, as soon as the appointment offer is accepted, to the Ministry of Education for a beginning teacher time allowance in order to provide the provisionally registered teacher or teacher registered subject to confirmation with the programme of advice and guidance they require for full registration (the allowance cannot be backdated);
ensures that the school’s policy for supporting and supervising provisionally registered teachers and teachers registered subject to confirmation is implemented well and provides for the effective use of allocated time to support their professional development and the maintenance of appropriate records;
checks whether the provisionally registered teacher or teacher registered subject to confirmation qualifies for salary credits for previous work experience (referring to the relevant collective agreement);
maintains contact with the provisionally registered teacher or teacher registered subject to confirmation during the year, both formally and informally;
ensures that the provisionally registered teacher or teacher registered subject to confirmation has a job description and is included in the school’s performance management system;
ensures that the provisionally registered teacher or teacher registered subject to confirmation receives appropriate support that: •
introduces them to the philosophy, goals, expectations, policies, procedures, and culture of the school,
•
includes a programme of advice and guidance,
•
provides access to other professional development opportunities suited to their needs.
36
Support needs to be flexible and carefully planned so that it meets the needs of a range of teachers – not only provisionally registered teachers but also experienced teachers who are new to the school and who may come from either overseas or New Zealand. However, the primary focus is on providing advice and guidance for provisionally registered teachers. For provisionally registered teachers, effective and successful support: • involves school personnel who understand how to welcome and orient new teachers, create supportive working conditions for them, and effectively meet their professional needs; • ensures that the support teacher is carefully selected and trained and has adequate release time in which to do the job; • invests in technology to facilitate communication between provisionally registered teachers and off-site mentors and to access information and resources for teaching; • incorporates regular evaluations of the process to ensure that it is meeting the needs of the provisionally registered teachers. Source: National Teacher Recruitment Clearinghouse, 2000, pages 10–11 Overseas-trained teachers with provisional registration or registration subject to confirmation are required to participate in an advice and guidance programme before moving to full registration. It is important that they gain a knowledge and understanding of the following: • The New Zealand Curriculum; • their school’s policies and procedures; • the National Certificate of Educational Achievement (NCEA), if they are working in a secondary school; • the challenges of working with young people in a New Zealand setting.
Section Four: Schools: For Principals
Supporting and Retaining Provisionally Registered Teachers When accepting the application of a beginning teacher for a position in their school, the principal needs to ensure that the teacher has completed the requirements for gaining provisional registration. Many schools employ beginning teachers on the basis that they are in the process of obtaining provisional registration. Employment should not be confirmed until registration is granted. However, the initial priority of a beginning teacher, when taking up their first teaching position, tends to be on becoming established as a teacher rather than on ensuring that they are provisionally registered, and so this process may not be completed as soon as it should. When the advice and guidance period is satisfactorily completed, it is also the principal’s responsibility to recommend the teacher to the New Zealand Teachers Council for full registration. There is a form for this purpose on the New Zealand Teachers Council website. Go to www.teacherscouncil.govt.nz for a full description of the process. Provisionally registered teachers need information on: • how they can meet the Satisfactory Teacher Dimensions and the Professional Standards for Beginning Teachers; • the importance of keeping documentation about their advice and guidance programme and records of their formal appraisals for attestation; • the requirements for full registration and how these might be met in situations where the teacher is working in part-time positions or in more than one school during the two years; • how the beginning teacher time allowance might be used; • support agencies in the community that can provide assistance and advice; April 2009, Schools: For Principals
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• how a performance management system works and the possible outcomes of an appraisal. The principal is a vital person in the school for provisionally registered teachers and teachers registered subject to confirmation. It is largely the principal who sets the tone and promotes the culture of the school. Provisionally registered teachers value the ongoing contact they have with their principal. The personal interest that the principal takes in their progress reinforces their feelings of being valued as a teacher and increases collegiality. What secondary school provisionally registered teachers and teachers registered subject to confirmation like about teaching Includes: • the students – their liveliness, enthusiasm, talents, fresh ideas, and humour; • when students “get it” – when they suddenly understand a new concept; • having the opportunity to make a difference in students’ lives (provisionally registered teachers); • teaching in their subject area(s); • being a performer/actor (provisionally registered teachers); • being their own boss in the classroom (provisionally registered teachers); • the stimulation of being back with other teachers – being able to share ideas with other staff and discuss their subject area with people knowledgeable in the field (returning teachers); • the collegiality with other staff; • the support received from other staff (provisionally registered teachers); • the chance to participate in a variety of activities to do with the school (provisionally registered teachers); • the flexibility in hours (for example, so that they can balance work with childcare/family responsibilities) (returning teachers); • having a regular income (again) (returning teachers). Ministry of Education, 2002b, pages 7 and 15
Principals can also demonstrate their support for provisionally registered teachers and teachers registered subject to confirmation by: • actively supporting them in potentially stressful situations, such as their first parent interviews, by role-playing situations with them and by being nearby during the interviews to give support as soon as any need becomes evident; • looking for what each provisionally registered teacher or teacher registered subject to confirmation needs rather than waiting for a need to be identified through failure on the part of the teacher; • not treating Màori and Pasifika teachers as a “one-stop shop” for their Màori and Pasifika students; • making sure that provisionally registered teachers and teachers registered subject to confirmation do not take on too much responsibility, particularly in their first year of teaching. Many new teachers enthusiastically want to become involved in such school activities as coaching sports teams, helping with the school production, and taking students on school camps. While this is admirable, they run the risk of overcommitting themselves, which can detrimentally affect their health and their ability to maintain a balance in their lives.
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It is important to protect provisionally registered teachers from taking on extracurricular school activities. They are so enthusiastic yet unrealistic over the workload that they are taking on. Their job is to manage the craft of teaching and class management. Primary school principal There is some evidence that Màori provisionally registered teachers in immersion classes tend to have few colleagues who understand their particular difficulties. They feel the need for support people who share their culture, and they also face the problem of having fewer resources in Màori. Lang, 2001
Valuing and nurturing provisionally registered teachers is one of a principal’s most important tasks. Provisionally registered teachers are the future of the profession; their successful introduction into teaching and the support that they get strongly influences whether they remain in the profession. It is important that the particular needs of Màori and Pasifika teachers are met because these are the people who will become role models for Màori and Pasifika students. I feel the support I have been given has been hindered due to the fact that I am in a very small department – me and the HOD only (drama). My HOD has no detailed schemes of work available and no resources to help me. I spend all my time creating units and lessons and getting resources. I have only been observed once. I’m struggling quite a bit at times. Renwick, 2001, page 30 A successful advice and guidance programme ensures not only that provisionally registered teachers and teachers registered subject to confirmation meet the requirements for full registration but also that they: • develop into effective teachers who reflect on the impact their teaching has on their students’ learning;
Section Four: Schools: For Principals
• display increasing confidence in their ability to teach students at particular levels; • increasingly develop good relationships with students and their parents; • are enthusiastic learners, participating willingly in professional development to improve their knowledge and capabilities as teachers; • work in a collegial and co-operative fashion with other staff members; • demonstrate initiative, imagination, and innovation in their planning and teaching; • accept advice and also know when to ask for it. I tell provisionally registered teachers that, for the first year of teaching, they will get all the sickness bugs that are flying around the school, their social life will fade, and they will be tired beyond their imagining. But they will also be embarking on a journey where they will make a difference to the lives of many children and will get a job satisfaction not found in any other profession. Primary school principal Both the relationship that the principal establishes with provisionally registered and subject-toconfirmation teachers and the culture that the principal promotes in the school are important components in the retention of teachers. Where provisionally registered teachers feel not only accepted but also willingly supported by all members of the school community, they are more likely to want to stay in teaching.
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My school offers me more support than I dreamed of. I can go to many people for help. It’s great. I couldn’t have asked for a better school to start at. Renwick, 2001, page 30
Supporting Pasifika Provisionally Registered Teachers A principal can provide a supportive culture for a Pasifika provisionally registered teacher if, in addition to the usual welcoming and orientation, they: • give the new Pasifika teacher time to develop relationships with Pasifika students at the school before asking them to, for example, supervise Polygroup; • nominate someone on the senior management team who is empathetic to Pasifika teachers and students and who is willing to keep their door open to the Pasifika teacher to discuss and help them deal with issues that they find difficult; • acknowledge the Pasifika teacher’s skills – their knowledge of an additional language and culture and their ways of doing things; • provide additional help with understanding and implementing school systems and processes and, if need be, with the English language; • support the Pasifika teacher’s links with the local Pasifika community, particularly if the community is not from the same country, for example, if the teacher is Sàmoan and teaches Cook Islands or Tongan students; • acknowledge that the Pasifika teacher may lead a very full life with extended family, church, and community commitments; • trust the way that the Pasifika teacher relates to and handles Pasifika students; • don’t “talk down” to or over the Pasifika teacher or talk slowly to them as if they do not understand English; • don’t expect the Pasifika teacher to be able to handle all the problems of Pasifika students; • encourage the teachers to join a Pasifika branch of their union and other supportive organisations. I wanted to teach, to learn my craft, but as a first-year Pacific teacher, I became a sort of guidance counsellor. Teachers sent me every Pacific student who misbehaved or didn’t do their homework. I became the translator, link with home, teacher-in-charge of Polygroup, and homework centre boss. I didn’t want to say no because, as a Sàmoan teacher, I saw it as my mission to be there for Pacific students and their families – anything that would raise Pacific achievement. Other Pacific teachers who I met through PPTA Komiti Pasifika kept me motivated. Now, as a fourth-year teacher, I love my job. The work is horrific, but the opportunities and day-by-day achievements are fantastic! Sàmoan secondary school teacher
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Appointing Teachers to Co-ordinating and Supervising/tutor Teacher Positions Although any teacher in the school can mentor another, a supervising/tutor teacher is an officially appointed mentor for one or more provisionally registered teachers. Similarly, the co-ordinator is formally appointed to their role. The importance of a supervising/tutor teacher’s role in a school needs to be clearly identified and acknowledged. The school recognises the importance of this position by ensuring that the supervising/tutor teacher is fully registered and has:
• a clear job description;
• access to professional development and support in developing this role;
• sufficient time and resources to undertake the duties involved;
• opportunities to network and meet with other supervisors, both inside and outside the school.
When appointing teachers to these positions, it is advisable to develop a job description that clearly describes:
• their specific responsibilities;
• who they report to;
• how often they report.
In this way, all people involved in orientation and advice and guidance programmes can work together in a collegial fashion to support the provisionally registered teacher.
The Head of Department as a Mentor
To be an effective supervisor/tutor teacher for provisionally registered teachers, the head of department also needs to:
• have some experience in, training in, or knowledge about the features of adult education;
• feel an empathy for provisionally registered teachers;
• be willing to help and to give of their time.
What Is Mentoring? Mentoring means providing, in a supportive, non-threatening way, advice, counsel, insight, and facts that the less experienced person can use to guide his/her development into a seasoned professional National Teacher Recruitment Clearinghouse, 2000, page 23
The beginning teacher often experiences the supervising/tutor teacher as a “lifeline to information and sanity”, so a lot depends on the supervising/tutor teacher, particularly:
• how available they are;
• how well they know the school and (teaching) level of the new teacher;
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Section Four: Schools: For Principals
In many secondary or area schools, a head of department is selected to mentor a provisionally registered teacher and to provide them with the advice and guidance they need. Heads of department are usually involved with the appointment of a teacher for their department and feel that they have an investment to make in terms of providing support and guidance for that teacher. However, while heads of department are usually very experienced teachers, efficient administrators, familiar with the school resources and networks, and highly knowledgeable about their subject area, these qualifications alone do not necessarily make them effective mentors.
• how willing they are to act as a sounding board for new ideas;
• how well they are able to share effective teaching techniques and classroom management and resources. In the best mentor and new teacher protégé pairings, both teachers learn from each other, support each other, and build a collegial friendship. Clement, D’Amico, and Protheroe, 2000, page 60
What It Takes to Mentor
• An understanding of how adults learn.
• Self-assurance, patience, and confidence.
• A proven record as a skilful teacher.
• Knowledge of curriculum and curriculum guides (handbooks).
• Knowledge about how to observe, diagnose, coach, and give constructive feedback to a peer.
• Ability to prioritise what needs to be communicated and when, so that information is effectively absorbed and used. • Knowledge about how to work co-operatively with the principal and other members of the support team. • Knowledge of the rights and responsibilities of the mentor and of the provisionally registered teacher.
• Understanding of the principles of time management.
Source: National Teacher Recruitment Clearinghouse, 2000, pages 24–25
It is often assumed that highly experienced teachers who are effective with students will automatically be good mentors. On the contrary, mentoring is a complex function that requires training in such areas as adult development, communication, time management, leadership and other important skills, which not all classroom teachers possess. The professional development of mentor teachers, released from classroom duties to support and assist [provisionally registered teachers] is as important as the professional development of [provisionally registered teachers]. National Teacher Recruitment Clearinghouse, 2000, pages 24–25
All teachers involved in the advice and guidance programme for teachers registered provisionally and subject to confirmation will need some professional development for their roles. The degree and amount of this professional development depends on the responsibilities identified in their job descriptions, their previous teaching experiences, and the limits to their authority that have been established by the school. This might include professional development in:
• guidelines on using the beginning teacher time allowance (in primary schools);
• observing, supervising, and giving feedback to teachers;
• establishing the time frames and conditions for undertaking observations;
• the requirements for reporting and documentation.
Schools can contact School Support Services for assistance in training co-ordinating and supervising/tutor teachers. (See Appendix Four for a list of local contacts.) The principal needs to consider a variety of factors when appointing any teacher to work with and assist provisionally registered teachers. For example:
• Is the supervising/tutor teacher fully registered?
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• Does the supervising/tutor teacher have a job description and/or a list of expectations?
• How often should the supervising/tutor teacher report to you or the co-ordinator on the provisionally registered teacher’s progress and development? How can we ensure that they report in time to identify any potential problems and deal with them? • What form should this reporting take – written, group, or individual? Should the provisionally registered teacher be directly involved with this reporting?
• How can the quality of the supervising/tutor teacher’s mentoring be monitored?
Use of the Beginning Teacher Time Allowance In secondary schools and area schools, the beginning teacher time allowance is provided for the use of the provisionally registered teacher and must be incorporated into their timetable. In primary and intermediate schools, use of this time is more flexible, provided that it is being used to support the provisionally registered teacher. This flexibility enables the allowance to be used in ways that best suit the needs of the provisionally registered teachers and the organisation of the school. In many primary schools, this allowance is shared between the provisionally registered teacher and the supervising/tutor teacher. Time can be made available to the supervising/tutor teacher for:
• undertaking observations and reflecting on and writing up observation reports;
• planning and preparing activities and materials for the professional development of the provisionally registered teacher;
• record keeping and other activities related to their role.
Time can be made available to the provisionally registered teacher for: • planning and preparation in their classrooms;
• undertaking observations of other teachers in their school and, later, in other schools;
• reading and other professional development activities;
• a range of other activities, as outlined elsewhere in this support kit.
Other ways that the allowance might be used in primary and intermediate schools include: • employing a release teacher to provide the provisionally registered teacher with non-teaching time; • combining a percentage of the allowances for several provisionally registered teachers in order to employ one supervising/tutor teacher to supervise them all.
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Section Four: Schools: For Principals
case study one
In one urban intermediate school, the beginning teacher time allowance is used to provide a release teacher for one provisionally registered teacher. This release time is used on the same day each week. While this arrangement has the disadvantage of inflexibility, the school and the provisionally registered teacher find that it also has distinct advantages. The release person is an experienced teacher who relates well to the provisionally registered teacher. Because the two teachers need to work together to organise and plan lessons to make this arrangement work with the least disruption to the students’ learning, the provisionally registered teacher has an additional experienced mentor. This mentor:
• is familiar with the appropriate curriculum levels and works alongside the provisionally
registered teacher to plan, prepare, assess, and evaluate lessons;
• knows the students and can advise on discipline or suggest effective ways of organising
the students for learning;
• advises and supports the provisionally registered teacher with classroom management
to maximise the students’ learning;
• is available to discuss different aspects of the teaching profession and share her
experiences;
• respects the confidentiality of their discussions. The school has a policy for dealing with the use of the 0.2 staffing allowance, and the ways in which the allowance is used are negotiated with the tutor teacher and the provisionally registered teacher. In my experience, you will have very few problems if you have a clear policy and provide a comprehensive induction programme that is fully understood at the outset by the provisionally registered teacher. Principal
case study two
One area school hires up to five provisionally registered teachers each year. Traditionally, each new teacher would be placed in a team with experienced teachers, led by a senior teacher. But they found that the same problems occurred each year:
• the planning for the team did not meet the needs of the new teachers; • the new teachers experienced management problems; • release time was inconsistent. Over a period of three years, the following solution was devised. The provisionally registered teachers are put into one team, with the supervising/tutor teacher as their senior teacher. This gives them consistent release time. The supervising/tutor teacher undertakes the planning for the first term, using a template that the provisionally registered teachers can adapt for future use. This leaves the year one teachers free to develop a behaviour management plan and to focus on their lesson plans and classroom management skills. The school creates streamed classes for mathematics, lowering the overall numbers per class. The teachers are able to concentrate on one level of the curriculum and don’t have three or more groups to manage. Because each class typically has students with reading ages ranging from seven to fourteen years, the supervising/tutor teacher plans support time so that initially she is in each room during the reading period. This gives the teachers the opportunity to set up five or more reading groups. The supervising/tutor teacher gradually withdraws her support.
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The supervising/tutor teacher supports the students as well as the teachers. She provides release time for the provisionally registered teachers by teaching groups of students. Often the provisionally registered teacher chooses to stay in the room and observe her teaching. She also responds to requests to teach any specific part of a unit of work that the teacher needs to observe before teaching it themselves, and in that way, she is able to provide context-based professional development in lesson planning. Each term, the new teachers are required to contribute more to long-term team planning. The first term’s planning provides the model, and in the second term, the teachers all plan one unit together. In term 3, they work in pairs to plan a unit, and by term 4, they will all plan individually under the guidance of the supervising/tutor teacher. In previous years, the new teachers had two meetings to attend each week – their team meeting and their provisionally registered teachers’ meeting. Now these are combined into one much more useful meeting. The team members share resources and lesson ideas and assist one another with behaviour-management strategies. Because the supervising/tutor teacher is working in the team all the time, her formal observation time each term is brief. She knows where each teacher’s strengths and development areas lie. Observations are based on goals that each teacher sets in discussion with her, although some areas, such as curriculum delivery, might be addressed as a team. The supervising/tutor teacher has received excellent feedback from the new teachers, who report that they feel fully supported.
Section Four: Schools: For Principals
At the end of each year, the school now invites the provisionally registered teachers who have been employed for the next year to the school for a three-day orientation. This gives them an opportunity to familiarise themselves with the school’s layout and staff and learn about the school’s procedures for the office, library, photocopying, and so on.
Issues to Consider When Using the Time Allowance to Employ a Release Teacher The release teacher has more interaction with the pupils in the provisionally registered teacher’s class and observes more teaching episodes than the supervising/tutor teacher or the deputy principal does. Therefore, the release teacher is in a unique position to assist the provisionally registered teacher and provide professional guidance and so is seen as an invaluable member of the support team for that teacher. The release teacher must keep in mind that the provisionally registered teacher is developing strategies and a teaching style that may differ from their own. Their guidance must be positive. One method of discussing a point could be to offer the provisionally registered teacher some ideas that have worked for them and then allow the provisionally registered teacher the opportunity to experiment with the ones that suit his or her style. Any observations or professional guidance are to be documented appropriately. If the release teacher is unsure about raising an issue with the provisionally registered teacher, they must draw it to the attention of the supervising/tutor teacher or the co-ordinator immediately. Routines and classroom discipline are the biggest issues. The release teacher should try to help establish and maintain sound practice. They should also ensure that they do not work against what the provisionally registered teacher has in place. Planning and assessment are the next biggest issues. The release teacher should be familiar with the school’s expectations and policies so that they can assist if necessary.
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Finding a Suitable Supervising/tutor Teacher in Small or Isolated Primary Schools If there is nobody suitable in the school to take on the role of supervising/tutor teacher, another solution must be found, such as the principal: •
taking on this role, using part of the beginning teacher time allowance for a release teacher if required (in this situation, the principal has to be especially careful that a conflict of interest doesn’t arise, given that the principal is a supervising/tutor teacher and also responsible for signing off the recommendation for registration);
• negotiating with a nearby school for an experienced teacher to act as the supervising/tutor teacher; • arranging with an adviser from the regional School Support Services or another suitable professional to share the supervision role with the principal. (This person must be a fully registered teacher.) The decision on who is available to support the provisionally registered teacher and provide an advice and guidance programme for them needs to be made before the teacher is appointed to the position. I really value the support received from my tutor teacher, but she is also the school principal and doesn’t have a lot of spare time. If need be, I ask or talk to other teachers around the school
Renwick, 2001, page 29
Applying for Allowances for Provisionally Registered Teachers and Teachers Registered Subject to Confirmation Full details about these allowances are provided in the Ministry of Education’s Funding, Staffing and Allowances Handbook (2002a) and in school staffing-entitlement notices. Only teachers employed from within entitlement funding generate these time allowances for the school; schools employing teachers from operational funding and/or locally raised funds are not eligible for a Ministry of Education allowance. However, if a school employs a provisionally registered teacher from nonentitlement funds, they must still provide that teacher with a programme of advice and guidance. In the case of secondary and area schools, they must also be provided with a time allowance, as stipulated in the relevant collective agreement. Principals can access application forms for these allowances from www.leadspace.govt.nz and the School Management and Administration section of the Ministry of Education’s website at www.minedu.govt.nz
Time Allowances for Year One Teachers The beginning teacher time allowance (year one) is available to boards employing New Zealand- or overseas-trained teachers in their first twelve months of teaching. The allowance is available for a maximum of twelve months. If the provisionally registered teacher works full-time, the allowance is 0.2 full-time teacher equivalent (FTTE). If the provisionally registered teacher works part-time (0.5–0.9 FTTE), the allowance is 0.1 FTTE.
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For the school to receive a beginning teacher time allowance (year one), the employed teacher must: • have completed less than twelve months’ teaching, regardless of whether the teaching service completed is full-time, part-time, as a permanent teacher, or in a fixed-term position;
• be employed from within the school’s staffing entitlement;
• be employed for at least half the full-time teacher equivalent (0.5 FTTE);
• be appointed to a position for a minimum of ten weeks;
• have completed a course of teacher training, or an NZQA equivalent, recognised by the Secretary for Education.
Time Allowances for Year Two Teachers The beginning teacher time allowance (year two) is available to boards employing New Zealand or overseas-trained year two teachers within their first twenty-four months of teaching. The allowance is available for a maximum of twelve months. Boards appointing a year two teacher to a full-time position (1.0 FTTE) are entitled to 0.1 FTTE allowance. A Ministry-funded allowance is not available for year two teachers employed part-time. Note that all provisionally registered teachers must be provided with a programme of advice and guidance, whether their position is entitlement or board-funded, and teachers in secondary and area schools must receive the time allowances provided under the relevant collective agreement. For the school to receive a beginning teacher time allowance (year two), the employed teacher must: • have completed less than twenty-four months of teaching;
• be employed from within the school’s staffing entitlement;
• be employed full-time, that is, 1.0 full-time teacher equivalent (FTTE);
• be appointed to a position for a minimum of ten weeks;
Section Four: Schools: For Principals
• have completed a course of teacher training, or an NZQA equivalent, recognised by the Secretary for Education. Schools applying for an allowance for beginning or year two teachers recruited from overseas must have sighted a copy of the teacher’s NZQA Qualifications Assessment Report confirming that the teacher’s qualifications are comparable to the educational level of a Diploma of Teaching from a New Zealand teacher education provider. If this assessment is not immediately available, the application for support should still be submitted before the date the teacher commences employment. If the forthcoming NZQA documentation fails to confirm the teacher’s qualifications, any approved allowance will be withdrawn. For further information, refer to www.leadspace.govt.nz or the Funding, Staffing and Allowances Handbook (Ministry of Education, 2002a) in the School Management and Administration section at www.minedu.govt.nz
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Financial Allowances for Supervising/tutor Teachers in Primary Schools A new tutor teacher allowance (TTA) is payable to fully registered teachers designated as responsible for providing an advice and guidance programme to a provisionally registered first or second-year teacher working towards full registration. The annual rate for the TTA is $2000 per annum and is paid on a fortnightly basis. To be eligible, the provisionally registered first or second-year teacher who is working towards full registration must be employed for no less than 0.8 full-time teacher equivalent (FTTE). This total can consist of one or more teachers provided, that their total combined hours are no less than 0.8 FTTE. To apply for this allowance, complete the form available in the School Management and Administration section at www.minedu.govt.nz
Staffing Allowances for Retrained Teachers The retrained teacher staffing allowance is available to boards employing New Zealand-trained teachers who have completed or are currently completing a course of teacher retraining approved by the Secretary for Education. The allowance is available for a maximum of twelve months. For the school to receive a retrained teacher staffing allowance, the employed teacher must:
• have completed less than twelve months’ teaching after completing the retraining course;
• be employed from within the school’s staffing entitlement;
• be employed for at least half the full-time teacher equivalent (0.5 FTTE);
• be appointed to a position for a minimum of ten weeks;
• have completed or be currently completing a course of teacher retraining, or an NZQA equivalent, recognised by the Secretary for Education. Boards appointing a retrained teacher to a full-time position (1.0 FTTE) are entitled to 0.2 FTTE allowance, while teachers employed part-time (0.5–0.89 FTTE) attract 0.1 FTTE support. Boards applying for an allowance for retrained teachers must have sighted a copy of proof of enrolment or a completion certificate for the teacher’s retraining course. To apply for this allowance, complete the form available on www.leadspace.govt.nz or in the School Management and Administration section at www.minedu.govt.nz Teachers who are returning to teach in a secondary school or a position that attracts priority staffing status or who teach priority subjects (maths, ICT/computing, health, physical education, physics, technology, Màori language, chemistry, English, music, or biology) for at least 50 percent of their teaching time may be entitled to an allowance. The application form is available at www.leadspace. govt.nz and in the School Management and Administration section at www.minedu.govt.nz
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Record Keeping by the Principal When a provisionally registered teacher is recommended for full registration, the New Zealand Teachers Council may require the school to produce evidence that the provisionally registered teacher has participated in: • regular observation lessons, with feedback, in order to evaluate their progress towards the Satisfactory Teacher Dimensions; • an appropriate and comprehensive advice and guidance programme that has been flexible enough to incorporate the teacher’s individual needs;
• professional development opportunities to meet these identified needs.
It is important for the principal or another member of the management team to keep accurate and up-to-date records of these activities. This includes keeping records for any provisionally registered teachers who are employed on fixed-term contracts. Appendix five provides a list of the written documentation expected.
case study three
In one school, a large intermediate, the deputy principal is responsible for collating the reports, observations, and other data that the supervising/tutor teacher gathers about provisionally registered teachers. This documentation is used to support provisionally registered teachers’ applications for full registration. All the teacher documentation, including for provisionally registered teachers, is computerised and updated each year by the administration staff. Each teacher’s file includes:
• a generic job description and a performance agreement specific to that teacher and
related to the school’s strategic plan;
• the date of appraisal completion;
Section Four: Schools: For Principals
• the date when the next salary increment is due; • the teacher’s registration number; • the date that the registration expires. Because teachers have concerns about privacy issues, none of that documentation is held in the principal’s office, and any teacher can access their personal file at any time. The teachers own their information and take it with them when they leave, but the principal keeps a record of who has taught at the school, when, and in what position(s). The school keeps a copy of anything relating to concerns such as competency for three years only, after which all documents are destroyed.
How Long Should the School Keep This Documentation? The documentation on each teacher is owned by the teacher, not the school. However, the school needs to keep copies of relevant teacher information on each teacher while they are employed by the school. When a teacher leaves a school, they should take their documentation with them, but the school could keep a copy of the teacher’s practising certificate and a copy of their last appraisal. Many teachers spend a period of time teaching overseas after they have become fully registered, and overseas schools may request evidence of their registration and teaching experiences.
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Frequently Asked Questions from Principals I am a principal of a three-teacher school. The best applicants for the other two jobs are year one teachers. What should I do about supervision for these teachers? You could try to find an experienced teacher in a nearby school to supervise the year one teachers or to share their supervision with you, using the beginning teacher time allowance to enable this to happen. Alternatively, you could use some of the time allowance to employ a part-time teacher for your class while you supervise them both yourself. Contact School Support Services to help you with this. You could also re-advertise the position. At what point does concern about a beginning teacher become a competency issue? If you are concerned about a lack of reasonable progress in relation to the agreed programme of advice and guidance, then a competency process may have become appropriate. Call an adviser at NZSTA for guidance. What do I do when a provisionally registered teacher returns to teach in New Zealand after one year of teaching overseas? How do I gather evidence of experience, professional development, and appraisals undertaken? The provisionally registered teacher should be able to supply you with written evidence, on official letterheads, of their teaching experiences, appraisals, and professional development undertaken overseas. You can check this evidence by contacting the schools. Provisionally registered teachers have up to five years in which they can complete their two years of advice and guidance to the satisfaction of the New Zealand Teachers Council. If they have no record of receiving a programme of advice and guidance, then you and the teacher may need to make your own assessment of their needs and implement such a programme. Our school’s provisionally registered teacher is unlikely to meet the Satisfactory Teacher Dimensions. What do we do next? Refer to the relevant collective agreement and seek the advice of NZSTA. Teachers with provisional registration are granted a practising certificate for three years and registration for five years. This means that the advice and guidance programme can be extended beyond three years but not beyond the five-year provisional registration period.
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Contents Information for Teachers Moving towards Full Registration
2
Information for Supervising and Tutor Teachers
15
Information for Principals
35
Information for Boards of Trustees The Role of the Board of Trustees
52
The Advice and Guidance Programme
54
Provisionally Registered Teachers Not Recommended for Full Registration
54
Frequently Asked Questions from Boards of Trustees
55
Section Four: Schools: For Boards of Trustees
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The Role of the Board of Trustees Under the State Sector Act 1988, the board of trustees is required to act as a good employer. This means that the board of trustees, as employer, must provide: (a) Good and safe working conditions; and (b) An equal employment opportunities programme; and (c) The impartial selection of suitably qualified persons for appointment; and (d) Recognition of:
(i)
The aims and aspirations of the Màori people; and
(ii) The employment requirements of the Màori people; and
(iii) The need for greater involvement of the Màori people in the Education service; and
(e) Opportunities for the enhancement of the abilities of individual employees; and (f) Recognition of the aims and aspirations, and the cultural differences, of ethnic or minority groups; and (g) Recognition of the employment requirements of women; and (h) Recognition of the employment requirements of persons with disabilities. New Zealand Government, 1988, Part 77A
Although many boards delegate some of these responsibilities to the principal, boards have ultimate responsibility for their implementation, particularly those that pertain to the Health and Safety in Employment Act 1992, the Privacy Act 1993, and the Employment Relations Act 2000. Boards should be aware that it is a requirement under the Education Act that only registered teachers with a current practising certificate or those holding a limited authority to teach (LAT) may be employed. For provisionally registered teachers, this means that:
The Board of Trustees appoints a teacher to an advertised permanent or fixed-term position; understands and accepts its responsibility to appoint an experienced supervising/ tutor teacher to provide an advice and guidance programme for a provisionally registered teacher and ensures that the programme is effectively implemented.
Most boards of trustees delegate responsibility for implementing these requirements to the principal, who reports to the board about their progress at regular intervals. However, the board is responsible for ensuring that these requirements are met. Boards of trustees should be aware of the publication Guidelines to Assist Boards of Trustees to Meet Their Good Employer Obligations to Maori (NZSTA/PPTA, 2000). It provides valuable information on how schools can create and maintain a good, healthy working environment for Màori teachers. In some situations, boards of trustees need to carefully consider their obligations as an employer when considering the appointment of a provisionally registered teacher. These include the appointment of a provisionally registered teacher to a sole-charge position, a position in a remote school, and board-funded positions. In these situations, finding a fully registered teacher who can supervise the provisionally registered teacher’s advice and guidance programme can be difficult.
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However, the board of trustees is still required to find a supervising/tutor teacher. The provisionally registered teacher could work under the supervision of a fully registered teacher: • from another school, who keeps in contact by phone and email to provide them with support and occasionally visits; •
from a nearby education centre serving a different age group, for example, a primary school, a secondary school, an advisory service, or a teacher education institution. In this case, the supervising/tutor teacher needs to fully understand the context in which the provisionally registered teacher is teaching. The fully registered teacher could share supervision with the principal, who can undertake lesson observations and day-to-day support, while the supervising/tutor teacher provides more planned and focused input.
If the provisionally registered teacher’s position is a sole-charge one, a mentor from the First Time Principals induction programme may be able to assist with some aspects of the advice and guidance programme, although this is not their focus. In lieu of a separate principal, the board of trustees is also able to sign off the teacher’s application for full registration. A provisionally registered teacher should not be appointed to a remote school position or a solecharge position without fully understanding the difficulties that this may cause in their progress to full registration and without the board’s stated commitment to support them in achieving it. Teachers working towards full registration require professional and personal support from the school’s management committee or employer. This means that boards of trustees are required to ensure that: • teachers are either provisionally registered or registered subject to confirmation and have a current practising certificate; • school policies for staff appointments, for the registration of teachers, for teacher appraisal, and for professional development meet any legislative or gazetted requirements as well as the requirements of the New Zealand Teachers Council and are regularly reviewed; • school personnel who are involved in the support of provisionally registered teachers have job descriptions and appropriate time allowances; •
there is an up-to-date policy for the advice and guidance programme that will enable provisionally registered teachers to become fully registered and that the policy is implemented by the principal and other senior staff. In many schools, an experienced registered teacher will be available to undertake the supervisor’s role, but in some very small or isolated schools this may be more of a problem.
Section Four: Schools: For Boards of Trustees
The board must ensure that the beginning teacher time allowance granted by the Ministry of Education to provide release time for provisionally registered teachers is used for that purpose or to provide the provisionally registered teacher with a programme of advice and guidance. The principal does not have the latitude to use this allowance for any other purpose, nor should the provisionally registered teacher be required to undertake other duties, such as relief teaching, in this allocated time. A policy for advice and guidance and the progress towards full registration of provisionally registered teachers might take into account:
• who is included in the definition of a provisionally registered teacher;
• the criteria for full registration;
• how and when the time allowances for provisionally registered teachers are to be used;
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• other school personnel involved in the advice and guidance programme and the time allowances they have to do this;
• the content of the advice and guidance programme;
• the appraisal procedures to be used as part of the performance management system, including when and how they are to be implemented and what appeal procedures are available;
• what records are to be kept, for how long, by whom, and for what purposes.
The Advice and Guidance Programme There are several considerations for a board of trustees in appointing a provisionally registered teacher to a position in the school. The most important is that the board recognises the need to provide the teacher with a welcoming and supportive introduction into teaching. This means ensuring that: • the principal has applied for the appropriate beginning teacher time allowance with which to implement an advice and guidance programme for the teacher; • the staffing allowance is used only to support the teacher with a programme of advice and guidance; • a suitably qualified, experienced, fully registered teacher is appointed to supervise the programme of advice and guidance; • the advice and guidance programme is maintained for the appropriate time to enable the teacher to meet the requirements for full registration. There are definite links between the quality of a teacher’s introduction into teaching and their retention in the profession (see page 16 of this section).
Provisionally Registered Teachers Not Recommended for Full Registration Some provisionally registered teachers may not be recommended for full registration when their two-year advice and guidance programme has finished. The reason may be the supervising/ tutor teacher’s and principal’s belief that the provisionally registered teacher needs more time to concentrate on some aspect of their practice and that full registration is achievable within five years. If this is the case, the advice and guidance programme should be reviewed to ensure that it can provide the teacher with the support required and to ensure that the expectations, needs, and perceptions of all parties are clearly stated and understood. If it then becomes evident that a provisionally registered teacher is unlikely to meet the criteria for full registration, proceedings should be instituted under the terms of the teacher’s employment agreement, and the board must inform the New Zealand Teachers Council. The board must notify the New Zealand Teachers Council if it considers that any aspect of a teacher’s behaviour or performance may be relevant to whether they meet the New Zealand Teachers Council’s requirements.
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Frequently Asked Questions from Boards of Trustees Are provisionally registered teachers entitled to assistance with their removal costs? Teachers appointed to full-time or permanent positions or teachers in permanent job-sharing positions may be entitled to reimbursement of removal costs if they are eligible under the terms of the relevant collective agreement. Refer to the NZSTA Trustee Handbook (New Zealand School Trustees Association, 2004) for full information. If we employ a provisionally registered teacher in part-time work, can we change the hours of work or the length of time that person is employed? The letter of appointment should state the hours of work and terms of appointment for this position. By agreement, the hours and period of employment may be changed. If there is any change in hours or length of contract, this should be discussed with the teacher. If the teacher is agreeable, a new letter of appointment should be written. We have employed two provisionally registered teachers in a job-sharing position. Do they both take part in a programme of advice and guidance? Yes. Part-time provisionally registered teachers teaching at least half-time (0.5 FTTE) are entitled to a staffing allowance of 0.1 and to receive the advice, guidance, and support that full-time provisionally registered teachers receive. A provisionally registered teacher has applied for a job in our school, but we are not sure whether he is going to be suitable. Can we employ him on a trial basis? No. The Employment Relations Act (2000) explicitly prohibits “trial basis”. The board should ensure that the selection process is robust enough to make an appropriate appointment. If in doubt, do not appoint. We have just appointed an overseas-trained teacher who has been granted registration subject to confirmation. What sort of help should we be giving him? An overseas-trained teacher undertaking their first appointment in a New Zealand school needs to take part in an advice and guidance programme to familiarise them with the education system and practices in this country. They are entitled to a staffing allowance of 0.1 for ten weeks for this purpose. If they are in their first year of teaching, they are entitled to receive the same staffing allowance as a New Zealand-trained teacher. The extent and nature of this programme will vary for each teacher.
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A provisionally registered teacher has applied for a position in our small, isolated country school. How can we provide her with an advice and guidance programme? You could consider such options as the provisionally registered teacher being supervised by: • a fully registered teacher from another school who keeps in contact to provide her with support and occasional visits; •
a fully registered teacher from a nearby education centre serving a different age group, for example, a primary school, a secondary school, an advisory service, or a teacher education institution. In this case, the supervising/tutor teacher needs to fully understand the context of your school. If possible, the supervising/tutor teacher could share this task with the principal, who can undertake lesson observations and day-to-day support while the supervising/tutor teacher provides more planned and focused input.
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Notes
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Towards Full Registration Appendices • Appendix One: The Satisfactory Teacher Dimensions
2
• Appendix Two: Letters of Appointment
9
• Appendix Three: Professional Standards for Beginning Teachers in Schools
10
• Appendix Four: Useful Contact Addresses
13
• Appendix Five: Written Documentation Required for Moving to Full Registration
20
• Appendix Six: New Zealand Teachers Council Code of Ethics for Registered Teachers 21 • Appendix Seven: Templates That May Assist with Planning Your Advice and Guidance Programme 23 • Glossary of Terms as Used in This Resource
53
• References
55
• Further Reading
56
Appendix One: The Satisfactory Teacher Dimensions Teacher competence in the four professional areas required of a satisfactory teacher will be determined by each learning centre according to its special needs and character. A range of elements that could be considered under each “dimension” is shown below. This is not meant to be a checklist for a “model” teacher but simply an indicator of some of the factors that could be considered in any appraisal process.
Professional Knowledge Demonstrates knowledge of:
Elements that could be considered:
current curricula – the subjects being taught and current learning theory;
• displaying knowledge of content of what is to be taught and making connections with other disciplines; • displaying knowledge of relevant curriculum documents; • planning and practice reflecting an understanding of relationships among topics and concepts; • teaching practices reflecting current research on best practice.
the Treaty of Waitangi and te reo Màori me òna tikanga;
• planning and practice reflect an awareness of the significance of Màori as tangata whenua; • curriculum knowledge includes knowing about the Treaty of Waitangi; • teaching shows inclusive practices for Màori students; • planning and practice show support for te reo Màori me òna tikanga.
the characteristics and progress of their students;
• displaying an understanding of developmental characteristics of age group, as well as exceptions to the general pattern; • using knowledge of students’ varied approaches to learning in planning, where appropriate; • displaying knowledge of each student’s skills, knowledge, abilities, and special needs; • displaying knowledge of the interests and cultural background of each student.
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Elements that could be considered:
appropriate teaching objectives;
• goals that represent the agreed curriculum;
Appendices
Demonstrates knowledge of:
• goals that convey high expectations for students; • goals being stated as student learning and permitting sound assessment; • goals reflecting the needs of all students in the group; • goals reflecting different types of learning (thinking as well as knowledge) and student initiative in establishing important learning. appropriate technology and resources;
• being aware of the teaching resources available in the learning centre and the community; • being aware of resources accessible to students in the learning centre or community; • planning to use information technology in programmes.
appropriate learning activities, programmes and assessment.
• having learning activities that enable students to progress; • providing materials and resources that support the goals and engage the students; • using student grouping appropriate to the goals; • having a defined structure to the learning and realistic time allocation; • ensuring assessment is valid, reliable, and fair; • assessing most teaching goals through the plan; • using the assessment results to plan further learning for individuals and groups.
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Professional Practice The learning environment:
Elements that could be considered:
creates an environment of respect and understanding;
• having interactions with students that demonstrate general warmth, caring, and respect; • creating an environment in which student interactions are generally considerate and respectful.
establishes high expectations that value and promote learning;
• conveying enthusiasm for the work and in turn students demonstrate that they value it; • insisting on high-quality work and in turn students demonstrate pride in that work; • having goals, activities, and interactions that convey high expectations for student achievement; • facilitating student-directed learning.
manages student learning processes;
• organising tasks for individuals and groups to productively engage students in learning; • managing smooth transitions with efficient use of time; •
managing routines for handling materials and supplies and performing administrative duties, with students accepting some responsibilities;
• ensuring parent volunteers and teacher assistants are productively engaged. manages student behaviour positively;
• establishing with students clear expectations of standards of conduct; • using subtle and constructive methods of monitoring and managing student behaviour; • responding to student misbehaviour appropriately and sensitively.
manages a safe physical and emotional environment.
• providing a safe learning environment in accordance with agreed learning centre procedures; • using physical resources skilfully so that learning is accessible to all students.
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Appendices
Teaching (instruction):
Elements that could be considered:
communicates clearly and accurately in either or both of the official languages of New Zealand;
• giving directions or explaining procedures that are clear to students; • having spoken and written language that is clear, correct, and appropriate to the students’ age and interests.
uses a range of teaching approaches;
• using high-quality questioning with time for student response; • having students assume responsibility for discussions.
engages students in learning;
• relating the content of instruction to students’ own knowledge and experience; • ensuring activities and tasks are appropriate to the age and background of students; • using teaching materials and resources that engage the students; • structuring the learning so that activities are organised and well-paced; • ensuring students have the opportunities to initiate own learning and set own goals.
provides feedback to students and assesses learning;
• giving consistently high-quality feedback; • giving timely feedback that students can use promptly; • engaging students in their own assessment; • encouraging student self-evaluation and planning; • communicating assessment criteria and standards to students.
demonstrates flexibility and responsiveness.
• making adjustment(s) to a planned learning sequence; • accommodating student questions or spontaneous events at an appropriate time; • showing persistence in seeking approaches and strategies for students having difficulty learning or needing extension.
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Professional Relationships In developing relationships, the teacher:
Elements that could be considered:
reflects on teaching with a view to improvement;
• willingness to question the effectiveness of a programme and the extent to which it achieved its goals; • consulting colleagues and looking for fresh ideas of what might be done another time; • incorporating reflection into future planning to enhance teaching and learning.
maintains accurate records;
• maintaining records for each student undertaking key learning tasks; • having a system for effectively recording information on students, relevant to their learning programme.
communicates with families, whànau, and caregivers;
• providing frequent information to families, as appropriate, about the learning programme; • communicating on a regular basis about individual student progress and responding sensitively to caregiver needs or concerns; • engaging families in the learning programme offered by the learning centre.
contributes to the life of the learning centre;
• planning with, supporting, and co-operating with colleagues in the centre; • participating and contributing to learning centre events and activities that enhance student learning in other settings; • participating in community activities and centre projects.
develops professionally;
• seeking out opportunities for professional development to enhance content knowledge and teaching skills; • participating in assisting other teachers, either directly by mentoring or indirectly through writing and sharing; • willing to share expertise and skills during staff development programmes.
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Elements that could be considered:
maintains confidentiality, trust, and respect.
• showing an active interest in meeting the needs of students;
Appendices
In developing relationships, the teacher:
• making choices in the best interests of students when conflicts in values arise; • accepting accountability for the responsibility held; • working to ensure that all students receive a fair opportunity to succeed; • taking a leadership role in team or centre decision making; • never taking advantage of the privileged relationship with students.
Professional Leadership In showing leadership, the teacher:
Elements that could be considered:
demonstrates flexibility and adaptability;
• making adjustments to plans and programmes to ensure co-operation within the learning centre; • modifying events, plans, and programmes in the light of previous experience; • creating opportunities for listening to what others have to say about teaching and learning in the centre and adapting policies accordingly.
focuses on teaching and learning;
• modelling up-to-date knowledge of curriculum, theories of learning, and assessment of programmes; • challenging colleagues and the community to understand and appreciate the programmes offered by the learning centre; • ensuring that the educational purpose of the centre is at the heart of all policies, procedures, and activities; • modelling the shared vision and mission statement of the learning centre.
February 2006, Appendices
7
In showing leadership, the teacher:
Elements that could be considered:
leads and supports other teachers;
• empowering teachers to develop and demonstrate their own leadership skills; • communicating frequently and widely with staff; • articulating educational values that contribute to a vision for the learning centre; • consulting fully in critical educational decisions.
displays ethical behaviour and responsibility;
•
promoting standards of responsibility and learning centre behaviour in keeping with professional standards and the policies of the centre;
• understanding and responding to social, cultural, economic, and political factors affecting students and society. recognises and supports diversity among groups and individuals;
• leading the learning centre to apply Te Tiriti o Waitangi to its programmes and policies; • ensuring programmes and policies give fair and equitable treatment to all students regardless of ethnicity, gender, age, or ability; • assisting teachers to develop programmes that foster success for all students; •
encourages others and participates in professional development;
consulting with families, whànau, and the community about how the learning centre incorporates bicultural and equity issues into its structure and programmes.
• undertaking professional development to enhance curriculum leadership skills; • providing professional development opportunities and support for teachers; • reflecting on personal performance and supervising and reflecting on the performance of other staff; • maintaining professional dialogue with other staff.
manages resources safely and effectively.
• utilising modern information technology and expert advice; • maintaining a physically and emotionally safe environment in the learning centre and conforming to legal requirements;
February 2006, Appendices
8
Appendices
In showing leadership, the teacher:
Elements that could be considered: • ensuring staff have the resources to carry out learning programmes; • managing financial resources with efficiency, fairness, and openness; • managing and employing staff according to stated personnel policies and legal requirements; • reporting to the employing authority on the effectiveness of administrative and learning programmes for which he or she is responsible.
Appendix Two: Letters of Appointment A letter of appointment should outline all the terms and conditions relevant to the position, for example:
• whether the position is permanent or for a fixed term;
• when employment will end and the reason for it ending (if it is a fixed-term position);
• the hours of work (if the position is part-time);
• the starting salary rate;
• the relevant collective agreement and an opportunity to join the union that is party to it.
NZSTA provides template letters to cover the wide range of employment types and conditions. Refer to the NZSTA website at www.nzsta.org.nz For general advice on employment of staff, the Department of Labour has a range of employmentrelated information. This can be accessed on their website (www.ers.dol.govt.nz/publications/index. html), or call their employment relations service on 0800 800 863.
February 2006, Appendices
9
Appendix Three: Professional Standards for Beginning Teachers in Schools Annual appraisal against the relevant professional standards is required by all teachers in order to progress to their next salary step. Provisionally registered teachers will have at least two annual appraisals against the Professional Standards for Beginning Teachers before progressing to the fully registered level, although this may be reduced to one if the teacher and their employer agree because of the teacher’s previous relevant experience. In that case, the second appraisal will be against the fully registered teachers’ standards. Principals are able to defer progression for those teachers who have not met the professional standards at the appropriate level. If a teacher is not able to attain the standards within an agreed time period, the teacher may be required to undergo competency procedures. For secondary teachers, the time frame for a support and development programme will be agreed. For area school and primary teachers, the time frame will be determined by the principal in consultation with the teacher. A transfer to competency review follows this period. The board of trustees is required to have a policy and procedures in place to implement any request from a teacher for a review of their appraisal. Area schools and primary collective agreements require a local review process. In secondary schools, the usual employment-relationship problemresolution mechanisms apply. NZEI Te Riu Roa (2005). Primary Teachers’ (Including Deputy and Assistant Principals’ and Other Unit Holders’) Collective Agreement 2004–2007. Wellington: NZEI Te Riu Roa. PPTA Te Wehengarua (2005). Secondary Teachers’ Collective Agreement 2004–2007. Wellington: PPTA.
Interim Professional Standards for Primary School Teachers
Dimension:
Beginning Teachers
Professional knowledge
• have a sound knowledge of curriculum, learning, and assessment theory
• curriculum
• Treaty of Waitangi
• learning and assessment theory.
Teaching techniques
• planning and preparation
• teaching and learning strategies
• assessment/reporting
• use of resources and technology.
Motivation of students
• student engagement in learning
• expectations that value and promote learning.
February 2006, Appendices
• understand the implications of the Treaty of Waitangi and te reo me òna tikanga. • plan programmes and develop learning and assessment strategies that are consistent with sound teaching and learning practice.
• demonstrate effective techniques for motivating students • demonstrate expectations that value and promote learning.
10
Appendices
Dimension:
Beginning Teachers
Classroom management
• apply understandings of positive behaviour management
• student behaviour
• physical environment
• respect and understanding.
Communication
• students
• colleagues
• families/whànau.
• create and maintain a safe environment that is conducive to learning • model interactions in ways that are known to be associated with developing respect and understanding. • demonstrate skills of effective communication.
Support for and co-operation with colleagues.
• co-operate with and seek support from colleagues.
Contribution to wider school activities.
• participate in the life of the school.
The Professional Standards for Area and Secondary School Teachers Dimension:
Beginning Classroom Teachers
Professional knowledge
Are expanding knowledge with advice and guidance in: • the practical application of curriculum, learning, and assessment theory • current issues and initiatives in education, including Màori education.
Professional development
Are receiving professional support and encouragement to successfully: •
Teaching techniques
participate in available professional development opportunities appropriate to individual needs and school priorities, including opportunities relating to the Treaty of Waitangi.
Are, with professional guidance, developing effective strategies in regard to: • programme planning and assessment design
February 2006, Appendices
• teaching techniques
11
Dimension:
Beginning Classroom Teachers • development and appropriate use of teaching resources
• use of currently available technologies
• evaluation and reflection on teaching techniques and strategies. Student management
Are developing sound understandings and strategies, within the confines of available resources, to:
• manage student behaviour
• recognise individual learning needs
• develop positive and safe physical and emotional environments Motivation of students
Te reo me òna tikanga
• recognise diversity.
Are receiving professional guidance and demonstrating increasing competence in:
• setting expectations that promote learning
• effective techniques in student motivation.
Are expanding knowledge and developing sound skills, with advice and guidance in: • accurate pronunciation of basic Màori vocabulary
Effective communication
• common greetings and waiata
• basic Màori protocols.
Are demonstrating, with the support of senior staff, growing ability to successfully: • communicate effectively with students, families, whanau, and caregivers ` • report on student progress
Support for and co-operation with colleagues
• share information with colleagues.
Are receiving professional support and encouragement to successfully:
• build professional relationships
• contribute where appropriate to professional development activities. Contribution to wider school activities
February 2006, Appendices
Are demonstrating a willingness to be involved in activities that contribute positively to the life of the school.
12
Appendices
Appendix Four: Useful Contact Addresses Ministry of Education Regional Contacts Advice or assistance can be found through the regional offices, below, or on the Ministry of Education website at www.minedu.govt.nz Northern region: Auckland Whangàrei
Private Bag 92644, Symonds St, Auckland 1150
ph: 09 374 5400
fax: 09 374 5461
PO Box 911, Whangàrei 0140
ph: 09 4304910
fax: 09 430 4911
Central Northern region: Hamilton
Private Bag 3011, Hamilton
ph: 07 858 7130
fax: 07 858 7131
Rotorua
PO Box 1749, Rotorua
ph: 07 349 7399
fax: 07 349 7398
Napier
PO Box 147, Napier
ph: 07 349 7399
fax: 06 349 7398
Central South region: Lower Hutt
65 Waterloo Road, Lower Hutt
ph: 04 463 8699
fax: 04 463 8698
Wanganui
Private Bag 3012, Wanganui
ph: 06 349 6300
fax: 06 349 6301
Southern region: Christchurch
PO Box 2522, Christchurch 8041
ph: 03 364 3330
fax: 03 364 3331
Nelson
PO Box 282, Nelson 7040
ph: 03 546 3470
fax: 03 546 3471
Dunedin
Private Bag 1971, Dunedin 9054
ph: 03 471 5200
fax: 03 471 5201
Invercargill
Private Bag 90122, Invercargill
ph: 03 211 3610
fax: 03 211 3611
New Zealand Teachers Council 93 The Terrace PO Box 5326 Wellington Ph 04 471 0852 Fax 04 471 0870 Email:
[email protected] www.teacherscouncil.govt.nz
April 2009, Appendices
13
Other Addresses School Support Services Contractors Faculty of Education, The University of Auckland TEAM Solutions Auckland
Private Bag 92601, Symonds Street, Auckland 1150
ph: 09 623 8880 fax: 09 623 8881
Kohia Education Centre
Private Bag 92601, Symonds Street, Auckland 1150
ph: 09 623 8977 fax: 09 623 8979
Papakura Education Centre
Level 4, Accent Point, Shopping Centre, 28 East Street, Papakura
ph: 09 978 2620 fax: 09 978 2621
TEAM Solutions Northland
Private Bag 9002, Whàngàrei
ph: 09 470 1015 fax: 09 430 0280
Tai Tokerau Education Centre
13 Alexander Street, Private Bag 9002, Whàngàrei
ph: 09 470 1023 fax: 09 430 0280
The University of Waikato School of Education School Support Services Hamilton
144 Knighton Road, The University of Waikato, Private Bag 3105, Hamilton
ph: 07 858 5075 fax: 07 858 5077
School Support Services Tauranga
142 Durham Street, Private Bag 12027, Tauranga
ph: 07 577 5314 fax: 07 577 5315
School Support Services Rotorua
142 Hinemoa Street, PO Box 935, Rotorua
ph: 07 348 9079 fax: 07 349 2214
School Support Services Gisborne
Cnr Kahutia and Bright Streets, PO Box 641, Gisborne
ph: 06 867 9769 fax: 06 867 9171
April 2009, Appendices
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Appendices
Massey University College of Education Centre for Education Development Palmerston North
Centennial Drive, Private Bag 11222, Palmerston North 4442
ph: 06 350 9269 fax: 06 350 9288
Centre for Education Development Napier
Ruawharo Centre, 120 Prebensen Drive, PO Box 410, Napier
ph: 06 835 5202 fax: 06 834 1020
Centre for Education Development New Plymouth
Education House, Cnr Eliot and Courtenay Streets, New Plymouth
ph: 06 758 6217 fax: 06 757 5883
Victoria University of Wellington College of Education School Support Services Wellington
Donald Street, Karori, PO Box 17310, Wellington 6147
ph: 04 463 9500 fax: 04 924 2079
School Support Services Masterton
Wairarapa Resource Centre, REAP House, 340 Queen Street, PO Box 442 Masterton
ph: 06 377 1379 fax: 06 377 1378
155 Montreal St, PO Box 3252, Christchurch 8140
ph: 03 349 1350 fax: 03 349 1351
School Support Services Dunedin
Lower Union Street, Private Bag 1912, Dunedin
ph: 03 477 2381 fax: 03 477 1475
School Support Services Invercargill
100 Nelson Street, PO Box 886, Invercargill 9840
ph: 03 211 6724 fax: 03 216 1399
Christchurch College of Education Teacher Support Services Christchurch
Dunedin College of Education
April 2009, Appendices
15
New Zealand School Trustees Association National Office Level 3, Aurora Chambers 66–68 The Terrace PO Box 5123 Wellington www.nzsta.org.nz ph: 04 473 4955 fax: 04 473 4706 Trusteeship Helpline 0800 STA HELP (0800 782 435) NZSTA Field Officers Auckland Wayne Parkinson
ph: 027 444 4510
fax: 09 373 5373
email:
[email protected]
Gary Reading
ph: 027 430 6678
fax: 09 373 5373
email:
[email protected]
Eric Woodward
ph: 027 434 2377
fax: 09 373 5373
email:
[email protected]
Kate Lethbridge
ph: 027 683 7863
fax: 07 839 2404
email:
[email protected]
Peter Murphy
ph: 027 450 0938
fax: 07 839 2404
email:
[email protected]
Phil Taylor
ph: 027 443 9919
fax: 07 839 2404
email:
[email protected]
Brian Ahern
ph: 027 280 3201
fax: 06 354 0061
email:
[email protected]
Erin Walter
ph: 027 450 0937
fax: 04 293 1496
email:
[email protected]
ph: 027 444 4508
fax: 03 577 8670
email:
[email protected]
ph: 027 431 9103
fax: 03 377 9470
email:
[email protected]
ph: 027 444 0222
fax: 03 474 1264
email:
[email protected]
Hamilton
Lower North Island
Blenheim Peter Yeoman Christchurch Kirsty MacNab Dunedin Lynne Guy
April 2009, Appendices
16
Appendices
PPTA Te Wehengarua National Office
Level 5, 60 Willis Street, Wellington
ph: 03 384 9964 fax: 03 382 8763
email:
[email protected] www.ppta.org.nz
Auckland
PO Box 52006
ph: 09 815 8610 fax: 09 815 8612
[email protected]
Hamilton
PO Box 20294
ph: 07 849 0168 fax: 07 849 1794
[email protected]
Palmerston North
PO Box 168
ph: 06 358 4036 fax: 06 358 4055
[email protected]
Christchurch
PO Box 13005
ph: 03 366 6524 fax: 03 379 4011
[email protected]
Dunedin
PO Box 1561
ph; 03 477 1311 fax: 03 477 1804
[email protected]
Field Offices
For current Komiti Pasifika and Te Huarahi Màori Motuhake representatives, ring your local field office.
NZEI Te Riu Roa National Office
[email protected] www.nzei .org.nz
PO Box 466, Wellington 6140
0800 NZEI HELP (0800 693 443) All enquiries go to NZEI’s Membership Services Centre to be answered by qualified NZEI staff. Field staff are involved.
Ngà Tatahi A Màui – Northern Region Level 1, 4 Bond St, Northern Regional Grey Lynn, Office, Auckland Box 52087, Kingsland, Auckland 1352 Taitokerau
81 Gillies Street, Kawakawa, Northland 0291
Waikato
1st Floor, ANZ Bank Building, 650 Te Rapa Rd, PO Box 20333, Te Rapa, Hamilton 3241
Bay of Plenty
1353 Eruera Street, PO Box 249, Rotorua 3040
April 2009, Appendices
17
Te Ngaio Tu – Central Region Central Regional Office Wellington
5th Floor, Education House, 178 Willis St, PO Box 466, Wellington 6140
New Plymouth
27 Eliot Street, PO Box 8041, New Plymouth 4342
Hastings
Suite 104, 201 King Street North, Hastings 4122
Gisborne
Gisborne Education Resource Centre, Cnr Bright and Kahutia Streets, Gisborne 4010
Palmerston North
292 Church Street, PO Box 1876, Palmerston North 4400
Te Waipounamu – Southern Region Southern Regional Office Canterbury
5th Floor, Trade Union Centre, 199 Armagh Street, PO Box 13455, Christchurch 8141
Marlborough/Nelson
66 Oxford Street, PO Box 3009, Richmond, Nelson 7050
Otago
333 Princes Street, PO Box 656, Dunedin 9054
Southland
74 Salford Street, PO Box 6155, Invercargill 9841
February 2006, Appendices
18
Appendices
Early Childhood Professional Development Contracts Contact name
Mailing address
Regions covered
Christchurch College of Education
PO Box 31065 Christchurch 8444
Canterbury, South Canterbury, West Coast, Nelson/Marlborough
Dunedin College of Education
Private Bag 1912 Dunedin
Otago, Southland
Educational Leadership Project
PO Box 24100 Hamilton
Auckland, Waikato, Bay of Plenty
Hana Clannad
PO Box 33326 Petone Wellington
National coverage
Massey University College of Education
Centre for Educational Development Hokowhitu Campus Private Bag 11222 Palmerston North
Taranaki, Wanganui, Central Plateau, Manawatù, Horowhenua, Hawke’s Bay, Gisborne
Ngàhìhì
PO Box 14160 Hamilton
Tainui, Bay of Plenty, Auckland
Faculty of Education, University of Auckland
Private Bag 92601 Symonds Street Auckland
Auckland, Northland
University of Waikato School of Education
Private Bag 3105 Hamilton
Waikato, Bay of Plenty
Victoria University of PO Box 17310 Wellington College of Education Donald Street Karori Wellington
Wellington, Wairarapa
NZ Playcentre Federation
PO Box 1069 Papakura Auckland
National coverage
Te Kòhanga Reo National Trust Board
PO Box 38741 Wellington MC
National coverage
Te Tari Puna Ora o Aotearoa New Zealand Childcare Association
PO Box 12725 Thorndon Wellington
National coverage
Teuila Consultancy
PO Box 78321 Grey Lynn Auckland
Auckland
Te Wànanga O Aotearoa
PO Box 10453 Hamilton
Whàngàrei, Auckland, Rotorua, Gisborne
Ministry of Education
PO Box 1666 Wellington
National coverage
April 2009, Appendices
19
Appendix Five: Written Documentation Required for Moving to Full Registration Please note that these are guidelines only. As a provisionally registered teacher you may be required to present the following documentation to the New Zealand Teachers Council as evidence of your participation in an advice and guidance programme.
Early Childhood The required documentation will include: • Your notes from your observations of children and your comments on how these observations informed your teaching. These notes may be in the form of a reflective diary or journal recording your reflection on your teaching. • Records of your supervising teacher’s observations of your teaching. • Written feedback from your supervising/tutor teacher at the beginning, middle, and end of your advice and guidance programme. • Examples of how you assess the learning outcomes of the children you teach, for example, learning stories or your critical analysis of the outcomes. • Evidence of your professional development.
Schools The required documentation will include: • An outline of your advice and guidance programme for year one and year two. • A copy of your job description. • Your supervising teacher’s or principal’s records of observations of your teaching. These may include examples of plans that you have developed for your class. Please ensure that there are samples from both years of your advice and guidance programme. • A record of your reflection on your teaching. This may include reflections on: – advice that you have been given by your supervising/tutor teacher; – how the advice given helped or didn’t help your teaching; – new strategies that you have tried in the classroom; – the meetings that you have had with your supervising/tutor teacher. • Records of meetings with your supervising/tutor teacher showing how often you met, what goals were set and how and when they were met, what other issues were discussed, and so on. This may be demonstrated through your job description or your latest annual appraisal. • Evidence of your professional development.
February 2007, Appendices
20
Appendices
Appendix Six: New Zealand Teachers Council 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/whànau, 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 Màori 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/whànau Teachers recognise that they work in collaboration with the parents/guardians and family/ whànau 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/whànau 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. February 2006, Appendices
21
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.
February 2006, Appendices
22
Appendices
Appendix Seven: Templates That May Assist with Planning Your Advice and Guidance Programme Registration Process Checklist Applying for Registration 1. Apply for registration to the New Zealand Teachers Council. Forms are available on the website. You will be given either provisional registration or registration subject to confirmation. 2. Talk with your principal/employer(s). It is their responsibility to eventually endorse your recommendation to the Teachers Council for full registration. Your principal/ employer(s) need to know:
• their role in supporting you in the process
• who your supervising/tutor teacher will be.
3. Consult with your supervising/tutor teacher. 4. Read Towards Full Registration – A Support Kit. This is also available on the New Zealand Teachers Council website. This sets out the roles and responsibilities of all parties involved.
Applying to Move to Full Registration Prior to completing your application for full registration, check that you have:
• received feedback from colleagues at regular intervals and have a record of this
• attended meetings with colleagues working towards registration and have kept records of these •
received centre visits/classroom observations from your supervising/tutor teacher or met with your supervising/tutor teacher and together have recorded written evaluation on progress towards and demonstration of the Satisfactory Teacher Dimensions
• submitted your action plans to your supervising/tutor teacher at regular intervals, identifying:
– teaching strengths
– areas to be developed
– objectives that specify learning outcomes
– behaviour indicators
º– method and personnel to be involved in providing feedback.
Each Satisfactory Teacher Dimension must be demonstrated throughout.
Source: Margaret Wilson, NZTC
February 2007, Appendices
23
Registration Action Teacher: Centre/School/Kura: Write/negotiate contract (if applicable)
Yes
No
Write a personal action plan for the year
Yes
No
Term 1
Term 2
Term 3
Term 4
Review registration process checklist Review contract (if applicable) Set goals/action plans Continue ongoing reflection in your journal and/or learning log (e.g., details of your observation session, valuable learning experiences, progress on your learning objectives, etc.) Keep written records of all feedback on observations Go on an observation session/or at another school Attend a cluster meeting if possible Meet with your supervising/tutor teacher Attend professional development courses
Signed (teacher:) Dated:
Source: Margaret Wilson, NZTC
February 2007, Appendices
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February 2007, Appendices
25
Date:
Principal:
Term 4
Source: Team Solutions – The University of Auckland, Faculty of Education
Date:
Term 3
Supervising/Tutor Teacher:
Term 2
Date:
Term 1
Provisionally Registered Teacher:
10
9
8
7
6
5
4
3
2
1
Week
Year:
Provisionally Registered Teacher:
Overview of Advice and Guidance Programme for a Provisionally Registered Teacher and Use of 0.2 Professional Development Time in a Primary School
February 2007, Appendices
26
Date:
Principal:
Signed
Source: Team Solutions – The University of Auckland, Faculty of Education
Date:
Supervising/Tutor Teacher:
Further support and development
Date:
Discussion
Year:
Provisionally Registered Teacher:
Date
Term:
Provisionally Registered Teacher:
Advice and Guidance Record of Professional Discussions between PRT and Supervising/Tutor Teacher
February 2007, Appendices
27
Date
In-class support/ observations
Visits/observations
Discussions/meetings
Administration
Professional development
Area/s of focus
Source: Team Solutions – The University of Auckland, Faculty of Education
Add the related Satisfactory Teacher Dimension in the appropriate boxes. PK – Professional knowledge PP – Professional practice learning/teaching PR – Professional relationships PL – Professional leadership
11
10
9
8
7
6
5
4
3
2
1
Week
Provisionally Registered Teacher Planning Guide
Sample Observation of a Guided Reading Lesson Teacher: Supervising/Tutor Teacher: Date: Running record of lesson
Tutor teacher’s notes
Teacher at front of room with whole class (twentyone students) sitting on mat. On the whiteboard is the reading programme for each small group of students. The teacher reads out the activities that each group will rotate around and then asks them to move to their first activity. A group of six students is asked to remain on the mat. The teacher checks that all groups have started on activities then sits with the group on the mat. Books, pens, and paper are ready next to the teacher. The teacher gives each student a book and asks them to turn to page 3 and look at the title page. She asks the students what they can see in the picture. All the students keenly answer individually, but at the same time with some talking loudly over others.
• Learning intention?
The teacher then asks the students to turn the page and asks one student to read the page out loud and the others to read silently. The student asked to read out loud stumbles on a word, one of the other students gives the word, and the reading continues. Each student reads one page out loud. The teacher notices that one student is distracted when not reading aloud, and she gently directs her to the text using her finger to point to the word being read. When the story is completed, the teacher checks that the rest of the class is on task, redirecting two students to their respective groups by calling out from where she is sitting, “Daniel why are you talking to Zoe in the Lion’s group? Please go back to your own group now. Sandy return to your group please.” The teacher returns her attention to the group on the mat, who have been chatting socially while the teacher was monitoring the other students. The teacher asks “What is the story about? What happened after …? What would you do if …? Can you think of a different ending? How would that change …? Students keenly answer the questions,
• Good oral and visual presentation of activities • Do all the students understand what is expected? Any questions? • Resources well prepared • Learning intention? • Guidelines for sharing in a group?
• Awareness of possible difficulties with vocabulary? • Were there new words being introduced to this group? • Why do the students read aloud? • Discreet refocusing of one student • Good to monitor class • Is there another way to talk to these students without interrupting the other students? • Appropriate questions
• Did this strategy allow the students to hear others’ points of view? continued on following page
February 2007, Appendices
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Running record of lesson
Tutor teacher’s notes
often all at the same time. The teacher accepts all the answers. The teacher then puts a large piece of paper in the centre of the group, and she picks up a large pen. She asks the students if there were any people talking in the story. Students answer in unison, “Yes.” The teacher then says to Sam, “Can you tell me how you know that someone was talking in the story?” Sam shrugs her shoulders, and Luke says he knows when someone is talking because the words are in speech marks. The teacher asks him to show the group by writing on the large piece of paper. The rest of the group watches Luke write his name in speech marks. The teacher praises him, “Well done, Luke.” The teacher then asks all members of the group to write their names on the sheet of paper in speech marks. As each student completes the process the teacher says, “Well done, …” The teacher then says to the small group of students, “We have finished reading today, so I want you to put your books in your bags ready for home, and you can read the story at home tonight.” The students move away and the teacher calls the next group to the mat. While they are getting ready, the teacher stops the whole class by clapping and then asks each group to move to the next activity.
February 2007, Appendices
• Exploring language features
• What is Luke being praised for in terms of his learning?
• How should a lesson be concluded? • Do you know what each student has learned? • Does each student know what s/he is learning? • The groups knew what their next task was.
29
February 2007, Appendices
30
Reading and responding to a text: The teacher • works with the text in chunks and, if necessary, provides meaningful activities for fast finishers; • observes each student while they read, in order to gain valuable insights for assessment and planning purposes; • gives help where needed.
Introducing a text: The teacher • makes their introduction concise, focuses on motivating students; • activates students’ background knowledge; • encourages students’ anticipation by using titles, illustrations, and captions; • discusses unfamiliar vocabulary and text features; • shares the learning intention of the lesson.
Characteristics of effective teaching
Date:
Supervising/Tutor Teacher:
Teacher:
Tutor teacher’s comments
PRT reflection
continued on following page
Agreed future action
Sample Written Record of a Meeting to Discuss Observation of Guided Reading Lesson
February 2007, Appendices
31
Concluding a guided reading lesson: The teacher • revisits and summarises the original learning intention of the lesson; • encourages students to articulate and reflect on their own learning; • ensures that the students know what their next task is.
Discussing a text: The teacher • maintains the focus of the lesson (learning intention); • asks appropriate questions (open-ended and closed); • models a range of comprehension strategies; • encourages students to justify their responses and consider other points of view; • explores new concepts, vocabulary, and language features; • looks for opportunities to expand students’ written vocabulary.
Characteristics of effective teaching
Tutor teacher’s comments
PRT reflection
Adapted from Literacy Leadership in New Zealand Schools, 2001
Agreed future action
February 2007, Appendices
32
Engagement in the lesson: • The teacher shows students how to activate prior knowledge. 1. The students form intentions by: deciding on topic/ideas, deciding on purpose, form, and audience; connecting with what they already know and what they have read; deciding on important ideas; drawing up a rough sequence; asking questions of themselves and others to clarify ideas;
Introducing the lesson: • The teacher shares the learning intention, which is based on students’ identified needs. • Learning experiences are planned with appropriate kinds and levels of challenge. • The teacher models, demonstrates. • Students are given opportunities to clarify understanding of what is required. • Teacher and students agree on success criteria.
Characteristics of effective teaching
Date:
Supervising/Tutor Teacher:
Teacher:
Tutor teacher’s comments
PRT reflection
continued on following page
Agreed future action
Sample Written Record of a Meeting to Discuss Observation of Writing Lesson
February 2007, Appendices
33
gathering information by discussing ideas, locating sources, and selecting information; and creating mental images. • The teacher monitors students engagement by giving feedback/feed forward focused on the learning intention. 2. The students compose a text by: writing ideas as clearly as possible; attending to structure and form as well as ideas; considering best words to use for intended audience; seeking and acting upon feedback received from teacher/peers; checking that main points identified when forming intentions are covered; shaping text – linking basic information and further detail; and attending to spelling, grammar, handwriting/keyboard skills. 3. The students revise to review how clearly they have expressed their ideas by: seeking and responding to feedback from teacher/peers; reviewing the purpose or point of view; reviewing their work critically (vocabulary/interest); asking questions about intended audience – how will audiences feel when they read this?
Characteristics of effective teaching
Tutor teacher’s comments
PRT reflection
continued on following page
Agreed future action
February 2007, Appendices
34
Concluding the lesson: • The teacher provides opportunities for students to reflect critically on their learning. • The teacher invites students to share their learning in pairs, groups, or with the whole class. • The students are encouraged to give constructive feedback to peers as well as reflecting on their own learning (linked to success criteria).
Modifying the writing as necessary (including attending to surface features) 4. The students publish writing by: – making judgements about how to present their writing to the audience, – proof-reading their writing, – checking for correctness, – completing the version to be published, – enjoying their own work, – sharing it and displaying it.
Characteristics of effective teaching
Tutor teacher’s comments
Agreed future action
Adapted from Ministry of Education (2003), Effective Literacy Practice in Years 1 to 4, Learning Media, Wellington, pages 138–141.
PRT reflection
February 2007, Appendices
35
• Task/learning experience where all students can enjoy some successes and experience some challenges.
• Able to be modified for a range of learning needs (remedial and extension);
• Accessible to all students at the start;
• Task/learning experience linked to learning outcome;
Wide range of task/learning experience difficulty
• Clear links to learning intention for each lesson and associated success criteria.
• One measurable verb per learning outcome;
• Linked to key competencies (essential skills);
• Include processes, functions, content;
• Learning outcomes specified against national achievement objectives;
Planned learning outcomes
Date:
Supervising/Tutor Teacher:
Teacher:
Tutor teacher’s comments
PRT reflection
continued on following page
Agreed future action
Sample Written Record of a Meeting to Analyse Teaching and Learning in the Classroom
February 2007, Appendices
36
• Teacher feedback and establishing next learning steps.
• Scaffolding learning – adult/peer;
• Teacher identifying students’ strengths and weaknesses;
• Teacher modelling and demonstrating (if required);
Appropriate support for students
• Opportunities to present results and reflect on learning.
• Learning conversations that are relevant and meaningful: shared ideas; self/peer assessment; teacher sharing and teacher feedback and feedforward;
• Range of teacher strategies to cater for range of learning styles, for example: using equipment/materials; co-operative learning; think, pair, share; T-charts;
Engaging task/learning experience approaches
Tutor teacher’s comments
PRT reflection
Source: Linda Gendall, NZTC
Agreed future action
Role of the PRT Co-ordinator in a Secondary School Purpose: The PRT co-ordinator will manage the advice and guidance programme and the registration process for provisionally registered teachers (PRTs).
Key Tasks: To organise an in-class advice and guidance programme to: • identify a suitable supervising/tutor teacher for each PRT • ensure each supervising/tutor teacher is familiar with their role • monitor the supervising/tutor teacher’s support of the PRT • ensure that an observation programme is implemented in which PRTs are observed at least four times a year by a variety of staff (supervising teacher, PRTC, SMT) • ensure that PRTs are scheduled for focused observation of other teachers both within the school and, where appropriate, in other schools, at least four times per year. To organise an out-of-class advice and guidance programme to: • plan and deliver a regular advice and guidance programme of meetings for PRTs • ensure appropriate professional development is provided, for example, PRT courses, adviser assistance, subject association, curriculum courses. To ensure that non-contract time required by the Secondary Teachers’ Collective Agreement (STCA) is given and used appropriately by: • ensuring that the time the PRT is given is not used for relief • timetabling time for the PRT to spend with their Associate/PRT Co-ordinator • monitoring the working conditions and workload of PRTs. To participate in the registration process for each PRT by: • being aware of Teacher Registration Council requirements for registration • keeping records of PRT participation on their advice and guidance programme • monitoring the progress of each PRT against the Teachers Council Satisfactory Teacher Dimensions • advising the principal on each PRT’s progress towards registration and making recommendations • ensuring that PRTs keep records of the advice and guidance they receive both in class and out of class, including whole staff/department professional development • ensuring that PRTs know their rights and responsibilities for registration. To have close working relationships with the following: • principal • senior management team • specialist classroom teacher (SCT) • resource teacher of learning and behaviour (RTLB) • associate teachers • provisionally registered teachers (PRTs). To report annually to the Board of Trustees on PRT programmes and issues. To manage the PRT programme budget (if appropriate). Source: Massey University Centre for Education Development
February 2007, Appendices
37
Rights and Responsibilities: Provisionally Registered Teacher Notes: 1. All PRTs should have received a job description pertaining to their role in the school. 2. To enable PRTs to meet the requirements of the teacher registration process, the rights and responsibilities are listed below. 3. Performance management will be measured against the professional standards for beginning teachers (see pages 11–13 of the Secondary PRT Logbook) 4. PRT registration suitability is measured against the Satisfactory Teacher Dimensions (see Teachers’ Council website @ www.teacherscouncil.govt.nz)
Rights
Responsibilities
To be given clear guidelines for their role.
• To discuss requirements with their supervising teacher and PRT co-ordinator.
To be given the time allowance as per the Secondary Teachers’ Collective Agreement (STCA).
• To use the time for planning, observations, and professional development.
To be provided with an out-of-class advice and guidance programme.
• To attend and participate in the advice and guidance programme provided.
To be provided with an in-class advice and guidance programme, which means being observed and observing at least once per term.
• • •
To be recommended for registration if the requirements are met.
• • • •
To be familiar with the Satisfactory Teacher Dimensions. To keep signed copies of observations and a record of professional development and the advice and guidance programme. To complete the teacher registration documentation and pay the registration fees. To provide the Teachers Council with evidence of the advice and guidance programme if required.
To develop their own teaching style.
•
To cater to individual students’ learning and pastoral needs to ensure that all students develop to their full potential.
To work in a safe environment.
• To ensure that safe practices are followed (both physical and emotional).
To negotiate observation arrangements. To negotiate areas of observation. To act appropriately on feedback and advice.
Source: Massey University Centre for Education Development February 2007, Appendices
38
Rights and Responsibilities: Supervising/Tutor Teacher Notes: 1. PRTs are entitled to an advice and guidance programme. 2. Supervising/Tutor Teachers need to understand the teacher registration process so they can provide appropriate advice and guidance. 3. Supervising/Tutor Teachers need to develop working relationships with the PRT co-ordinator.
Rights
Responsibilities
To be given clear guidelines for their role.
• To carry out both formal and informal lesson observations. • To provide feedback on observations. • To follow up on areas requiring attention. • To ensure that the PRT time allowance is used effectively. • To have a set meeting time with the PRT being supervised. • To give advice and guidance on student management. • To act as a mentor and support person.
To be supported by the PRT co-ordinator and the senior management team (SMT) in the process and role.
• To establish a professional relationship. • To ensure that the PRT knows how the department works. • To ensure that the PRT develops a clear understanding of their curriculum subject. • To ensure that the SMT are aware of relief needs.
To be given professional development for this role.
• To attend professional development provided for supervising teachers. • To be familiar with the Satisfactory Teacher Dimensions.
To have their work recognised for attestation.
• To liaise with PRT Co-ordinators. • To provide evidence on progress towards the Satisfactory Teacher Dimensions for the PRT.
Source: Massey University Centre for Education Development
February 2007, Appendices
39
Individual PRT Record Sheet Name: PRT Status:
Year:
Registration: Provisional applied for:
Y/N
Date sent:
Additional support required: Y/N
If yes, see record:
Full applied for:
Date sent:
Observations
Y/N
Date completed
Concerns
Dealt with by
Follow-up
Term 1
Term 2
Term 3
Term 4
PRT meetings attended
Professional development
Additional support (SCT, RTLB, PN, HOD)
Handouts
Source: Massey University Centre for Education Development
February 2007, Appendices
40
PRT Observation Cover Sheet Teacher: Class: Observation completed:
Y/N
Debriefing meeting held:
Y/N
Full applied for:
Y/N
Issues raised:
Actions to take and support from:
Follow-up completed:
Y/N
Next steps:
Source: Massey University Centre for Education Development
February 2007, Appendices
41
Professional Practice Report Teacher:
Date:
Supervising/Tutor Teacher:
Date:
Criteria
Comments
Personal professional qualities
Relationships with students
Curriculum/ subject competence
Teaching techniques and class management
Planning and preparation
Contribution towards work of school as a whole
Source: Massey University Centre for Education Development
February 2007, Appendices
42
Supervising/Tutor Teacher Checklist Supervising/Tutor Teacher: Year 1/2 Teacher: Term 1
Date
Completed
Date
Completed
Visit One Follow-up discussion Visit Two Follow-up discussion Meeting One Meeting Two Term 2 Visit Three Follow-up discussion Visit Four Follow-up discussion Meeting Three Meeting Four End-of-term Report Ensure that PRT and supervising/tutor teachers have copies of observation sheets Term 3
Date
Completed
Visit Five Follow-up discussion Visit Six Follow-up discussion Meeting Five Meeting Six continued on following page
February 2007, Appendices
43
Supervising/Tutor Teacher Checklist Term 4
Date
Completed
Visit Seven Follow-up discussion Visit Eight Follow-up discussion Meeting Seven Meeting Eight Annual Report Ensure that PRT and supervising/tutor teachers have copies of observation sheets Source: Massey University Centre for Education Development
February 2007, Appendices
44
Progress Review Check Teacher: From: Criteria
To: Areas of strength
Areas for development
Professional knowledge
Professional practice
Professional relationship
Professional leadership
Signatures: Supervising/Tutor Teacher: Co-ordinator: Principal: Beginning Teacher: Source: Massey University Centre for Education Development
February 2007, Appendices
45
February 2007, Appendices
46
Date
Course/In-depth development
Description
Record of Involvement in Professional Development
Source: Massey University Centre for Education Development
Personal outcomes
Reading Summary Sheet PRT: Title of reading: Author: Date of publication: 1. What is the purpose of the reading? Why was it written? What contribution does it make to the literature on teaching and learning?
2. Identify what you see as the four most important points the author is making.
3. What critical comments can you make or what question does this reading raise for you?
4. What implications does this reading have for teaching practice?
Source: Margaret Wilson, NZTC
February 2007, Appendices
47
Evaluation of Advice and Guidance Programme How well are we doing? 1. Regular meetings with the supervising/tutor teacher with a clear focus on improving teaching and learning: Excellent
Very good
Little
Poor
OK
Comment:
2. Information on systems and activities being timely and effective: Excellent
Very good
Little
Poor
OK
Comment:
3. Expectations being defined clearly and explained: Excellent
Very good
Little
Poor
OK
Comment:
continued on following page
February 2007, Appendices
48
Evaluation of Advice and Guidance Programme 4. Support from others besides the supervising/tutor teacher: Excellent
Very good
Little
Poor
OK
Comment:
5. Observation of teaching being focused and feedback and discussion being constructive and helpful: Excellent
Very good
Little
Poor
OK
Comment:
6. Opportunities to observe others and discuss with them: Excellent
Very good
Little
Poor
OK
Comment:
continued on following page
February 2007, Appendices
49
Evaluation of Advice and Guidance Programme 7. Opportunities to participate in professional development activities: Excellent
Very good
Little
Poor
OK
Comment:
8. Documentation of the activities of the advice and guidance programme: Excellent
Very good
Little
Poor
OK
Comment:
9. PRTs feel supported, informed, encouraged and challenged? Excellent
Very good
Little
Poor
OK
Comment:
continued on following page
February 2007, Appendices
50
Evaluation of Advice and Guidance Programme 10. Summary: What are the strengths of the advice and guidance programme and how can it be improved? Comment:
Source: Christchurch College of Education Teacher Support Services
February 2007, Appendices
51
Notes
February 2007, Appendices
52
Appendices
Glossary of Terms as Used in This Resource advice and guidance programme
the advice, support, and guidance that is provided for provisionally registered teachers during their two years of provisional registration and for teachers employed subject to confirmation through their qualifying period to full registration
appraisal
an assessment or evaluation by another person of a teacher’s performance in a particular teaching situation. In schools, all teachers undergo an annual appraisal as part of the performance management system:
• for salary attestation purposes;
• to identify their professional development needs.
In early childhood services, appraisal is used mainly for professional development purposes.
buddy teacher
another teacher who is selected, or volunteers, to provide day-to-day support and guidance for the provisionally registered teacher on practical classroom and personal matters. The buddy teacher is usually one or both of the following:
• close in age and experience to the provisionally registered teacher;
• a teacher in the same department, team, or syndicate as the provisionally registered teacher.
centre supervisor/manager
the staff member with overall management responsibilities in early childhood services
co-ordinator
the teacher to whom the professional leader delegates the task of implementing and overseeing orientation processes for teachers registered provisionally and subject to confirmation. In smaller settings, this person may also be the supervising/tutor teacher
education and care services
are a category of early childhood services that are teacher- led, centre-based, and required to meet teacher registration targets
home-based education and care services
services where early childhood education is provided to small groups of children in a caregiver/educator’s or child’s own home. Home-based services are grouped together in networks, which are supervised by co-ordinators who are registered teachers
initial teacher education
the process of acquiring the knowledge and skills required to achieve a teaching qualification from a registered institution
licensee/owner
the person who holds the operating licence for an early childhood centre and is responsible for ensuring that all legal requirements are met
February 2006, Appendices
53
mentor
any person who provides support and guidance in a particular area of concern to another. Provisionally registered teachers may have several mentors, both in and outside a school or centre; in many schools and centres, the whole staff undertakes to mentor a provisionally registered teacher
middle school
a school that provides for students from year 7 up to years 9 or 10
observation lesson
a teacher’s demonstration of aspects related to teaching and learning in a particular situation. In observation lessons, provisionally registered teachers often observe good teaching practice by other teachers. As part of the advice and guidance programme, they also have aspects of their own teaching observed by other experienced teachers. These observations provide them with feedback about their progress towards the Satisfactory Teacher Dimensions, which are required for full registration and the development of their teaching skills
orientation programme
any programme provided to orient new teachers to a school or early childhood setting
persons responsible
[in a licensed centre] a person (or persons) directly involved in, and responsible for, the day-to-day care, comfort, education, health, and safety of the children
registering teacher
another name for a provisionally registered teacher or teacher subject to confirmation
regulated teacher
a teacher required for the ratio specified on an early childhood setting’s licence
supervising/tutor teacher
the person to whom the task of providing an advice and guidance programme for a provisionally registered teacher is delegated. In primary schools and early childhood education centres, this person is often referred to as a tutor teacher. In secondary schools, this role is usually, but not always, undertaken by the head of department in which the teacher is working. In some instances, the supervising/tutor teacher may be a qualified teacher who does not work in the same school as the provisionally registered teacher
tutor teacher
the supervising teacher in a primary school or early childhood education setting
February 2006, Appendices
54
References Aitken, H., Bruce Ferguson, P., McGrath, F., Piggot-Irvine, E., and Ritchie, J. (2008). Learning to Teach: Success Case Studies of Teacher Induction in Aotearoa New Zealand. Wellington: New Zealand Teachers Council. Cameron, M., (2007). Learning to Teach: A Literature Review of Induction Theory and Practice. Wellington: New Zealand Council for Educational Research. Cameron, M., Dingle, R., and Brooking, K. (2007). Learning to Teach: A Survey of Provisionally Registered Teachers in Aotearoa New Zealand. Wellington: New Zealand Council for Educational Research. Clement, M. C., D’Amico, J. J., and Protheroe, N. (2000). Essentials for Principals: How to Interview, Hire, and Retain High-quality New Teachers. Alexandra, Virginia: National Association of Elementary School Principals. Feiman-Nemser, S. (2001). “Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher”. Journal of Teacher Education, vol. 52 no. 1, pp. 17–30. Feiman-Nemser, S. (2003). “What New Teachers Need to Learn”. Educational Leadership, May 2003, pp. 25–29. Gray, A. and Renwick, M. (1998). A Study into the Effectiveness of Teacher Education Programmes: A Report Prepared for the Ministry of Education and the Teacher Registration Board. Wellington: Ministry of Education. Lang, Catherine (2001). “When Does It Get Any Easier? Beginning Teachers’ Experiences during Their First Year of Teaching”. Waikato Journal of Education, vol. 7, pp. 85–98. Ministry of Education (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa/Early Childhood Curriculum. Wellington: Learning Media. Ministry of Education (1998). Quality in Action/Te Mahi Whai Hua: Implementing the Revised Statement of Desirable Objectives and Practices in New Zealand Early Childhood Services. Wellington: Learning Media. Ministry of Education (1999). Teacher Performance Management: A Resource for Boards of Trustees, Principals and Teachers (Secondary School Teachers, Area School Teachers, Unit Holders). Wellington: Ministry of Education. Ministry of Education (2002a). Funding, Staffing and Allowances Handbook. Wellington: Ministry of Education. Ministry of Education (2002b). Recruitment and Retention in New Zealand Secondary Schools: Information from a Series of Interviews, with a Focus on Beginning Teachers, Returning Teachers, and Heads of Departments. Wellington: Ministry of Education. Ministry of Education (2002c). Pathways to the Future: Nga Huarahi Arataki. A Ten Year Strategic Plan for Early Childhood Education. Wellington: Learning Media. Ministry of Education (2005). Early Childhood Education Funding Handbook. Wellington: Ministry of Education, Resourcing Division. Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media. Mitchell, L. and Cubey, P. (2003). Characteristics of Professional Development Linked to Enhanced Pedagogy and Children’s Learning in Early Childhood Settings: Best Evidence Synthesis. Wellington: Ministry of Education/New Zealand Council for Educational Research. National Teacher Recruitment Clearinghouse (2000). A Guide to Developing Teacher Induction Programs. Belmont: National Teacher Recruitment Clearinghouse. New Zealand Government (1988). State Sector Act 1988. Available at www.legislation.govt.nz New Zealand School Trustees Association (2004). NZSTA Trustee Handbook. Wellington: New Zealand School Trustees Association. NZEI Te Riu Roa (2005). Primary Teachers’ (Including Deputy and Assistant Principals’ and Other Unit Holders’) Collective Agreement 2004–2007. Wellington: NZEI Te Riu Roa. NZEI Te Riu Roa (2005). Starting Out. Wellington: NZEI Te Riu Roa. NZSTA/PPTA Te Wehengarua (2000). Guidelines to Assist Boards of Trustees to Meet Their Good Employer Obligations to Maori. Wellington: NZSTA/PPTA Te Wehengarua. PPTA Te Wehengarua (2005). Secondary Teachers’ Collective Agreement 2004–2007. Wellington: PPTA. Renwick, M. (2001). Support for Beginning Teachers. Wellington: Ministry of Education. The University of Waikato (2007). The Essential Handbook for Beginning Teachers and Tutor Teachers. Hamilton: The University of Waikato. Wylie, C. (2004). Twelve Years Old and Competent: A Summary of the Research Report – Competent Children at 12. Wellington: New Zealand Council for Educational Research. April 2009, Appendices
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Further Reading Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education. Annan, B., Kuin, Lei M., and Robinson, V. (2003). “Teacher Talk to Improve Teaching Practices”. Set: Research Information for Teachers, no. 1. Wellington: New Zealand Council for Educational Research. Anthony,G. and Walshaw,M. (2007). Effective Pedagogy in Mathematics/Pangarau: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Biddulph, F., Biddulph, J., and Biddulph, C. (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Education Review Office (2002). Provisionally Registered Teachers. Wellington: Education Review Office. Education Review Office (2004). The Quality of Year Two Beginning Teachers. Wellington: Education Review Office. Education Review Office (2005). Voices: Beginning Teachers’ Experiences during Their First Two Years’ Teaching. Wellington: Education Review Office. Edwards, A. (1998). “Mentoring Student Teachers in Primary Schools: Assisting Student Teachers to Become Learners”. European Journal of Teacher Education, vol. 21 no. 1, pp. 47–62. Feiman-Nemser, S. (2001). “From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching”. Teachers College Record, vol. 103 no. 6, pp. 1013–1055. Gilbert, L. (2005). “What Helps Beginning Teachers?” Educational Leadership, vol. 62 no. 8, pp. 36–39. Gore, J. (2001). “Beyond Our Differences: A Reassembling of What Matters in Teacher Education”. Journal of Teacher Education, vol. 52 no. 2, pp. 124–135. Hampton, P. (2002). Co-ordinator’s Resource for Supporting Beginning Teachers in Schools. Hamilton: CBA Education. Lawson, H. (1992). “Beyond the New Conception of Teacher Induction”. Journal of Teacher Education, vol. 43 no. 3, pp. 163–172. Mitchell, L. and Cubey, P. (2003). Characteristics of Professional Development Linked to Enhanced Pedagogy and Children’s Learning in Early Childhood Settings: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. PPTA Te Wehengarua (2002). Beginning Teachers. Wellington: PPTA Te Wehengarua. Robertson, J. (2005). Coaching Leadership: Building Educational Leadership Capacity through Coaching Partnerships. Wellington: New Zealand Council for Educational Research. Spindler, J. and Biott, C. (2000). “Target Setting in the Induction of Newly Qualified Teachers: Emerging Colleagueship in a Context of Performance Management”. Educational Research, vol. 42 no. 3, pp. 275–285. Stansbury, K. and Zimmerman, J. (2002). “Smart Induction Programs Become Lifelines for the Beginning Teacher”. Journal of Staff Development, vol. 23 no. 4, pp. 10–17. Available at www.nsdc.org/library/publications/jsd/ stansbury234.cfm Timperley, H. S. (2001). “Mentoring Conversations Designed to Promote Student Teacher Learning”. Asia-Pacific Journal of Teacher Education, vol. 29 no. 2, pp. 111–123. Timperley, H., Wilson, A., Barrar, H., and Fung, I., (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. The University of Waikato School of Education School Support Services (2000). Secondary School Guidelines for the Professional Development of New Teachers at Secondary Levels. Hamilton: The University of Waikato. The University of Waikato School of Education School Support Services (2003). The Essential Handbook for Provisionally Registered Teachers and Tutor Teachers. Hamilton: The University of Waikato. Wragg, E. C. (1994). An Introduction to Classroom Organisation. London: Routledge. Zanting, A., Verloop, N., Vermunt, J. D., and van Driel, J. H. (1998). “Explicating Practical Knowledge: An Extension of Mentor Teachers’ Roles”. European Journal of Teacher Education, vol. 21 no. 1, pp. 11–28.
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