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Early Childhood Education Advisory Group

The Early Childhood Education Advisory Group (ECEAG) offers advice and guidance on professional issues regarding teachers working in the early childhood sector.

For enquiries please contact:

Sally Macesmith, Board Secretary
Phone:  (04) 974 8709


The current members of the Early Childhood Education Advisory Group are: 

Clare Wells (Convenor and Governing Council member), Arapera Card, Rebecca Chatwin, Sharon Coulton, Gaylene Daniels, Annie Gordon, Alex Gunn, Vicki Hiini, Tracey Hooker

About the ECEAG

The purpose of the Early Childhood Education Advisory Group (ECEAG) is to provide the Teaching Council with advice in respect of any of the Council’s role or responsibilities relating to teachers, students and others in the field of early childhood education.

The functions of ECEAG are to:

  • provide advice and recommendations to the Teaching Council on any matter within its area of expertise that ECEAG considers to be of concern or potential interest to the Council’s strategic goals; and
  • receive and respond to requests from the Council for advice on specific issues and matters within its area of expertise.

In carrying out these functions, ECEAG will be expected to:

  • be aware of the environment and issues facing teachers and employers in early childhood education, including an awareness of relevant government policy and strategies;
  • be aware of the views, expectations and attitudes of parents and whānau of children in early childhood education facilities;
  • make strategic assessments, with the view to helping the Teaching Council to plan appropriately and to provide an opportunity for positive Council decisions and interventions;
  • give the Teaching Council timely, well considered, balanced and objective advice and recommendations appropriately reflecting or acknowledging all perspectives;
  • respond to or provide advice or comment to the Teaching Council’s other advisory groups, the leadership centre and/or to project or reference groups set up on particular topics; and
  • provide recommendations and advice that reflect a consensus view of ECEAG but where this is not possible to indicate where the views and advice expressed represent the opinions of only a majority of members or where appropriate provide a range of views.

The Convenor of ECEAG is required to exercise a number of duties and responsibilities in addition to those of other members including:

  • convene meetings with members of ECEAG, in person or by telephone/video conference, to consider issues and prepare advice for the Teaching Council;
  • preside over ECEAG hui / meetings and facilitate their effective functioning;
  • sign or authorise any communications or documents from ECEAG to the Teaching Council;
  • serve as the spokesperson for ECEAG, only when requested by the Teaching Council; and
  • arrange with the Teaching Council for the appointment of a Deputy Convenor for when the Convenor is not available or cannot carry out their functions.

Selection Criteria

Members (and convenor) will be appointed on the basis of their individual knowledge, expertise and personal attributes, for the provision of the best possible advice to the Teaching Council, not on the basis of their membership or association with any one or more organisations.

Every effort will be made in the appointments process for the membership to cover a range of early childhood education settings:

  • kindergarten;
  • education and care;
  • Kohanga Reo/ kohungahunga / puna reo;
  • initial teacher education;
  • Pasifika;
  • homebased ECE; and
  • primary (new entrant).

Members of ECEAG are required to:

  • be demonstrably knowledgeable in one or more areas in the field of early childhood education, and possess a relevant teaching qualification that leads to registration;
  • be open minded, receptive to, aware of, and able to take into account the expressed views of others in the field of early childhood education;
  • have at least five years evidenced practical teaching experience in one or more areas of early childhood education;
  • be current and knowledgeable about trends and issues in teacher professional practice and the Teaching Council’s standards and codes;
  • be able to effectively communicate in writing and orally, especially in groups;
  • have the personal attributes necessary to engender good working relationships within an advisory group;
  • be able to commit some of their own time to preparatory work associated with the working of the group, and to attend the group’s meetings (assuming due notice is given); and
  • be, or have been, a registered teacher.