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Initial Teacher Education Advisory Group

We’re working to strengthen initial teacher education (ITE) programme approval requirements from 2020. The Initial Teacher Education Advisory Group (ITEAG) provides the Education Council and other agencies with specialist advice and guidance on the design and implementation of a future-focused ITE work programme.

This includes:

  • developing new programme approval requirements including clear standards for graduating teachers and quality professional experience placements
  • developing best practice programme approval, review and monitoring processes
  • building a pool of supported capable associate and mentor teachers
  • providing confidence that every graduate teacher is ready to teach
  • strengthening the induction and mentoring of beginning teachers
  • improving alignment between graduate supply and the future workforce needs of the wider education system
  • managing the network of ITE provision to encourage greater coherency and collaboration between programmes to make sure overall system needs are met, and
  • advising on the timelines and process for implementation.

Membership

Membership includes a mix of ITE experts and innovators along with different roles and perspectives from across the ITE system. Members come from including early childhood education, primary and secondary sectors, and both Māori medium and English medium settings. They include teachers, ITE providers, principals and early childhood education centre managers.

Members were selected on the basis of their individual knowledge, expertise and personal attributes, to make sure the Education Council receives the best advice possible. Membership was by invitation.

A list of current members can be found here.

More information

You can find out more about our future-focused ITE work programme here.

ITEAG Meetings

   Meeting date        What was discussed ITEAG advice 

25 & 26 January 2018                     

  • Our vision for the ITE system
  • Design principles to guide the ITE work programme
  • Roles of the Ministry of Education (MoE), New Zealand Qualifications Authority (NZQA), Tertiary Education Commission (TEC) and Committee on University Academic Programmes (CUAP)
  • How the Standards for the Teaching Profession (the Standards) were developed, and a proposed framework for how they might be applied in ITE
  • Selection and entry to ITE programmes
  • Implementing the literacy and numeracy capability in ITE research
  • How assessment and moderation processes can provide greater confidence in graduate outcomes.
  • Supported the literacy and numeracy capability in ITE research project
  • Recommended gathering information about current ITE assessment practices against the Graduating Teacher Standards
  • Supported progressing the concept of a framework for applying the Standards (with support) in ITE.

 

 

 

15 March 2018

  • A proposed approach for applying the Standards in ITE (presented by Graeme Aitken and Claire Sinnema)
  • Programme design and content including how we might balance flexibility with requirements that give stakeholders confidence in programme quality
  • Proposed changes to the format of the programme approval guidelines including aligning the structure of new requirements to NZQA criterion and clearly separating approval requirements from guidance
  • The MoE’s Education Work Programme. Learn more here.
  • Supported the development of a framework that places more emphasis on the system in place to gather evidence about the capability of each student to demonstrate the Standards (with support) through action.
  • Supported proposed programme approval guidelines structure and information types.
  • Established an ITE subgroup to provide advice on the new ITE programme approval requirements. Members include Leticia Fickle, Bev Norsworthy, Stuart Armistead, Jay Allnut and Beverley Cooper.

 

3 May 2018

  • Amended the proposed framework for applying the Standards (with support) in ITE (presented by Graeme Aitken)
  • ITE provider assessment practices
  • Proposed programme approval guidelines including a new lens for looking at programmes
  • Education Workforce Strategy (presented by Di Davies, Ministry of Education)
  • Update on literacy and numeracy capability in ITE research.
  • Supported further development of the framework for applying the Standards (with support) in ITE
  • Recommended changes to the content and structure of the proposed programme approval guidelines
  • Guidance on how to ensure the literacy and numeracy research will be manageable for ITE providers.

 

 

 

27 June 2018

 

 

  • Proposed programme approval requirements ahead of consultation with the sector
  • Update from the Ministry of Education
  • Strengthening partnerships in ITE and New Zealand Normal and Model Schools
  • Induction and Mentoring and how this can be strengthened
  • Update on a proposed approach for applying the Standards in ITE, including the establishment of an expert group to develop exemplars of assessment against the Standards (with support)
  • Registration and Certification policy change. Learn more here
  • Code and Standards workshops for ITE providers.
  • Supported changes to the proposed programme approval requirements and consultation with the sector
  • Recommended increased supports for schools as sites for Induction and Mentoring
  • Recommended that Induction and Mentoring be addressed in Early Childhood Education (ECE) settings
  • Supported the development of assessment exemplars for applying the Standards (with support) in ITE
  • Supported providing support for ITE providers to understand the Code and Standards.
11 October 2018
  • Feedback from the eight-week consultation on the draft programme approval requirements discussed, as well as timing options for release
  • Report back from working groups on the framework for ITE students meeting the Standards for the Teaching Profession (with support)
  • Māori medium initial teacher education discussion
  • Update on the workforce strategy from the Ministry of Education
  • Normal and Model Schools report on quality mentoring by associate teachers
  • Induction and Mentoring issues and proposed solutions.
  • Gave advice regarding the consultation and timing of programme approval requirements
  • Supported the progress on the framework for the Standards (with support) and recommended the framework continue to develop as a living, rather than static, document
  • Recommended that the Council meet with student teachers to hear their voice on issues.
19 November 2018
  • High-level pack release for programme approval requirements discussed
  • Proposed transition process for new programme approvals discussed
  • Induction and Mentoring discussed widely and in the context of Normal and Model schools
  • Progress on the assessment framework for meeting the Standards for the Teaching Profession (with support) discussed
  • Changes to the Teaching Council’s policy on English Language Competency Requirements for teaching in New Zealand were discussed.
  • Advised that the first approvals under the new requirements should proceed as a pilot and iterative learning process
  • Supported and gave advice on the progress with the assessment framework for meeting the Standards (with support)
  • Supported ideas regarding induction and mentoring and a proposed annual conference held by the Normal and Model Schools Association (NAMSA).
11 March 2019
  • Implementation of the Initial Teacher Education Programme Approval Requirements, to be released soon
  • Induction and Mentoring and its importance and connectedness to ITE
  • The Teaching Council’s Māori Medium Work Programme and a new Working Group that will be formed shortly
  • Update from the Ministry of Education on the Education Workforce Strategy
  • Update on the Council’s project to bring its services online
  • Advised that resourcing is key in ensuring the vision of the ITE Requirements is realised
  • Advised that Induction and Mentoring is key in the education system
  • Provided advice on the implementation of the ITE Requirements, including an evaluation of these
  • Supported the online services project in enabling teachers and ITE providers to access the Council’s services more effectively and efficiently