ITE Report
The Teaching Council has published an ITE report - Creating an equitable future-focused Initial Teacher Education (ITE) system – the new ITE Requirements – the journey so far.
Purpose of the ITE Report
We believe this is the right time to reflect on the ITE journey since the ITE Programme Approval, Monitoring and Review Requirements (ITE Requirements) were published in 2019. The ITE Report - Creating an equitable future-focused Initial Teacher Education (ITE) system – the new ITE Requirements – the journey so far - outlines the reasons why this journey has been undertaken, the changes introduced by the new ITE Requirements, and where we are at two years after the new ITE Requirements publication, including emerging strengths, challenges, and the planned journey ahead.
Summary of ITE Report
The Teaching Council is expecting 94 programmes to be approved under the new ITE Requirements by 27 ITE providers. All English medium programmes have been submitted, with a small number scheduled for approval panels in early 2022. The publication of Te Whare o Rongotuaira - Māori medium ITE Programme Approval, Monitoring and Review Requirements – in April 2021 means most Māori medium programmes will undergo the approval process during 2022. To date very few new teachers have graduated from these programmes. While the new requirements set the direction for the journey, it will take time before we see an impact on the education system as a whole.
The Council considers that it is important that Māori medium providers can describe their approach to their programme design and development through narratives that express their own distinct ways of knowing, being and thereby informing the approval process with relevant, succinct kōrero. In April 2021 Te Whare o Rongotauira – Māori medium Initial Teacher Education Programme Approval, Monitoring and Review Requirements – was published.
The Council acknowledges how hard it has been for the whole sector since the arrival of COVID-19 in Aotearoa New Zealand, especially the challenges associated with student teachers undertaking professional experience placements, and for new teachers only just starting to practice in classrooms and centres. We acknowledge providers and partners who have worked very hard to adjust programme delivery. We acknowledge and applaud the agility of ITE providers and centres and schools | kura to adapt to the fast-moving situation, and support student teachers in their training and graduation.
Strengths of the new ITE requirements include emerging innovative partnership arrangements between ITE providers and partners such as centres, schools | kura, and an increase in the duration and range of professional experience placements. Some of the challenges, as reflected in the conditions assigned by approval panels, include improving te reo Māori assessment, and improving the connection between ‘real-life’ problems-of-practice and student teacher assessments.
Moving forward, with the transitional phase of programmes being approved under the new ITE Requirements coming to an end, the Council | Matatū is focussing on Phase Two of the Council’s | Matatū ITE work programme. The mahi ahead includes reviewing the requirements related to programme monitoring and review and national moderation, and options for evaluating the impact of the new ITE Requirements changes at a system level. The ITE Advisory Group reconvened in November 2021 allows the Council to draw on expert advice. This will allow ITE to remain future-focused and responsive to emerging issues and needs, so that we can successfully continue our journey.
The issue of ‘readiness’ of newly graduated teachers
The Council’s aim is that new teachers are ready to demonstrate core teaching skills when they start teaching. However we believe it is important to acknowledge new teachers are still on an ongoing journey to build skills and experience and recognise the responsibility of centres and schools | kura for supporting new teachers during the two-year induction and mentoring programme they are required to complete as part of their Tōmua | Provisional practising certificate. It is expected new teachers will meet the Standards | Ngā Parewa with support, provided by their mentor teacher and school | kura community. Experience shows that induction and mentoring play a pivotal part of developing a teacher’s competence.
How to read this report
We acknowledge different parts of the profession and the public will have different levels of understanding about the purpose of the ITE Requirements, how they are developed, how ITE providers apply them and how they are approved. We suggest options for how to read this report based on the reader’s familiarity with the ITE sector and processes.
ITE providers
- Section 2 – “the journey so far” - is likely to be of prime interest to those ITE providers who are already familiar with the ITE Requirements (Appendix Two) and already understand the reasons why the new ITE Requirements were introduced (Section 1).
- Section 2.2 describes some of the emerging challenges and opportunities.
- Section 2.4 sets out the next steps and outlook for further ITE enhancements.
Members of the profession
- Section 1 – “the reasons for the journey” – provides information about why the new ITE Requirements were introduced.
- Section 1.6 describes the key changes that the new ITE Requirements have introduced.
- If you are not familiar with them, Appendix 2 – “the ITE Requirements...what are they?” – provides examples about key components of the ITE Requirements. A better understanding of the ITE Requirements is likely to help make sense of Section 2 describing the journey so far.
Members of school | kura and centre communities and members of the public
- Appendix One – “how the ITE sector has changed” – may provide useful information about the ITE sector.
- Section 1 – “the reasons for the journey” – provides information about why the new ITE Requirements were introduced.
- Section 1.6 describes the key changes that the new ITE Requirements have introduced.
- If you are not familiar with them, Appendix 2 – “the ITE Requirements...what are they?” – provides examples about key components of the ITE Requirements. A better understanding of the ITE Requirements is likely to help make sense of Section 2 describing the journey so far.
The journey of ITE programme development
On average, this journey takes 1 ½ to 2 years. Developing partnerships is a lengthy and ongoing process. It is only once the Teaching Council has approved a programme that an ITE provider may begin preparing for delivery of the programme.
