Toolkit for applying
ITE providers can find resources and tools to help them apply for programme approval.
On this page
Panel information for ITE providers
Audio: Unpacking the new ITE requirements
Advice on:
Language competency requirement
Culminating integrative assessment requirement and key teaching tasks requirement
Te Reo Māori competency and progression requirement
Log in to ITE provider portal
The new online ITE portal allows providers to submit new programme applications easily and in a secure environment. Providers can edit contact information, submit student exemptions and extensions and track progress of applications.
Reference guide for ITE providers including getting set up, logging in, updating contact details, viewing programmes and applications.
Panel Information for ITE Providers
This is a guide for ITE providers about the composition and role of panels in the ITE programme approval process.
Click here to read the panel information for ITE providers — draft.
Audio: Unpacking the new ITE requirements
In this interview Pauline Barnes (General Manager, Teaching Council) and Alex Gunn (Chair of TEFANZ and Associate Dean of Teacher Education at the University of Otago) discuss the new requirements for initial teacher education programme approvals which were introduced in July 2019.
Alex and Pauline explore why the requirements were developed, some of the ins and outs of the new approach to programme approvals, and the critical role providers and their partners have in shaping their programmes so that graduates can meet the Standards | Ngā Paerewa (in a supported environment) from day one in their new teaching career.
Advice on:
Language competency requirement
Requirement 6.2, ITE Requirements document page 42
The Council's policy for language competency gives provision for candidates skilled in either English or te reo Māori.
The policy has been written in alignment with language policies from NZQA and NZ Immigration. Effective from January 2019, the Council policy gives the profession assurance that candidates seeking to enter initial teacher education (ITE) programmes and overseas trained teachers have the requisite level of language competency to communicate successfully at the level required.
Features of the policy are:
- A single policy for entry to ITE, and overseas trained teachers applying for teacher registration
- Applicable to domestic and international candidates
- Works from an ‘evidence’ base, and does not distinguish on ‘first language’ or ‘other language’, etc
- A range of eight internationally accessible approved English language tests
- An exemptions process for exceptional cases – for use by ITE providers only.
Police vetting requirement
Requirement 6.5, ITE Requirements document page 51
Gaining a Police Vet is a common feature to:
- Entry to initial teacher education
- Teacher registration
- Any of the certifications in the 2020 Registration Policy (Tōmua, Pūmau, Tūturu).
To meet the requirements of the Children’s Act, for the purposes of entry to ITE, all candidates must complete a Police vet application as part of the selection and entry process. Most Police vet applications are processed within 20 working days
Having a criminal record does not necessarily preclude a candidate from entering Initial Teacher Education, under the guidance notes in Requirement 6.2 there are considerations for the provider to exercise their discretion on whether to accept a candidate:
- severity and recency of offending
- age of candidate when offending occurred
- pattern of offending and whether the offending means the candidate is unlikely to be of 'good character and fit to teach'.
ITE providers can decide on whether to enrol a candidate, however both the provider and the candidate need to be aware that the Teaching Council will go though its own process for registration which will involve consideration of a subsequent Police vet. Therefore, the process at entry to an ITE programme does not guarantee registration as a teacher. For more details, please refer to this letter to providers.
Culminating integrative assessment requirement and key teaching tasks requirement
Requirement 4.2 and 4.3, ITE Requirements document page 32
Learning materials have been prepared for these requirements:
- Culminating integrative assessment powerpoint presentation
- Key teaching tasks powerpoint presentation
Te Reo Māori competency and progression requirement
Requirements 6.2, ITE Requirements document page 44
Authentic partnerships
There is growing recognition that partnerships between ITE providers and key stakeholders enhance the learning of student teachers.
A paper was written further outlining what is meant by an authentic partnership.
COVID-19 considerations and ITE newsletter
With ongoing changes in Aotearoa as a result of Covid19 the Teaching Council has taken a proactive stance to support our Initial Teacher Education providers and their students.
Teaching Council have worked in collaboration with the profession and key stakeholders to find practical solutions to the issues that lockdown brought to the sector. We have set up webpage with key information as well as a send out a regular newsletter for ITE providers. he newsletters contain information on:
- Making changes to a programme through the interim panel process
- Enhanced Induction and Mentoring for graduates affected by Covid 19
- Using our online provider portal
- Using Hapori Matatū.
The newsletters also provide a platform for providers to share some of their examples of how they had applied changes in practice. If you have not been receiving the newsletter and feel it would be beneficial to you please contact your lead advisor and ask to be added to the mailing list.