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Table of contents

Speaking up and out: Education and Training Bill submission
Q&A videos with Lesley Hoskin
Funding for ECE Endorsement
Teacher education programmes are being overhauled
Re-imagining appraisal
Christchurch: Thank you teachers
Leadership Centre update
Proposed fees consultation: next steps
Staying safe and vigilant amid COVID-19
Ngā mihi nui ki a koe,

Speaking publicly always gets my adrenaline pumping, no more so than doing so in the depths of Parliament House to Members of Parliament on live TV. 

Other Council members and I delivered our oral submission on the Education and Training Bill to Select Committee last week.

I wouldn't change the people by my side for the world.


Board member and Sylvia Park School teacher Dagmar Dyck spoke about the need to go further in legislation to promote children's right to education, by including ECE and UN conventions.


I spoke about new legislation we would like to see around how the Council is able to handle complaints regarding teacher misconduct and how some matters, those not of child safety, for example, could be dealt with differently by the CAC.

General manager Pauline Barnes expressed concern about natural justice for teachers in regards to the proposed disputes panel, and asked for clarification and change so teachers do not go through two different processes for one incident. She also stressed the need for ECE to be able to access the panel for the same reasons schools will.

Board member and John Paul College principal Patrick Walsh spoke to changes to the physical restraint framework, highlighting the need to allow teachers to act as professionals and adults to intervene earlier and consider all students' emotional and physical wellbeing.

The Select Committee process sits at the heart of democratic society and we felt proud to speak up and speak out for teachers.
 
Ngā mihi,
Lesley,
CE
SPEAK
UP

SPEAK OUT
The Education and Training Bill is in the Select Committee phase and the Teaching Council made written and oral submissions - all the more to speak up and speak out!  

Watch our full oral submission

Read our full written submission for more detail

 

Q&A with Lesley Hoskin

Click on a tile below to watch a short video of Lesley explaining aspects of our submission that most interest you.

Funding for ECE Endorsement
 

Did you know? Together with the Early Childhood Council we advocated for change so those teachers registering and certificating through our discretionary pathway* can receive an ‘ECE or Primary Endorsement’ and be recognised by the Ministry of Education for funding and licensing purposes.

Prior to mid-2018 teachers whose registration and certification were approved through the Teaching Council's discretionary pathway were unlikely to be considered 'qualified' for Ministry of Education funding and licensing purposes. This was a problem and wasn’t fair on teachers or centres. The Council started adding an endorsement to approval letters to show that the person is 'fit' for teaching in the ECE sector. This became known as an "ECE or primary endorsement".

The Ministry has now agreed to recognise the endorsement and agreed to fund those teachers as qualified teachers.

Now, we are exploring further options for those registered and employed prior to the endorsements starting in mid-2018. We will let you know when something is finalised.

*the discretionary pathway includes consideration of other qualifications and experience if a person's qualifications do not meet core knowledge requirements of an initial teaching qualification in NZ.

IN
THE
NEWS







 
Recently, articles have been circulating in the media about the need to “completely overhaul teacher training” to produce teachers better able to teach children and young people with dyslexia.

A direct quote from one article reads “[teachers] do the best they can with the knowledge that they’ve been taught and been given, and that knowledge that they’ve been given in wrong.”

In some ways, this goes to the heart of the Council's new Initial Teacher Education requirements, which are already in the process of overhauling teacher training.

It is crucial for teacher graduates to have the knowledge and skills to adapt their practice with new knowledge, current research and teaching strategies throughout their career.

For this reason, a key focus of the requirements has been ensuring teacher education programmes strengthen their integration of research and practice.

All new programmes do not have to be inn place until 2022. As most are three-year degrees, we do not expect to see graduates in centres and schools until 2025.

Find out more about how teacher training is being overhauled.

Initial Teacher Education Approval Panel and Teaching Council staff at Victoria University, March 2020.
Work in progress: re-imagining appraisal

We should have progress updates to share with you soon in this space. In the meantime, read on for clarification of where things currently stand.
 
Schools and centres are free to design their appraisal processes and establish what works for them. There is no Council requirement for an appraisal system to include an inquiry, reports of PD or a portfolio of evidence – but inclusion of these things is up to your setting’s appraisal process.
 
The requirement for the Council to audit 10% of teacher appraisals is in the process of being removed from legislation. The Education and Training Bill is currently in the Select Committee phase and will soon progress to its second reading. 
 
We are working on a new system that moves away from a compliance-focus to build a high-trust culture that assures high quality practice. This means there will still be an element of accountability to ensure all teachers holding a full practising certificate meet the Standards/ngā Paerewa. We want the focus to be on teachers’ professional learning journeys where conversations about teaching and learning use the Standards/ngā Paerewa as a reference for quality practice that support all learners.
 
For the most up to date information please keep an eye on our website.

When you sow a seed of kindness and empathy... 


When the city of Christchurch went into lockdown on Friday March 15 2019, you, the teachers in schools, kura and early learning centres kept our children and young people safe.
 
In very challenging circumstances you came up with creative ways to keep children calm, occupied, fed and toileted. As sorrow and despair swept over the city and the rest of the country, there was also grateful relief that kids were being kept safe in schools and early childhood centres.
 
One year on and our gratefulness has not diminished, nor our sympathy for all those with friends and family that lost their lives in the attack. The distress and grief of that day is still being felt. 
 
There’s a plaque at Pony Point (Lyttelton), an unofficial memorial, where 51 fledgling native trees are growing. The plaque reads Humanity. When you sow a seed of kindness and empathy it grows into 51 trees of hope and love.”
 
 
(Above: page in the Book of Aroha)

You are in a unique position to sow those seeds in the children and young people you influence and shape every day. We all need to continue to work towards creating a country where freedom, justice, hope and love are non-negotiable values. We must confront and call out racism, intolerance, white supremacy and bigotry.
 
Please browse the Book of Aroha which was created last year, with hundreds of messages of support and solidarity from teachers all around the country for the education community in Christchurch.
 
Please feel free to connect with us and click on these resources to help support your ongoing work in this area:
 
Racism and the Code of Professional Responsibility for Teachers
The Code of Professional Responsibility: Examples in Practice
Human Rights Commission Give Nothing to Racism campaign
Ministry of Health Supporting people affected by the Christchurch mosque attacks

Leadership Centre - we accept!


The Teaching Council Governing Board recently accepted the invitation from Government to establish a Leadership Centre, made as part of the Tomorrow's Schools review. 

The profession will have the independence and control to shape its own future and realise the Leadership Strategy, which was developed and is owned by teachers. We campaigned to have the right for the Leadership Centre to be established by the profession, for the profession.

The Board intends for the Centre to take a new approach to leadership that will provide all teachers with the opportunity to develop capable, adaptive and inspirational leadership - regardless of role or position. 

You may be wondering what the funding implications of this are, particularly in light of the recent fees consultation. There is more work to be done here, once we know what the Centre design will be. However, we are expecting that following the establishment of the Centre, the delivery of leadership development will be funded from centralised PLD funding or a government budget bid. In other words, you won't be paying for future PLD opportunities through the Leadership Centre. 

While we have accepted the invitation, there is still a lot of work to do around the shape and functions of the Centre as we want clarity of the role and responsibilities we are accepting and how they fit within the design of the education system. An important component of this design will be working with the profession to create the right model to support the aspiration of the Māori medium sector to grow leadership.

Read Board Chair Nicola Ngarewa's acceptance letter to the Minister of Education, which sets out the intentions of the Governing Board. 

Keep an eye out for your opportunity to feed into this exciting mahi in the future!
 

Thank you to the more than 24,000 teachers and professional leaders who had their say in the proposed fees consultation. We are currently analysing the results. The governing body of the Teaching Council will carefully consider all the feedback over the next two months.

   COVID-19   

While the chance of widespread community outbreak is expected to remain low, here are some tips to remain safe and vigilant!
 
Keep calm and wash your hands!

 
Fever, cough or shortness of breath symptoms? Phone Healthline's dedicated COVID-19 number 0800 358 5453 (for free)
 

 
Human Rights Commission's Two-Step Guide

1. Sneeze into the crook of your elbow
 
2. Don't be racist or xenophobic
The Prime Minister’s Education Excellence Awards is a great opportunity to recognise, celebrate and share inspiring teaching practices that go above and beyond to support learners to succeed. Entries are now open and will close Friday 10 April 2020.
The Awards are open to all schools, kura and early learning services around the country to submit an entry. The main award categories are:
  • Excellence in Engaging
  • Excellence in Leading
  • Excellence in Teaching and Learning
  • Excellence in Wellbeing Education
This year’s Education Focus Prize, which changes each year, celebrates Excellence in Environmental and Sustainability Education. This prize celebrates teaching and learning that empowers children and young people to develop critical thinking skills, as they explore the impact that people have on the environment, and to take action for a sustainable future.
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