Recommendations

Recommendations

ERO makes the following recommendations to ensure a more systematic and structured approach of supporting new teachers through to full certification: 

ITE providers

  • deliberately integrate theory and practice by:

    • providing clear expectations around the selection and practice of associate teachers
    • providing clear expectations to associate teachers, host schools and student teachers about the learning to occur on practicum
  • deliberately create greater opportunities for student teachers to:

    • regularly observe experienced teachers and to apply theory in practice, taking into consideration models operating in other successful jurisdictions
    • engage with learners, parents and whānau from diverse cultural, socio‑economic and language backgrounds, and those with special education or additional learning needs.

 Education Council

  • review ITE programme requirements; this could include strengthening entry requirements, recruitment priorities to address teacher shortages, programme design, the quality of practicum, knowledge of learner assessment practices, professional development opportunities for associate teachers

  • lift the standards for graduating teachers to the level needed for a teacher to be ready to teach with support, by providing clearer expectations to ITE providers about the necessary skills, knowledge and practices teachers need for modern teaching and learning

  • with the quality assurance bodies, review graduate assessment processes to provide greater confidence that every student meets the standards for the teaching profession prior to graduation

  • review induction and mentoring requirements to ensure there are clear, supported and managed pathways to full certification, by:

  • providing NGTs with access to professional learning and development (PLD) and reflection through practices such as action learning groups, opportunities to observe the practice of other teachers, and guidance and support from mentors and coaches.
  • providing clear expectations to leaders, mentor teachers and provisionally certificated teachers (PCTs) about the learning and support to occur during the PCT phase
  • including an ongoing role for ITE providers in this process
  • provide NGTs with access to professional learning and development (PLD) and reflection through practices such as action learning groups, opportunities to observe the practice of other teachers, and guidance and support from mentors and coaches. 

Ministry of Education, working with other agencies

  • review current policy settings, and develop effective approaches to support the transition into the profession of NGTs, including improved models of mentoring support and models that provide greater employment certainty through to certification.

ERO also recommends the following areas of research and evaluation be considered:

  • an evaluation of the effectiveness of initial and ongoing teacher education programmes

  • a content analysis of ITE and an exploration of the quality of teacher preparedness in key subject areas including mathematics, science, digital technology and language teaching

  • a programme of longitudinal research that follows teachers through selection, their qualification, and into teaching to assess how their practice, capability and confidence as a teacher evolves, and the factors contributing to this.