Mandatory Review of Teacher Education Qualifications
Governance Group Agenda
Mandatory Review of Teacher Education Qualifications
Governance Group
Minutes
Date
Location
Terrace Conference Centre
114 The Terrace
9.30am–3.00pm
Wellington
Lyn Williams (Chair)
Christchurch Polytechnic and Institute of Technology
Janet Hay
Tertiary Education Commission
Joycelyn Tauevihi
BEST Pacific Institute of Education (from 10.45am)
Liz Bowen-Clewley
Competency International Ltd
Lloyd Olivecrona
Consultant
Mark Nichols
The Open Polytechnic
Peter Coolbear
Ako Aotearoa
Rod Bentham
Qualifications Services, NZQA
Shelley Hoani
Te Wānanga o Aotearoa
Wayne Dyer
Auckland English Academy
Dave Hodges
Professional Adviser
Annie Chan
Qualifications Services, NZQA
Amy Buckland
Qualifications Services, NZQA
Bronwyn Yates
Literacy Aotearoa Ltd
Daniel Haines
NZ Union Students’ Associations
Deborah Wansbrough New Zealand Teachers Council
Diana Ayling
Unitec
Seini Nai
Sector Relationship Manager, NZQA
Wednesday 23 July 2014
Time
Members
In attendance
Apologies
Agenda
1
Karakia
2
Welcome

3
Formal business

4
Lyn welcomed all to the meeting and Amy Buckland was welcomed as replacement
facilitator for Michel Norrish.
Minutes (19 June) were endorsed by the GG with no amendments.
Consultation feedback

The sector feedback and possible adjustments to qualifications were discussed. It was
noted that the number of responses (76) was reasonable in comparison with other
mandatory reviews and it was felt that there was sufficient information to make decisions.
It was also agreed that the overall online response was positive and so there wasn’t a
clear mandate to make significant changes before approval to develop was sought.

A couple of areas from the consultation that were considered as potentially warranting
development of specialist qualifications in the future were:
o
Teaching Young Adults (18-25) (It was noted that Ako Aotearoa currently have a
project under way in this area.)
o
Coaching and Mentoring/Buddying.

A query was raised about how easy it would be to make changes to the qualification suite
once it was listed and it was noted that new qualifications can be listed at any time without
a review of the whole sector.

It was observed that there had been one strong email submission from an ITO opposed to
the Assessment qualification at Level 4, however overall anecdotal feedback from ITOs
gathered by governance group members indicated ITOs supported the professionalization
of assessment and felt qualifications in this area would provide a good base for
assessors.

There was general agreement that the working groups should re-examine the use of the
term ‘Deliver’ in the qualifications. As reflected in the consultation, the preference is for
terms like ‘Facilitate’.

In response to some confusion in the consultation feedback, it was noted that any
organisation providing New Zealand qualifications would need to have internal moderation
processes and to take part in external consistency reviews.

Concerns raised about the lack of visibility of things Māori across all the Teacher
Education qualifications were noted. A GG subcommittee would look at the strategic
purpose statements across the qualifications for ways to strengthen biculturalism and
reflect partnership.
LANGUAGES

There was discussion regarding the concern expressed in the consultation that the NZCs
in Language Teaching were intended to replace CELTA and similar qualifications, or
might devalue them. It was pointed out that there are already examples where Cambridge
Language Teaching qualifications are embedded within local qualifications and that may
be an option for programme development. There was then general discussion about how
the relationship with qualifications like CELTA might be reflected in the qualification
document. To allow flexibility it was recommended that wording such as, “providers are
encouraged to consider including international certification in programmes leading to this
qualification…” be included in the qualification documents rather than specifying particular
certifications. It was agreed that the response to sector feedback would include
clarification of this review in relation to international certifications.
ALNE

Extensive discussions took place around the connection between the ALNE qualifications
and the general ATT qualifications.

Concerns from some Working Group members over the decision to approve outcomes of
the ALNE qualifications which did not include Māori concepts were discussed. It was
noted that the GG decision was for high level outcomes across all qualifications, but the
qualifications would have still included the Māori concepts/frameworks in the
specifications. It was noted that this principle was only addressed in some of the ALNE
qualifications which has caused confusion. It was agreed that there was insufficient time
to revisit this decision before the submission due date of 28 July to reconvene the
Working Group but the issue would be addressed during the Approval to list process and
the Working Group would be contacted to update them.

Extensive discussions took place around consultation feedback relating to the connection
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between the ALNE qualifications and the general ATT qualifications. It was agreed that
many of the issues raised will be addressed in the development of conditions at the next
stage.

The suggestion to include financial literacy in the ALNE qualifications was discussed and
it was noted that this was more of a context in which the qualifications could be delivered
and that could be reflected in the programme design.

A query was raised about the entry requirements for ALNE and it was agreed that
because the ALNE qualifications are not teaching qualifications per se that the entry
criteria needs to be very clearly stated as including teaching experience.
LEADERSHIP

It was noted that there was some confusion around the inclusion of leadership in the ATT
Level 6 qualification. It was agreed that this was a reference to ‘thought leadership’ rather
than management and didn’t require being in a management position.
NUMBER OF QUALIFICATIONS

It was suggested that concerns about the number of qualifications may just be in relation
to the total number rather than the number in any particular area. There was also a clear
message that proliferation is due to the regulatory environment.
NEXT STEPS

It was agreed that the next stage of development (development of conditions for the
qualifications) would be trialled with the ATT working group and then the GG would see
what support or guidance might need to be provided to the other working groups.

Given the tight timeframes, some initial high level principles were agreed to guide and
assist the working groups:
o Apply perspective of a provider
o Developing guidance for programme development
o Identify critical elements of programme design
o Identify critical knowledge and skills for a proficient practitioner ie reflection
o “Less is more”
o Conditions must allow the qualifications to meet the needs of diverse users in diverse
contexts (e.g. description of contexts)
o Inclusion of Māori pedagogy as key body of knowledge
o Education and assessment should be described as a holistic and integrated activity
o Unpacking of outcomes.
5
Submission for Application to Develop
 The qualifications were confirmed for submission for approval to develop.
Moved LBC, Seconded JT

6
GG members completed the NZQF 2 Involvement in Pre-development Stage forms.
Permanent agenda items

Documents were circulated regarding consistency management and the ongoing
qualification developer role.
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7
8
The next steps in the review process

Submission for Approval to Develop

ATT WG

GG teleconference to confirm WG approach/guidance

Remaining WGs

GG email/teleconference endorsement of specifications

Consultation

GG meet to consider feedback

Submission for Approval to List
Other business

The GG agreed they would like to express their thanks to Michel Norrish for his hard work
on the review up to this point.

The GG also thanked Dave Hodges for his involvement and guidance as this was his last
meeting.
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