Mandatory Review of Teacher Education Qualifications
Governance Group Minutes
Mandatory Review of Teacher Education Qualifications
Governance Group tele-conference
Minutes
Location:
Date:
Wednesday 20 August 2014
Time:
3:30pm – 5pm
Members:
Lyn Williams (Chair)
Christchurch Polytechnic and Institute of Technology
Bronwyn Yates
Literacy Aotearoa Ltd
Daniel Haines
NZ Union Students’ Associations
NZQA Teleconference
Deborah Wansbrough New Zealand Teachers Council
In attendance
Apologies
Lloyd Olivecrona
Consultant
Peter Coolbear
Ako Aotearoa
Rod Bentham
Qualifications Services, NZQA
Shelley Hoani
Te Wānanga o Aotearoa
Amy Buckland
Qualifications Services, NZQA
Erina Bean
Qualifications Services, NZQA
Annie Chan
Qualifications Services, NZQA
Diana Ayling
Unitec
Joycelyn Tauevihi
BEST Pacific Institute of Education
Janet Hay
Tertiary Education Commission**
Liz Bowen-Clewley
Competency International Ltd
Mark Nichols
The Open Polytechnic
Wayne Dyer
Auckland English Academy
Minutes
1
Approval of strategic purpose statement to strengthen biculturalism
The proposed amendment to the strategic purpose statement was discussed. It was
noted that bi-cultural does not necessarily outline the commitment to the Treaty of
Waitangi and that multiculturalism and treaty partnership are two separate issues. It
was agreed that further work would be done to reflect Treaty
responsibilities/partnership.
Mandatory Review of Teacher Education Qualifications
Governance Group Minutes
2
Approval of qualification conditions developed by the Adult and Tertiary
Teaching Working Group
Changes and suggestions to ATT conditions were noted and made - see attached
Appendix for detail. Overall, the governance group (GG) members were comfortable
that the conditions were appropriate and agreed that all conditions should be
considered mandatory, so that required knowledge is included in programmes.
3
Level 5 ATT and NZCALNE (Voc) overlap
The proposal from the ATT working group memo was discussed. The GG agreed that
they recognised the issue and that, in principle, Option 1 (cross crediting between
ATT Level 5 and ALNE (Voc)) is most feasible because there is common learning in
both qualifications. It was agreed that it should be at programme level, rather than
having identical outcomes in each qualification, and that the structure of the
qualifications should allow credit transfer. It was also agreed that the ability to transfer
credit should be noted in both qualifications.
The GG agreed that a formal response should be provided to the ATT working group
(WG) and that the ATT and ALNE WGs should investigate possibilities for credit
transfer. It was suggested that a joint ATT/ALNE group be formed to look at the credit
transfer arrangements if needed. The need for the qualification structure to be
retained as it is (ie with groupings of outcomes) was also emphasised.
4
Next steps in the review process
-
Preparing for next lot of Working Groups on 2 Sept (except for ALNE –
11 Sept)
-
Resolve issues highlighted today with qualification conditions – project team
-
Timeline – will keep GG apprised if timing of return of analysis from A&A will
cause problems.
-
Agreement to revisit progress of timeline at next GG meeting.
Actions
1
Bronwyn to provide a statement that incorporates the treaty into the strategic purpose
statement to Liz, Lloyd, Shelley, and Deborah. Statement to be approved by the GG
electronically.
2
Proposed strategic purpose statement to be considered by ATT working group.
3
Project team to address GG queries with ATT working group and update documents
with page numbers.
4
ALNE WG to discuss cross crediting options with ATT qualifications and ensure that
there are no barriers in the conditions. Statement to be included in credit transfer and
recognition of RPL in the conditions of the qualifications.
5
Lyn to respond to ATT WG on GG behalf, supporting cross credit model.
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Mandatory Review of Teacher Education Qualifications - Governance Group Minutes Appendix
PROPOSED TEACHER EDUCATION QUALIFICATIONS – ADULT & TERTIARY TEACHING
New Zealand Certificate in Adult and Tertiary Teaching
Level 5 - (60 Credits)
New Zealand Certificate in Adult and Tertiary Teaching
Level 4 - (40 Credits)
New Zealand Diploma in Adult and Tertiary Teaching
Level 6 - (120 Credits)
STRATEGIC PURPOSE STATEMENTS
This qualification is for people engaged in adult and tertiary teaching or training.
They may be delivering education or training in a workplace as part of their role,
or in the community as a volunteer.
Graduates will have the foundation knowledge, skills and attributes required for
an adult and tertiary educator, practising under broad guidance. They will
promote equitable outcomes for adult learners in a range of educational and
training contexts.
Graduates will also have an understanding of a range of pedagogical principles
informed by New Zealand’s bi- and multicultural cultural environment, in relation
to the given contexts in which they work. (from GG sub-committee)
This qualification is for individuals aspiring to or in a career in adult and tertiary
teaching or training, including vocational education and training. It represents the
base level qualification for a professional adult and tertiary teaching educator, and
provides a pathway to the level 6 Adult and Tertiary Teaching Diploma and level 6
specialist certificates.
This qualification is for practitioners aspiring to or in a leadership role in adult and
tertiary teaching or training. It represents an advanced qualification for a
professional adult and tertiary teaching educator, and provides a pathway to
graduate and post-graduate qualifications.
Graduates will have broad applied knowledge, skills and attributes required for a
proficient adult and tertiary educator. They will promote equitable outcomes for
adult learners in a range of educational and training contexts.
Graduates will have in-depth applied knowledge, skills and attributes required to
be effective in a leadership role within adult and tertiary education. They will
promote and lead equitable outcomes for adult learners in a range of educational
and training contexts.
Graduates will also have an understanding of a range of pedagogical principles
informed by New Zealand’s bi- and multicultural cultural environment, in relation
to the given contexts in which they work. (from GG sub-committee)
Graduates will also have an understanding of a range of pedagogical principles
informed by New Zealand’s bi- and multicultural cultural environment, in relation
to the given contexts in which they work. (from GG sub-committee)
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Graduates of this qualification will be able to
Design (10 credits)
Design for learning to meet specified learning outcomes in a given a familiar
context.
Design (10 credits)
Design for learning to meet specified learning outcomes in a variety of contexts
Design (30 credits)
Design for learning to meet specified learning outcomes in dynamic contexts
Deliver (30 credits)
Foster an environment which gives primacy to learners and their learning
Deliver (30 credits)
Foster an environment which gives primacy to learners and their learning
Select and apply facilitation and teaching strategies for diverse learners
Operate within policy and legislation relevant to the learning context
Explore and implement facilitation and teaching strategies to meet the needs of
diverse learners and contexts
Assess and evaluate (20 credits)
Enhance learning through assessment and moderation, informed by
contemporary research
Assess and evaluate(30 credits)
Select and implement assessment and consistency policies and processes
Deliver (20 credits)
Foster an environment which gives primacy to learners and their learning
Select and apply teaching and learning strategies in specified familiar contexts,
using resources and technologies to meet specific outcomes
Assess and evaluate (10 credits)
Use assessment and moderation processes to enhance student learning
Seek and respond to feedback to improve student learning in own context
Evaluate to improve student learning and programme outcomes
Lead ( 30 credits)
Undertake kaitiakitanga in an Adult and Tertiary Teaching teaching environment
Provide leadership and professional support to other practitioners working both
within and across programmes
Analyse the educational environment and apply knowledge as a basis for
influencing own and others’ decision-making, innovation and change
PATHWAYS
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Mandatory Review of Teacher Education Qualifications - Governance Group Minutes Appendix
Education Pathway
Education Pathway
Education Pathway
Graduates of this qualification may undertake further study towards:
- New Zealand Certificate in Adult and Tertiary Teaching (Level 5)
- New Zealand Certificate in Workplace Assessment (Level 5)
- New Zealand Certificate in Teacher Aide/Education Support (Level 5)
- New Zealand Certificate in ALNE (Level 5) (Vocational)
Graduates of this qualification may undertake further study towards:
- New Zealand Diploma in Adult and Tertiary Teaching (Level 6)
- New Zealand Certificate in Adult and Tertiary Teaching (Matauranga Maori)
- other level 6 specialist qualifications
- New Zealand Certificate in ALNE (Level 5) (Vocational/Workplace)
- New Zealand Certificate in ALNE (Level 5) (Educator)
Graduates of this qualification may undertake further study towards a level 7
graduate diploma.
Employment and Community Pathways
Employment and Community Pathways
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles as:
- Industry or workplace trainer
- Community educator
Graduates of this qualification will have the skills and knowledge for roles as:
- Vocational or workplace educator and trainer
- Academic staff member / tutor
Graduates of this qualification will have the skills and knowledge for roles as:
- Programme leader
- Lead teacher
- Learning and development department manager
- a strategic leader in education
Qualification Conditions
Qualification Conditions
Qualification Conditions
Conditions for programme structure
 Education and assessment should be a holistic and integrated activity
 Programmes should demonstrate integrated assessment of all outcomes
and must address a minimum of 3 separate learning session outcomes.
 The order of the outcomes below must be reflected in programme design
Conditions for programme structure
 Education and assessment should be a holistic and integrated activity
 Programmes should demonstrate integrated assessment of all outcomes
and address a minimum of 3 separate session outcomes
 The order of the outcomes below must be reflected in programme design
Conditions for programme structure
 Education and assessment should be a holistic and integrated activity
 Programmes should demonstrate integrated assessment of all outcomes
and address a minimum of 3 separate session outcomes
 The order of the outcomes below should/must be reflected in programme
design
Conditions for programme context
 Must be authentic i.e. in a teaching or training context, for real learners.
Conditions for programme context
 Must be authentic i.e. in a teaching or training context, for real learners.
Other conditions
 Programmes leading to this qualification must provide access to a
minimum of five adult learners
- a qualification, or equivalent experience in their discipline
 Candidates must meet organisational requirements of their own workplace
 Candidates must engage in reflective practice throughout the course of
study
Other conditions
 This qualification is designed for people who have:
- access to a minimum of five adult learners and be working in a team
situation
- a qualification, or equivalent experience in their discipline
 Candidates must meet organisational requirements of their own
workplace
 Candidates must engage in reflective practice throughout the course of
study.
Conditions for programme context
 Must be authentic i.e. in a teaching or training context, for real learners.
Other conditions
 This qualification is designed for people who have access to adult
learners.
 Candidates must meet organisational requirements of their own
workplace.
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Mandatory Review of Teacher Education Qualifications - Governance Group Minutes Appendix
Specific Conditions
Specific Conditions
Specific Conditions
DESIGN (10 credits)
DESIGN (10 credits)
1. Design for learning to meet specified learning outcomes in a given a familiar
1. Design for learning to meet specified learning outcomes in a variety of
context
contexts
Conditions:
Conditions:
 Design for learning includes planning learning sessions. This does not need
 Design for learning includes planning and reviewing a sequence of
to be a sequence. Planning can include creating new or adapting existing
learning sessions that prepares learners to meet assessment outcomes
plans and resources to meet learner needs.
and literacy and numeracy demands. Planning must include creating new
session plans and resources to meet learner needs.
 Meeting learner needs includes building literacy and numeracy, and
addressing the needs of individual learners.
 Meeting learner needs includes:
- developing literacy and numeracy skills, using a framework such as NZ
All Mandatory
Adult Literacy and Numeracy Progressions
- addressing the needs of diverse learners, including Maori, Pasifika,
and youth.
 Design must include Māori pedagogy as a key body of knowledge
 Contexts may refer to different physical settings, approaches to
facilitation, or student profile, for example
FACILITATE LEARNING (20 credits)
FACILITATE LEARNING (30 credits)
DESIGN (30 credits)
1. Design for learning to meet specified learning outcomes in dynamic
contexts
Conditions:
 Design for learning includes conceptualizing and designing a programme
of learning to respond to identified needs and requirements.
 Programme of learning may refer to an autonomous training package or a
course within a qualification.
 Design shows innovation, creativity and leadership in its approach to
learning, assessment and evaluation, informed by contemporary research
about adult learning.
 Design must include Māori pedagogy as a key body of knowledge
 Dynamic contexts include response to changes in learning environments
e.g. student profile, technology, pedagogical approaches, client requests,
legislation.
2. Foster an environment which gives primacy to learners and their learning
Conditions:
 Environment includes a values-based framework based on respect for:
- the mana and diverse cultural backgrounds of learners
- the Treaty of Waitangi
- the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
- professional relationships with colleagues and learners.
2. Foster an environment which gives primacy to learners and their learning.
Conditions:
 Environment includes a values-based framework based on respect for:
- the mana and diverse cultural backgrounds of learners
- the Treaty of Waitangi
- the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
- professional relationships with colleagues and learners.
2. Foster an environment which gives primacy to learners and their learning
Conditions:
 Environment includes a values-based framework based on respect for:
- the mana and diverse cultural backgrounds of learners
- the Treaty of Waitangi
- the unique characteristics of adult learners as individuals (including
literacy and numeracy skills) and what they bring to their learning
- professional relationships with colleagues and learners.
3. Select and apply facilitation, teaching and learning strategies in specified
familiar contexts, using resources and technologies to meet specific outcomes
Conditions:
Facilitation, teaching and learning strategies:
 includes language, literacy and numeracy development
 are learner-centred and appropriate to adult learners
 assist learners to develop their own learning strategies
3.Select and apply facilitation and teaching strategies for diverse learners
Conditions:
Facilitation and teaching strategies:
 include the embedding of language, literacy and numeracy, appropriate to
the demands of the course
 include information communication technology to support learning,
where appropriate
 include an exploration of a range of theoretical facilitation models,
through which candidates will develop their own theory-in practice
 are learner-centred and appropriate to adult learners
 assist learners to develop their own learning strategies
3. Explore and implement facilitation and teaching strategies to meet the needs
of diverse learners and contexts
Conditions:
Explore refers to identifying and investigating a range of theoretical facilitation
models which lead candidates to develop their own theory-in practice
Implement refers to applying own theory-in-practice and influencing others to
broaden their range of practice
Facilitation and teaching strategies:
 include the embedding of language, literacy and numeracy,
 include blended learning or use of technology
 include alternative approaches to learning
 are learner-centred strategies appropriate to adult learners
 assist learners to develop their own learning strategies
 use evaluation outcomes to improve teaching and student learning
Diverse learners and contexts refers to:
 Maori, Pasifika, youth and other communities
 Cultural competence (knowledge of tikanga, te reo Māori)
 Subject or discipline
 Organisational context
4.Operate within policy and legislation relevant to the learning context
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FACILITATE LEARNING (30 credits)
Mandatory Review of Teacher Education Qualifications - Governance Group Minutes Appendix
ASSESS AND EVALUATE (10 credits)
ASSESS AND EVALUATE (20 credits)
ASSESS AND EVALUATE (30 credits)
4. Use assessment and moderation processes to enhance student learning
Conditions:
Processes include pre and post assessment feedback to students.
5. Enhance learning through assessment and moderation, informed by
contemporary research
Conditions:
 Assessment refers to designing an assessment aligned to the learning
outcomes of the programme
 Moderation refers to moderating a third party assessment and having an
assessment of the candidate’s own design moderated.
 Contemporary research refers to assessment theory and good practice.
4. Select and implement assessment and consistency policies and processes.
Conditions:
 Select and implement refers to managing quality assurance processes
 Consistency includes application of continuous improvement strategies to
ensure that assessment tools meet stakeholder and organisational
requirements.
5. Seek and respond to feedback to improve student learning in own context.
Conditions:
Feedback includes evaluation from students.
6. Evaluate to improve student learning and programme outcomes
Conditions:
Evaluate includes evaluation of data about the effectiveness of teaching that is
gathered by both the educator and their organisation
LEAD (30 credits)
5. Undertake kaitiakitanga in an Adult and Tertiary Teaching teaching
environment
Conditions:
Kaitiakitanga refers to concepts of leadership, mentoring, coaching, care,
guidance, nurturing, sharing, responsibilities, external stakeholder consultation.
6. Provide leadership and professional support to other practitioners
working both within and across programmes
Conditions:
Professional support refers to support provided for academic and
discipline related teaching.
7. Analyse the educational environment and apply knowledge as a basis
for influencing own and others’ decision-making, innovation and change
Conditions:
Educational environment may include:
- Political, social, historical and futures contexts
- Educational theories
- Critical theory
- Professional organisations
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