Post on 09-Apr-2018
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Preparing New Teachers forthe 21st Century
A New Zealand Response
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Challenges for Teacher Education
The OECD fundamental challenge
Challenges for research universities
Challenges for governments Challenges for the teaching profession
The measurement of quality
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The OECD fundamental challenge
Teaching is not yet a research-ledprofession and to deliver theeducational results required it shouldbe.
OECD (2005) Teachers Matter: Attracting,Developing and Retaining Effective
Teachers, OECD, Paris, page 14.
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Research on the characteristics of effective
professional development indicates that teachers
need to be active agents in analysing their ownpractice in the light of professional standards, and
their own students progress in the light of
standards for student learning.
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Teaching remains largely unchanged as other forms of
work have been dramatically transformed. Many other
professionals commence their working lives with asense that they are entering a role that has been
shaped by past research and that will be transformed
during their working lives by future research. That is an
excitement that teaching has not yet offered. There aresigns of change in some countries, with teachers
developing a research role alongside their teaching role;
with teachers engaging more actively with new
knowledge; and with professional development focused
on the evidence-base for improved practice.OECD (2005) Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD,Paris, page 14.
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Challenges for research universities
Ensuring that Faculties of Educationhave the same research ethos and levelof activity as other Faculties (e.g.
Science) Ensuring that teacher education is
research-led and taught by those activein research
Ensuring that academic staff are involvedin the practicum, and see it as anopportunity for research
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Challenges for programmes
Meeting professional standards
Meeting immediate needs of schoolswhile ensuring graduates can adapt to
the needs of schools in the future Involving teachers and schools in the
training of teachers while making sure
graduates can innovate and useresearch for ongoing development
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Challenges for governments
Ensuring an adequate supply of qualified
teachers in all subjects and at all levels Demonstrating improvements in student
achievement
Controlling costs and relative costs Managing incentives around teacher
education and teaching as a career
Establishing effective mechanisms forensuring that teachers respond to newcurriculum initiatives
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Challenges for the teaching profession
Moving from a craft-based to aresearch-led profession
Developing systems to recognise and
encourage innovation Becoming evidence-based in their
practice
Maintaining standards and controllingmembership of the profession in a
principled way
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The measurement of quality
Entry standards Graduation standards
Performance in teaching
Assessment of principal or supervisingteachers
Evidence of student achievement
changes caused by new teacher Adjusting for student background
Focus on provision of rich learningopportunities
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Challenges for research universities:Our response
Teacher education staff are expected to be researchactive, to publish in books and in quality assured
journals, and to use their research in their teaching
Teaching methods are similar to those in other
research-led disciplines
All academic staff do some supervision andassessment of the practicum; some is done byexperienced teachers recruited for the purpose
We recruit high quality students, mostly graduates,who have demonstrated an aptitude for self-directedlearning and who can interpret and apply researchfindings to their developing teaching skills
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Challenges for programmes:Our response
Assessment both of coursework and of the practicumis based on Graduating Teacher Standards set by theNew Zealand Teachers Council
Graduates must have demonstrated an ability to
evaluate their teaching performance on the basis ofevidence of student learning, and an ability tounderstand and use relevant research
Our programmes are based around two seven-week
practicum placements in schools, and advisorygroups of teachers help us set performance criteria.Co-operating teachers provide evidence that is usedin assessment of students on the practicum
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Challenges for governments:Our response
Policies to date have not matched graduate numbers
to demand from schools. Funding incentives producetoo many narrowly trained primary teachers, and canlower entry standards
Government scholarships have attracted moresecondary mathematics, science, and technologyteachers
Government is rightly concerned about the spread ofstudent achievement in schools, but lacks thecommitment to making teaching the kind of research-
led profession that could find ways to reduce disparityof achievement
Teacher unions are powerful, and resist any attempts topay teachers on the basis of their effectiveness.
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Challenges for governments:Our response
Pay rates are centrally determined and whileemployment decisions are made by schools, pay andmovements within the pay scale are rigidlyprescribed. This may discourage the recognition ofexcellence among teachers
Our graduates have the motivation and intellectualskill to improve their practice continuously on thebasis of evidence and new research. The New
Zealand Teachers Councils Graduating TeacherStandards do not emphasise this in a way that wouldensure it is the case across all programmes
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Challenges for the teaching professionOur response
Strong adherence to craft-based ideals remain. Many
experienced teachers are still highly sceptical of theplace and benefits of research and evidence-basedpractice
Strong commitment to the idea of recognising
excellence in teaching, but no agreement on how todo this
There is a slow increase in the number of teachersand schools that are strongly evidence-based in theirpractices.
There are robust processes for dealing withincompetence and highly unethical behaviour.Systems for ensuring strong professional standardsare less well developed
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The measurement of quality: Our response
We require a degree with at least a B average to
enter our graduate diploma (one-year) earlychildhood, primary, and secondary programmes.Strong secondary school qualifications are needed toenter an undergraduate degree
Graduation standards are set nationally by the NewZealand Teachers Council. In addition to these we
set higher university standards that require an abilityto operate as an evidence-based teacher
We currently involve co-operating teachers in theassessment of students on the practicum and studentperformance is linked to the quality of the programme
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The measurement of quality: Our response(continued)
We use an independent research company to askteachers and principals how well our graduates areperforming. Several samples of the results follow thisslide
What we are still working on is reliable ways to:
Measure the ability of new graduates to providerich learning opportunities for all students
Measure the quality of graduates by their studentsachievement after adjusting for studentbackground
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50
68
36
239
86
91
14
20 0 20 40 60 80 100
Supervisor
Teacher
Base: All respondents
Strongly AgreeStrongly Disagree Disagree Neutral Agree
To what extent do you agree or disagree with thefollowing statement?
The PRT is capable of managing the classroom
effectively
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79
73
21
1855
100
82
20 0 20 40 60 80 100 120
Supervisor
Teacher
Base: All respondents
Strongly AgreeStrongly Disagree Disagree Neutral Agree
To what extent do you agree that the BTeach programmehas provided the skills to do the following.?
Relate positively to students
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47%
62%
41%
24%
88%
86%8
34
5
4
2
40 20 0 20 40 60 80 100
Supervisor
Teacher
To what extent do you agree that the Graduate Diploma ofTeaching programme has given you/the teacher:An understanding of teaching and learning theory and practice
Strongly Disagree Disagree Neutral Agree Strongly AgreeBase: All respondents
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57
59
36
365
93
95
7
20 0 20 40 60 80 100
Supervisor
Teacher
Base: All respondents
Strongly AgreeStrongly Disagree Disagree Neutral Agree
To what extent do you agree or disagree with thefollowing statement?
The PRT is flexible in their approach to teaching
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To what extent do you agree that the programme hasprovided the skills to do the following.?
35%
57%
47%
25%
10%
17%2
82%
82%
4
40 20 0 20 40 60 80 100
Supervisor
Teacher
Strongly Disagree Disagree Neutral Agree Strongly AgreeBase: All respondents
29%
48%
56%
33%
9%
14%
4
5
85%
81%
1
40 20 0 20 40 60 80 100
Supervisor
Teacher
Relate positively to students
Recognise and value diverse cultures within the
classroom
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Our Programme
Some details of our teacher preparationprogramme for graduates
Requires a B average in the first degree toenter
Three different specialisations: earlychildhood, primary, secondary
Requires two teaching subjects (e.g.mathematics, chemistry) for secondaryspecialisation
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Early Childhood
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Primary
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Secondary
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Graduate Course Pattern
Common course
First three specialistcourses
First sevenweek practicum
First three specialist
courses continue
Final Commoncourse
Second threeSpecialist courses
Second sevenweek practicum
Second three specialistcourses continue
First three specialist
courses continue
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Sample of Graduating Teacher Standards
PROFESSIONAL KNOWLEDGE Standard One: Graduating Teachers know what to
teach
have content knowledge appropriate to the learners
and learning areas of their programme have pedagogical content knowledge appropriate to
the learners and learning areas of their programme
have knowledge of the relevant curriculum
documents of Aotearoa New Zealand have content and pedagogical content knowledge for
supporting English as an Additional Language (EAL)learners to succeed in the curriculum
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Sample of Graduating Teacher Standards
Standard Two: Graduating Teachers know about
learners and how they learn have knowledge of a range of relevant theories and
research about pedagogy, human development andlearning
have knowledge of a range of relevant theories,principles and purposes of assessment andevaluation
know how to develop metacognitive strategies of
diverse learners know how to select curriculum content appropriate to
the learners and the learning context
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Questions