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Future Focused Initial Teacher Education

High achieving education systems take training teachers seriously. We need new teachers to enter the workforce well-prepared for their first teaching role and with the skills to learn and adapt their practice to meet future teaching challenges.

We need to redesign how we attract, select, and educate teachers as we prepare for the future of learning.  The increased level of expectations for all teachers to make a difference, the growing understanding of what effective practice looks like, the changing nature of what student teachers should learn and how they learn, the increased recognition of the importance of culture and family/whānau relationships to learning, the diversity of learners, the impact of technology, and the wider changes in work and society, have raised the requirements of teachers as practising professionals.

We need to reconceive how we educate and mentor new teachers to equip them with the skills they need, and to make sure we have an education system that enables every learner to achieve their best.

We want to do everything we can to raise learner achievement, and we believe one critical way to do this is to ensure our ITE qualifications enable every graduate to meet the new Standards for the Teaching Profession. 

Draft Programme Requirements

The aim is to design a system that not only prepares graduates well, but also makes sure beginning teachers have access to quality mentoring and clear pathways to attain full certification.  A critical element of this shift is a set of strengthened ITE programme approval requirements. After extensive engagement, we’re now consulting on the draft ITE Programme Requirements.

Before we finalise the requirements, we need to make sure they are fit for purpose. Review the requirements, and let us know what you think by 17 September 2018:

Initial Teacher Education Programme Approval Requirements
Survey on the draft requirements

The proposed requirements represent a significant shift in the way teacher education programmes will need to be designed and delivered.  The expectation is that student teachers are learning how to use what they know to make judgements and decisions about their teaching practice.

This changes the expectation of the kind of practical experience they need, the nature of the coaching and support they need and the kind of assessments that will demonstrate they meet the Standards (with support)

What’s changed?

The proposed requirements make other changes:

  • shifting to a clear focus on ensuring that graduates meet the Standards (with support)
  • as such, emphasis will be on the evidence of the quality of assessments used in the programme to determine whether graduates’ have achieved this
  • high expectations for providers, profession and communities to have authentic partnerships in place for both programme design and delivery
  • more outcome focused - far less prescriptive content requirements
  • more opportunities for flexibility and ITE provider discretion where this supports graduates being able to demonstrate they meet the Standards (with support)

The requirements are structured in a way that:

  • sets out specific requirement(s) for particular criteria (such as programme admission)
  • outlines the evidence the Council expects to see from the provider for a particular criterion
  • provides guidance and advice.

Our work to strengthen ITE so far...

Find more information about our vision for the new ITE system and detailed decisions.

Last year, we consulted on proposals for future-focused ITE. Read a summary of our consultation findings.

We have set up an initial teacher education advisory group (ITEAG) to provide us with advice and guidance on shaping the ITE system and work programme going forward. Read more about the ITEAG here.

Further reading

Read more of the evidence we’ve put together about ITE:

We released a discussion paper in July 2016: Strategic options for developing future orientated Initial Teacher Education

We worked with Professor Roger Moltzen on an advice paper about the evidence for making ITE a postgraduate qualification: Positioning ITE as a postgraduate qualification.

We released a literature review about the features of quality practica arrangements undertaken by the New Zealand Council of Educational Research (NZCER):

Read the summary report setting out the key findings: Summary report: High quality practica and integration of theory and practice in initial teacher education.
If you are interested in learning more, read the full report:  Full report: High quality practica and integration of theory and practice in initial teacher education.