Review of Teacher Education Qualifications

Summary of Nov-Dec 2014 consultation feedback and Governance Group response

Review of Teacher Education Qualifications

Summary of November/December 2014 Consultation Feedback and Governance Group response

Introduction

This document summarises the feedback from consultation on the draft Teacher Education (TEd) qualifications, open between 18 November and 8 December 2014. Feedback was received both through an online survey and through email responses.

Stakeholder feedback generally supported the detailed specifications and conditions of the final drafts of TEd qualifications, as appropriate statements designed to help programme developers. This feedback and support has been used to inform an application for Approval to List the qualifications.

Below, along with the summary,is the Governance Group (GG) response to key issues and common themes in the feedback. Due to the amount of feedback provided it has not been possible to address all comments individually but all submissions were considered by the GG.

Number of submissions

A total of 66 responses were received by online survey (49) and email (17).If a submission was forwarded more than once then subsequent submissionswere not counted for this total.

The following graph outlines the percentage of submissions by different stakeholder groups.

Qualifications

Suggestions to do with re-wording for clarity of meaning have been considered and changes have been made across the qualifications accordingly.

The following sections lay out key issues raised,or comments made, by stakeholders as well as their responses to:

  • whether the qualifications met the need identified in the original needs analysis
  • whether there was sufficient detail and flexibility in the qualifications' conditions to develop consistent programmes in a range of contexts.

Several qualifications from the review were not included in this consultation round as they are still under development. For the following qualifications, the development process is continuing and they will be submitted separately in 2015:

  • Aotearoa Certificate in Mātauranga Māori (Level 5)
  • Aotearoa Certificate in Mātauranga Māori (Level 6)
  • New Zealand Certificate in Education Support and Care (Level 3)
  • New Zealand Diploma in Career Practice (Level 6).

In addition, consultation on the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) was deferred in light of recent changes to qualification design rules, andas there was opportunity for further development in consultation with Tertiary Education Commission.

Adult and Tertiary Teaching

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Adult and Tertiary Teaching (Level 4)
  • New Zealand Diploma in Adult and Tertiary Teaching (Level 6)

The following graphs outline the stakeholder responses to theconsultation questions for each qualification.

Figures 1 and 2 represent the percentage of support by the survey respondents (56.8%) that answered the questions.

Main Feedback

Adult and Tertiary Teaching (Level 4)

Of the respondents for this qualification, 75% agreed or strongly agreed that this qualification meets the need identified in the needs analysis, and 60% that it has sufficient detail and flexibility.

Key issues or comments

  • The statement 'Graduates [...] will be informed by Aotearoa New Zealand's Te Tiriti o Waitangi, Pacific location and multicultural environment' is fine as it encapsulates the bicultural and multicultural reality of New Zealand; however, the statement that follows narrows the scope of graduate competency to a solely bicultural context (i.e. the indigenous status of Tangata Whenua and the role of Tangata Tiriti.)
  • Two sessions doesn’t equate to the 20 credits (200 hours) allocated for ‘Facilitation’.
  • Concernregarding the lack of reference to vocational context.
  • Concern about the inclusion of a ‘design’ component.

Governance Group Response/Recommendations

  • The second statement isn't intended to narrow the scope of the first statement, or reduce it to a bicultural context, given that ‘Other Conditions’ states that Tangata Tiriti includes all peoples. To make it clearer the Strategic Purpose Statementand definition of Tangata Tiriti have been amended across the suite of qualifications.
  • The learning sessions have been increased from 2 sessions to 3.
  • ‘Vocational context’ is addressed in the Strategic Purpose Statement.
  • The word 'design' is now widely used in education to describe the process that teachers use to reflect, plan, decide, implement, assess and evaluate any learning event. In some cases teachers won't 'construct' the materials or assessments themselves and some teachers may only do limited assessment, however we know that they need to understand all parts of the design process to be effective teachers.We expect teachers to be thinking like teachers and consider the best 'design' for their situation, to ensure their learners' success.
  • Submit this qualification for Application to List.

Adult and Tertiary Teaching (Level 6)

Just over 60%of respondents agreed or strongly agreed that thisqualification meets the need identified in the needs analysis, and has sufficient detail and flexibility.

Key issues or comments

  • The step up in Graduate Profile Outcome (GPO)2,Foster a teaching environment that gives primacy to learners in order to facilitate quality learning,between levels 4,5, and 6 is not clear.

Governance Group Response/Recommendations:

  • There is no step up in GPO 2as giving primacy to learners is a core expectation and the same for alllevels.
  • Submit this qualification for Application to List.

Adult Literacy and Numeracy Education

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5)
  • New Zealand Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5)
  • New Zealand Diploma in Adult Literacy and Numeracy Education (Level 6)

Further to the questions about needs, detail, and flexibility, stakeholders were also asked to indicate their support for cross-crediting from the New Zealand Certificate in Adult and Tertiary Teaching (Level 5) to the level 5 Adult Literacy and Numeracy Education (ALNE) qualifications.

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figure 3 represents the percentage of support by the survey respondents (22.7%) that answered the questions.

Figure 4 represents the percentage of support by the survey respondents (25.3%) that answered the questions.

Figure 5 represents the percentage of support by the survey respondents (24.2%) that answered the questions.

Main Feedback

Adult Literacy and Numeracy Education (ALNE)

Overall, feedback on the ALNE qualifications was limited.However, of the average of 24% of total respondents who completed the ALNE section of the survey,between 50% and 76% agreed or strongly agreed with the survey questions asked across the three qualifications.

Key issues or comments

  • Are 2 sessions adequate given the 20 credits allocated to facilitation?

Governance Group Response/Recommendations:

  • As with the Adult and Tertiary Teaching (Level 4),the learning sessions have been increased from 2 sessions to 3.
  • Submit these qualifications for Application to List.

Adult and Tertiary Teaching – level 6 Specialist Qualifications

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Adult and Tertiary Education and Training (QualityAssurance) (Level 6)
  • New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)
  • New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)
  • New Zealand Certificate in Education Technology (Advanced Practitioner) (Level6)
  • New Zealand Certificate in Pasifika Teaching (Advanced Practitioner) (Level 6)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 6 and 7 represent the percentage of support by the survey respondents (13.6%)that answered the questions.

Figures 8, 9 and 10 represent the percentage of support by the survey respondents (16.4%)that answered the questions.

Main Feedback

New Zealand Certificate in Adult and Tertiary Education and Training (QualityAssurance) (Level 6)

Of the respondents, 50% agreed or strongly agreed that the certificate meets the original identified needshas sufficient detail and flexibility.

New Zealand Certificate in Assessment (Advanced Practitioner) (Level 6)

Of the respondents, 50% agreed that the certificate meets the original identified needs and hassufficient detail and flexibility.

New Zealand Certificate in Learning Design (Advanced Practitioner) (Level 6)

Of the respondents, 54.6% agreed or strongly agreed that the certificate meets the original identified needs and hassufficient detail and flexibility.

New Zealand Certificate in Education Technology (Advanced Practitioner) (Level 6)

Of the respondents, 45.5% agreed that the certificate meets the original identified needs and hassufficient detail and flexibility; one respondent strongly disagreed, however all other responses were neutral.

New Zealand Certificate in Pasifika Teaching (Advanced Practitioner)(Level 6)

Of the respondents, 40% agreed that the certificate meets the original identified needs and 45.5% agreed that it hassufficient detail and flexibility. All remaining responses were neutral.

Key issues or comments

  • The Graduate Profile Outcome 4 in the Education Technology qualification must include stakeholder feedback, peer review and self-reflection.
  • There’s insufficient detail in the proposed New ZealandCertificate in Education Technology.
  • The use of the word ‘advanced’ was queried in relation to these qualifications.

Governance Group Response/Recommendations

  • Stakeholder feedback, peer review and self-reflection have been added to specific conditions for Education Technology.
  • The scope of the proposed qualifications is deliberately wide to allow future-proofing and flexibility to cater for different learning contexts and a range of learner needs.
  • These level 6 qualifications explicitly address a need for practical educational leadership in these specialist areas and in that context the use of ‘advanced’ is appropriate.
  • Submit these qualifications for Application to List.

Level 4 Assessment

The consultation document considered the proposed qualification:

  • New Zealand Certificate in Assessment (Level 4)

The following graph outlines the stakeholder responses to the consultation questions for the qualification.

Figure 11 represent the percentage of support by the survey respondents (19.7%) that answered the questions.

Main Feedback

Assessment (Level 4)

There was good support for the qualification and 53.9% of respondents agreed that the level 4 certificate meets the original identified needs and has sufficient detail and flexibility.

Key issues or comments

  • The entry requirementwas questioned.
  • The Strategic Purpose Statementwas considered too narrow in scope.
  • The ongoing professional development condition was queried.
  • The weighting of ‘implementation’ in the graduate profile was queried.
  • The ability to award the qualification outside NZ was queried.
  • The Conditions for Programme Structure are restrictive and do not take into account the differing needs of workplace trainees.

Governance Group Response/Recommendations

  • Literacy and numeracy and technical expertise have been removed from the entry requirements.
  • The Strategic Purpose Statement has been reviewed, qualifying comments are not intended to be or considered to be restrictive on the graduate competencies.
  • Ongoing professional development has been removed from the qualification conditions.
  • Graduate profile weightings have been reviewed and are considered appropriate for the qualification.
  • The GG is looking at the options for catering to the international market for TEdqualifications.
  • The programme structure conditions have been reviewed and guidance notes are considered relevant and appropriate.
  • Submit this qualification for Application to List.

Language Teaching

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Language Teaching (Level 4)
  • New Zealand Certificate in Language Teaching (Level 5)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 12 and 13 represent the percentage of support by the survey respondents (9.8%) that answered the questions.

Main Feedback

Language Teaching (Level 4)

There was reasonable support for this qualification and 45.5% of respondents agreed that it meets the original identified need and has sufficient detail and flexibility.

Key issues or comments

  • Concern was expressed about whether it can be used for languages other than English.
  • There was also concern that there may be a need to look at language levels required for entry into the qualification, especially when training overseas teachers.

Governance Group Response/Recommendations

  • The proposed English Language qualifications have been developed as a general language teaching qualification, rather than specifically an ESOL qualification. This has been made explicit in the Strategic Purpose Statement.
  • The entry requirements for the level 4 and 5 qualifications are competence in the target language at Common European Framework of Reference (CEFR) B2 and C1 or above, respectively.
  • Submit this qualification for Application to List.

Language Teaching (Level 5)

There was reasonable support for this qualification and 45.5% of respondents agreed that it meets the original identified need and that there is sufficient detail and flexibility.

Key issues or comments

  • Suggestions to change credit value of outcome groupings (Design, Facilitate and Assess, and Evaluate) from 20, 20, 20 to 20, 25, 15 to reflect a focus on teaching practice, and to accommodate embedding CELTA.

Governance Group Response/Recommendations

  • The credit allocation for Design, Facilitate and Assess, and Evaluate remain the same. The credit value is indicative and can be adjusted slightly in programme design as long as there is justification for the change. Further information on credit allocation to qualification outcomes can be accessed on page 16 of theGuidelines for approval of New Zealand qualifications at levels 1 – 6 for Listing on the New Zealand Qualifications Framework, available from the NZQA website.
  • Submit this qualification for Application to List.

Specific Learning Disabilities

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities (Level 4)
  • New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities (Level 5)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 14 and 15 represent the percentage of support by the survey respondents (15.2%) that completed the questions.

Main Feedback

New Zealand Certificate in Supporting Individuals with Specific Learning Disabilities (Level 4)

Support for both qualifications is strongand60% agreed or strongly agreed that the level 4certificate meets the original identified need and that there is sufficient detail and flexibility.

New Zealand Certificate in Teaching Individuals with Specific Learning Disabilities (Level 5)

Of the respondents, 50% agreed or strongly agreed that the level 5certificate meets the original identified needs and that there is sufficient detail and flexibility. There were no responses in disagreement for either qualification.

No key issues or comments

Governance Group Response/Recommendations

  • Submit these qualifications for Application to List.

Holistic Education

  • New Zealand Certificate in Holistic Education (Level 4)
  • New Zealand Certificate in Holistic Education (Level 5)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 16 and 17 represent the percentage of support by the survey respondents (19.7%) that completed the questions.

Main Feedback

Holistic Education (Level 4)

There was strong support for this qualification and 61.6% of respondents agreed or strongly agreedthat the level 4certificate meets the original identified needs and that there is sufficient detail and flexibility.

Key issues or comments

  • Why just Rudolph Steiner?The qualification should be generic enough to cover other forms of holistic education e.g. Montessori.

Governance Group Response/Recommendations

  • These qualifications have been developed specifically to replace the existing Rudolf Steiner qualifications. There are no other ‘special character’ qualifications on the NZQF, and therefore the GG has no mandate or expressed need to develop qualifications for the wider special character area.
  • Submit this qualification for Application to List.

Holistic Education (Level 5)

There was strong support for this qualification and 53.9% of respondents agreed or strongly agreed that the level 4 certificate meets the original identified needs and that there is sufficient detail and flexibility.

Key issues or comments

  • There is an appropriate balance of Aotearoa New Zealand education focus in relation to Tangata Whenua and Pasifika and holistic education philosophy.
  • Responses from Steiner organisations were very positive.

Governance Group Response/Recommendations

  • Submit this qualification for Application to List.

Education Support and Care

The consultation document considered the proposed qualifications:

  • New Zealand Certificate in Education Support (Level 4)
  • New Zealand Certificate in Out of School Care (Level 4)

The following graphs outline the stakeholder responses to the consultation questions for each qualification.

Figures 18 and 19 represent the percentage of support by the survey respondents (19.7%) that completed the questions.

Main feedback

Education Support(Level 4)

Feedback was generally positivewith strong support;50% of respondents agreed or strongly agreed that the Education Supportcertificate meets the original identified needs and 58.3% that it has sufficient detail and flexibility.

No key issues or comments

Governance Group Response/Recommendations

  • Submit this qualification for Application to List.

Out of School Care (Level 4)

Feedback was generally positivewith strong support and 50% of respondents agreed or strongly agreed that the Education Supportcertificate meets the original identified needs and 66.6% that there is sufficient detail and flexibility

Key issues or comments

  • There was concern that this qualification overlaps with the proposed New Zealand Certificate in Recreation and Sport currently being developed by Skills Active.

Governance Group Response/Recommendations