Strategic Plan 2008-2011
Contents:
Vision
Mission Statement
Strategic Purpose
Functions
Values
Strategic Linkages
Strategic Vision 2008-2011
Strategic Goals 2008-2011
Key Focus for each Strategic Goal
Vision
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Ū ki te ako, tu tangata ai apōpō
Excel in teaching so our learners will excel in the future
Mission Statement
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To set, maintain and promote standards of excellence in teaching
Strategic Purpose
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1. To provide professional leadership in teaching
2. To enhance the professional status of teachers and
3. To contribute to a high quality teaching and learning environment for children and other learners
S 139AA Education Act 1989
Functions
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Under Part 10 of the 1989 Education Act, functions are to:
- provide professional leadership to teachers and others involved in schools and early childhood education
- encourage best teaching practice
- carry out functions relating to teacher registration
- determine standards for teacher registration and renewal of practising certificates
- establish and maintain standards for qualifications that lead to teacher registration
- carry out approval of teacher education programmes on the basis of these standards (with quality assurance agencies)
- develop a code of ethics for teachers
- carry out functions relating to teacher misconduct and reports of convictions
- set criteria for reporting serious misconduct and reporting on competence issues
- carry out functions related to teacher competence
- co-ordinate police vetting for teachers and others employed in centres and schools
- identify research priorities and sponsor or promote research on the basis of those priorities
- any other functions determined by this Act or the Minister.
Values
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- The organisation supports the values of: awhinatanga; respect; manaakitanga; fairness; integrity; honesty; transparency.
- The Council is committed to working in ways which acknowledge the Treaty of Waitangi as New Zealand’s founding document.
- The values embodied in the Teachers Council Code of Ethics for Registered Teachers (2005) are considered core values for the organisation. They are based in four principles of autonomy, justice, responsible care and truth.
- As an autonomous Crown Entity, the Council also complies with the Standards of Integrity & Conduct (2007) issued by the State Services Commission. These state that we must be fair, impartial, responsible and trustworthy.
Strategic Linkages
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1. NZTC Statement of Intent
2. NZTC Annual Report
3. NZ Government Education Priorities for New Zealand (2003)
4. The Schooling Strategy (Ministry of Education)
5. NZ Government Strategic Plan for ECE; Pathways to the Future: Ngā Huarahi Arataki
6. Education Sector ICT strategy. Connecting the Sector
7. NZTC annual business plans
Strategic Vision 2008-2011
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To be recognised and respected as a leader and guardian of the teaching profession in New Zealand, working in partnership with stakeholders to identify, promote and enable high quality teaching so that our learners may excel in safe, nurturing educational environments.
Strategic Goals 2008-2011
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1. Strengthen the quality of teacher education graduates
2. Strengthen the induction of provisionally registered teachers
3. Review and strengthen teaching standards for entry to the profession and on-going registration
4. Promote effective leadership for learning
5. Support provision of quality teaching in Māori medium settings
6. Support provision of quality teaching in early childhood education settings
7. Build recognition of and respect for the teaching profession through a focused communications strategy
8. Provide targeted professional development to support the Council’s strategic goals
9. Continue to build on the operational strengths of the Council.
Key Focus for each Strategic Goal
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Strengthen the quality of teacher education graduates
- Review and revise the current guidelines and processes for the approval and reapproval of initial teacher education programmes in the light of the Graduating Teacher Standards and the Council’s induction research project.
Strengthen the induction of provisionally registered teachers
- Based on the emerging findings of the induction research project, Learning to Teach (2007-8), identify and develop appropriate selection and training models for mentors and disseminate best induction methods and practices for mentoring in early childhood education, Māori medium and mainstream schools.
- Support provisionally registered teachers in English and Māori medium schools and all teacher led early childhood education centres to become fully registered and thereby enhance the quality of teaching and learning.
Review and strengthen teaching standards for entry to the profession and on-going registration.
- Review the Satisfactory Teacher Dimensions to strengthen entry from provisional registration to full registration
- Strengthen assurance processes for provisionally registered teachers to meet the standards for full registration, and for all teachers to renew practising certificates
- Review and clarify categories of registration for teachers in a variety of roles.
Promote effective leadership for learning
- Promote leadership practices that support quality teaching and professionalism in learning communities throughout the sector
- Strengthen assurance processes for endorsing full registration of provisionally registered teachers and the renewal of practising certificates
Support the provision of quality teaching in Māori medium settings
- Consult with and support Māori educators to achieve high standards of teaching and learning for learners in all Māori medium settings
- Implement further Code of Ethics workshops for teachers in Māori medium settings, based on the pilot series in 2007-8.
- Continue the next phase of the research project to identify the particular requirements for graduates of Māori medium initial teacher education programmes that will inform the approval/reapproval processes of these tertiary institutions.
Support the provision of quality teaching in early childhood education settings
- Support the professional aspirations of the ECE sector through policy, research and communication
- Support the Government target for at least 70% of EC teachers in each setting to be registered by 2012 through well managed and communicated registration processes
- Ensure, through the approval processes, that there are high quality programmes for Initial Teacher Education for ECE.
- Support the development of leadership initiatives for the early childhood sector.
Build recognition of and respect for the teaching profession through a focused communications strategy
- Review the information provided on the Council’s website to improve clarity of information
- Provide a special section on the website to address the need to communicate effectively with PRTs and those who have a role to support PRTs in their induction years.
- Continue to strengthen communications with the profession, stakeholders and the public
Provide targeted professional development to support the Council’s strategic goals
- Contract or work in partnership with professional development providers and other organisations to run workshop initiatives such as the mentoring of provisionally registered teachers, the promotion, understanding and use of the Code of Ethics and leadership of learning communities.
Continue to build on the operational strengths of the Council.
- Ensure the Council meets legislative compliance for the management of its documents and records by 2010
- Introduce technical and legal changes to enable the Council to provide fully on-line registration.
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