Settings outside the general education system - application process for approved status (gaining)

The information requirements for seeking NZ Teachers Council approval as a Setting for Gaining Full Teacher Registration are set out below. Complete all numbered items 1 - 15 and provide supporting documentation.

Please forward your application and cover letter to:

Manager, Policy and Strategic Development
NZ Teachers Council
PO Box 5326
Wellington

Attention: Application for Approved Settings

1. What is the purpose and nature of your setting?

Settings for teacher registration are expected to have a purpose of education and to be delivering curriculum according to the national early childhood, primary or secondary curriculum

2. Is your setting registered / accredited with NZQA as a Private Training Establishment? If so, please give details of the date of registration and the latest audit

Settings are expected to have appropriate recognition for their operation as an education setting

3. If you are a 'Learning Outside the Classroom' setting, please give brief details about your Ministry of Education contract

4. Are the education programmes in your setting subject to approval or external review by any other body? If so, please give details of

a) the terms of reference
b) membership of any advisory committee
c) the frequency of meetings, and
d) the process by which programmes are approved and reviewed

Settings are expected to have an educational programme which is subject to approval or external review by an authorised body on such matters

5. What is the

a) nature of the education programmes being provided by teachers?
b) range of ages and approximate number of students taught by your setting?
c) usual attendance hours of students?
d) length of the programme for each student

Education programmes being provided by teachers, are expected to cover explicitly a particular range of age and number of students, hours of attendance and length of programme for students, to enable the curriculum to be delivered effectively

6. In what ways do the teachers provide a sequential programme of teaching that involves

a) planning, implementation, assessment and reporting of individual students' learning
b) review and evaluation of the programme

The programme of teaching is expected to be sequential and involve planning, implementation, assessment and reporting of individual students learning, and review and evaluation of the programme

7. If you have different groups of teachers in relation to teaching roles, please differentiate between these groups and provide information about each group

The roles of teachers are expected to be explicitly identified, where different groups of teachers are responsible for different areas of delivery of education

8. In what way do you provide

a) an ongoing process of supervision and appraisal for teachers?
b) a supervision and appraisal system to ensure teachers are demonstrating the Registered Teacher Criteria?

Registration specifications require that teachers receive an ongoing process of supervision and appraisal and that the system used ensures that teachers are demonstrating the Registered Teacher Criteria

9. In what ways do your teachers keep up to date with knowledge of curriculum in order to advance the learning of students?

Registration specifications require that teachers are supported to keep up to date with knowledge of the curriculum

10. What professional development opportunities do your teachers participate in?

Registration specifications require that teachers are provided with appropriate professional development opportunities

11. What resources do you provide to support teachers (eg access to research and information), to support their teaching skills, knowledge and practice?

Registration specifications require that resources are provided to support teachers in terms of skills, knowledge and practice.

12. How do you monitor the way in which teachers use the professional development opportunities and resources you provide to enhance the learning of students?

Registration specifications require that teachers usage of professional development and resources, is monitored effectively and appropriately to support individual teachers

13. In what ways do your performance management system ensure teachers are accountable, and to whom are they accountable?

Registration specifications require that performance management systems are in place and used effectively for teachers accountability

14. Please provide evidence of

a) your programme of advice and guidance for teachers gaining registration to meet the Registered Teacher Criteria
b) special reference to particular needs, support and appraisal for the beginning teacher to meet the Registered Teacher Criteria
c) note here, if your setting chooses to be approved ONLY for maintaining registration

Registration specifications require that a programme of advice and guidance is provided for teachers to meet the Registered Teacher Criteria in order to gain registration. In particular, support for and appraisal of, the beginning teacher needs to be explicitly planned for and implemented

15. Describe your settings process for supporting the gaining of full registration of those provisionally registered teachers and those teachers registered 'subject to confirmation', through

a) hours of employment per week and the blocks of weeks available to teachers
b) teachers having prime responsibility for planning, teaching, assessing and reporting on individual student learning
c) programme evaluation and review
d) a comprehensive and appropriate advice and guidance programme
e) note here if your setting chooses to be approved ONLY for maintaining registration

Registration specifications require that for example, a provisionally registered teacher seeking full registration is required to complete two years teaching service, teach a minimum of 12.5 hours per week, and do this in minimum blocks of 10 weeks at a time. It is expected that the teacher will have prime responsibility for planning, implementation, assessment and reporting of individual student and group learning and programme evaluation through sequential programmes. It is expected that the teacher will be supported by the setting through this period by a planned and appropriate programme of advice and guidance.