Teaching Capability
As a result of the settlement of the primary and secondary collective agreements in 2004, teacher salaries have been increased to reflect the value the Government places on quality teaching.
The Government and the teacher unions are embarking on a joint work programme to consider how the different roles teachers play can be recognised and supported.
Professional development
Teacher development for teachers in Māori immersion settings is a key commitment by Government to support effective teaching.
A number of initiatives focus on assessment and planning, particularly Te Poutama Tau, Whakapiki Reo, Curriculum Professional Development and Ngā Taumatua. In addition, the Assess to Learn (AtoL) initiative is available to all schools. Kura, particularly in the Auckland region, have already and will continue to work with AtoL providers.
The Government is focused on improving quality of teaching for all students in all settings. A particular focus in English-medium settings is on quality teaching for the diverse groups of students present in these classrooms. Research and professional development programmes reinforce this, with some focused specifically on quality teaching of Māori students in English-medium settings.
Te Kauhua and Te Kotahitanga are research and professional development projects. Decisions about potential further implementation will be made once there is a sufficiently robust evidence base in place that informs options for prioritising investment dollars focused on shifting teacher practice that explicitly improves outcomes for Māori students. Full and final research reports for both projects will be completed by the end of the 2005/06 year.
Training
The TeachNZ programme is a significant investment in attracting more Māori into training as school and early childhood education teachers. Programmes to attract more Māori into teaching in te reo Māori include the TeachNZ information campaign, face-to-face initiatives and provision of scholarships and allowances.
The decision by institutions to merge together, such as Colleges of Education and Universities, is one that the individual institutions initially make themselves before seeking Government approval. The reasons for doing so must be based on a sound business case that sets out the educational and financial advantages of doing so.
The mergers to date have been driven by educational considerations – how to get better educated and trained teachers. Their teacher training role should be enhanced not limited by the mergers.