Part 1: Introduction

Institutional arrangements for training, registering, and appraising teachers.

Many public entities have a role in influencing the quality of teachers

The quality of teachers has a major influence on the performance of the education system.

School boards, principals, the Ministry of Education (the Ministry), the Education Review Office (ERO), and other public entities (such as providers, funders, and quality assurance agencies) all influence teacher quality. They support teachers' professional development, from initial teacher education (ITE) through induction, mentoring, and registration to becoming experienced teachers. The Appendix contains more information about how public entities support teacher quality.

The New Zealand Teachers Council plays a pivotal role

The New Zealand Teachers Council (the Council) influences each aspect of a teacher's career. As with most systems of professional regulation, the main formal control on quality is on entry to the profession. One of the Council's main roles is to authorise entry to the teaching profession.

The Council also has an important role in ensuring that there is a strong connection between the standards that it sets for registering teachers and the content and outcomes of the training courses that make up ITE.

The Council has implemented on-the-job training requirements for new teachers by requiring structured induction and mentoring before a teacher can progress to full registration. Every three years, it also requires confirmation from fully registered professional leaders that a teacher continues to meet the registration requirements before it renews their practising certificate.1

When teachers are fully registered, they and their employer become primarily responsible for maintaining and enhancing their skills and experience. This is done with the Ministry's guidance and through the collective employment contract processes for professional development.

The Council also has a disciplinary function. The Education Act 1989 (the Act) requires that concerns about a teacher's capability or conduct be reported to the Council. The Council will then investigate, assess the complaints, and address any problems. This may result in remedial action or a formal disciplinary process. In serious cases, the Council can remove teachers from the register or place conditions on their practising certificates. These conditions are then noted on the register of teachers.

1: A professional leader is: in a school, the principal; in an early childhood service, the professional leader; and, in any other educational institution, the chief executive or person occupying an equivalent position.

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