A message for our students.

​We are all shocked and saddened by the terrorist attacks that took place in Christchurch on Friday 15 March. We feel the weight of the pain of all those involved, especially those in the Muslim communities.

We also feel the burden of care by professionals involved in the recovery. We know that one of our own graduates was one of the first on the scene of these horrific attacks. His courage and compassion is an example to us all and we stand with him going to the aid of those in distress.

It is hard, even impossible, to make sense of these events. How might we frame our response? The
question in the story of the Good Samaritan from Luke 10:25-37 provides a helpful framework: “who is my neighbour?” Our response, surely, is that all those impacted by these events, those of all faiths and of none, are our neighbours.

We might also find our own faith challenged by these evil events. Lament is, helpfully, part of our Scripture; it is part of the faith story of all the saints, across time and across the world. The plaintive cry “O Lord, O Lord, why have you forsaken me?” which we find in the Psalms (Psalm 22:1) and in the words of Christ himself (Matthew 27:46), echoes across the experiences of all those who have wondered where God is in the face of unbelievable suffering. And in our despair there is also a claim, a confession: “but this I call to mind and therefore I have hope: the steadfast love of the Lord never ceases; his mercies never come to an end; great is thy faithfulness.” (Lamentations 3:22-24)
​
It is my prayer that you might know this truth to be yours too. I pray that even, and perhaps especially, when we cannot feel the presence of God, or we wonder why he allows such suffering, we can hold onto His faithfulness. We can know, as his disciples found out, that He is in our boats in the storm (Mark 4:35-41). In that we find peace and hope, which sits at heart of the Christian message. We read in Revelation 21:3-4:

In our team it’s all about ‘waking up’: waking up to who we are and our place in the world, waking up to what could be - we’re excited about new possibilities!

We coach learners who want to be social workers and counsellors, to wake up to who they are and explore ways they can make a difference. It’s about transformation.

Transformation starts with identifying personal beliefs and values and holding these with integrity. Being able to work out of who we are, allows us to move purposefully in some of the hard places in society. We seek to bring change.

Bringing change is about restoration of people and connections – connections in families, whānau, communities and systems.  Sometimes systems that were designed to help, actually hinder and it’s hard to hold hope.

We explore ways to hold hope, speak truth to those in power and stand in the gap. We explore what we can do to make a difference, how we can become good helpers, and what might be holding us back. Learners grow and stretch, learn to recognise their motivation, they reach forward with purpose.
​
When I see learners ‘wake up’, I see their confidence, walking tall as their confidence grows through the connections they make with their own meaning. It’s dynamic. Not only do they wake up but they help those around them wake up too.

Our team invites learners into a space that is about development, challenge and change. It is relational and transparent, supported and guided. It is hard work and requires courage. Learners raise their personal benchmark, and become close with their fellow learners as they journey toward transformation. We can often be seen celebrating the joy that comes from choosing to ‘wake up’!

~ Helen Troughton

​Relationships are at the heart of learning and teaching. In fact, relationships are one of the four key principles in the early childhood curriculum, Te Whāriki (Ministry of Education, 2017). Early Childhood Education is not just about knowing what to teach and how to teach it. Young children deserve to have educators who know who they are, how this impacts their teaching and the relationships they develop, and are committed to getting to know each child and their whanau at a deep level.

At Bethlehem Tertiary Institute (BTI), strong reciprocal relationships enable educators to develop a greater awareness of who their students are and how they can best work with them. Teacher educators model this as they teach and walk alongside student teachers throughout their studies. Hannah Jones, a graduating teacher of the Bachelor of Education (Teaching) ECE degree says “I feel as though I have received much more than a teaching degree at BTI. I have been supported and mentored through a journey of personal growth. BTI has helped me to develop confidence in who I am as a teacher and person. I now have a clear vision of the passion that drives my desire to teach and will carry this with me throughout my teaching journey.”

​Karyn Robertson (Programme Leader, Bachelor of Education (Teaching) ECE) is passionate about building relationships and equipping students for a career in the early childhood sector. Her passion enables her to develop well prepared educators who are not only highly skilled and passionate about education but also have the ability to care for and nurture the children they will eventually be responsible for. She constantly challenges her students to not only grow as teachers but also as individuals. "Each student comes with unique God-given gifts and talents. Through support and mentoring they are encouraged to engage with head, heart and hands as they seek to fulfill their calling and use their strengths and passion to be change agents in our nation and beyond”.

With New Zealand currently experiencing a shortage of qualified early childhood educators, now is the perfect time to consider stepping up into a career that will make a difference that lasts a lifetime.

The Bachelor of Education (Teaching) ECE prepares graduates to teach in a range of early childhood services in New Zealand and beyond.

​“While the course is designed primarily to lead into the social work, counselling and teaching degrees at Bethlehem Tertiary Institute, we also have students who are using it as preparation for other disciplines such as psychology and physiotherapy,” Penny says. The programme consists of three courses, one of which includes a practical component. The first course covers the mechanics of tertiary study, essay writing, referencing, time management, reading smarter, note-taking, critical thinking and proof-reading.

The second course looks at the things that influence our thinking, such as identity, culture, beliefs and communication, and also gives a chance to further practice the skills learnt in the first course.

The third course is designed to give the student an opportunity to explore a people-helping career of their choice (teaching, social work or counselling) through a volunteer service-learning experience, and through interacting with professional individuals and academic readings from their chosen area.
​
“This Certificate programme provides a genuine experience of tertiary study without the financial commitment of a three or four year degree,” says Penny. “We designed it so that our students would complete it not only with the skills they need to succeed at tertiary level but also knowing more about themselves and their ‘fIt’ to a certain career.” BTI has a reputation for relational teaching not common at larger institutions, and “once we accept you into a programme, we are committed to your success,” Penny says.

NZQA has rated Bethlehem Tertiary Institute as a Category One provider of tertiary education (the highest grade possible), so students can be assured they are getting the very best in education that New Zealand has to offer.

The course is full-time (30 hours per week) and online, with an optional two or three day intensive just before the official start date. It is eligible for Student Allowances and Student Loans. The 18-week programme is run every semester, with the next iteration starting on February 11th 2019.

For more information visit www.bti.ac.nz/nz-certificate-in-study-and-career-preparation

​Congratulations to Soteria Mulipola - Samu who was awarded a KUPE Scholarship (for Māori and Pasifika High Achievers) at a ceremony held in Wellington last week. 30 recipients have been selected to receive this prestigious scholarship which recognises applicants for their accomplishments and for their desire and ability to become outstanding role models in early childhood, primary or secondary education.
​
Soteria Mulipola- Samu is currently studying at BTI towards a Graduate Diploma of Teaching (Secondary). 

​Read More...

Yesterday, BTI officially launched the new School of Social Practice. Programmes within this school are professionally recognised and NZQA accredited. Dr. James Arkwright and Dr. Dominic Chilvers have both taken up new roles within the School,  Dr James Arkwright as role as Head of School and Dr Dominic Chilvers as Social Work Professional Leader.  They are supported by a professional team of knowledgeable, skilled and relational educators, whose teaching practice is informed by their previous experience in the field as counsellors or social workers.
 
There was a good mix of staff, students, alumni and special guests present at the launch and the feedback has been very positive. Thank you to all that attended and to those who worked behind the scenes to ensure the event was a success. 

Click on the image to view the latest news update from Graeme and Kendal Cook