For BTI, delivering a qualification is about preparing the student for life as a graduate in their chosen profession so that they will be successful at gaining employment and transforming lives.  To this end, we work with industry stakeholders to ensure that our programmes are fit for purpose; that our graduates are sought after.

Our 2014 graduation survey shows that 86.77% of BTI students are employed in a job that is linked to their qualification at the time of graduation. 

Bachelor of Counselling graduates reported that 83% of them were employed, an increase of 7% on 2013 outcomes.

90.2% of Teacher Education graduates were employed in schools, with 83% of students graduating with a degree in primary teaching having secured a job.  This is an increase of 18% on 2013.

88% of students who graduated with BTI’s Graduate Diploma of Teaching (Secondary) degree in 2014 were employed by the time that they graduated, and it is further encouraging to note that our research shows that of those graduating in 2014, 44% were offered a job in either their ‘Host school’ or a school at which they carried out a practicum experience. This shows that BTI is teaching the skills required in the programme to meet the needs of industry.

Our graduate job outcomes for 2014 are particularly encouraging as the current national trend for those graduating with a degree in Primary and Secondary teaching is significantly lower.  Our evidence, based on student and stakeholder feedback, shows us that BTI’s commitment to growing students both holistically and academically, stretching them towards excellence, is outworked by students whilst on practicum and witnessed by employers.

The skills that graduates learn at BTI are not just focussed on the specific practice skills required, ie “teaching”, “counselling”, “social work”, they also learn transferrable skills such as working in teams, problem solving, communication and accountably.  We believe that this is imperative if we are to ensure that our graduates are educated for roles that may not yet be available to them in NZ.  This approach helps to ‘future-proof’ our graduates and makes them highly attractive to stakeholders, many of whom recognise these skills at the time of practicum or ‘Host school’ experience.

2014 is a year that BTI will remember for quite some time to come; not only is it our coming of age,  it is also the year in which NQZA gave approval for BTI to deliver two new qualifications:

* Postgraduate Diploma of Professional Practice

* Master of Professional Practice

The added significance of this approval is that, not only is this BTI's first step into postgraduate programme delivery, but that the whole approval process from submission to approval took just over 12 weeks! 

In responding to the submission, the NZQA approval panel commended BTI on the following:
 
* The integration of research throughout the whole programme, incorporating a broad range of research methodologies.

* The level of staff qualification and research experience.

* The example provided by senior staff in combining programme development, teaching and research involvement with the leadership roles.

* The comprehensive consultation process, which was iterative, broad and meaningful, and which clearly influenced development.

* The well designed integrated approach to research supported by committee structure, strategic plan and professional development.

* The inclusion of an exegesis option for the thesis.

* The successful integration of the faith-based special character of BTI with the academic rigour required at
post-graduate level without compromising either.

BTI Dean, Dr Andrew Smith, says the qualification is specifically faith-based and is for any professional working in people-helping roles such as teaching, counselling, social work or occupational therapy and who wants to look at integrating faith and work, “This doesn’t mean postgraduate students will be working in a
Christian school or church. It just means they want to think about what it means  to bring their faith to work.”

The qualification consists of 18 months’ equivalent full time study, but will be completed on a part time basis across three years allowing students to integrate study with their professional practice.

 “We are going to be provoking students to look at themselves and think about who they are as professionals. They will then look at some of the principles that they bring to the workplace.  Often people get involved in these sorts of roles without necessarily clearly articulating the principles that we work from.”

BTI has also woven research aspects throughout the whole qualification which is an innovative approach to postgraduate study.

The programme, which is expected to fill quickly due to a waiting list of eager would-be students, will be delivered for the first time in early 2015.

On Saturday 5th April 2014, as the glorious hot sunshine beat down on Tauranga, shoppers paused to acknowledge 125 graduands decked out in the gold and blue colours that represent BTI's Teacher Education and Counsellor Education programmes.   The celebratory processsion, which commenced at the waterfront at 1.15pm, was led by a piped band and cheered on by friends, family and whanau lining Devonport Road.

Deputy Major, Kelvin Clout, joined an impressive crowd of almost 800 to celebrate BTI's 2014 Graduation ceremony at Holy Trinity Church.  As always, there was a strong sense of community spirit evident, and a number of the graduands were publicly honoured with tributes from whanau and family.

This graduation was especially important for BTI, as it marked the largest number of Secondary Teaching students to graduate in one group in BTI's 21 year history.  25 students, who had studied the Graduate Diploma of Teaching (Secondary) programme by distance, from all around New Zealand, came together in celebration with 76% of this cohort already having secured jobs; 40% of which are in their 'Host School'.  The national average for Secondary graduates gaining employment after graduation is closer to 30%!

Al Ronberg, pictured centre in this main photo, says of the Secondary programme, "When you study at BTI, you become a part of a family - you get the feeling that YOUR OWN personal success is something that EVERYONE on staff is working towards. They give you a long leash and continually personalise the course to your individual subject requirements and personality. The jewel in the crown is their ingenious Host-School model in Secondary Teacher training."

These photos show some of the 'behind the scenes' moments that were captured on the day.

BTI is developing a Master of Professional Practice (M Prof Prac)  - an 18-month, full time equivalent, qualification designed for Christian professionals working in fields such as education sectors (ECE, Primary, Secondary, Tertiary) and social service, including Counselling. 

We are delighted to confirm that the proposal has now been finalised and submitted to NZQA for approval.  This can be a reasonably long process, but we hope to have approval by Term 4 of this year so that we can welcome the first cohort in 2015!

To find our more about our proposed Masters qualification, or to register your interest, CLICK HERE.

BTI is delighted to announce that we will be hosting author, Paul Young, and theologian, Baxter Kruger, in January 2014.

Experience this rare opportunity - come and linger in the love of God.  Evening event and day retreat available, with prices starting at just $5!

Read more and to book online: http://www.bti.ac.nz/the-shack.html

"This simple story confirmed and validated the way in which I think and
relate to God, Jesus and the Holy Spirit. This book was life altering and truly wonderful. My understanding is that the author originally wrote it for his children. Love God, Love The Shack!"

BTI celebrated 20 years this weekend with a celebratory dinner at Mills Reef, attended by students, alumni, staff, VIPs and other key stakeholders, including Hon Simon Bridges, MP for Tauranga, and the Mayor of Tauranga, Stuart Crosby.

The evening was full of laughter, recognition of service, student awards and an inspirational speech by well known journalist, Rob Harley. Read more...

Everyone knows there is something special about BTI, but trying to put your finger on exactly what it is can prove tricky.  Kathryn Overall takes up the challenge of exploring the relational learning culture that makes the BTI study experience so unique.

Read more...

In recently published Government league tables, highlighting student performance across the tertiary sector, local Tauranga provider Bethlehem Tertiary Institute has proven that it can punch above its weight by out-performing all 18 institutes of technology /polytechnics and holding its own against the university sector.

Locally, BTI topped both the Bay of Plenty Polytechnic and the University of Waikato in two of the four categories measured; course completions (89%) and qualification completions (87%), and matched the course completion outcome of the best performing university, Otago.

BTI’s dean, Dr Andrew Smith, attributes the successful results to dedicated staff and the institute’s
commitment to quality education, “These results affirm our quality teaching, which is informed by recognised research and supported by a staff dedicated to student success.  Over the past few years, BTI has seen an increasing number of students studying some or all of their papers at a distance, as they balance work and home commitments with study, and so we are particularly encouraged by our student retention results when compared to other providers of distance learning.”  

The Tertiary Education Commission releases these figures each year to help students make informed
decisions when choosing a tertiary provider.  Tertiary Education Minister, Steven Joyce, said the data showed that New Zealand tertiary institutes were performing well, with qualification completion rates improving across all sectors.

BTI offers qualifications in early childhood education, primary and secondary teaching, and counselling and
social work.  A Master of Professional Practice qualification is currently under development for delivery
in 2014, subject to NZQA approval.
 
To read more about these results, visit the TEC website.

** Hot Off The Press **

We are delighted to bring you this year's Forward Magazine.  Filled with a potpouri of articles, this third edition includes:

Hayden Reid: Bringing His Game To The Classroom
Charter Schools: Why Are They So Controversial?
How Do You Thrive As A New Secondary Teacher?
The DNA of BTI's Relational Learning Culture
Strengths Based Leadership
A Week In The Life Of A Third Year Counselling Student
2014 Programmes and Key Dates

Train to be a teacher at BTI and transform lives...

Ever wondered why BTI graduates make such an impact?  Check this out....

Ever wondered what it's like to study at BTI? First year student, Eru Tukaki, shares his initial thoughts as he embarks upon his three years of study at BTI. 

"Coming in to the Bachelor of Education (Primary) course I had no idea of what to expect. The desire to be a teacher was there, but there were questions I still needed answered. Here I am 3 weeks into lectures and study and all my questions have been answered. The lecture content is high quality and being a small campus means class sizes are not too full therefore interaction with lecturers is simple.

BTI online is another amazing tool that we have at our disposal, it makes life so much easier. If that is not enough well then there are other onsite services that are there to make the journey a whole lot more enjoyable and a little easier. Last of all a big mihi to all the lecturers that play a part in our development as teachers, I am grateful for the time and effort that goes in to the lectures, no names in particular because you are all fantastic. BTI is a quality tertiary provider and I would recomend them to anyone looking at studying here in the future.

Kia Ora."

During the busy last semester of her primary teaching degree, Rachael Wood’s focus was on completing assignments, not on looking for jobs. So naturally, when Bethlehem College advertised a teaching position in October, to begin with Rachael didn’t give it a moment’s thought. “ I had no intention of applying that early. I was so bogged down with assignments I couldn’t think of anything worse than having to try and get my CV organized as well,” smiles Rachael.

Apparently God has other ideas however, as soon Rachael began to feel a very strong tug to apply for the Year 7 teaching role. “I felt really, really called and pulled to it,” reflects Rachael. This sense of call gave her the impetus she needed to complete her CV and apply for the job. Within a very short period of time she had been interviewed for and offered the position and was able to finish out her studies with the security of already having a job to walk into when she graduated.

Rachael is now settling into the rhythms and routines of her first year of teaching. “I think coming into Bethlehem College as a school has been great. The staff is awesome,” says Rachael. “They are really helpful - I’m just surrounded by a wonderful team. I love getting to know the students. They are all unique and beautiful and I’ve got a really lovely multicultural class.”

The transition from student to teacher can be a demanding one, and Rachael’s advice to first year teachers to give themselves the space they need to settle into their new role. She says, “Clear your calendar so that when you start you don’t have too many outside things on. I think dedicating the first 3 or 4 weeks purely just to work and sleep will be more than enough! You also need to be prepared to be flexible going into a new school. Have a few things up your sleeve definitely, but also just be ready to run with whatever the school is doing. That’s just part of it. It’s a rollercoaster ride!”

During the three years of her degree Rachael explored and engaged with concepts of Christian education, and is enjoying the process of living out that learning in her first classroom. “I think everything that I’ve learned at BTI about Christian Education has cemented and to see it in practice is just a huge benefit,” says Rachael. "It is about who we are, what comes out, how we respond and relate to students to create those safe environments, how we support unique children or children with different gifting. Being able to solve problems integrating all of our biblical perspectives is awesome. Being able to pray for students when things are tough or going wrong is amazing. And I just can’t imagine even teaching without that. It’s such a holistic approach, being able to actually not just acknowledge but also actually enter into the fact that we are spiritual beings.”

"It's an amazing experience!  You gain an education, not just a qualification.  The community is totally positive and the support and guidance you receive both personally and educationally is immense.  I loved it and would do it again!"

Jasmine Bell - Alumnus, Bachelor of Education (Teaching) Primary

There were some significant government initiated changes within the Early Childhood Education (ECE) sector in 2010. As part of this change, registered primary school teachers are now eligible to contribute towards ECE centre’s staff quotas for funding purposes. Kathryn Overall caught up with Lorraine Schou, Manager of Bethlehem Learning Centres Limited, to get her perspective on what these changes will mean for primary trained teachers considering a shift into the ECE sector.


Up until recently, primary trained teachers have had to undertake additional ECE training in order to count towards an ECE centres qualified teachers quota. As of November 1, 2010, registered primary school teachers will be recognised within the ECE sector for funding purposes. Do you consider this to be a step forwards or a step backwards for the sector?

I partially agree with what the government is doing with primary school teachers. I think in many respects this is a step forward for the ECE sector in that there is an acknowledgement that primary teachers have training to a particular level.

I understand that there are going to be some limits on what responsibilities a primary trained teacher can hold in a centre if they haven’t had any additional ECE training?

Yes, that’s right. They will not be able to move up the ladder, because they cannot be counted as the person responsible at any time at the centre. That basically means that I can have them working and I can count them for my funding, but they can’t be the person that opens or shuts at the end of the day; they can’t be the person who takes responsibility when you are on a trip or an outing; if a child has an accident and you need staff to take them to a specialist or to a doctor until you can get hold of a parent, they can’t be one of the staff that’s counted for that. They can’t become a team leader; they can’t become a head teacher, so their wages will be limited. So I think it’s really important that they continue to do one year of ECE training in order to be fully recognised as an ECE teacher.

At the same time, they need to realise that there is a huge difference between teaching primary and teaching in early childhood. Our teaching strategies are so different; we are so much more focussed on the emergent curriculum, but they need to learn how to work in that environment, and part of that learning comes from the study.

I would advise primary trained teachers to do ECE training for that one year. Firstly, because of what they will learn, secondly because of the value their study will add to the profession and third, because it will be reflected in their wages in the future.

There is a huge gap in the industry at the moment in the 35-45 age bracket. We have got a big gap in that sort of middle to later years of qualified, registered teachers to take over from people like me, because there are a lot of us who will be leaving the industry in the next ten years. So for any of these primary teachers that are coming through, particularly primary teachers who aren’t in their early twenties, there is a future for them, because they already have had the skill base of working in a school, working in the administration of a school and the experience of working with other staff. Some of them will be our future leaders because they have got that maturity.