** 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.
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.