Executive Summary

In April 2014, the writers were commissioned by the Schooling Policy Group, Ministry of Education to review the use of dispositions to teach as entry criteria for Initial Teacher Education (ITE).¹ The project purpose was to identify the core components of dispositions to teach as they are applied to entrants into ITE in jurisdictions similar to New Zealand. The project was required to identify the ways in which dispositions to teach are measured and research evidence about the impact of dispositions to teach: (i) as entry criteria into ITE; (ii) on entry into the profession; and (iii) on student achievement (where possible).

Further scoping discussions were undertaken with Schooling Policy staff. These confirmed that the final report should include case descriptions of policy enactment ( tools & methods ) in jurisdictions similar to New Zealand, an overview of the theory of dispositions to teach, an analysis of empirical evidence of its effects on candidates and, where possible, on learners in schools. It was agreed that criteria for determining similarity to New Zealand would ideally include the presence of: a culturally diverse student population; priority groups of underachieving students; self-managing schools and early childhood settings; inclusive special educational needs provision; and recognition of the importance to educational success of family or whanau involvement.

In assessing the relevance of the identified dispositions to New Zealand, and any gaps in current ITE policy, links should be made where possible to the Graduating Teacher Standards, Tataiako the Cultural Standards, the Registered Teacher Criteria and the Code of Ethics for Registered teachers. Attention was to be given to the assessment of dispositions in the practicum setting. The report was also to be written in such a way as to promote further discussion and use in various government education business groups and agencies. These requirements have informed the pragmatic structure of the report and choice of section headings. We return to these substantive issues of applicability and transferability to the New Zealand context in the conclusion.

Footnote

1. Much of the text in this paragraph is reproduced verbatim from the Request for Service and Statement of Work documents written by the Ministry of Education.