2016 Faculty of. Education Te Whānau O Ako Pai

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1 2016 Faculty of Education Te Whānau O Ako Pai

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3 Education isn t about filling a bucket, it s about lighting a fire. That s what Victoria has done for me; it s made me excited about education and teaching. HEAR FROM NICKI GLOVER AND OTHER STUDENTS ABOUT THEIR EXPERIENCE AT VICTORIA

4 Contents Welcome...3 Admission and enrolment...5 Education... 9 Educational Psychology...19 Postgraduate programme...22 Undergraduate pathways to teacher education...25 Teaching early childhood...27 Teaching primary/secondary...33 School of Education Te Kura Māori Careers Te Pūtahi Atawhai Scholarships and prizes...51 Leadership development Publications...53 Who to contact Important notice: Victoria University uses all reasonable skill and care to ensure the information contained in this document is accurate at the time of being made available. However, matters covered by this document are subject to change due to a continuous process of review, and to unanticipated circumstances. The University therefore reserves the right to make any changes without notice. So far as the law permits, the University accepts no responsibility for any loss suffered by any person due to reliance (either whole or in part) on the information contained in this document, whether direct or indirect, and whether foreseeable or not. 2 Victoria University of Wellington

5 Welcome Welcome to Victoria University s Faculty of Education. The aim of our Faculty is to have a positive impact on education, nationally and internationally. Education is a social good. It is a means by which society shapes itself leading individuals to the knowledge, skills and values that enable them to lead a rich personal life and contribute to society. Not everyone studying education wants to become a teacher. A knowledge of education as a means of individual and social development is a valuable preparation for working with people and policy, either in the government or private sector. We offer undergraduate majors in Education and Education and Psychology. These programmes address important questions: How do we learn and develop at different stages of life? What are the personal and social variables that have an impact on this? How can motivation be managed? What is the social role of schools? How can they cater for minority groups? What are the life challenges facing youth? For those who wish to become teachers after graduating with an undergraduate degree, we offer one-year graduate diploma and Master s qualifications. The diplomas and Master s qualifications are both recognised for entry to the teaching profession and, because teachers never stop learning, they both provide a solid starting point for ongoing professional development. In addition to these initial teacher education programmes, we offer advanced postgraduate professional programmes by coursework for experienced teachers and for those who wish to become registered educational psychologists. Underpinning all our work is continued research into education in all its complexity: the nature of learning and of learners; the development of policy to govern education; the design and evaluation of teaching and learning practice; how individual learners of different cultural or linguistic background or of different abilities are, or can be, catered for; and the way in which education honours the Treaty of Waitangi. This research is part of international scholarship that is contributed to by scholars in many countries. Our postgraduate research students work with us to contribute to this research and we encourage them to publish internationally to link with these global networks. What our research and our teaching have in common is a fundamental process of objective enquiry. We strive to understand and to help our students develop the tools to do the same. We shall help you to explore what we know and how we know it and then guide you in adding to your own understanding. The details of all our qualifications are outlined in this handbook and our staff are always ready to answer any further queries you might have. We look forward to welcoming you into our community of effective evidencebased educational practice. David Crabbe Dean, Faculty of Education For those who have decided to be teachers from the beginning of their studies, we have undergraduate pathways that support this choice. For early childhood education, the Bachelor of Education (Teaching) Early Childhood provides a three-year specialist qualification. Faculty of Education

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7 Admission and enrolment UNDERGRADUATE UNIVERSITY ENTRY Applicants to undergraduate qualifications must satisfy the requirements for entry to Victoria in You will need to: achieve University Entrance achieve the Guaranteed Entry Score a rank score based on your school examination results (go to for more information on admission) fulfil any other qualification-specific requirements (eg. assessment for teacher education qualifications) apply by the due date. The Student Recruitment, Admission and Orientation team can help you if you have any questions about entrance to your chosen programme of study. TEACHER EDUCATION QUALIFICATION ADMISSION All applicants are assessed by the Faculty of Education for suitability for entry to the teaching profession. This involves meeting set criteria, having supportive referees, making declarations about any criminal convictions, health and disability issues and successfully taking part in an assessment exercise. Places in these qualifications will be offered on the basis of the applicant s academic merit. Referees You need to supply the names and contact details of two referees, who will be contacted by . They should be people who know you well but are not family members, partners or friends. If possible, one of your referees should be a recent employer, teacher or lecturer. Personal declarations These personal declarations are part of the application process. Your enrolment may be reviewed if it is found that false declarations have been made. Health and disability: In order to identify anything that may place children in your care at risk or inhibit your performance as a student teacher, you need to declare any medical, psychological or learning difficulty, or disability that could limit your participation in a teacher education programme. Criminal convictions: If you have been convicted of any offence you must give details of the offence at the time of your application. Faculty of Education

8 Assessment exercise Before you are accepted into any teacher education qualification, you are required to take part successfully in an assessment exercise. The exercise includes thinking about the qualities needed to be a good teacher and a follow-up discussion with a group of other applicants. The assessment evaluates your skills in listening, oral communication and working with others. The Education Council also requires that your literacy and numeracy skills are assessed before you begin your programme. When you attend the assessment exercise you will be asked to complete a form giving the University permission to obtain a police check. This is required for all students who will spend time in schools or early childhood centres as part of their study. You must be able to attend an assessment exercise in Wellington. For more information, education@vuw.ac.nz or phone the Faculty of Education on English language competency Courses at Victoria are normally taught in English. Assessment usually requires written work in the form of reports and essays, and may include examinations. Admission to teacher education qualifications requires a minimum academic IELTS test score of 7.0 in each of the four categories assessed. If English is not your first language, you should undertake an IELTS test and submit the test results with your application. For more information, contact the English Language Institute at Victoria University at or lals@vuw.ac.nz or phone International qualification assessment If you have a degree qualification from an overseas university, you may need to have it assessed and approved by the New Zealand Qualifications Authority (NZQA) for acceptance into a teacher education programme. ENROLLING ONLINE All applicants must go to to complete an online application. The online enrolment system will guide you through the enrolment process. It is important that you follow the steps and fully complete the enrolment form and any additional forms. You should also remember to forward all the requested documentation at the time of your application. If you are applying for entry to a teacher education qualification, you will be asked to supply some additional information. MORE INFORMATION Qualifications and entrance criteria Student Recruitment, Admission and Orientation Phone 0800 VICTORIA ( ) course-advice@vuw.ac.nz Enrolment Enrolment Office Phone 0800 VICTORIA ( ) enrolment-enquiries@vuw.ac.nz Victoria International Phone victoria-international@vuw.ac.nz Qualifications and assessment exercises Faculty of Education Student and Academic Services Office Phone education@vuw.ac.nz Go to for further information about assessment of overseas qualifications. 6 Victoria University of Wellington

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11 Education BACHELOR OF ARTS IN EDUCATION The mind is not a vessel to be filled, but a fire to be kindled, or so said the philosopher, Plutarch, over two thousand years ago. Some would argue that, for many students, the fires remain unlit. From a range of disciplinary perspectives, the study of Education explores not only how the desire for learning is kindled, but it also addresses the big questions such as: Does schooling promote equality or perpetuate social disadvantage? What sort of values should young people learn from adults? What is the purpose of education for the young? How can education make a difference for marginalised or disadvantaged groups? Major requirements EDUC 101, points from EDUC points from EDUC a further 20 points from EDUC The BA in Education is administered by the Faculty of Humanities and Social Sciences. For more information, go to As our society s central way of passing on knowledge, education has the power to shape every aspect of our future. The study of Education will give you transferable knowledge and understanding to make judgements about education and to analyse educational problems. Staff teach courses linked to their own research expertise in areas as diverse as youth studies, educational psychology, sociology of education, human development and behaviour, education policy and theory, philosophy of education, early childhood, Māori education, Pacific education and much more. You could consider adding supporting courses in disciplines including Psychology, Sociology, Māori Studies, Pacific Studies, Development Studies or History for a well-rounded degree. There are many careers open to graduates with a Bachelor of Arts (BA) in Education in areas such as child advocacy, family support, migrant and refugee services, community strategic planning, policy analysis, corrections and rehabilitation services and youth work. Graduates will have a critical understanding of the relevant theories and perspectives on education and can progress to postgraduate study in Education. FACULTY OF EDUCATION education@vuw.ac.nz FACULTY OF HUMANITIES AND SOCIAL SCIENCES fhss-enquiries@vuw.ac.nz Faculty of Education

12 BACHELOR OF ARTS WITH HONOURS IN EDUCATION Following on from a BA in Education, studying at Honours level encourages you to engage in critical and reflective analysis of many of the central issues facing education. Courses cover areas such as education policy and theory, indigenous education, pedagogy, educational psychology and curriculum and assessment topics. Overview The Bachelor of Arts with Honours (BA(Hons)) comprises: 90 points from EDUC a compulsory research project (EDUC 489). Duration Part time: up to four years. Full time: one year. More information The BA(Hons) in Education is administered by the Faculty of Humanities and Social Sciences. POSTGRADUATE CERTIFICATE/ DIPLOMA IN EDUCATION The Faculty s postgraduate qualifications are designed to enable education professionals to engage in further study relevant to their work and to undertake thesis research in an area of interest. Those interested in beginning their postgraduate study can embark on a postgraduate certificate or diploma. Credit transfer may be available to students who have completed postgraduate study with another institution. Students can tailor their study to suit their personal, professional and academic needs with a range of course choices and delivery options. Depending on students area of interest, it may be possible to study online or combine online and campus-based courses to suit their own interests and needs. These programmes offer students: a recognised postgraduate qualification an opportunity to upskill at their own pace, with flexible course delivery options. Pathways include child development and behaviour, curriculum studies, educational policy, educational psychology, leadership and Māori and Pacific education. The programmes are nested within the 180-point Master of Education (MEd), which can be completed entirely by coursework or by a combination of coursework plus a thesis or dissertation. Students are encouraged to consider enrolling in the MEd but can choose to enrol in the postgraduate certificate or diploma as a first step into postgraduate study. Students are encouraged to include EDUC 503 Research Methods in Education as part of their programme as this course is compulsory for the MEd. Overview and duration Certificate: two courses taken full time over half a year or part time over one to two years. Diploma: four courses taken full time over one year or part time over two years. 10 Victoria University of Wellington

13 POSTGRADUATE CERTIFICATE/ DIPLOMA IN HIGHER EDUCATION LEARNING AND TEACHING The Postgraduate Certificate/Diploma in Higher Education Learning and Teaching (PGCertHELT and PGDipHELT) qualifications are Master s-level postgraduate programmes designed to help new and experienced tertiarylevel teaching staff and other teaching-related staff (such as librarians, lab demonstrators and student learning support professionals) to become more reflective and successful in practising and/or supporting learning and teaching, within a research-based programme. The focus of the PGCertHELT is professionalism of teaching and supporting learning in higher education. The PGDipHELT focuses on the scholarship of learning and prepares students for future study of higher education at Master s or doctoral level. Overview The 60-point certificate is made up of two 30-point subjects, HELT 501 Foundations in Higher Education Learning and Teaching and one other HELT course. Graduates may progress to research-focused study by continuing to the PGDipHELT. The 120-point diploma is made up of four 30-point courses, HELT 501 Foundations in Higher Education Learning and Teaching, HELT 503 Researching Higher Education and two other 30-point HELT courses. More information Contact the Centre for Academic Development, phone or go to Faculty of Education

14 MASTER OF EDUCATION The Master of Education (MEd) is an advanced postgraduate qualification comprising 180 points of study that can be completed entirely by coursework or by a combination of coursework and a thesis or dissertation. The coursework may be completed wholly or partially by distance learning. We offer courses in a range of areas, including: developmental disabilities educational policy and leadership ESL, multicultural and international education evaluation and assessment Māori, Pacific and indigenous education professional development and learning sustainability/environment/citizenship education teaching and learning youth development. Qualification goals Graduates of the MEd will: show evidence of advanced knowledge about a specialist field of inquiry or professional practice demonstrate mastery of sophisticated theoretical subject matter evaluate critically the findings and discussions in relevant research material research, analyse and argue from evidence work independently and apply knowledge to new situations engage in rigorous intellectual analysis, criticism and problem solving. Overview You must complete EDUC 503 and an additional 150 points from courses EDUC The MEd may be awarded with merit or distinction. Duration Part time: up to two years. Full time: one year. 12 Victoria University of Wellington

15 MASTER OF ARTS IN EDUCATION The Master of Arts (MA) is an advanced postgraduate qualification comprising a thesis a substantial piece of research supervised by a member of staff with expertise in a relevant area. As the thesis is in Education, students are advised to complete EDUC 503 Research Methods in Education prior to beginning their thesis, to gain a firm grounding in educational research methods. The MA in Education is administered by the Faculty of Humanities and Social Sciences. Emma Boddy MEd student The year before starting university, I worked overseas in an international boarding school. It was incredible to see the way different cultures learnt and interacted and was probably the founding basis for my later interest in education and human development. Emma chose education as a study path as she sees that it can play a supportive role in many aspects of people s lives. I believe that learning is a lifelong journey and it should be supported at all stages. The research I have been involved in at Victoria shows that a good school climate is imperative to effective learning, especially where children are not afraid of being bullied by their peers. The MEd programme offered me the opportunity to take some human development courses whilst also being able to continue researching in an area I was passionate about. Overview 120-point thesis (EDUC 591). The MA may be awarded with Merit or Distinction. Duration Part time: up to four years. Full time: one year. Enrolment Contact the Faculty of Humanities and Social Sciences by fhss-enquiries@vuw.ac.nz or phone Emma was a Faculty of Education Summer Scholar in 2014/15, focusing on adult recollections of childhood bullying. She saw this as a real opportunity to improve her research and writing skills while being involved with the evidence-based anti-bullying programme, KiVa. Emma would like to provide meaningful change in the education or social service sector for vulnerable children and youth. Faculty of Education

16 Dr Cherie Chu Senior lecturer As a Pacific researcher and lecturer, Dr Cherie Chu has explored how educational practices can enhance Pasifika learners experiences in tertiary education. She has found that the learning and teaching relationship is fundamentally significant for Pasifika learners in order to achieve success. As a trainer facilitator she has a particular research interest in mentoring and leadership in Pacific contexts and has delivered leadership training for Pasifika communities in New Zealand and the Pacific region. Cherie enjoys establishing networks with Pasifika students and Pasifika staff (general and academic) in tertiary education. Her experience in the tertiary sector has led to a deep understanding and appreciation of education. Anna Wilson MSSL student Anna, who has taught at several Wellington schools over the past 12 years, was considering her next career move. Consultation with colleagues led to Anna s interest in the Master of Secondary School Leadership. I decided upon studying the MSSL because it has a point of difference to other Master s programmes in education. The qualification is delivered by the Faculty of Education and Victoria Business School and offers an opportunity to develop knowledge of leadership in secondary schools and also examines the demands of running large organisations. Anna has learnt a great deal from shadowing principals and liked the practical element of the programme, which was well structured around the needs of busy teachers. It was great to step out of the busy life of day-to-day teaching and be in another school learning about leadership and how they operate. It helped me to reflect on current and future practices I would implement in my next role. On completion of her Master s, Anna will be looking for a leadership role to put her new experience into practice, as well as taking the time to increase her knowledge of te reo Māori. 14 Victoria University of Wellington

17 MASTER OF SECONDARY SCHOOL LEADERSHIP The Master of Secondary School Leadership (MSSL) programme focuses on the specific leadership needed in secondary schools. This qualification is suitable for teachers and middle or senior managers in secondary schools who aspire to be secondary school principals and who wish to gain a Master s-level qualification that includes mentoring, guidance, placement observation, investigations and project work. Features During the course, students spend three weekly placements at secondary schools, where they shadow, and are mentored by, an experienced principal. The programme is delivered by Victoria University s Faculty of Education and Victoria Business School, with input from experienced secondary principals. The courses combine theory and practice and are designed to fit with the reality of a secondary school leader s business. Students can choose to work towards a Master of Secondary School Leadership (180 points) or step off with a Postgraduate Certificate of Secondary School Leadership after gaining 60 points or a Postgraduate Diploma of Secondary School Leadership after gaining 120 points. Overview The MSSL comprises: MSSL , plus one approved elective course from the MBA or PGDipED schedules MSSL 508 or 509. MSSL schedule of courses MSSL 501 Developing Leadership Capacity 15 pts MSSL 502 Shaping the Future 15 pts MSSL 503 Leading Learning and Teaching 15 pts MSSL 504 Managing the Organisation/Systems 15 pts MSSL 505 Partnerships and Networks 15 pts MSSL 506 Leading Evidence-based Practice 15 pts MSSL 507 Culturally Responsive Leadership 15 pts EITHER MSSL 508 Research Project 60 pts OR MSSL 509 Implementation Project 60 pts Duration Part time: up to five years. Full time: one year. Current MSSL students have found the programme enlightening and helpful to their understanding of the leadership responsibilities of school principals. Faculty of Education

18 DOCTOR OF PHILOSOPHY IN EDUCATION Study for a Doctor of Philosophy (PhD) in Education offers opportunities to work with acknowledged experts on a substantial and original research project in an area of education. A PhD is the highest degree awarded by the University. During the first year, students will spend the first 6 12 months writing a full research proposal and will be provisionally registered for the degree. Once the proposal is approved, students will be fully registered and may proceed with research and writing their thesis. The final thesis will be a work of up to 100,000 words that aims to advance existing knowledge. Research fields Subject to the availability of staff, the Faculty of Education offers PhD supervision in areas such as: classroom studies comparative education curriculum and assessment diversity issues in education early childhood education education policy and theory educational psychology and pedagogy Māori and Pasifika education professional development and learning. Other areas may also be considered and enquiries are welcome. Overview This qualification comprises a thesis that demonstrates a capacity for independent research and the ability to make a substantial and original contribution to knowledge and understanding in your field of study. A supplementary course, EDUC 581 Advanced Qualitative Research and Analysis in Education, is available to provisionally registered students on the recommendation of their supervisor and approval by the Associate Dean (Students). All PhD candidates are required to give an oral presentation of their proposal. There will also be an oral examination of the thesis. Duration Full time: two to four years. Part time: three to six years. Enrolment There are three enrolment deadlines each year: 1 March, 1 July and 1 November. More information The Faculty of Graduate Research is the first contact point for all students interested in enrolling in a PhD at Victoria. For more information on PhD study and to enrol, go to the Faculty of Graduate Research website, Applications are reviewed against requirements of: a written proposal and completion of application requirements valid experience and qualifications availability of suitable supervision by staff in the Faculty of Education or the wider University. 16 Victoria University of Wellington

19 Ivy Abella PhD candidate Undertaking doctoral research is one path in achieving something significant. It is the best form of interpersonal and intrapersonal growth, for it involves a comprehensive, intensive and holistic approach to learning, progress and achievement. Research is an instrument of change and development, which I believe is the aim of my PhD journey. Ivy completed her Bachelor s degree in Education, magna cum laude, at the University of Santo Tomas in the Philippines. After graduation, she worked as a secondary teacher at the Philippine Science High School Main Campus for almost 11 years. A recipient of the New Zealand Aid Scholarship to study the Master of Education at Victoria, Ivy graduated with distinction in A part-time tutor and research assistant at Victoria, Ivy was awarded a Victoria Doctoral Scholarship. Her fields of interest include pedagogical innovation, Pacific education, appreciative inquiry and activity theory. Her passionate lecturers and mentors at Victoria, who uncovered the complex realities and issues surrounding Pasifika peoples in New Zealand, had a huge influence on her doctoral study. It just feels good to be surrounded by people who have become friends and family, who inspire and support you to achieve your goals. Faculty of Education

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21 Educational Psychology Educational psychologists are professionals with an in-depth understanding of psychology, education and learning. Roles in this field are varied and multidimensional, and offer the opportunity to support others to learn and live. When studying with the Faculty of Education, there is the opportunity to practise and develop skills under the expert guidance of world-class researchers and practitioners in the field. Our team, which includes two educational psychology practice advisers, is also available to support the ongoing professional development and continuing competence programme for registered psychologists. EDUCATIONAL PSYCHOLOGY PATHWAY Undergraduate An undergraduate degree with a major in Education and Psychology. Postgraduate Master of Educational Psychology (see page 22) Postgraduate Diploma in Educational Psychology Practice (see page 23). FACULTY OF EDUCATION education@vuw.ac.nz FACULTY OF HUMANITIES AND SOCIAL SCIENCES fhss-enquiries@vuw.ac.nz FACULTY OF SCIENCE science-faculty@vuw.ac.nz Faculty of Education

22 BACHELOR OF ARTS IN EDUCATION AND PSYCHOLOGY The interdisciplinary Education and Psychology major (EDPS) is best suited to those students who are interested in combining the strengths of both subjects and for those who might want to continue with postgraduate study in Educational Psychology. In particular, a BA degree majoring in Education and Psychology will give students the foundational knowledge they need to work towards an exciting and rewarding career as an educational psychologist. Educational psychologists are concerned with improving the learning of children and young people who are experiencing social, emotional or learning difficulties that cause problems within a range of educational settings. They use their knowledge of education and learning, developmental, behavioural and cognitive psychology to help people in educational and community settings. Students planning to continue to the Postgraduate Diploma in Educational Psychology Practice are required to have at least 45 points at the 200/300 level in Psychology. Students who are considering postgraduate study in Psychology should complete a Psychology major. Note: Students cannot enrol in a double major in Education and Psychology (EDPS) and Psychology (PSYC) or in Education and Psychology (EDPS) and Education (EDUC). Major requirements EDUC 141; PSYC 121 or 122; STAT 193 EDUC 243 and 244; PSYC 232; 15 further points from PSYC points from EDUC ; PSYC further points from EDUC or PSYC Educational psychologists can work in schools, classrooms, early childhood education settings or community services and can be employed in both the public and private sectors. They work with individual clients or groups, advising teachers, parents, social workers and other professionals. Educational psychologists use their knowledge of education and psychology and their skills in psycho-educational assessment, evaluation, mediation, intervention, coordination and referral skills to improve outcomes for all those involved in educational settings, including students, teachers and families/whānau. For additional information about the work of educational psychologists in New Zealand, go to the Ministry of Education website. This degree is offered in conjunction with the School of Psychology in the Faculty of Science, and is administered by the Faculty of Humanities and Social Sciences Victoria University of Wellington

23 Dr Larah van der Meer Lecturer School of Education researcher and lecturer, Dr Larah van der Meer, investigated the use of alternative methods of communication, such as sign language, pictures and ipads with specialised applications that produce speech output, for children with a range of developmental disabilities who have not developed spoken language. She found that children learnt to use each method for functional communication, such as requesting more toy play. Most children were better able to use the picture and ipad communication systems and, when given a choice, the majority also preferred to use the ipad. These findings suggest that selection of communication systems based upon the child s preference, coupled with appropriate instructional strategies, may lead to the enhancement of communicative functioning for children with developmental disabilities. Larah is now investigating the use of such ipad communication systems for adults with intellectual disability. She is also involved in research on early intervention for children with autism spectrum disorder, with a particular focus on social interaction and communication development. Katie Allan MEdPsych student Education was a setting that I could see that the knowledge of psychology would make a huge difference. I love working alongside people and helping to assist children in their development and education. Katie has always had a keen interest in working with youth and children, but not as a clinical psychologist. Children s social and emotional development is so important to how they function within a classroom, how they communicate and their ability to form positive relationships, all of which have a huge impact on their learning. For Katie, finding the right course and direction was a process. Victoria s integrative programme felt like the right fit. Katie is thoroughly enjoying the MEdPsych and can see how she can apply the skills she has acquired in a professional setting. Her research is in the field of bullying and her aim is to provide insight into how best to equip parents to support their children through challenging bullying situations. Katie intends to gain more applied classroom experience working in schools and with the youth sector before completing the final internship year of the programme, with the end goal of becoming a registered educational psychologist. Faculty of Education

24 Postgraduate programme The postgraduate Educational Psychology programme at Victoria has been specifically tailored to meet the needs of New Zealand communities in a bicultural context, and to ensure graduates are well qualified to work with multicultural populations in a global context. The courses will challenge and extend participants by providing ample opportunities to practise and develop skills in the field, under expert guidance. Using an inter-professional framework, students will also be well equipped to work as change agents in a range of educational, community and workplace settings. MASTER OF EDUCATIONAL PSYCHOLOGY* The Master of Educational Psychology (MEdPsych) is a two-year, 240-point Masters programme comprising 10 compulsory courses. Completion of the MEdPsych will allow students to apply for the Postgraduate Diploma of Educational Psychology Practice (PGDipEPP), which is an internship programme providing a recognised qualification in educational psychology practice. The programme prepares students to: critically analyse, apply and engage evidence-based practices in educational contexts participate as an active and effective member of learning and professional communities that are committed to making a difference to educational and workplace contexts demonstrate skills in the planning, execution and completion of original applied research analyse and develop the skills to use applied behaviour analysis as a pedagogical, assessment and intervention tool for working in educational settings. Overview Part 1 EDUC 503 Research Methods in Education 30 pts EPSY 512 Culturally Centred Educational Psychology 30 pts Practice in Aotearoa/New Zealand EPSY 514 Educational Psychology Assessment 30 pts EPSY 530 Evidence-Based Practice in Education 15 pts EPSY 531 Learning and Motivation 15 pts Part 2 EPSY 515 Applied Behaviour Analysis for Educators 30 pts EPSY 532 Child and Adolescent Mental Health 15 pts EPSY 533 Applied Research Project 30 pts EPSY 534 Promoting Positive Behaviour for Learning 15 pts and Wellbeing EPSY 535 Exploration of Counselling Theory and Practice Issues 30 pts The courses are delivered either by weekly or block workshops/lectures. The applied research project is supervised by an academic staff member. Students who plan to continue study for the PGDipEPP must achieve a B+ average in the MEdPsych and should review all other requirements to ensure eligibility for the PGDipEPP. Duration A candidate must complete the MEdPsych within four years of first enrolling in the programme. *Subject to approval. 22 Victoria University of Wellington

25 POSTGRADUATE DIPLOMA IN EDUCATIONAL PSYCHOLOGY PRACTICE The Postgraduate Diploma in Educational Psychology Practice (PGDipEPP) is an internship programme for graduates with a MEdPsych. This qualification will enable graduates to register as a psychologist with the New Zealand Psychologists Board, within the Education Scope of Practice. Enrolment in this qualification is contested and limited. Graduates of this programme primarily find employment within the Ministry of Education as a registered psychologist, but are qualified to work within the wider education sector. This qualification offers: a recognised postgraduate qualification in educational psychology practice an opportunity to work within the Ministry of Education context, and spend four days a week as an intern in an educational setting and one day a week in a community-based setting time to meet regularly with the student cohort and academic staff, with targeted workshops to meet practice needs the experience and qualifications to become a registered psychologist with the New Zealand Psychologists Board registration as an intern psychologist with the New Zealand Psychologists Board while studying. Duration Full time: one year. Students will commence their practicum placements in mid-january, and complete in mid-december. The four academic courses associated with this programme will also take place within the January to December period. The placements provide experience working within the Ministry of Education and relevant community-based providers. Enrolment Enrolment in this qualification is limited. Students will gain entry into the PGDipEPP through an interview process in the previous year. Students will require a B+ average grade across all MEdPsych courses, with at least a B+ pass in EDUC 503 Research Methods in Education. Scholarship Interns on this programme have the opportunity to work under a Ministry of Education scholarship. This provides a fully supervised work placement during the internship. Overview The programme comprises: four courses (all of which are practical and field-based) practicum of 1,500 professional practice hours (required for registration as a psychologist). Faculty of Education

26 Matt Sheerin PGDipEPP student Matt completed a BA in Education and Psychology at Victoria. With a career in educational psychology in mind, he enrolled in a Postgraduate Diploma in Education and Professional Development, completed a Master of Educational Psychology in 2014 and is now completing the Postgraduate Diploma of Educational Psychology Practice. Throughout his tertiary studies, Matt worked as a primary and secondary school teacher aide, supporting young people and their teachers. These experiences stimulated a real desire to help young people reach their potential. My interest in educational psychology began not long after my first role as a teacher aide. This role allowed me to see some of the positive ways educational psychologists can support young people, not only in their learning, but in all areas of life. Matt saw the PGDipEPP as the gateway into a career as an educational psychologist. The programme allows him to work as an intern-psychologist in education and community-based settings, providing the supervision and support necessary to develop his competency as a psychologist. Matt plans to be working as a fully registered educational psychologist in 2016 supporting young people and their families to live positive lives. 24 Victoria University of Wellington Nicole Mincher PGDipEPP student Nicole took a year off after completing a Master of Educational Psychology to reflect on her degree and decide her next step. During this year, she cared for her grandparents and did administrative work for the Ministry of Education. Both roles affirmed her decision to proceed with the Educational Psychology pathway. Nicole is passionate about behaviour management strategies and ways in which whānau and schools can be supported to work with children to achieve positive outcomes. I love supporting whānau and teachers, but also learning from them. Everyone has knowledge to share and a role as an educational psychologist means a lifelong journey of learning something I am very excited about! The range of undergraduate courses and flexibility in programme planning has enabled Nicole to experience many perspectives and disciplines, including Cognitive, Social and Educational Psychology. I have never experienced staff and programmes so accommodating and flexible to the needs of their students it really is a demonstration of practise what they preach! Nicole feels this has provided a solid foundation for future studies and given her an appreciation of different disciplines and the perspectives they bring.

27 Undergraduate pathways to teacher education There will be no first-year intake into the conjoint BA/BTeach or the BSc/ BTeach in 2016 but there are other pathways to becoming a teacher, starting at undergraduate level. Completion of an undergraduate degree provides an excellent pathway into teaching in the early childhood, primary or secondary sectors. To equip yourself to be the best teacher you can be, think carefully about your choice of courses. Think of your tertiary education as a complete journey towards preparing yourself to teach. Whichever sector of the education system you are interested in working in, we recommend including courses from the following list as elective options in your undergraduate degree: Education, particularly child and youth development (eg. EDUC 101, EDUC 141) Te reo Māori (eg. MAOR 101, 102) Pacific Studies (eg. PASI 101, SAMO 111) Science in everyday life (eg, SCIE 101) Academic writing (eg. WRIT 101) Statistics (eg. STAT 193) as it is important in primary and secondary education to be able to analyse assessment data to inform your teaching. If you have particular strengths or interests that are relevant to education, it is good to include courses that develop these in your undergraduate degree for example, teaching subjects such as mathematics, history, sciences, technology, geography, music, art history, languages and areas impacting on learning and education such as policy, psychology, sociology, sign language, philosophy, cultural studies and anthropology. When deciding what to include, think ahead to what you would like your particular contribution to education and society to be in your early teaching career, and take the courses that best help prepare you for this. Majoring in Education or Education and Psychology is an ideal pathway for people wishing to teach in early childhood or primary school contexts; for those considering secondary teaching, a minor in Education will be beneficial. Faculty of Education

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29 Teaching early childhood Early childhood teachers are among the most influential members of the community. The teaching and care that they offer lay the foundation for success in education and in life. Teachers have the opportunity to deeply affect the children in their care. The programmes offered by the Faculty of Education give graduates the skills to take on this responsibility with confidence and to enjoy the excitement, creativity and fun of working with young children. The Faculty offers two pathways to train as an early childhood teacher: Bachelor of Education (Teaching) Early Childhood a three-year fulltime undergraduate qualification for students without a university degree Graduate Diploma of Teaching (Early Childhood Education) a one-year full-time graduate-level qualification for students who already have a university degree. For more information, see pages BACHELOR OF EDUCATION (TEACHING) EARLY CHILDHOOD The Bachelor of Education (Teaching) Early Childhood (BEd(Tchg)EC) is for students who wish to gain a degree-level qualification in early childhood teaching. The programme takes three full years to complete and is taught through blended delivery, which includes online activities, lectures and tutorials. The BEd(Tchg)EC timetable allows students some flexibility for part-time employment in early childhood centres. Successful completion enables graduates to be eligible for provisional teacher registration with the Education Council. As graduates are required to have a working knowledge of a range of early childhood education centres, students undertake 21 weeks of teaching experience during the three years of the degree. FACULTY OF EDUCATION education@vuw.ac.nz Faculty of Education

30 Goals This degree aims to develop professional teachers who are sensitive to human needs; who are flexible, adaptable and resourceful people able to become leaders; and who are able to work with young children and adults in the community. BEd(Tchg)EC graduates will: be responsible for enhancing and assessing children s learning and development have in-depth knowledge of the early childhood education (ECE) curriculum, Te Whāriki and teaching practices that support children s developing learning dispositions, skills and knowledge critically reflect on their practice and work effectively with colleagues in professional learning communities have knowledge of the context of ECE in Aotearoa New Zealand and of the diverse children and families with whom they will work have undergone preparation to teach in ECE services in New Zealand. Overview The BEd(Tchg)EC programme comprises 360 points and is divided into the following components: curriculum studies cultural studies education studies professional teaching studies and teaching experience. Teaching experience There are teaching experience (TE) placements in each year of the programme. For students employed in early childhood centres, there is an opportunity to complete one practicum in Year 2, in their own centre. Teaching experiences enable students to see how theory and practice interlink in the development of quality teachers. Rebecca Gray BEd(Tchg)EC student I am passionate about learning and being able to teach the young children of New Zealand. I believe that much development, growth and learning happens for young children in the beginning years of their life. They should have the opportunity to be in an environment that supports, enriches and enhances this. Victoria has opened up my mind to new ways of thinking and my ideas and thoughts are constantly changing. Rebecca originally leant towards gaining a degree in primary teaching but found herself drawn to early childhood teaching after attending a Victoria open day. Many aspects of the programme appealed to Rebecca, particularly learning about the history of ECE in New Zealand and the wider world and how this has influenced teaching practice today. She has also appreciated the opportunity to gain real-life experience in early childhood centres, which has enabled her to understand what it is really like working with children. This experience helped her to decide what type of early childhood environment she would like to teach in, and the age group she would like to work with. 28 Victoria University of Wellington

31 BACHELOR OF EDUCATION (HONOURS) The Bachelor of Education (Honours) (BEd(Hons)) qualification builds on undergraduate study from a BEd(Tchg)EC to enable students to engage in advanced, specialised study in ECE, as well as providing a pathway into postgraduate study and research. Overview The programme comprises 120 points: Holly Björk BEd(Tchg)EC student I d always had a love for children and a real passion for teaching but I think my main influence was my mum. She is a teacher and I would always take any chance to help her out in the classroom. After I finished school, I began teaching children s swimming lessons, which made me think about a future career in education. 90 points from the schedule for the BEd(Hons) or equivalent 30-point compulsory research project (EDUC 489). Duration Part time: up to two years. Full time: two trimesters. Through her volunteer work at early childhood centres and talking with professionals in the ECE field, Holly knew that this would be a rewarding career that would potentially take her anywhere in the country. Holly grew up in Canterbury but she s always had a love for Wellington. It s such an amazing city, with so much going on. I knew that Victoria was a great university and I think I always knew that this is where I would study. Holly is enjoying Wellington and the programme at Victoria, in particular the teaching placements which has led to two jobs relieving in those centres. This has been a great opportunity to further Holly s teaching experience, build connections in her chosen field and help financially with her study. Faculty of Education

32 GRADUATE DIPLOMA OF TEACHING (EARLY CHILDHOOD EDUCATION) This one-year programme is appropriate for applicants with an undergraduate degree or New Zealand primary teaching qualification. Degrees from overseas universities may need to be assessed by the New Zealand Qualifications Authority (NZQA). The aim of the graduate diploma is to equip beginning teachers to work effectively within the diversity of early childhood education services that involve young children and their families and whānau. The programme prepares teachers to deliver the curriculum within the framework of Te Whāriki. Entry to this qualification is based on an assessment process. See page 5 for further information about admission to teacher education qualifications. Goals The qualification values the unique nature of society in Aotearoa New Zealand. Successful completion enables graduates to teach in a range of early childhood education services and to be eligible for provisional teacher registration with the Education Council. Overview The programme includes courses that cover the following: principles of teaching and learning general pedagogical knowledge curriculum studies teaching experience. Eight courses make up the qualification. TCHG 301 is studied as a block course in January February and provides an introduction to human development, theories of learning and principles of educational assessment as they relate to teaching and learning. Trimester One study builds on this learning and includes curriculum study and teaching experience. The qualification is offered using a blend of online and face-to-face teaching, which allows flexibility through a mix of online resources and technologies. Participants should expect to spend 40 to 50 hours on coursework and study each week. Online students must attend the residency on campus. Progression each trimester requires that students have successfully completed the previous trimester s courses and teaching experience. Teachers graduating with a graduate diploma will be able to work with considerable autonomy and accountability. Graduates will: have a broad knowledge of the learning and development of young children, with an emphasis on the child in a sociocultural context have an understanding of the curriculum in the early childhood context, with an emphasis on Te Whāriki be able to plan for, support and assess children s learning and development value and develop partnerships with parents, whānau and the wider community reflect critically on their practice and be committed to ongoing learning have the skills to work effectively as a team member and be committed to the profession of teaching. 30 Victoria University of Wellington