Becoming a Certificated Teacher.
The Teaching Council guidelines are clear and it’s easy – and no cost – to set up your own folder and follow the process. The article below explains how.
We also discuss mentoring and how to choose a suitable mentor.
We recommend you also read about the Professional Growth Cycle (PGC) that is
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Teaching resources and advice on probably everything you can think of, including what to wear as a teacher, how to ask for a pay raise, identifying child behaviour causes and responding to needs, new play activity ideas, etc., etc. all of this is at your finger-tips 24/7 whenever you need help or advice – login to view.
Did you know that the OECE meets personally and regularly with the Ministry of Education national team, and the regulations committee and other forums?
Political leaders and journalists are able to use the OECE to gain deeper knowledge on a topic or issue, and we provide a sounding board for ideas and feedback.
The OECE promotes safe working environments for teachers. We also promote the absolute need for full pay parity with school teachers for all certificated teaching staff working in teacher-led centres and in home-based, and whether permanently or casually employed.
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Teacher membership is just $89 for a full year, or save by joining for 2 years.
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The Teaching Council no longer requires teachers to participate in an appraisal process – this requirement was replaced with a Professional Growth Cycle requirement.
However, the Ministry of Education’s licensing criteria that sits alongside the Education (Early Childhood Services) Regulations requires that services have processes for human resource management; including “a system of regular appraisal” (GMA6 home-based; GMA7 education and care centres; GMA7 playcentres; GMA7 kōhanga reo; GMA7 hospital-based).
The templates and guidance provided here covers performance appraisals for managers who may also be the service owner, and teaching staff (including unqualified and qualified staff).
This article also covers
How to conduct a performance appraisal, the process involved and 6 simple steps to follow
Tips for setting the scene properly and conducting the performance review effectively.
Most research on early childhood programmes focuses on developmental measures, but this study takes a values‑based approach instead. By examining the unique ‘heartbeats’ of eleven diverse services, it explores what truly makes programme quality distinctive.
Confidence in the Complaints Process. By Sarah Alexander. September, 2014. This report discusses the results of a survey looking at the levels of confidence in
Learn the difference between the documentation ECE services are required to have and the policies they often write unnecessarily.
Service leaders will benefit from understanding how to reduce paperwork, meet legal requirements efficiently, and free up time for what matters most – supporting children and staff.
Parenting a Gifted Child. By Melanie Wong.
Someone asked me ‘how can you manage your life with children who don’t like to sleep?’
I replied that ‘it is alright when you are used to it’.
I wish I had thought quickly enough at the time to also tell her how much I enjoy being with my children, as they did not only come into m
This paper reports on a section of a research study into the teaching practice experiences of early childhood student teachers in a field-based teacher education programme. Goal setting was one of the four research themes of that study and is the focus of this paper. Eleven student teachers were initially interviewed in 2008 with ten of the origina
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