Category: Students

Source: Eastern Institute of Technology – Tairāwhiti

3 mins ago

A collaborative effort between EIT and local principals gave birth to a unique teacher education programme that, now more than a decade later, is producing classroom-ready teachers.

EIT became the first institute of technology in New Zealand to offer the Bachelor of Teaching (Primary), which has since been celebrated for its innovative 50-50 theory and practicum approach.

Kirsty Jones, Bachelor of Teaching Practicum Co-ordinator, says the impetus for the degree came from four local principals, who approached EIT with the proposal in 2012.

At the time, the region’s schools were struggling to find teachers, and Massey University had recently announced it would stop offering primary teaching qualifications delivered at a branch site in Hawke’s Bay.

“There became quite a lack of teachers in the region and schools were finding it hard to staff,” recalls Kirsty, who at the time was Deputy Principal of Frimley Primary School.

“A small group of principals lobbied EIT. And EIT came on board and said yes, they would be keen to develop something in partnership with the local schools. But at the time, the Government had put a hold on all new teacher education development programmes, so you couldn’t just go and develop it, you had to get approval and an exemption from the hold.”

Undeterred, the group of local principals, supported by EIT representatives, lobbied for an exemption which was ultimately successful.

“The programme had to be for primary students, so year 0 to 8, it had to be locally based to serve local people and it had to also be practice based, which was something the principals wanted.”

Kirsty played a crucial role in bridging the gap between EIT and local schools.

“The principals asked me if I would be the liaison with EIT and so I was employed by the principals and EIT for a couple of days a week, just getting the programme developed.”

The collaboration led to a distinctive feature of the program: a 50-50 split between practical school-based experience and campus-based learning. This approach was designed to ensure that theory and practice were integrated from the start.

“The students benefit immensely from this balance,” Jones notes. “They can apply what they learn on campus almost immediately in a real-world classroom setting.”

This partnership extends beyond mere cooperation; schools are actively involved in shaping course content and providing feedback to keep the program relevant and effective.

As the program began to take shape, it expanded steadily. By its third year, it included first, second, and third-year students.

“The same year we picked up year three students and it became a fully-fledged programme in Taradale and we opened our programme in Tairāwhiti too.

This expansion was supported by a model that capped candidate teacher intake at 36 per year level, ensuring a “boutique” experience that maintains high standards of both education and practice.

“The programme has gone from strength to strength. We’ve been going for about 12 years now and had about nine years of graduates. Of our graduates, a large majority of them are working in a Hawke’s Bay or Tairāwhiti school. So, the goals that the principals were trying to achieve when they first started out, around growing teachers in our region, has most definitely worked.”

Kirsty says those applying for the degree are almost always locals who want to train to become a teacher and work in Hawke’s Bay and Tairāwhiti.

“That’s been great for teaching and for growing the profession in Hawke’s Bay and Tairāwhiti. We’ve also had a number of our graduates that are now in senior leadership positions and doing great things and leading education out there in our schools.”

Mangapapa School Principal Paul Sadler says they have proudly partnered with the EIT Bachelor of Teaching (Primary) programme in Tairāwhiti since 2015.

“We were immediately captivated by EIT’s innovative approach, particularly their commitment to fostering an ongoing connection between Candidate Teachers and kura/schools, rather than the traditional 3-4 week placement followed by departure, which has long been the norm by teacher training institutions. This long-term engagement allows us to observe Candidate Teachers more comprehensively, revealing their strengths and areas for growth over time.”

Since 2015, Mangapapa School has hosted an average of 3-4 EIT Candidate Teachers each year, resulting in approximately 30-40 aspiring kaiako/teachers by the end of 2024.

“At Mangapapa School, we hold the teaching profession in high regard. It is not only important and rewarding but also rightfully challenging—there’s a lot at stake! We recognise that teaching can be tough, and we value the opportunity to see how Candidate Teachers navigate these challenges and what they learn from them. Do they bounce back or bounce off?”

The connection with local tutors, many of whom are or were high-performing teachers/kaiako themselves, has been invaluable, Paul adds.

“They understand our place, our kura, and the unique cultures and curricula that shape our school communities.”

Currently, two former EIT Candidate Teachers are part of Mangapapa’s staff.

“They are valued, dedicated, and innovative members of our teaching team. Each year, when planning for the following year’s employment, my first point of reference for identifying talent is our EIT Candidate Teachers. We know that when they complete the Bachelor of Teaching (Primary) programme at EIT, they are well-prepared and ready to make a positive impact on our tamariki, particularly our MKids (Mangapapa Kids).”