MEETING SUBJECT:
Teaching Council Inclusive Education Advisory Group (TCEIAG) Meeting
DATE OF MEETING:
5 November 2021
TIME OF MEETING:
9:00am – 4:15pm
VENUE:
ZOOM
ATTENDEES:
Frian Wadia (Chair), Thecla Moffat, Liz Cassidy, Jude MacArthur, Heather
Lear, Maree Kirk, Tracey McConach, Jenny Ritchie to 11AM
Pauline Barnes (DCE-Professional Services), Jayne Franklin (Manager
Teacher Capability and Collaboration), Poppy Shelton (Analyst), Libby
Treager (Senior Analyst), Kel y Turner (Team Leader), Susan Fogarty
(Communications and Advisor Manager), Fiona Majendie- Williams (Senior
Communications Advisor)
APOLOGIES:
Chloe Stokes
1. Karakia / Convenors Update /What’s on top
Meeting started at 9:36AM by the Chair who led the group in a karakia.
Frian noted that the apology from Chloe Stoke. Also noted was the resignation of Matthew Truman. This
creates a gap with no disability representation on the advisory group.
ACTION: To inform the Governing Council the gap in advisory group in disability representation.
Change Tracey’s email to the principal one
2. Minutes from the previous meeting
Recommendation:
That the TCIEAG approves the minutes as a true and accurate record of the meeting held on 19
March 2021
Amendment to clarify ACTION: The Teaching Council consider including ITE panel members from
inclusive education, who are not Registered Teachers, with comprehensive understanding of up-to-date
inclusive practice onto ITE panels (from March 2021 hui)
MOVED
SECONDED
CARRIED
3. Teaching Council Workplan Update
PB
Pauline gave an update on the workplan and what has progressed from the last meeting in March
noting the work being done on the consultation of the proposed fees increase. This has included
discussions with peak bodies and seeking assistance on how they would like the TC to engage with their
members.
The TC is also considering options in service levels that may reduce the fees. This option would mean
there would be a reduction in service. Peak Bodies is seeking an understanding from peak bodies and
the questions ensuring feedback from the profession. This is an on-going process, and the TC is hoping
to begin formal consultation in the New Year.
Second key piece of work is the COVID situation which has ever changing advice. Firstly, TC is reviewing
ITE students, as lockdowns impact their practical experience and secondly, the vaccination requirement
which impacts the providers. The mandate has affected some students who are in their 3rd year and are
questioning whether they can graduate without a vaccination. Communication and guidance with the
profession in this area is ongoing.
When a Kaiako is dismissed in a Kura, there is a statutory law of mandatory reporting; the Teaching
Council is considering a change to the law, so this is not required.
The current work also includes the professional growth cycle which has good uptake, and we are
working with those who require assistance in starting this programme.
The changes in the law for Competence and Conduct is going through the house. These changes wil
streamline the process while keeping a robust review when considering complaints. The Teaching
Council is looking at how the law changes wil impact staff, current processes, and policy. The transition
will be a 12-month process once the law change is passed.
DCE-PB noted that assistance may be sought on how to communicate the findings of the review to the
families who may feel the process did not resolve the issue. This is not always possible by the Teaching
Council as the focus in on the Kaiako and not necessarily the whanau/student centric. Sometimes what
the complainant is looking for is rebuilding the relationship – TC wil take this up with the teacher. We
can refer people to other places i.e., ombudsman, privacy, and human rights – as we have good
relationships with them. TC do not have mandate to sit with the family and resolve many of these
issues.
Several concerns were raised by TCIEAG members as they felt like the review to consider issues of
fairness and rights for students and whanau is not being done currently. The process is ineffective for
students and families when relating to matters of discrimination, unfair punitive measures and harsh
discipline which does not consider the student’s disability. Queries were made about how CAC consider
inclusive teaching practice and their understanding of it, as currently there is no cohesive
understanding of inclusion across schools and education sector.
PB clarified CAC look at teacher and the offence, and if it is about inclusion then the relevant standard
will be used to determine the finding. If it is a conduct case this is slightly more complicated. The issues
of rights and kiwi stand downs and exclusions were being considered by MOE as a Dispute Resolution
Panel/Process and did not fal under TC CAC work.
TC is in process of publishing the ITE feedback and will send members the link on how the ITE
programme could achieve being more inclusive. Members made suggestions to have inclusive advisors
on the panel for the ITE EC programme. KT shared their variety of panellists, some of whom have
worked within inclusive spaces especially in the tertiary environment.
Members suggested that TC and MOE should look together at standards for inclusive teaching practice
and expectations across mainstream education settings.
RECOMMENDATION: To have non-teaching / teaching inclusive education advisors with lived experience
and expertise to sit on the ITE panels.
ACTION: Send TCIEAG members the link to the ITE report and consider how the ITE programme could
be more inclusive and how this could be incentivised and achieved.
4. Inclusive Education Competency Framework Update
PB and JF KT
DCE- PS introduced this mahi and handed over to JF. JF noted this work wil take guidance from tapasa
and current frameworks and wil seek advice from TCEIAG to ensure that teachers are developing their
skills. Not much to report right now as TC are reviewing what the gaps are and what would be useful in
terms of a competency framework or something else/similar.
1. What themes within capabilities need to be used in the framework?
2. What model of framework would be useful for the profession?
Breakout rooms were created for a brainstorming session:
JR LC MK and PB
HL JF and Jude
FW KT the TMS (2)
Teaching Council made notes and wil consider the suggestions.
ACTION:
questions to go out to members
TC to feedback out to members break out session discussion
Pauline left the meeting at 10:38
5
Report back from Disability Studies 2021 conference
PS joined the room at 10:38
FW reported the conference’s key discussions on ableism in education and across other spaces of
disabled people’s lives, and the need to identify ableism and address it. Lots of real-life stories which
were empowering.
Some key takeaways were on how policy and practice can create ableism, segregation, exclusion, and
strip away humanity of disabled people. Educators acknowledged the trauma they created for students
and their attempts to shift practices to become more inclusive. FW stated the conversations heard and
experiences shared at the conference were experienced by many disabled learners and their whanau
but are not always seen/heard in the profession. We need to get more of these discussions out in
education spaces.
Poppy discussed her attendance with another colleague. There was rich information, with broad topics
that spanned education and life experiences. Suggestions from the conference on how the Teaching
Council can learn from what is currently being considered. These will be shared once finalised. Poppy
noted that there is a clear need for better inclusion and the movement against ableism is not waiting. It
could happen without the Teaching Council, so we need to think about this space and how to engage
with it.
Jude agreed and shared that the work done around the disposable humanity project was a shocking
reminder of the discrimination history and Heather stated history needs to be considered to help us
build a future that includes and values our disabled communities. Everyone agreed Teaching Council
needs a programme like Unteach Racism to Unteach Ableism. TC can consider and address this through
the ITE lever and extension of the unteach racism app.
There was a query about what if any internal policy/strategy guides inclusion and attitudes towards
diversity in TC.
Susan and Fiona joined the hui at 10:45AM
RECOMMENDATION: The TC governing council to consider development of an Inclusion and Diversity
Policy/Strategy that guides internal organisational practice and the outward work that we do with the
profession.
ACTION: Poppy to share back with TCIEAG the internal piece of work that emerged because of attending
the disability studies conference.
6 Disability Commissioner collaboration for the International Day of Disabled
Persons – seeking ideas
SF and FMW introduced this topic
Jenny R – left the hui at 10:56
Fiona shared the seminar asked for ideas that TC can consider for the IDDP. A hui is set with TC CE and
the HRC regarding this and TCIEAG members hope to hear back when possible.
Members expressed desire for Unteach Racism to be extended and a similar program/app launched for
Unteach Ableism. This is depended on resourcing and collaboration with HRC, seems a great idea but
not doable at short notice.
Promoting people with disabilities as a valued person, celebrated as a whole human being, respected,
sharing of positive stories/practices in schools that work.
Important to highlight ableism and highlight those working against it.
Panel discussed what ableism looks like in your school – showing what it is and how a school goes
against this. NZEI is looking at a panel discussion perhaps we could do something like that.
Star Jam shows great stories, and we should use everyday images with disabled students participating
alongside peers in arts and music and learning.
Share positive whanau perspectives of disability and valuing disabled children/students.
https://www.teaomaori.news/whanau-finds-autism-gift-atua-maori
Tiktok has some great videos from disabled people and their perspective
Key takeaways: Important to get the conversation started across the various TC communication
platforms, easy to access material/stories, and variety of different media e.g., info graphics/ videos/
links/readings etc.
Members were keen to see sharing about disability and inclusion/diversity related issues on a regular
basis by TC and felt it was valuable to keep the conversation going. SF and FWM to consider how to do
this
ACTION:
• TCIEAG members to email
feedback and thoughts on increasing conversations/messages about
inclusive education/ableism/celebrating diversity to SF.
• SF to bring back ideas on this to keep actions going
SF and FMW – left hui at 11:04AM
7
PRAG update and ECE Regulations Review Tranche 3 discussion
LT joined the hui @ 11:05Am
Physical restraint update
• PRAG (Physical Restraint Advisory Group) hui last met February 2021, met again 3 November 2021
• Public consultation on draft Rules and Guidelines expected late Nov 2021 to Feb 2022 – including a
survey
• Teaching Council will encourage the profession to provide feedback.
Suggestions included panel discussions with different perspectives and particularly from educators who
had managed to minimise/eliminate restraint in their educational settings.
Discussed the TCIEAG being part of the submission from the Governing Council but would be advised
from this group.
Timeframe is narrow from Nov to Feb, and TCIEAG members are keen to provide their input the
governing council for consultation/submission. LT wil keep us informed and perhaps TCIEAG will meet
once the consultation is started, either Dec/Jan to al ow time for final submission in Feb 2022.
ACTION: LT to inform TCIEAG when public consultation and submission on PRAG begins. Frian to
convene a meeting for TCIEAG to provide feedback based on availability in Dec or Jan.
ECE Regulations Review Tranche 3 discussion
LT discussed the submission sent out for tranche two and what the TC wil submit for tranche three.
THM noted there is nothing in consultation around inclusion. AS ECE is not compulsory, there were no
stipulations about inclusion, and complaints go through to HRC once MOE has failed to resolve. Perhaps
we should look at referencing international and national frameworks that NZ has signed up to: UNCRPD
article 24, UNCRC, Disability Strategy, EGL principles.
Regulations could include guidelines for ECE centres on using conventions and creating inclusion. More
groundwork is required to assist mainstream to accept and include the student. Inclusive education
understanding is urgently needed.
Al centres have an extensive licensing criterion which I believe ERO is guided by, but very little focus on
inclusion of disabled children.
Is there perhaps scope to ensure that ECE have inclusion criteria/framework in place? Inclusive of
physical/sensory disability, review ratios of support required, support funding needs and specialists to
be considered as it is capped when extra assistance is required.
JUDE left hui @ Noon
Perhaps a LSC or SENCO or liaison role equivalent in ECE is needed to ensure inclusive education
practice in ECE. Need to have early identification built into regulations submission, as there is too much
variance regionally. Need to build better communication and relationships between ECE and schools
early on. Avoid too many layers and paper pushing, so ākonga and whanau experience have smooth
transitions and necessary support.
LC – agree need someone but it should be a person who is already doing this work within the centre
and Kura – need a liaison with next centre so they understand and are ready for the tamariki. Some
schools don’t know where to go for support and how to access support from MoE.
FW There is a clear need for better processes and a person who is responsible to ensure inclusion and
support for disabled tamariki in ECE, including transitions at school, coordination of specialist supports
and communication with whanau. Many ECEs do not know how to access specialist supports and
neither do whanau.
Libby left the hui @ 12:12pm
ACTION: LT to circulate the ECE reg review tranche 3 once received for consultation.
8
ITE Symposium – briefing and discussion
KT joined at 1:10
PW joined at 1:20
ITEAG has been on hold but is starting up soon. More ITE partnerships were needed with community
groups and many practitioners are seeking more practical experience. TC and MoE continue to have
discussions regarding this.
Relationships are a mutual responsibility and a specified goal. Some partnerships are with Kura/
schools/ iwi/advocacy groups/community groups and others. Nature of relationship varies depending
on the group, context, and community.
One issue is the timing and a pragmatic approach. An approval panel is looking for an initial stage of
partnership and looking to strengthen over time.
TC approval has a section on partnerships and includes partnership development and focus. We expect
to see evidence on the formation of partnerships. This includes discussion selection of process, entry,
and professional development of Kaiako. We expect to see strong relationships once this is settled and
developed.
In section 1.3, we can set a condition where they can work on and come back to the table for us to
review. Many providers have a condition set on 1.3, which is the one on 1.3. Many of these sits at
University Level. This can be due to large organisations where partnerships are an issue.
An example from AUT was given noting the extension of partnership with lead (disabled youth).
Next steps
• Strengthening the authentic partnerships and how they work in practice
• Teaching Council kaimahi have a shared goal to investigate partnerships and run a symposium
to build capability and scope.
• Explore what ako partnerships could look like, particularly with over- stretched Iwi.
• Explore the wide variety of possible partnerships, particularly those that could enhance student
teachers understandings of supporting students’ learning and behaviour.
Symposium 29 Nov – TCIEAG to present and share the importance of inclusive education and ITE –
community group partnerships to improve inclusive education through ITE programs.
• Questions: What are some barriers and enablers to building partnerships with
community/interest groups?
• What is one thing you would want the Council to initiate in support of building authentic
partnerships to support inclusive education?
PW – what wil be intersection of TC – MoE and new Disabled Peoples Ministry – what will be their part
in the ITE space. MOE has already indicated that they are looking to consider EGL principles in the
Highest Needs Review, but no detailed action plan or strategy to connect with the new Ministry. TC
needs to get on board early, as it is a new way of looking at and supporting the disability community.
Approval panel is the beginning of a program’s life and this is approximately 6 years. They are reviewed
every year for the 1st 3 and then dependant on programme. Monitoring is being reviewed and the TC
could build this into this review.
Are there any must haves to sit on an ITE approval panel? Are there any whanau?
Look at each panel to ensure it meets the needs of the sector it’s from. i.e., an ECE specialist we do
take this into consideration, all panellists need to indicate their experience and background knowledge.
Try to make sure the program has an inclusive lens. Currently no whanau.
Representation is needed around the table when building a framework and making changes. This is a
core part and there is a gap in ITE. The issue is around clarity across Aotearoa within inclusion practice
and protocol – we need to define this before we can have the right representation on a panel. ITE
review must ensure inclusion is entwined in the program and approval process.
What is doable? Is there value in us setting up opportunities for groups to come together and discuss
their capacity/expectations so you can take this forward?
Perhaps yes, from TC perspective this is early in the discussion. Discussions with providers and
groups/connections need to happen. We have had a trial symposium a few months ago which had 89
people to come along – there is a real hunger out there for connections.
RECOMMENDATIONS:
• TC to consider putting together an advisory group of young disabled people to share their lived
experiences and guide TC work in ITE and other spaces.
• TC to improve connections and build relationships with disabled youth/people’s networks and
other stakeholders interested in inclusive education.
• Consider setting up a directory of community groups that ITE providers can connect with. Stipulate
ITE providers engage with some of them; and approval is contingent on engagement with them.
• Include disabled people/whanau voices/inclusion experts in the ITE approval panels in some sort of
advisory capacity to ensure inclusion.
• TC to consider ways to incentivise inclusive education within ITE providers.
ACTION: KT to send and people to feedback when ready
9
Improving TC communications and engagement in ITE space – briefing
and discussion
KT noted we are launching a bul etin with student teachers – KUKARI. This wil allow sign up from
student teachers, and a way to connect and build early understanding, capability, and knowledge of the
education sector about our professional standards and codes.
We wil seek information once we send this out to ensure we include inclusive messaging.
TCM – how does the TC ensure they do not exclude ITE teachers with disabilities? Is this something that
TC reviews?
KT – this is not our remit – groups did mention they have seen an increase in this space
PW – noted upcoming consultation and the council’s commitment to assist with issues facing the sector
Tamahau R and Pauline B joined at 2:40PM
PS joined us at 2:43PM
10 Professional Responsibility Review: Competence Workshop
Introduced the agenda item PR and TCC purpose is to introduce you in the review work and TR is going
to discuss the mahi is progressing in this space
Discussing why we are proposing, what needs to happen, and seek feedback on current thoughts
around change. Intent is for more efficient & effective process, serve teachers better, law changes that
wil drive change, preserve mana of teachers, more assessors for faster processing, be te tiriti lead,
keep them in the profession, restorative approach and recognition of the environmental factors, apply
natural justice.
TR discussed the lens being used as Te ao Māori led regulatory process shared with like-minded
organisations and how we could learn off each other. SWREG – NZNC- WSNZ. Currently different
organisations each use different approaches. TC decided to set a framework of the model and define
the terms for those who may use them. Have held space for a Pasifika, this shows the draft ‘space’ for
more development moving forward.
We looked at 4 principles Te ao Māori – kind – cultural values – focus on person and whanau. Trialling
for the next 6 months we are focusing on triage area of the process. Groups wil work together to build
and learn. PB noted it is ground-breaking. There is no programme like it to benchmark and this takes
time. Looking to move people’s thinking not just fix the process. The partners have an evaluation
process for each other.
Improving triage process may involve having a te ao Māori lens. Seeking the voice of the Kaiako before
triage committee meets and trial ing a Kaituitui someone to responsible to act as a guide in a relational
way. This would not be an investigator but someone who understands the role and process.
Currently triage NFA (No Further Action) is at approximately 50% and may change with early voice of the
kaiako.
TCIEAG members real y appreciated the te ao Māori lens placed on the process and how wel it had
been done to maintain mana and dignity of teacher going through the process.
ACTION – send TR’s presentation to the members via email.
Triage and Competence issues arise when knowledge and skil to meet standards are not met – TC is
getting a definition in place on what matters are competence and conduct – competence is seen as
covering the standards
Competence issues are referred to the profession/employer. We are working on this to assist with the
definition
1. How do you differentiate competence and conduct?
2. Do you agree with competence going back to employer?
That process is hard when the competence goes back to their employer as the issue is back to the
community where it didn’t work in the first place. Not okay. Competence is seen as an individual
teacher’s issue, but often it is a school wide or whole school culture issue. Systemic issues are at play
and must be considered too.
One thing to consider is that we do not have an inclusive education system. When an issue like
discrimination/ableism is sent back to the organisation, it is considered as justified behaviour because
TC didn’t act. There isn’t an outcome for the complainants so sending things back to them is often not
useful. This has been the case for most parents who lodged complaints against discrimination and lack
of inclusive teaching practices.
PB shared that it wil be a good discussion to have, and TC are looking into training and practice that
would be required in this space. Links to conference and cost analysis would be useful.
ACTION – TC team to discuss at next meeting, children rights and how they are upheld against natural
justice and code and standards for teaching profession.
RECOMMENDATIONS:
• TC engage ex Children’s Commissioner Judge Andrew Becroft to have a look into how TC conduct
and competence areas can be more aware, responsive, and mindful of upholding children and
disabled people’s rights (UNCRC and UNCRPD).
• TC to consider training for all who sit on triage, competence and conduct committees/DT to better
understand children’s rights to inclusive education.
Liz left at 4:05 pm
11 Closing remarks and deliberations on recommendations and actions
MK wil be attending and presenting at the Australasian Disability Conference and will feedback to the
AG at next hui. FW emphasised the need to carry on conversations about to deliver information on
inclusion to the profession, what kind of info and how. HL stressed the importance of the right
messages and understanding of inclusion.
12 Closing and Karakia
The meeting adjourned at 4:27pm with a karakia by Chair.
Signed__________________________________ Dated___4th Feb 2022______________
Frian Wadia
Chair - Teaching Council Inclusive Education Advisory Group
Document Outline
