Bachelor of Education (Early Childhood Teaching) aims to ensure graduates are desirable employees of choice and have the skills, knowledge, dispositions and self-efficacy to be professional, critically reflective, beginning teachers in diverse communities. The field-based nature of the programme aims to ensure that student teachers have a wide range of practical experience within early childhood education settings and continuous weekly experience within their home centres, thus, ensuring that graduates are work ready and confident and competent to start their teaching career.

The graduate of the MIT BEd (ECT) will demonstrate professional knowledge, skill and professional practice; in doing so they are able to 1.Apply appropriate theoretical knowledge and practical skills to early childhood teaching including knowledge of curriculum and pedagogical approaches to support a diverse range of learners with complex needs. 2.Demonstrate commitment to Te Tiriti o Waitangi partnership and inclusion influenced by Māori worldviews appropriate for teaching children and working with families/whānau including the use of te reo Māori with respect for cultural differences and other forms of diversity. 3.Create an innovative and safe learning-centred culture with the capacity to support learners to inquire into their worlds, demonstrating alignment to the Standards and Code for the Teaching Profession of the Teaching Council of Aotearoa 4.Display a well-developed teacher identity and philosophy developed through research, analysis and evaluation of concepts, theories and ideas in order to inform current and future practice. 5.Interpret and communicate knowledge, skills and ideas to education-specialist and non-specialist audiences, demonstrating professional and personal readiness in the field of early childhood teaching. 6.Demonstrate commitment to Pasifika* partnership and inclusion influenced by Pasifika worldviews appropriate for teaching children and working with families/aiga in an early childhood setting.

This programme may lead to further study in Education related fields - Graduate Certificate/Diploma, Postgraduate Certificate/Diploma, Masters, EdDoc or PhD

Academic Requirements: In order to be admitted to the Bachelor of Education (ECT) programme, applicants must: * Be seventeen years of age or older at the start of the programme, and * Satisfy English Language Competency requirements as determined by the Teaching Council of Aotearoa New Zealand policy OR * Satisfy NZQA English Language Requirements (for international students, further see p.58), and * Meet the requirements as per the Children's Act 2014 prior to gaining entry into the programme; and * Complete an interview with a selection panel of at least two registered teachers, and * Satisfy the minimum diagnostic literacy and numeracy entry assessments marks * An academic panel made up of members of the Schools Programme Committee including the Head of School will approve programme acceptance upon review of all evidence provided. For individuals under 20 years of age, in addition to the above criteria: * Hold UE or a recognised equivalent such as International Baccalaureate or Cambridge International, or * Able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level. Criteria to determine under 20 year old ability to study at tertiary level as exceptional individual cases: NB: all other entry criteria must be met in section 3.4 * Satisfactory marks in the literacy and numeracy diagnostic test set at UE level, and * Three of more years of secondary schooling in New Zealand, or * 10 UE literacy credits (5 reading, 5 writing), or * Completion of an Academic Study Skills programme of study at a tertiary level provider, and * An academic panel made up of members of the Schools Programme Committee including the Head of School will approve programme acceptance upon review of all evidence provided by the individual applicant on case by case basis Note: There will be no exceptions for cohort entry Additionally, should a student not be achieving the academic or professional experience expectations there will be multiple avenues of support and guidance: * Monitoring of their progression and early detection of issues through formative assessment and class discussions of practice, both in academic study skills and practice in order to meet the standards (in supported environment). * Appropriate support mechanisms such as pastoral care that includes academic support, support of teaching practice, emotional and physical wellbeing enacted with peer mentoring, lecturer support, an individual learning plans (as required), learning advisors, counsellors and/or subject librarians. * Regular professional dialogue and feedback from school-based learning associate teachers, mentor teachers (in partner schools) and any issues raised are escalated to the Practicum Lead. * Second visits by an alternative senior lecturer in school-based and practicum assessments of practice where the first lecturer/or mentor/associate teacher identifies that a student is not meeting the requirements. * Exit pathways for student teachers will be considered when they are not achieving the academic or professional experience learning outcomes; and are unlikely to meet the standards by the end of the programme. For example, connecting students with the career and employment solutions team to practice interviewing techniques, CV writing and job to skill matching. Other requirements, including literacy and numeracy, English language proficiency, see programme document regulations.