The aim of our work is to contribute to the development of an exceptional and high performing teacher and education leadership workforce which is supporting all young people to have fair opportunities and achieve success through education.

As such, the educational outcomes we seek to achieve are to:
* Develop our students as deeply effective and transformational educators
* Increase our students' understanding of and commitment to addressing inequity and inequality, and working towards social justice in Aotearoa New Zealand
* Grow our students' leadership capability so that they can affect change within and beyond the classroom and school
* Ensure our students are able to practise in culturally sustaining ways for all people, as outlined in our tūāpapa

As part of achieving these outcomes, our students will:
Gain registered teacher status, by meeting the code and standards for the teaching profession 'with support', as outlined by the Teaching Council of New Zealand: Mātātu Aotearoa, and by undertaking Initial Teacher Education (ITE)

Graduate Profile:
(Outcome) A graduate of this programme:

* Will be able to use best practice theory and evidence to design and deliver learning opportunities and experiences which raise the achievement of all learners. They will reward risk-taking by their students, and will be steadfast in their rejection of deficit thinking and bad practice.

* Will be a critical and purposive agent for change, deeply committed to making a long-term difference in the lives of individuals and communities through education. They will create responsive and safe learning environments where learners are encouraged to take risks and to draw on their prior knowledge, experiences and beliefs to access, and sometimes re-define, success.

* Will understand the ongoing impact of widespread, systemic inequalities and have a particular commitment to social justice and equity in the service of individuals and communities unfairly made vulnerable.

* Will be rooted in teu le vā. This means that they will have a deep commitment to caring for and nurturing effective relationships with learners, colleagues and communities. In professional practice, this means continuously working to understand these relational spaces, to fostering ethical relationships with and between learners, and to acknowledging all shared experiences and stories that have passed between the stakeholders.

* Will be grounded in Mana Tangata. They will acknowledge their duty to re-indigenise education for their learners. They will give prominence to histories and stories which honour Māori and Polynesian ways of knowing and being. They will have a lived commitment to tangata whenua and Te Ao Māori and will be dedicated to an ongoing hīkoi towards a bi-cultural Aotearoa where all cultures are recognised, lived, valued and honoured, from day-to-day practice, to policy, governance and system change.

Initial Teacher Education (ITE) Pathway, which leads to teacher registration with the Teaching Council | Matatū Aotearoa.

Applicants must: * Provide evidence of competence in one of the languages of the national curriculum - English or Māori (acceptable evidence is outlined by the Teaching Council | Matatū Aotearoa at https://teachingcouncil.nz/content/language-competency-requirements) (TC Req 6.2) * Hold a Bachelor's degree at level 7 on the New Zealand Qualification Framework (NZQF), or recognised equivalent, with evidence of achievement at a B grade or above (TC Req 6.1) * Have a body of knowledge from NZQF Level 5 to 7 or higher in their entry qualification, that is relevant for teaching in a particular secondary school subject. Policy and procedure for assessment and administration of this is included in the recruitment-specific guidance (TC Req 6.1) * Prior to entry, provide evidence of literacy and numeracy at UE level or above OR successfully pass an assessment of literacy and numeracy with apassing grade no lower than the equivalent to UE in literacy and numeracy (TC Req 6.2) * Be assessed for their disposition to teach, prior to entry (this is completed as part of Selection) (TC Req 6.4) * Complete an assessment in Te Reo Māori, and make a commitment to developing their proficiency in Te Reo Māori throughout the programme (TC Req 6.3) * Complete a safety check, including (but not limited to) a New Zealand Police vet and an assessment of the risk, if any, that the applicant would pose to the safety of children if employed or engaged as a children's worker (under the Children's Act 2014 (previously Vulnerable Children Act 2014)) (TC Req 6.5) In addition to meeting the entry criteria, to be admitted to the programme applicants must meet the selection criteria. A candidate will be eligible to apply to the Teach First NZ Programme via the Rautahi Pathway if they: * has a depth of knowledge, experience and skills equivalent to an NZQF Level 7 qualification, and * has a body of knowledge at NZQF Level 5-7 in a New Zealand high school teaching subject which is in short teacher supply (e.g. Technology and Te Reo Māori), and * can provide satisfactory evidence of academic readiness to engage with and complete a Postgraduate Diploma