STUDY
Programme Information
Course Start Date:
20 January 2025
Fees:
No fees
Stipend:
$12,500
Level:
8
Points:
120
Duration:
1 year full-time (no part-time option available for 2025)
Delivery:
Combination of online and in-person
Programme Information
The Teachers’ Institute’s Post Graduate Diploma in Teaching (Secondary, School-based) is a one-year, full-time programme leading to New Zealand teacher registration. It features a unique mode of delivery, with all trainees based in a home school for the year where they will be fully engaged in all aspects of school life.
Trainees will be partnered with a mentor teacher or teachers who are specialists in their subjects. As the year progresses, trainees will gradually take on more responsibility for two classes (one junior class – Year 9 or 10, and one senior class – Years 11 – 13).
The in-school experience will be complemented by a series of 1-2 day weekly workshops, where trainees from across the TTI network will come together to build their knowledge of effective teaching practice.
All trainees will complete 40 days of “away practicum” to experience working and teaching in other schools. This assists in developing professional relationships with other educators and prospective employers.
Subjects on Offer in 2025
TTI is accepting applicants wishing to train in the following subjects:
• Te Reo Māori
• English
• Maths
• Science (with senior specialisms in Biology, Chemistry or Physics)
• Social Studies (with senior specialisms in Geography or History)
• Technology
Annual and Weekly Schedule
The programme runs from January through to December, following the shape of the school year.
During school terms, students will be engaged in either their in-school experience or in-person workshops hosted at different network schools.
There will be no contact time during school holidays.
Courses + Instructional Design
Throughout the year, students will complete 5 for-credit courses
as well as a non-credited course in Te Reo Māori.
Teaching and learning
35 points
Explores the research on how we learn and the pedagogical principles, teaching practices and strategies that promote learning. Particular attention is paid to adolescent development, how this influences the teaching-learning process and how to structure teaching and learning to support all students including those who are neurodivergent and/or have special educational needs.
Assessment
20 points
Critically engage with the research on effective assessment practice and apply this to their teaching practice, with reference to relevant policy documents, by undertaking and evaluating the impact of different formative assessment practices, feedback approaches, and summative assessment.
Creating supportive learning environments
25 points
Explores the research literature and its practical application on how to create supportive learning environments that are inclusive of and responsive to all students and maximise the opportunity to learn. Particular attention will be paid to culturally sustaining approaches to teaching and to developing strong relationships with Māori ākonga (students).
Curriculum
20 points
Examines the research and associated practices of effective curriculum design and implementation, encompassing long-term, mid-term, and short-term design. Different streams of this course will explore the intricacies and application of curriculum design and implementation in specific subjects.
Final integrated assessment
20 points
Draws together the research and practice from across the other four courses to focus on the integrated nature of teaching and learning and the role that continuous improvement through reflection and inquiry plays in a teacher’s professional practice.
Te reo Māori
0 points
0-rated, online course matched to trainee level
There will be online course material for each of the courses. These materials will be unpacked during in-person workshops.
During the workshops, trainees will be introduced to particular teaching practices and tasks. They also provide an opportunity for these to be practised in a controlled and supportive environment, prior to being implemented in the classroom.
Assessments for the courses will be spaced throughout the year and are aligned with the different tasks that trainees will be doing in their schools.