Professional Development Programmes for Christian Teachers in Early Childhood, Primary and Secondary Schools
Graduate Certificate of Christian Education Graduate Diploma of Christian Education
CHRISTIAN EDUCATION PROFESSIONAL DEVELOPMENT PROGRAMME INFORMATION
Stimulating new programmes for Christian Educators… Graduate Certificate of Christian Education (60 credits) Graduate Diploma of Christian Education (120 credits) (NZQA approved and accredited)
Whatever your situation…….. whatever your location…… if you are a Christian teacher wanting to up-skill – and are looking for deep, rich teaching and learning experiences – these programmes provide an answer. BTI is passionate about enabling teachers to bring together their professional practice with their Christian worldview in life changing ways. The aim of these programmes is to provide qualified teachers and educators in Christian educational settings with ongoing professional development which is based on, and further develops, Biblical foundations and critical reflexivity so that they are more able to participate in faith-informed and evidence-based practice. No matter what the age of the children you teach, these qualifications will enable you to strategically develop faith-informed and evidence-based teaching practice. It is a professional learning and development programme targeted at already qualified teachers who are teaching in, or want to teach in, Christian-based, special character education settings. Bev Norsworthy, Programme Leader The papers in this programme can assist teachers who view themselves as responsible and accountable before the Lord and who wish to: think Biblically about education and the curriculum understand the nature, role and foundation of Christian education understand how faith and worldview influence teaching and learning know more about teaching and learning strategies congruent with Biblical priorities. This programme is offered online utilising a web-based approach involving reading, online chat and threaded discussion, online investigations and activities, telephone consultation, assignment preparation and practical investigations into your own teaching and the beliefs that sustain it. You can join a relational community of learners who may be at a distance geographically, but who will interact, support and journey together as a group. The following are available:
Study Guide: • this introduces the course and guides you step by step through the sections of the paper. Compilation of Readings (on CD): • this is a collation of required and supplementary readings to support the learning in the paper and to provide beginning resources for assignment work. Online Activities: • using the MOODLE platform entitled “BTI Online” you have a range of compulsory and enrichment activities including journals, wikis, email discussion forums and resource links to support and assess your learning. Onsite Colloquium: • this is an optional opportunity once each year to come together in Tauranga with all students in the programme to share findings, learning and applications of the programme to the teaching profession. Regional Support: • Also, where ten or more teachers are working together in a specific geographical region, it may be possible for a BTI lecturer to visit. This is further supported by • Interaction and mentoring through emails and online discussions • Telephone conversations • Study groups in a region or a school The following was written by a diplomate student: My experience as a flexi student, balancing a very full time job as a principal, has been a very positive one! I found the support given by the lecturers amazing! While not being satisfied with mediocre, they challenged and prodded us to thinking very widely about the topics, and certainly our view of the world. I have made some very good friends with whom I spent the 3 year journey, and without whose help and listening ear, it would have been a very lonely journey. It has been an awesome experience, and one that I would certainly recommend to others who may be thinking of studying. Benefits for Graduates This programme enables you to authentically integrate your Christian worldview with your professional practice. Graduates will be able to contribute to and support others in the following: • Understanding of Christian education • Teaching and learning within Christian education settings • Curriculum development • Teacher mentoring. Another Diplomate student wrote: As a Christian teacher trained in a secular institute, I was so excited to finally discover a Professional Development programme that empowered me to teach from a Christian perspective.
Entrance Requirements Applicants need: (a) a recognised degree in teaching, OR, (b) a recognised Diploma of Teaching with the ability to demonstrate equivalent practical, professional or educational experience of an appropriate kind, AND (c) to be involved in, or have access to practice within a Christian Educational setting in order to complete some assessment tasks, AND (d) access to a computer with email and internet capability.
Usual Course Pattern for Part-time study:
First Year Semester Semester One Two
Second Year Semester Semester One Two
Third Year Semester One
Semester Two
First Second Third Optional Optional Optional compulsory compulsory compulsory course course course course course course All papers are 20 credits. Generally this means investing up to 10 hours per week over 17 teaching weeks and 3 independent study weeks each semester.
Please note: Core courses (GDC 6421 and GDC 7422) must be taken before any optional courses.
Links to Other Programmes If you enter this programme with a Diploma of Teaching, you may opt to step from the Graduate Diploma of Christian Education to the Diplomate pathway into the Bachelor of Education (Teaching) – the number of credits to complete depending on your choices of courses.
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QUALIFICATIONS STRUCTURE AT A GLANCE Plus
leads to qualification Graduate Certificate of Christian Education (60 credits)
Three optional courses chosen from the following: The Bible and the Educational Endeavour Start here Christian Education: Context and Curriculum
o Teaching & Learning: Jesus as Model o Assessment in Christian Education o Curriculum Development and Design o Teachers as Mentors
PLUS
Biblical Patterns of Thinking across the Curriculum
o Biblical Literacy in Action o The Reflective Professional
Graduate Diploma of Christian Education (120 credits)
Or two of the above courses plus one course from those on offer in our Diplomate programme, including:
o Research for Teachers o Education of Gifted Children o Multiculturalism and Education
o Literacy and Today’s Curriculum
CURRENT TEACHER EDUCATION PROGRAMMES
The following Teacher Education qualifications at Bethlehem Tertiary Institute equip graduates for teaching positions in all kinds of NZ centres and schools: state, independent, integrated and Christian: • Graduate Diploma of Teaching (Early Childhood) for those who are qualified primary teachers holding a 3-year diploma or degree. This is a 1 year programme. • Bachelor of Education (Teaching) for Early Childhood Teachers – currently a 3 year programme. • Bachelor of Education (Teaching) for Primary and Intermediate School Teachers – currently a 3 year programme • Graduate Diploma of Teaching (Secondary) for those already holding a graduate degree or equivalent qualification. This is a 1 year programme.
COURSES IN THESE AWARDS GDC 6421 The Bible and the Educational Endeavour (L6)
This paper focuses on ways Christians relate the Bible to education. In particular, the paper provides an opportunity for students to enrich both their sense of intentionality in terms of the purpose of their educational endeavour and the repertoire of teaching strategies available to accomplish this.
GDC 7465 Christian Education: Context and Curriculum
Common terms and phrases found in descriptions of the Christian Education task are examined. After critical analysis of an aspect of the context and curriculum within a student’s own Christian Educational setting, students present an informed, intentional response to a current curriculum issue.
GDC 7422
Biblical Patterns of Thinking across the Curriculum
This paper inspires and equips teachers to think about priorities within the biblical meta-narrative. Students design a curriculum unit which enables them to utilise existing curriculum opportunities for development of biblical thinking, characteristics, priorities and principles within their own students.
GDC 7427
Assessment in Christian Education
This paper seeks to engage the question: “What is the role of assessment in the context of Christian Education?” and provide the opportunity for students to identify, examine and critique their beliefs and consequential assessment practice in the light of biblical principles, current theory and initiatives.
GDC 6425
Biblical literacy in action (L6)
Research shows that teachers in Christian education settings believe that a lack of a working knowledge of the Bible limits their ability to think and teach Christianly. This paper equips students with foundational understanding of the structure and themes of the Bible together with introductory hermeneutic skills. Students then apply this understanding and skill in their own educational tasks.
GDC 7423
Teachers as Mentors
Students examine roles, models, stages and styles of mentoring leadership in terms of development for mentor, mentee and the mentoring process. A key task within the mentoring relationship is the sharing of professional knowledge and students develop tools and strategies for accessing one’s own knowledge and making it available to others.
GDC 7424
Curriculum Development and Design
Understanding assumptions which shape a range of curriculum approaches prevents uncritical acceptance of the status quo. The student will focus on principles for intentional and strategic curriculum development and design within the student’s specific Christian educational context.
GDC 7426
Teaching and Learning: Jesus as Model
Effective and wise teachers appreciate the opportunity to learn from those who are heralded as the best in their field. Through immersion in the gospel accounts and extensive exposure to the example of Jesus as teacher, students have an opportunity to enrich their own educational endeavours.
TCS 7480
The Reflective Professional
Students examine the process of reflection for its potential to improve their teaching or leading. Meditation, reflection and consideration enable future practice to better match learning intentions. After developing a theoretically and biblically informed understanding of reflection and identifying characteristics of a reflective professional, students experience a reflective self-study.
What others have said about our distance programmes…
“Whilst it has not been easy to fit study into a very busy work schedule, as a teaching principal, the rewards both personally and academically have been huge. My thinking has been stretched and challenged, and the knowledge gained has been immense. I certainly would recommend this study route.”
“Only now do I feel equipped to teach Christianly”
“Christian education is not just about adding God to your curriculum; He is the curriculum! Studying at BTI is helping me to work out just what this means to my thinking and my teaching.”
“The papers I have completed here at BTI have really strengthened my resolve to be invitational, inspirational, intentional and incarnational in my classroom practice.”
“Through doing these papers I have become to believe in myself again and the God given gifts that He has given me for teaching children.”