BTI Forward Magazine Issue 2

feature GREAT HEARTS + MINDS

A Social Work Degree With A Difference THE TRANSFORMATIONAL POWER OF ONLINE LEARNING MOBILE DEVICES & SOCIAL MEDIA - DO THEY HAVE A PLACE IN THE CLASSROOM? ICT IN TEACHING & LEARNING A WEEK IN THE LIFE OF A NEWLY QUALIFIED PRIMARY TEACHER 2013 PROGRAMMES & KEY DATES

BTI Forward

Issue 02 – 2012

1

05

04

06

08

12

16

24

26

22 30

2

28

31

CONTENTS 4.

5.

6.

8.

12.

14 16.

21.

22.

24.

26.

28.

30.

31.

DEAN’S COMMENT INTERVIEW - The Transformational Power of Online Learning IN BRIEF - LOCAL/INTERNATIONAL/TRENDS/NEWS FEATURE - A Social Work Degree with a Difference OPINION - Mobile Devices & Social Media in the Classroom INTERVIEW - Shortage of Male Teachers in ECE A WEEK IN THE LIFE OF A NEW PRIMARY TEACHER 2013 KEY DATES LIFE - CULTURE/LEARNING/FAITH INTERVIEW - Marcus Norrish, Deputy Principal, Pahoia Primary SPOTLIGHT - Worthy Recipients BTI Programme Information TOP 5 - Ways to Survive on a Student Budget THE FINAL WORD

Forward is published annually by Bethlehem Tertiary Institute.

Editor: Wendy Pyne Contributing Writer: Kathryn Overall Contributors: Dr Andrew Smith, Ruth Smith, Wendy Pyne, Dr Bev Norsworthy, Raymond Stripling, Peter Maslin, Gareth Bell, Marcus Norrish Design: Bayly & Moore, Jenny Kyle, Wendy Pyne Advertising/Editorial Enquiries: Mary Reidy-Bartissol - m.reidy-bartissol@bti.ac.nz Printing: Publicity Printing

BTI Forward

Issue 02 – 2012

3

editorial

Welcome to this next edition of ‘Forward’.

DEAN’S COMMENT Dr Andrew Smith, Dean of BTI, welcomes you to the second edition of Forward magazine

4

Having had a preview of what is included it seemed to me to reflect the world we live in. Running through the edition is the theme of IT – online study, social media and all the up-to-the minute aspects of contemporary life that we grapple with. But that thread is matched with the need for good people, the need to be aware that some, both here and overseas, live in very different and difficult circumstances, the need to be in loving relationship with our Father in Heaven.

I think one of the dangers of living in such informationoverloaded times is that we become immune to what we see and hear, that nothing actually stirs us. So as you read through the variety of articles I trust that you will not remain untouched, but rather that you will find contributions that will both provoke you to response and bring rest to your soul.

Thanks to all those who have contributed in any way to another great edition of ‘Forward’. Enjoy!

feature

Interview THE TRANSFORMATIVE POWER OF LEARNING ONLINE BTI educator, Ruth Smith, loves working with counselling students who are studying online via Flexi, BTI’s distance learning option. Kathryn Overall caught up with Ruth to discover just how powerful online learning can be.

What do you enjoy about your work with Counselling Flexi students?

I am very passionate about teaching online. It fits with two of my passions, which is to connect people to people, and people to resources…so I really enjoy that people who otherwise couldn’t study, now can because they’re doing it online.

Can you really get to know someone meaningfully through online communication?

Yes, I probably end up feeling closer to many of my online students than I do to the ones that are here on campus. It’s sort of counterintuitive in a way, but I do have a particular heart for them. I’m fortunate in that I teach the first year counselling students in Semester One. I welcome them all in an individual way, and I am often in phone or email contact, and increasingly now in Skype contact. Some have called

me the ‘email queen’ because I’m very fast in responding.

Having studied as an online student myself, I know just how important good and speedy communication is.

I know that our Flexi students often achieve better academic results than our on-site students. Why do you think that is?

What we notice with the Flexi students is that they tend to work harder than the onsite ones. They definitely read more, and they are often mature students who have been longing to do this kind of thing for years, and so now they have the opportunity they really make the most of it and they give it their best shot. They’re a very dedicated bunch.

What motivates you in the work you do with our Flexi students?

I’m passionate about transformation, and that’s what motivates me in my job. I’m very moved when I see students making steps towards God or with God, and seeing deep change in their lives. I find that very exciting. Over the last few years I’ve been doing some research related to that aspect of transformation, holistic transformation, and particularly looking at our online students. We’ve heard informally that they have deeply changed in relation to God, themselves, and others. Some people say, “Oh no, that can’t happen in an online context,” but we would argue that it does, very much so.

BTI Forward

Issue 02 – 2012

5

In Brief LOCAL

INTERNATIONAL

TRENDS

NEWS

SUPPORTING TEACHERS OVERSEAS In early 2011, BTI was approached by Effective Aid International, a small mission group, to see if we could assist them in providing a teacher education programme. Part of EAI’s work is supporting a Christian school in Mae La refugee camp on the Thai-Burma border. The camp, which has been in existence for 50 years, is home for approximately 45,000, principally Karen people, who have been ousted from their homes in Burma.

EAI has been supporting the work of the school for the last ten years.

The school currently has 360 students (Years 1-12) and 17 teachers, and Ian Aitchison (EAI), the Reverend Somchai, and principal of the school Sarah have been praying for an opportunity to provide training and professional development for current and prospective teachers.

After a brief exploratory visit in July 2011, I returned in May 2012, taking one of our primary teacher graduates, Graeme Cook, with me. Our task for the week was to set the foundations for a two-year full-time teacher education programme. We have a group of 18 students, aged 18-43, all residents of the camp. I was there for a one week intensive and Graeme is staying on for at least six months to work with the group of students. It is anticipated that the programme will run much as we run the Diploma of Teaching Studies in Tonga, with modules, each made up of an initial intensive taken by a member of BTI staff, with on-going study facilitated by an onsite tutor.

6

The political changes in Burma mean that it is possible that the programme may relocate to Burma at some stage, and that those who complete the programme may be free to teach at re-established schools within their homeland – an exciting, and for the group displaced from the land of their birth, an emotional prospect.

Dr Andrew Smith, Dean, BTI.

TEACHER & BTI ALUMNUS GARETH BELL RECEIVES NEiTA AWARD

Gareth Bell & Hon Hekia Parata (Minister of Education) BTI alumnus, Gareth Bell, received a NEiTA Excellence in Teaching Award in May. Nominated for the award by his students at Freyberg High School, Mr. Bell was one of over 600 teachers considered for 20 regional NEiTA awards. The NEiTA (National Excellence in Teaching Awards) Foundation aims to recognise and celebrate the achievements of the country’s finest teachers and the judging panel looks for both excellence in and commitment to the teaching profession.

Gareth said he was “surprised and stoked” to receive this

in brief award. “I was nominated by my Year 9s and 10s,” he explains. “I have a Year 9 course that I teach every term, and after teaching it a few times, I’ve now got great resources for every lesson. The students described me as ‘running fast paced interactive lessons’, and called me a very positive teacher.”

Gareth and the other award nominees travelled to Wellington for a celebration lunch and awards presentation in the Parliament Grand Hall on May 3rd. Education Minister, Hekia Parata, presented the awards, and Dr. Pita Sharples was also present. “The trip to Parliament was amazing,” said Gareth. “Hearing the other award recipients from around the country present their stories and teaching philosophies was memorable and powerful. The Minister of Education, Hekia Parata, was very nice.”

A passion for youth issues led Gareth into teaching, and this desire to make a difference in the lives of his students continues to motivate him. “For me the important questions are whether I’m making a good difference, whether I’m reaching beyond my teaching subject to seeing and knowing the students and helping them with what they need. Are there students who I connected to future careers, connected to counsellors when needed, or simply connected with on a day when they needed someone to care? I think caring about the students is a wonderful starting point for all aspects of teaching.”

LARRY BALDOCK – THE BEST WAY TO CHANGE THE WORLD Cr Larry Baldock is a respected leader in the Tauranga community, representing the Otumoetai, Pyes Pa and Bethlehem districts on the Tauranga Council. He is also a friend to BTI and Bethlehem College and has a long history of connections with our campus.

Mr Baldock’s values are inspirational and his life experiences fascinating. From serving as a missionary for 15 years in the Philippines, to serving a term in parliament as a United Future MP (2002-2005), Larry has not had what you would call an average career path – though as Mr Baldock would say, life with God is seldom average and often includes unexpected adventures. Kathryn Overall met up with him to hear some of his story.

How does your faith influence your work in politics and public service?

My faith is what guides me. When I started off as a young Christian and went into missions, I thought everybody should be a missionary. But over the course of my life, particularly my Christian life, which is now spanning 36 years, I realized that there are many Christian world views, and we need to make sure we’re getting a good Christian world view. At one end of the spectrum there are those who think the earth and all worldly things are just a waste of time and we should save souls and Jesus is coming back tomorrow, and then there’s others who think we need to redeem the world, and we’ve got to reform society. I’m in that camp, probably. William Wilberforce is my hero in his battle against slavery. He spent 46 years to actually eventually make slavery illegal.

What are your thoughts on the work that BTI does - both our missions outreach, and in producing teachers, counsellors and social workers who operate from a Christian worldview?

We’ve got to get people grounded with a good Christian world view. We must train young people, particularly, and this is why I like BTI and Bethlehem College and its influence in people’s lives. It’s also important that we have people trained to be educators, social workers, all these fields, particularly social workers when you think about the problems we’ve got in New Zealand.

Sometimes people ask me, ‘What’s the best way to change the world?’ In a nutshell, it’s for each one of us to be doing what we were made to do. That’s the beginning of it all. If you start saying, ‘Oh, it’s better to get involved in politics, or it’s better to be a teacher, or it’s better to be a pastor, we just get into competition. We need all of these things, and we need to have people involved in all of those things to make a difference and to change things. We still need people to go into the unreached people groups of the world because until they have a church planted there, how are they going to build? But then the church goes into the society and you see transformation.

BTI Forward

Issue 02 – 2012

7

feature Everything valuable begins with an idea. Ideas can come as a flash of inspiration or a slowly unfolding discovery and sometimes, they are offered to you from out of the blue – that is how Bethlehem Tertiary Institute’s (BTI) newly developed Bachelor of Social Work first began.

In 2008, Dr. Andrew Smith, now BTI Executive Dean, was at a meeting in Wellington. During the meeting, Russell Martin, Chief Executive of the Open Home Foundation (a Christian child and family support service), turned to Andrew and asked, “Why doesn’t BTI develop a social work degree?”

A SOCIAL WORK DEGREE WITH A DIFFERENCE BTI launched a faith-based Bachelor of Social Work in 2012. Kathryn Overall explores the journey of this important new programme from idea to reality, and discovers an inspiring interweaving of purpose in the lives of those involved.

8

In the conversation that followed, Russell shared that in faithbased social work agencies throughout New Zealand there was a real need for Christian social workers who had learned how to integrate their faith with their social work practice.

BTI, who had been delivering a Bachelor of Counselling with a Christian worldview since 2001, was in many ways the ideal institute to develop a social work degree with a difference – a degree that could be shaped by Christian values and motivations from the inside out.

Andrew brought the idea back home to BTI and discussed it with Richard Cook, then Dean of Counsellor Education. “We just let it sit and we didn’t do anything about it for probably a year,” says Richard. “But it was just like the idea kept coming back, kept popping up. It actually makes me think about Victor Hugo’s well-known phrase, ‘there’s nothing as powerful as an idea whose time has come.’ That has always been a really influential notion for me and it resonates with me when I think about our social work degree.”

So, the wheels began to turn and soon the idea became a plan, the plan became a project, the project gathered a team and by May 2011 a fully developed Bachelor of Social Work was presented to the New Zealand Qualifications Authority (NZQA) and the Social Workers Registration Board (SWRB) for consideration.

“Every step of this project was a step of faith,” says Richard.

“There were no guarantees that our social work degree would be approved. It was possible that we were putting in all this time, energy and money only to have the door close right at the end. But we believed that this was something God was leading us in, we so just kept doing what needed to be done.”

feature

By September, after a comprehensive proposal assessment and panel visit from representatives of NZQA and the SWRB, BTI’s Bachelor of Social Work was approved, subject to some final work being completed. By December a beautifully framed and much celebrated approval certificate adorned BTI’s office wall.

“It was a great moment,” smiles Richard. “We really appreciated the support and input we received, in particular from Jan Duke from the SWRB. I had a real sense of God’s grace with us and in hindsight, I am aware of how much the purposes of God were at work with the timing of it all.

Within one month of our degree being approved, the SWRB put a moratorium on any new social work degrees, which basically means that no new social work degrees are being considered in the near future. We could so easily have missed out…but we didn’t!”

One of those people is Jenny Kyle. When BTI first began developing the social work degree, Jenny was living in London, working for the Notting Hill Housing Association.

After four years in the UK she was just starting to feel the tug to return home. She returned to New Zealand in September 2010 looking for work, and ended up applying for and taking on the role of Executive Administrator at BTI. “Because of the nature of my role, I heard about the degree in the early planning stages and something about it just really sparked my interest,” says Jenny. “I had considered studying social work in my early 20s but in hindsight I can see I wasn’t ready for it then.”

Late in 2011, Jenny took a deep breath, resigned from her full-time staff role at BTI and applied to become a student

Of course, the degree being developed, approved and offered represents only one half of the equation - a degree programme is nothing without students. “We decided early in 2011 that we would start to tell people about the degree, and have them journey along the approval process with us,” says Wendy Pyne, Head of Operational Services. “Using social media, email and radio advertising we gathered a community of interested people, and by the time the degree was approved in December, there was a bunch of pioneering students all ready to apply for the first ever intake in February 2012.”

“The sense of mission, the sense of being here with a call is really strong.”

“This first cohort is quite a special group,” says Richard.

“The sense of mission, the sense of being here with a call is really strong. I’ve loved hearing pieces of their stories. We recognize that just at the same time that God was guiding us through the three years of the degree development, He was also working in the lives of those people who were to become the first cohort.”

BTI Forward

Issue 02 – 2012

9

feature instead. “I haven’t looked back,” smiles Jenny. “I just have such a sense of God’s timing and leading in this. The years I spent overseas were important. God’s really taken me on a journey – slowly unravelled more of who I am. The process has made me able to take this step into social work and change the direction of my life quite radically.”

At the same time that Jenny Kyle was in London, Caleb Major was working in a freight company in Sydney. He

was in his early 20s, going through a tough time, and at a loss to know what he wanted to do with his life. A late night conversation with his sister brought him home to New Zealand, and a conversation with his Grandad put him on the social work path. “He was trying to help me figure out what I should do,” says Caleb. “It wasn’t going that well, so he asked me what I hated, and I said I hate family violence.

I started researching study options along those lines after that.”

“The grace of God and the faithful commitment of His people have seen this powerful idea of of a faithbased social work degree transformed from inception to reality.”

Caleb was already doing some social science papers at Waikato University and waiting for their next social work degree intake when he heard about BTI’s newly approved degree. “I wasn’t that keen to go through the whole process of orientation and settling into a new place again, but I knew there was more of a family feel at BTI, and the faith part of it was important to me”, explains Caleb. “I haven’t been alive that long, but I’ve been around enough people and in enough situations to know that true change comes from God.” This year, Caleb is also youth pastoring at Journey Vineyard Church and finds that his learning is helping him in his relationships with the young people. He says, “The papers have already just blown my mind with how much I understand where they’re at. It’s been so beneficial already and we’re only one semester in.”

10

feature So how does faith make a difference in this degree? It’s an important question and one that was central to the development of the Conceptual Framework. Richard reflects, “You know, there are concepts and practices of social justice in our society that the Christian faith has instilled directly – these ideas aren’t in every culture.

There’s a thread that you can trace from current social work practice, back through the origins of social work, back to the way the church was motivated by the biblical mandate. You can trace it right back to Jesus, and even before that to the Hebrew nation. Jesus’ life was focused on the marginalized, and on people who had been pushed out by the power structures. Can we separate the idea of social justice and the actions that flow from the idea from the inspiration of the idea - from Jesus himself? I don’t think we can.”

Social Work consultant and trainer, Chris Thomas, was one of the writers of the degree and believes that the faith aspect does make BTI’s Bachelor of Social Work distinct from other programmes offered in New Zealand. “I think the explicit nature of the BTI approach is really, really important because it is explicit – it’s saying ‘this is where we come from’, but in a very clear way which links incredibly well with the Code of Ethics and our professional framework. I suspect that BTI graduates will be snapped up. I also see that in the broader context of social work though, in terms of what this degree offers…there will be lots of opportunities for social workers inside faith-based organisations and also outside.”

‘there’s nothing as powerful as an idea whose time has come.’ have seen this powerful idea of a faith-based social work degree transformed from inception to reality. Key milestones have already been reached, but there are many more to come – new intakes of people with a heart that beats for social justice, the release of the first cohort into the social work profession three years down the track, and all the lives and hearts that await them. This is a story that is still being written – a story for this time, a story for this place – a story about an idea whose time has come.

The team at the Open Home Foundation, who sparked the idea in the first place, are partnering with BTI by having input into intensives and hosting BTI social work students on practicum placements. Lee Roberts, General Manager of Service Delivery, smiles as she says, “Obviously our hope is that some of the students who have come to the programme will come and work with the Open Home Foundation when they finish their degrees. We have been exceptionally excited about BTI doing a Christian social work degree and we’ll continue to be very supportive of the programme.”

BTI’s newest staff member, Heidi Crawford, has left a Practice Manager role with Open Home Foundation to take up a position on the social work teaching team, so the partnership has yet another dimension.

The grace of God and the faithful commitment of His people

Jenny Kyle was the first applicant for the new degree.

BTI Forward

Issue 02 – 2012

11

Opinion ISSUES

DEBATE

VIEWS

CHOICE

MOBILE DEVICES & SOCIAL MEDIA - DO THEY HAVE A PLACE IN THE CLASSROOM? BRONWYN MCCURRAN - BTI STUDENT, BACHELOR OF EDUCATON (TEACHING) EARLY CHILDHOOD The biggest advantage I observe for ICT in the early childhood centre is in the strengthening of home/centre connections. Via the Internet, centres can quickly convey assessment information to whānau, and whānau can add their comments in return. This has positive effects in the lives of children by enhancing their sense of belonging (one of the important aspects of learning outlined in the early childhood curriculum, Te Whāriki).

ICT-based educational games add another dimension to literacy, numeracy and hand-eye skill development.

Music is often a big part of learning in young children’s lives. The amount of music accessible via iPod is much more than could be stored in any centre’s CD collection.

Children are growing up in an increasingly ICT-savvy environment, and it is not too early to begin using it in one place where they spend a lot of their time – the early childhood centre.

JONATHAN ARNOLD - DEPUTY PRINCPAL, NAPIER INTERMEDIATE & BTI ALUMNUS As educational leaders we need to acknowledge the fact that social media is changing and enriching the way students learn and discover the world around them – both in and out of the classroom. Our focus should now be on developing, implementing and maintaining the necessary infrastructure, policies and Internet filtering systems that allow students to bring their own device to use in the classroom.

Teachers and students alike need to be enabled to harness technology to its full potential, which includes arming users with the right skills and knowledge to use social media safely and responsibly.

12

BYOD isn’t just a trend; it’s the future of learning. It’s incredible how quickly the paradigm has shifted toward bring your own device. Educators worldwide are acknowledging the significance and necessity of digital devices on the way this generation learns. As educators we need to prepare our students for the future, so what better way to do so than allowing BYOD? (Bring Your Own Device).

opinion PETER MASLIN - TEACHER EDUCATOR, BTI. FORMER SECONDARY TEACHER KATIKATI COLLEGE The debate is over: mobile and social technologies are going to influence the shape of teaching practice whether it is liked or not. Why? The student is already what research terms a ‘digital native’. The real question that now needs to be asked is how effectively and quickly are these technological tools going to be adapted into effective teaching and learning, rather than just being objects of fascination or sources of entertainment tools. For a range of reasons, many in the education sector appear unwilling to engage with this change or even consider looking at it as part of an effective approach to learning and teaching.

As a result John Dewey’s quote is as pertinent today as when he first said it: “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow” (Kay, 2012, p. X). Similarly, in her book Curriculum 21: Essential education for a changing world, Heidi Hayes Jacobs notes that “. . .many of our students feel like they are time travelling as they walk through the school door each morning” (2011, p. 7).

Technology in the form of hardware such as iPads, Smartphones and other mobile devices and the instant access these provide to new platforms of self-expression, communication and knowledge construction has changed the world in which 21st century students engage, connect and communicate. However, some classrooms seem to be places where this technology is considered to be obstructive and detrimental to the teaching process. Steve Wilmarth (2011, p. 2.) states that “technology is altering the very nature of pedagogy” and as a result “we cannot expect to think the same about teaching when the act of teaching is shifting dramatically as a result of tools and access of information”. We continue to work in the midst of a major shift where the way we teach needs to change if we are going to meet the needs of 21st century learners. Students who by nature and according to research are connected, informal and mobile when it comes to their approach to learning, have to think about the skills of creativity, collaboration, critical thinking and communication in preparing for jobs that do not currently exist. As for education through time, they will not engage with learning unless they can see its personal significance.

This does not mean we need to throw an iPad at students to solve the problem (Kay, 2012). In fact, the challenge is to find ways in which technology is integrated effectively into teaching practice so that it enhances the learning experience, environment and outcome. Mobile technology and its associated social tools are great ways to develop communication and connection with students in increasing instant and personable ways that previously were not possible. The 21st century teacher needs to be able to use mobile and social technology as part of intentional teaching and learning strategies, to connect the ideas of 21st Century citizenship in a responsive way, an idea reflected in the words of Ignacio Estrada “if a child cannot learn the way we teach then maybe we should teach the way they learn” (Kay , 2012).

Hayes Jacobs, H. (2011). A new essential curriculum for a new time In H. Hayes Jacobs (Ed.), Curriculum 21: Essential learning for a changing world. Alexandria, VA: ASCD. Kay, K. (2012). The 7 Steps to becoming a 21st Century School. Paper presented at the 2012 DEANZ Conference, Wellington, New Zealand Wilmarth, S. (2011). Five socio - technology trends that change everything in learning and teaching In H. Hayes Jacobs (Ed.), Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

BTI Forward

Issue 02 – 2012

13

interview feature In a media release in January 2012, Chief Executive of the Early Childhood Council, Peter Reynolds, said that ECE teaching was one of the most gender-segregated professions in New Zealand. “Such segregation would not be tolerated in law or medicine,” he said. “It is ridiculous that it exists in a sector that has the fundamentally important job of nurturing our youngest of children.”

At BTI, we are very fortunate to have an experienced ECE teacher, Philip Ozanne, heading up our centre-based Diploma of Teaching (Early Childhood) programme. Philip thinks that more men would consider ECE teaching if they recognized it as a legitimate career path. “I think there is still the stigma and the idea amongst men that it’s babysitting,” he reflects.

“They don’t see it as education necessarily. Often, until they have children of their own, they don’t see the education that’s going on and the possibility of benefits for a man working in the field.”

SHORTAGE OF MALE TEACHERS IN ECE Do you do a double take if you see a male teacher working in an Early Childhood Education (ECE) centre? You could be forgiven when we consider that fewer than 2% of ECE teachers are men – on the whole, it’s not a sight we often see.

This dis-proportionate representation has been thrown into the spotlight recently by the media, but though this dynamic has received fresh attention, it is by no means a new problem.

14

“We need to get back to our roots and get more males involved” Degen Prodger graduated from BTI with a Graduate Diploma of Teaching (Early Childhood) in 2009 and is currently teaching at Brookfield Kindergarten. Degen decided to pursue a career in ECE because he believes it’s vital to have males in every sector of education. “Children, especially boys, need positive male role models in their lives,” he says.

“I believe children should have male teachers in every year of their education so they learn that men can be stable, reliable, trustworthy and nurturing.”

It’s safe to say that nurturing is not a word we often use to describe men, but Degen would argue this is an idea we should consider more carefully. “In general I think the majority of our society has a stereotypical view that women are better nurturers than men and are more naturally suited to teaching preschoolers. However, I’ve seen lots of examples of males being effective nurturers. In the early days before

interview feature

schools, children were taught by their fathers at home so maybe we need to get back to our roots and get more males involved.”

It’s impossible to investigate the shortage of men teaching our nations preschoolers without mentioning the elephant in the corner of the room - the high profile sex abuse cases of the 1990s, notably those of Peter Ellis and Geoffrey Scott.

The Peter Ellis case in particular was highly controversial and many would argue the distance of nearly two decades has done little to lessen the nervousness of men in stepping into the ECE arena.

Referring to that difficult time in ECE history, Mr. Reynolds said that ‘the paedophile hysteria’ of the 1990s had caused many good men to disengage from caring for children.

But the worst of that nonsense is over, and there is now a renewed desire from both families and centres for there to be many more men working in the early childhood sector.”

Phil Ozanne, ECE Teacher Educator at BTI in the 1990s, as shocking as it may have been – and I don’t honestly know in some of those cases whether they were guilty or not – has actually helped early childhood”, he said. “They protect the staff in early childhood now, and often those opportunities for things to happen have been so minimalized that they just don’t happen. Everything is done where other people can see, whereas in the 1990s it was about privacy.

Philip is on a personal mission to encourage more men into ECE teaching roles. “The biggest motivation for me right now is getting more men into early childhood, and making every person in my programme the best teacher that they can be for the children that they are going to be serving,” he said.

Philip Ozanne believes that measures have since been put in place to both keep children safe from risk, and male teachers safe from unjust accusations. “What happened

Degen is also keen to see more men join him in his chosen profession, saying “some children who grow up with no male at home don’t have a male teacher until they get to intermediate or high school. Male teachers bring male types of interaction, which are important for children, especially boys, such as physical risk taking and boisterous play. To bring more equality to education we need to increase our number of quality male teachers. Our children deserve it!”

BTI Forward

Issue 02 – 2012

15

photo essay feature

A WEEK IN THE LIFE OF A NEW PRIMARY TEACHER Rachel McKoy, BTI alumnus, shares a typical week with us as she puts into practice the skills she learnt whilst studying for her Bachelor of Education (Teaching) Primary degree and balances her home life with new husband, Luke.

16

Monday

Tuesday

Students love to share their weekend stories with each other, and sometimes with their teacher too!

Students present their work to the class. Here, a year 6 student shares her colouful, well researched project on Thailand, a country she’d love to visit one day.

photo essay feature

Wednesday Professional development and planning days. Here Rachel joins colleagues for an art workshop, learning new techniques which she is able to share with her class. The enthusiastic students create wonderful colourful creations the following day .

Wednesday

Wednesday

A trip to Pahoia School, with 2 small groups of Year 5 & 6 pupils representing Bethlehem College at the Young Einstein competition, is a welcome trip for all concerned despite the nerves!

Celebrations all round as one of the teams gets through to the regional heats. Rachel uses the exercise to reinforce “teamwork” and “participation” - both teams head back to school feeling deservedly proud of their accomplishments.

BTI Forward

Issue 02 – 2012

17

photo essay feature

“Good teachers have the ability to make connections with their students” Dr Bev Norsworthy, BTI Associate Dean

Thursday lunchtime Playground duty is a great time for relaxed interaction with young students, listening and watching them play. Rachel uses the opportunity to get to know other pupils outside of her Year 6 classroom.

18

Thursday Preparation and marking is an essential part of Rachel’s week. Rachel makes sure that she schedules this to coincide with a well earned cup of tea and some home baking to keep her mind focussed!

photo essay feature

Friday Rachel listens to an international student as he recites his narrative.

Friday The year 6 class are engaging in a group reading activity. Students take turns, adding their vocal expressions and encouraging each other as they get into character to bring the story to life. Rachael lends a helping hand where needed.

BTI Forward

Issue 02 – 2012

19

photo essay feature

Sunday Sunday is a time for worship, catching up with friends and enjoying long leisurely lunches with family.

Saturday Rachel and Luke take the opportunity to fit in some exercise and enjoy some one on one time together. This is usually followed by a well earned brunch!

20

key dates feature

S D EPEC

M A AY UG -

A

JA N PR -

2013 KEY DATES 25-27 28 29 04 06 11 11 11 25 25 04 04 29 29 01 13 22 25

Jan Parachute Music Festival Jan Anniversary Day Jan The ‘Get Set’ programme begins at BTI - a great introduction to academic study Feb Graduate Diploma of Teaching (Secondary) programme begins Feb Waitangi Day Feb Diploma in Teaching (Early Childhood) programme begins Feb Bachelor of Education (Teaching) Primary & Early Childhood Education programmes begin Feb Te Wiki Whakawaia - Familiarisation Week begins (Teacher Education programmes) Feb Year One Counselling & Social Work programmes begin Feb Te Wiki Whakawaia - Familiarisation Week begins (Counselling & Social Work programmes) Mar Year Two & Three Counselling programme begins Mar Graduate Diploma of Teaching (Early Childhood) programme begins Mar Tauranga based National Jazz Festival begins Mar Good Friday Apr Easter Monday Apr Graduation Apr Term break begins Apr ANZAC Day

03 15 29

Jun Jul Jul

30 Sept 05 Oc 28 Oct 19-20 Nov

Queen’s Birthday Term break begins Semester Two begins

STUDY AT BTI

Term break begins World Teachers’ Day Labour Day Teacher Education Professional Learning Conference begins & Poroporoaki

Some dates may be subject to change.

BTI Forward

Issue 02 – 2012

21

Life CULTURE

LEARNING

FAITH

FEEDING THE SOUL Raymond Stripling, Pastoral Care Coordinator and Lecturer at BTI, reflects on obeying God. I’m writing these brief comments from a fale in Tonga where I am able to see firsthand our BTI students working together with students from Bethlehem College completing a short term mission experience. I am also reading reports from our students in the Philippines, Russia and Rarotonga as they share how their lives will never be the same as a result of serving, encouragement, laughter, prayer and growth.

What I see is that they are not just meeting a course requirement or pursuing a good mark but there appears to be something much deeper motivating them. In conversations here, students are saying they long to be obedient to what they believe, is God’s leading in their lives. From where does this desire to be obedient come? Ron Dunn (2003) says, “obedience is the evidence and expression of our faith in God. Obedience is faith turned inside out. Faith is the seed and obedience is the flower that springs from it. Faith is the root, obedience is the fruit.”

If this joyful obedience flows from faith or trust, where does it come from? One answer is it comes from knowing. We would find it difficult to obey someone we don’t trust and how do we trust someone we do not know? Perhaps that is a reason why the phrase “radically biblical” is used in our mission statement. A growing knowledge of God as revealed in the scriptures can lead to a developing trust in God which we pray will express itself in a joyful obedience to God. Dunn, R. (2003). Trust and Obey.

22

Life ESEARCH IN ACTION AT BTI R

Often people think of research as somewhat removed from everyday life and only for those who live in ‘ivory towers’. However, shaped by the key themes within the biblical meta-narrative, research at BTI is seen as part of our Christian calling. Research enables us to make a contribution to individuals, groups and society through critique, communication, care and compassion and offer hope through insight of how others make sense of challenging circumstances which can support change. For example, Barbara Bulkeley’s research into families with depressed adolescents provides insights from real experiences which provide comfort, care and support for others. Alaster Gibson’s doctoral research into the role of spirituality in principal’s leadership of teaching and learning is inspirational for others, while also bringing an element of critique to the way our society tends to privatise faith and particularly Christian commitments. The Ako Aotearoa Nationally funded research project which included staff from two other institutions as researchers and participants from the fields of counselling and early childhood education contributes to the theorising for all field based learning experiences. Ruth Smith’s research into aspects of online learning which contribute to or act as hindrances for transformational learning has been published internationally and will contribute to further conversations in this field. There are many more stories to tell . .

Dr Bev Norsworthy, Dean of Teacher Education & Head of Educational Development

Back: Joanna Hilario, Hayley Botterill, Amy Jeffrey. Front: Craig Bell, Antoinette Jones, Laura Hanna, Paul Julian

CULTURE AT BTI

The culture at Bethlehem Tertiary Institute is inclusive and one of a kind. The lecturers and students are the essence of the culture and they bring their own unique flavour to the BTI community. We have a range of nationalities onsite, from Tongan to South African and many more. As a community, we aim to include the diversity among our students by having days of celebration where cultures are honoured. Through these celebration days the lecturers and students come together like one big family to relish the culture that is created. Family is the key word that defines BTI as community and this is built up through the people and the contributions they make when they study here.

On a personal note, I have enjoyed my time at BTI because of the environment and this has helped shape me into the person I am today. I have journeyed through the highs and lows with the family that was created in my first year of study. I know the bond that has been made within the community will stay with all of us as we enter the new season after BTI.

L-R: Dr Marion Sanders, Dr Andrew Smith, Phillip Ozanne, Suzzanne Barthow, Dr Beverley Norsworthy.

Antoinette Jones, BTI Student Association (BISA) Cultural Representative BTI Forward

Issue 02 – 2012

23

interview feature

Interview

‘technology’ or ‘computer time’ – we all went to computer labs as kids. But, we’re in the 21st century now and ICT or technology is just part of everyday life. So I’m passionate about ICT being integrated into teaching and learning and it’s part of what we should do in the school everywhere.

“ICT or technology is just part of everyday life.”

What ICT initiatives have you been involved with recently?

BTI alumnus Marcus Norrish is the Deputy Principal at Pahoia Primary School in Tauranga. He is passionate about the effective use of Information and Communication Technologies (ICT) in teaching and learning.

Kathryn Overall caught up with him to hear his insights on the convergence of technology and education.

What is your view on the role of ICT in primary education?

I am passionate about ICT in schools. I think the problem with the label ICT these days; it gets a label on it as

24

I am part of leading the implementation of iPads into our schooI. I’m a fan of Macs. I’ve been lucky enough to get into the ‘Apple Distinguished Educator’ programme, which was created to support innovative educators who are using new technology to engage students in new ways. Through this programme I have had lots of opportunities to think about how ICT is effectively integrated into teaching and learning.

It’s not an add-on.

interview feature What do you see happening in this space over the next 5 years?

If you’ve been around education for a while you know that education changes just about every day - it’s constant change. I have no doubt that over the next 5 years we are going to see technology explode even more than it has in the last five. Tablets and iPads have hit the school market in a huge way and are making massive inroads. Within the next five years it wouldn’t surprise me to see iPads being one-toone in a lot of primary classrooms - parents actually investing in them, and schools looking at ways to get more in the hands of children. Like a pencil way back in the 50s, so an iPad is in the current decade.

What are the some of the ways you have integrated ICT into your own teaching practice over the years?

Blogs and Facebook pages and those sorts of things are all part of what my classroom has looked like. I believe that’s important, because it’s part of communicating the world - it’s part of teaching children how to be responsible digital learners, digital citizens. When they go home and they use Google from their home computer are they going to be safe? Are they going to know what to do? Do they know how to learn through the internet, can they share their work with people around the world and can they learn from other people in remote places? With the right learning environment, the answer to all of these questions can be yes.

It’s all pretty exciting!

“Tablets and iPads have hit the school market in a big way and are making massive in roads.”

From the vantage point of your education leadership position, what stands out to you when you think back on your years at BTI? I really loved the experience at BTI. The thing that stood out to me was the fact that they always looked for you to go below the surface and ask why, and look for the deeper reasons underneath everything that we do. At the time it seemed a little bit OTT to be honest, but when you get out into the schools you realise that that’s actually a really powerful position to be in and that’s exactly what awesome schools are looking for. I thank BTI for opening my eyes to looking under the surface and asking the deeper questions.

BTI Forward

Issue 02 – 2012

25

spotlight feature

WORTHY RECIPIENTS BTI partners with local iwi to offer student scholarships to iwi members who wish to complete a teaching, counselling or social work qualification.

Tony Campbell, of Ngati Kahu, shares what this has meant for him.

Kahu who are no longer with us. They encouraged me to complete my studies and make a change. So in accepting the scholarship, I honour Ngati Kahu, my wife’s people, for giving me this chance to make something of myself.

I understand that you were looking at different options for study this year?

What made you choose BTI? There is a grant called Career Changer for speakers of Te Reo Maori who are leaving their jobs to pursue full time study. This grant is only awarded to those who attend tertiary providers that have a Maori department. I had completed my application to another tertiary provider and the application for the Career changer grant, which required endorsement by elders who tesCify to the proficiency of your Maori language, and also the BTI application.

For some unknown reason, I never posted the other application and in the last weeks before Christmas last year, several of us from Ngati Kahu came to BTI for a morning tea.

It was there that I handed my application form in and that same day Raymond and Alaster interviewed me and offered me a place at BTI. I call it divine intervention. Now I can’t imagine myself studying anywhere else!

Tony Campbell, pictured 2nd from the right, with fellow students Penny Sharp, Kate Bradnock, Cameron Jones. Also pictured Penny Merton (BTI Learning Centre Support).

You received a BTI Ngati Kahu scholarship for your study this year.

What has this meant for you and your study?

I carry the Ngati Kahu name upon my shoulders. My successes belong to Ngati Kahu, which is why I strive hard to achieve. I also pay homage to those elders of Ngati 26

You’ve just completed your first semester at BTI studying the Bachelor of Education (Teaching) Primary degree. How have you found it so far?

As expected, when re-entering the education system after many years, the nerves almost get the better of you.

However, the Get Set programme is a blessing in disguise. It prepared me for what lay ahead, and I would advise all new students that the cost of the programme is worth it. Consider it an investment in your future.

The first term has had its fair share of ups and downs, but nothing that could not be fixed with the support of staff and your mates. BTI is one big happy family that embraces one and all, even if you do have tattoos!

spotlight feature A word of warning though, tissues are required for the Personal Integration and Professional Inquiry (PIPI) class. In all honesty I don’t think I have left that class with a dry eye.

Sometimes looking at yourself is the hardest challenge of all, but definitely worth the effort.

The most stressful part of studying is waiting for your grades, especially when lecturers make you wait till the end of the class to give them back. It’s almost torture but, as they say, it’s about the process not the final product.

As I am new to the Christian faith I don’t know much yet about that kind of thing but what I do know is that being at BTI, I have found this inner peace that came from picking up the Bible. Also, many good things have happened to me whilst at BTI and it comes from believing in the big man upstairs and learning forgiveness. You know, I never knew how to forgive until doing the PIPI class. All for the best though.

Where do you think your BTI qualification is taking you to? What does your future look like?

A BTI degree will open the door to many opportunities, you hear of teaching success stories and the BTI name is highly regarded out there. I believe that too. BTI offers top quality education. In terms of my future, as a speaker of Te Reo Māori, I understand there is a need for more male teachers who have a grasp of Te Reo Māori in the classroom. At the end of the day, what I put into this degree is what I will get out of it.

Back Row - Mokohiti Brown (Ngati Kahu), Huikakahu Kawe (Ngati Ranginui), Rehua Smallman (Ngati Pukenga), Phillip Nash (BTI), Dr Andrew Smith (BTI). Front Row 2012 Recipients - Tony Campbell, Moana Candy, Moira Kiwi, Trevor Kerewaro, John Hetaraka BTI Forward

Issue 02 – 2012

27

programme Info feature Bachelor of Education (Teaching) Primary This Degree qualification prepares students to teach primary and intermediate school children in a wide range of educational settings and with the New Zealand Curriculum. Graduates are eligible to gain provisional registration with the New Zealand Teachers Council.

3 Years full time. Onsite. NZQA Accredited. Level 7

Bachelor of Education (Teaching) Early Childhood Education This Degree qualification prepares students to teach infants, toddlers and young children in a wide range of early childhood contexts and with Te Whariki, the New Zealand Early Childhood curriculum. Graduates are eligible to gain provisional registration with the New Zealand Teachers Council.

3 Years full time. Onsite. NZQA Accredited. Level 7

Diploma of Teaching (Early Childhood Education) This Diploma qualification is specifically designed for those working in faith-based early childhood education centres. It can also provide a pathway into the Bachelor of Education (ECE) Degree.

Graduates are eligible to gain provisional registration with the New Zealand Teachers Council.

3 Years full time. Part time options available. Study from anywhere in NZ. Centre-Based with intensives. NZQA Accredited. Level 7

Graduate Diploma of Teaching (Early Childhood) This Graduate Diploma qualification prepares students who have previously graduated as primary teachers, to teach infants, toddlers and young children in a wide range of early childhood contexts and with Te Whariki, the New Zealand Early Childhood curriculum.

1 Year full time (3 Semesters). Part time options available. Study from anywhere in NZ. NZQA Accredited. Level 7

Graduate Diploma of Teaching (Secondary) This Graduate Diploma qualification prepares graduates to teach in New Zealand’s diverse secondary school sector and with the New Zealand Curriculum. It may be studied from anywhere in New Zealand. Graduates are eligible to gain provisional registration with the New Zealand Teachers Council.

1 Year full time. Part time options available. Study from anywhere in NZ. NZQA Accredited. Level 7 28

programme Info feature Graduate Diploma of Christian Education This Graduate Diploma programme provides qualified teachers and educators in Christian schools (or who are seeking to teach in a Christian context) with on-going professional development. It 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.

1 Year full time. Part time options available. Study from anywhere in NZ. NZQA Accredited. Level 7

Professional Development BTI is passionate about enabling teachers to bring together their professional practice with their Christian worldview in life-changing ways. Our tailored workshops provide teachers and educators with accessible and relevant Biblically based professional development opportunities to help with the challenges they face.

Onsite or at your School/Centre, Supporting Schools, Staff and Principals in areas such as: Curriculum, Educational technology, Working with integrated curriculum, Inquiry learning.

Bachelor of Social Work This Degree qualification prepares students to participate in faith-informed and evidencebased practice through development in three key areas: knowledge and understanding (head), character (heart) and skills (hands). Graduates are eligible to gain registration with the Social Work Registration Board.

4 Years full time. Part time options available. Onsite and distance learning. NZQA Accredited.

Level 7

Diploma of Counselling This Diploma qualification is designed to equip students for counselling roles in the church or community. The part time structure of this programme caters to those who wish to study whilst retaining employment in the workforce. It can also provide a pathway into the Bachelor of Counselling Degree.

3 Years part time. Onsite and distance learning. NZQA Accredited. Level 6

Bachelor of Counselling This Degree qualification prepares students for future work in counselling, individual and family care roles. Graduates will be equipped to take up professional counselling and therapy roles in churches, community agencies, and eventually in private practice. This qualification is highly regarded by Counselling profession associations.

3 Years full time. Part time options available. Onsite & distance learning. NZQA Accredited. Level 7 BTI Forward

Issue 02 – 2012

29

top five

TOP FIVE WAYS TO SURVIVE ON A STUDENT BUDGET Current BTI students & alumni pass on some classic tips.

SHOP ONLINE Supermarkets often put their most expensive goods at eye level and entice you with things that you really don’t need. Make a weekly meal planner and shop online for your groceries; this not only saves you time and money but helps to keep your mind focussed on what you actually need! Just make sure that you’ve eaten your dinner before you shop: rumbling tummies = large shopping bills!

LEARN TO LOVE PASTA

Pasta, in all its delightful colours and shapes, is cheap, rich in energy boosting carbohydrate and very filling.

Add canned tuna and some seasonal veggies for an inexpensive, healthy lunch or dinner that the whole family will enjoy. Cook mince sauce in large batches, adding finely chopped veggies to add volume and freeze for future spaghetti bolognese.

VISIT LOCAL MARKETS

Not only is frequenting your local Farmer’s Market great for the local economy, it’s also an excellent way to shop for freshly harvested, inexpensive goodies. Stock up on brightly coloured fruit and veg, rich in vitamins and anti-oxidants, to help you stay healthy and concentrate on those assignments!

BE REALISTIC

Having a realistic spending plan and sticking to it is key! Put money aside each week for upcoming expenses such as road tax, insurances and treats. Organise clothes swaps with your friends, rather than buying new ones and car pool whenever possible; this not only saves you money but makes for excellent post-lecture discussions and is great for the environment too.

LEARN TO PLAY

Its easy to forget how much fun it is to play! Arrange game nights with family and friends with bring a plate supper; not only will you get to enjoy a fab meal and have a great time, but it will help you with that all important work / study / life balance!

‘Like’ us on Facebook to see interviews, get updates and keep in touch with the BTI community. www.facebook.com/BTI 30

closing In the world of local government we often refer to the people who live here as ‘residents and ratepayers’. I prefer the term ‘citizens’, though, as it suggests (rightly) a level of responsibility that comes with belonging, over and above just living within the law and societal norms. Our community is only as strong as its individual citizens and I am confident that those who come through the BTI system are confident, positive contributors to the community – or “good citizens.”

But what does it really mean to be a good citizen and how do you become one? With this in mind I believe the following actions are the pathway to becoming a good citizen: Help people Unfortunately the cake is not sliced evenly for everyone who lives in a community. This means that there are always people who need a helping hand. By choosing to help someone in your community you are ensuring the entire community is a better place to live.

THE FINAL WORD Mayor of Tauranga, Stuart Crosbie, shares some thoughts on what it means to be a good citizen.

Thank you for inviting me to contribute to the BTI Forward Magazine. As Mayor of Tauranga, and a long serving local politician prior to this, I have witnessed the growth, development and transformation of the Bethlehem Institute since its inception in 1993 as the Bethlehem Teachers College.

It is clear that the institute is making a major contribution to the city and sub-region, particularly for those studying teacher education, social work and counselling. A strong tertiary education sector is a critical component in driving economic growth and in attracting talented people to study, work and live in the city.

Take an active part in your community An old saying that couldn’t be truer today is that you get out of something what you are prepared to put in. When you get involved in your community you add to its vibrancy and make connections with people you wouldn’t necessarily come across in your day-to-day activities. The deeper these personal bonds are, the stronger our community.

Respect people – even those who don’t share your opinions We are so privileged to live in a democracy, where people are free to speak openly and to challenge authority. This is a precious gift and the very small price we pay for this is that we sometimes hear things that are uncomfortable for us, or that we disagree with. I have learned though experience that, no matter how frustrating this can be, we must respect all opinions - and the people who own them.

Essentially, what I’m saying here is that to be a good citizen you must first be a good person. And by that I mean that you have to have a set of values, principles and ethics and apply these to your everyday lives. This may be a little bit too much information to take in, but if you live by the BTI’s motto: “Great Hearts + Minds” I believe you won’t go too far wrong.

Kind regards, Mayor Stuart BTI Forward

Issue 02 – 2012

31

feature

GREAT GREAT PLACE, PLACE,

GREAT GREATPEOPLE, PEOPLE,

GREAT GREATHEARTS HEARTS MINDS MINDS

* 32 Discover Discovera acareer careerininTeaching, Teaching,Counselling CounsellingororSocial SocialWork Work today todayatatwww.bti.ac.nz www.bti.ac.nz Programme under development. Subject to approval processes late 2011.