AFTER: Guidance for Supervisor or Verifier Comments

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Read this if

  • You are acting as supervisor or verifier for someone who is completing their NZCALNE (Voc) qualification.
  • You need to sign off on the final piece of work that one of your tutors is about to hand it before completing the NZCALNE (Voc).

Download the guidance for supervisors or verifiers

This is all contained in one PDF you can download here below. The download shows a copy of the actual template as well.

What does the supervisor or verifier need to do?

If you are the supervisor or verifier for someone completing the NZCALNE (Voc), you need to discuss the review questions with the candidate and record your comments. You can use the template on the following page or adapt to your own purposes as you need.

Collaboration between the candidate and you to review teaching delivery is one of the requirements of the NZCALNE (Voc). It’s also good teaching practice. We can’t sign off on the whole qualification unless we have some evidence of this.

For our purposes, a supervisor may include any of the following:

  • The tutor’s direct manager or programme leader.
  • A colleague that is acting as study support person.
  • Someone in management that has already acted as a supervisor or verifier for another part of this training and qualification.

What’s covered?

To sign off the final assessment task, we need evidence that tutor and supervisor have reviewed the teaching and facilitation in several areas. The best way to think of these is in regards to three reflective questions:

  • What are their strengths?
  • What are some potential improvements for future delivery?
  • How does any of this inform planning for the candidate’s professional development?

This review should be a friendly collaboration and two-way conversation. It could include teaching observation evidence, but it doesn’t have to. It’s not a performance review for internal promotional or salary review.

What do I have to do?

As their supervisor, we expect that you are already aware that the candidate is completing this qualification. You may have already verified your portfolio evidence for other parts of the course.

It’s the candidate’s job to:

  • Make the arrangements to meet with you.
  • Provide any evidence or assessment material you may wish to see in relation to this final assessment task or any part of the programme.
  • Provide you with an electronic copy of the Supervisor or Verifier Comments and Checklist template.
  • Negotiate how and when this template is completed by you.
  • Return the completed template to us as part of their supporting evidence for this final assessment task.

As supervisor or verifier, it’s your job to provide us with:

  • Your contact details including email and phone.
  • Details of when this review took place
  • Brief summary comments relating to the three reflective questions. As a guide, you might write one or two concise paragraphs totalling about 100 words for each of these. We won’t be counting words. Quality here is more important that quantity so feel free to keep it brief.
  • Your signature and date of signing at the end.

Download the guidance here for supervisors and verifiers including notes showing where and what to write for your candidate:


How do I enrol in TEACH BETTER NOW…? How do I enrol in the NZCALNE (Voc)…?

If you are teaching foundation education at any level, you need to be qualified and on a continuing professional development journey.

You need to start this journey through the Teach Better Now programme available on Pathways Awarua.

At the heart of this is the new New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) – the NZCALNE (Voc).

There is a cost for assessment and gaining the credential. But it’s free to register on the website and you’ll have access to all of the course content.

Here’s what you need to do to kickstart your foundation learning professional development journey for this year:


  1. Register on Pathways Awarua if you haven’t already.
  2. Join our virtual classroom.
  3. Enrol in the qualification.
  4. Get started on the coursework and first assessment.

FIRST: Register on Pathways Awarua

1. You need to register on as a tertiary educator. If you are already registered, then go to step 5 below and join our virtual classroom.

2. Enter your details in the form including a username and password.

3. If you start typing the name of your organisation or employer it should appear in the box. Then add a name for your class, accept the terms and conditions and click Register. If you are an independent contractor please use the code 8888.

4. Once registered you should see a screen like this below. Ignore the code on the right. This is for you to use with your own learners later. Right now you just need to click the link on the left for the new NZCALNE (Voc).

SECOND: Move yourself into our virtual classroom

5. Now you should see the main NZCALNE screen below. Next, you need to join our virtual class. Click the head icon to go to your account settings. If you’ve already done this you can go to step 8 and enrol.

6. Enter the join code 1622DD to join our virtual class. Then tick the box to move to this class.

7. Save your settings and return to the main NZCALNE pathway.

Third: Enrol in the NZCALNE (Voc)

8. Now you can enrol in the programme. Make sure that the enrolment module is selected. Then click start. If you’ve already enrolled and you’ve also moved into our virtual classroom, you can go to the last step.

9. Read through the enrolment information.

10. Fill in the enrolment form with as many details as you can. Then save and move to the next screen.

11. If you can’t fill in everything, you’ll see a screen like this below. But you’ll still be able to move forward. Just click the arrow on the right. Or click Retry to add more info.

12. From here, you need to show that you understand some of the conditions of enrolment. And you need to let us know if you have access to learners of your own and whether you’ve done other study at level 4 or above.

13. Nearly done… Add your employer and supervisor’s details.

14. Complete the self-assessment. There are two pages.

15. If you are an experienced TESOL teacher please add details here. Likewise, if you are a very experienced trades or vocational trainer with existing evidence and you want us to consider this please add details here.

16. Add your timeframe

17. Review the summary of your enrolment and save

18. Drag the box ALEC1 Admin to submit for comment

19. You’re done…! Click the link for the new NZCALNE (Voc) to return to the main course pathway.

FOURTH: Get started on the course

20. Get started…!

Demands: What and where are the Learning Progressions support material?

Knowing the demands (7)

There are other support materials that you can access as well. You don’t need these to complete the assessment for this part of the course. But you might want to come back to this material later on.

For example, the support materials contain ideas for diagnostic assessment which is part of your Assessment 5. And they also contain lots of ideas for literacy and numeracy teaching activities which is part of your Assessment 6.

We will provide these links again later when relevant. But if you want them now:



So how do I do the mapping?

We’re getting there…! We just need to make sure that you’re well set up before we get started on the actual mapping.

The Learning Progressions framework is not really complex. But there is a lot of information to take in. We’re just taking it slowly.

There’s only one more thing to look at and you can do that while you get started on mapping the big picture demands.

So in the next section, we’ll get started but we also want to make sure that you understand the different progressions and what kinds of skills or knowledge they describe.

Concepts: What is learner agency?

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What is it?

Agency is when learning involves the activity and the initiative of the learner, more than whatever is passed on from the teacher, curriculum or resources

Can we dig a little deeper?

Learner agency is when learners have the power to act and make choices. The opposite of a learner with agency is a passive learner.

How does this help describe a learner-centred teaching environment?

In a learner-centred teaching environment, learners have agency over their own learning. And the teaching environment and systems serve the needs and interests of the learner.

It might not be possible to achieve this completely in your situation. But it’s still a goal to pursue despite the constraints your particular work environment.

Developing learner agency means that your learners need to:

  • Believe that their behaviour and their approach to learning will make a difference for them.
  • Not be working in isolation doing their own thing and what suits them. They should feel connected.
  • Have an awareness of the responsibility of their own actions on the environment and on others.

Behaviours such as a passive approach to learning can be hard to change. You need to have a foundation of mutual respect, trust and relationship in place if you want to make a difference here.

But when it happens, you’ll find that your learners will take ownership of their learning. As they set personal goals, the learning becomes theirs. That’s why we have to find ways to link it to their passions and interests.

  1. Are your learners active in the learning process, or are they just passive receivers?
  2. Are your learners capable of independent thought and able to act on their own?
  3. Do you have individual learning plans in place to personalise direction, content, and assessment where you can?

Concepts: What is Motivation?

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What is it?

Motivation refers to our reasons for acting or behaving in a particular way

Can we dig a little deeper?

In education, motivation usually involves goals and requires some kind of action. Action requires effort and persistence.

And effort and persistence are things that tutors often report is lacking among some adult learners, particularly those struggling with adult literacy and numeracy issues.

Your learners are either motivated internally or externally. Hopefully, they are motivated to learn. But they may be motivated to do other things.

The internal – or intrinsic – motivation is the best kind when applied to learning. Self-confidence plays a big part. Here’s the conversation happening inside their heads:

  • “This will make me happy”
  • “This is important”
  • “What I’m learning is significant”
  • “This is going to make me a better person”

External motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her. Pressure to complete a course or get good marks are examples of external motivation.

The problem with external motivation is that it often causes anxiety. And anxiety gets in the way of good learning and teaching.

How does this help describe a learner-centred teaching environment?

Because we know that our learners are not always internally motivated, talking about internal motivation allows us to describe a learner-centred teaching environment, as opposed to a more traditional one.

As teachers, we sometimes need to help create the conditions around our learners that allow them to become motivated. And this can be hard.

But it’s important to think about how to do this because many of our learners are compelled to come to our classes.

This raises another issue – self determination, or tino rangatiratanga. We’ll explore this later too. For now, it’s enough to note that learners who have little or no ability to make choices about what they’re learning and how they’re doing it are more likely to feel like any chance of success is out of their control.

This leads them to feel that they will fail and therefore stop trying. This, of course, becomes a self-fulfilling prophecy. Over time, a vicious cycle of low achievement develops.

Also, some learners who appear to be unmotivated or poor performers may need their motivation to come from a group sense of community, purpose and competence in order to engage. This may be true for Māori, Pasifika and other groups.

A couple of last things…

Physical exercise increases motivation. Students (and tutors) who do any kind of exercise are more likely to feel a more positive outlook, have more of a desire to learn new knowledge, have better concentration, experience better retention of information, and

Also, one big advantage that vocational and trades tutors have is this:

  • Contextualising learning increases internal motivation (the good kind).

Contextualising literacy and numeracy is what this course is all about.

Approaches: Thinking deeper

2.1 DOWNLOAD Take notes on the approaches

Some of the content in these last few modules might be new to you, but hopefully, some of it is not. Often, people are familiar with the ideas, but the terminology might be new.

An example of this might be teaching approaches like tuakana-teina and ako. These are things that good tutors have always done. You might not have realised what it was called though and that it’s part of our approach to embedding literacy and numeracy.

Here’s what we’ve covered:

Let’s make some notes. You might want to skip back if you need to. But first, see what you can remember. Then use the modules to check what you’ve written.

Think about how these approaches apply to your teaching situation. This might be in a classroom. Or it might be in a more non-traditional learning environment like a workplace.

Time to do some work

Let’s stop here for now. Here’s your task:

  • Download the worksheet, or use the chart above to make notes on the approaches we’ve talked about.
  • Can you explain each approach in your own words?
  • Can you say how each is important or contributes to a learner-centred approach?

This task is not assessed, but it will help you with your assessment.

Approaches: What is ako?

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What is it?

Ako means both teach and learn. It’s a reciprocal relationship where the educator is also learning from the student.

Ako refers to traditional Māori thinking about the transfer and absorption of skills, knowledge, wisdom, experience, much of which has traditionally occurred in the course of everyday activities.

Ako implies ‘learn’ and ‘teach’ at the same time.

In English we use two words – learn and teach – for different things. In Māori, ako is simply used for both. In this way of thinking, it is acceptable for the learner to shift roles and become the teacher and for the teacher to become the learner.

A simple way to understand ako in the shifting roles of educator and learner is this:

  • sometimes learner, sometimes teacher.

Ako works through the tuakana-teina relationship between educator and learner. As we mentioned before, while these terms have their origin in traditional Māori settings, we now use them in adult education.

How does this approach contribute to a learner-centred teaching environment?

Tuakana-teina contributes to a learner-centred teaching environment by providing us with an alternative to traditional teacher-centred methods of teaching.

Consider the following two different models of teaching and learning from our discussion about tuakana-teina. The arrows indicate the transmission of knowledge.

Teaching and learning from a Māori perspective requires two active participants. Tuakana-teina is ako in action:

Tuakana ← ako → Teina

Teaching and learning from a traditional Western perspective doesn’t always require an active learner:

Teacher teaches (active)

Learner learns (passive)

  1. Do you ever notice when you find yourself in the middle of a long monologue in your teaching?
  2. What can you put both you and your learners more at the centre of your training?