With this in mind, the School Resource Review' advised the Ministry and the wider education community to complete work on the 2014 draft ‘Teacher Competency Framework”. This framew'ork, it proposed, could serve as a common basis “to guide initial teacher education, regular teacher appraisal, certification processes, teacher professional development and career advancement.” However, the review identified the “lack of strategic oversight” provided by the Ministry to this process, and, while noting wide stakeholder consultation, it also pointed to “lack of debate or common understanding across the system regarding w hat constitutes good teaching” (Shewbridge et al.,