Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Standards
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Practising Teacher Criteria 1
Establish and maintain effective professional relationships focused on the learning and well-being of ākonga
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Tātaiako
Whanaungatanga
Relationships (students, school-wide , community) with high expectations
· effective relationships with Māori learners
· effective parent, whānau and iwi
· keeping connected
· productive partnerships
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Engage in ethical, respectful, positive and collaborative professional relationships with:
· ākonga
· teaching colleagues, support staff and other professionals
· whānau and other carers of ākonga
· agencies, groups and individuals in the community.
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Communication
· demonstrate highly effective communication skills when interacting with students, ecolleagues and families/whānau
Professional leadership
· makes constructive contributions to the work of the senior management team in a manner which supports effective school organisation and improved learning outcomes for students
Policy and programme management
· initiates, plans and manages in association with the principal and other standard policies and programmes which meet national requirements, are consistent with the school’s charter and strategic planning, and which reflect the school’s commitment to effective teaching and learning
Staff management
· motivates and encourages staff to improve the quality of teaching and learning
Relationship management
· communicates effectively both orally and in writing to a range of audiences
· understands and operates within the limits of the delegated authorities and adopts a consultative approach with the principal and other staff on issues relating to school policy
· establishes and maintains good communication processes with staff, and between staff and members of the senior management team
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Practising Teacher Criteria
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Professional Standards
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Practising Teacher Criteria 2
Demonstrate commitment to promoting the well-being of ākonga
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i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
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Classroom Management
· demonstrate a high level of commitment to student welfare and learning
Professional leadership
· supports the principal in the leadership and management of the school and deputises when required
Relationship management
· provides information to the principal on areas of delegated responsibility in order to assist with effective day to day management and strategic planning in the school
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Tātaiako
Manaakitanga
Values – integrity, trust, sincerity, equity
· effective Teaching Profile
· caring for Māori learners as culturally-located beings
· treating Māori students, whānau, and iwi equitably with sincerity and integrity
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Practising Teacher Criteria
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Professional Standards
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Practising Teacher Criteria 3
Demonstrate commitment to a bicultural partnership in Aotearoa New Zealand
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demonstrate respect for the heritages, languages and cultures of both parties to the Treaty of Waitangi.
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Professional knowledge
· demonstrate knowledge of the Treaty of Waitangi and te reo me ona tikanga.
Policy and programme management
· understand the implications of New Zealand’s changing cultural, social and economic context and ensures that these changes are reflected in the policies and programmes within the delegated areas of responsibility.
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Tātaiako
Tangata Whenuatanga
Place-based, socio-cultural awareness and knowledge
· effective language and cultural practices for Māori learners
· te reo Māori
· tikanga Māori/tikanga ā-iwi place-based education
· treating Māori students, whānau, and iwi equitably with sincerity and integrity
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Practising Teacher Criteria
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Professional Standards
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Practising Teacher Criteria 4
Demonstrate commitment to ongoing professional learning and development of personal professional practice
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i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance personal professional knowledge and skills.
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Professional knowledge
· demonstrate a commitment to their own on-going learning
Support and co-operation with colleagues
· support and provide effective assistance to colleagues in improving teaching and learning
Staff management
· participate in the school’s performance management systems and makes recommendations to the principal on appropriate professional development opportunities for staff
Professional leadership
· reflects on own performance assessment and demonstrates a commitment to own on-going learning in order to improve performance
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Tātaiako
Ako
Practice in the classroom and beyond
· ako – reciprocal teaching/learning: parent, whānau, hāpu, learner, teacher
· effective learning by Māori learners
· effective pedagogy
· effective curriculum for Māori learners
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Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Standards
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Practising Teacher Criteria 5
Demonstrate leadership that contributes to effective teaching and learning
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i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively.
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Support and co-operation with colleagues
· support and provide effective assistance to colleagues in improving teaching and learning
Contribution to wider school activities
· successfully organise aspects of programmes within the school to promote teaching and learning.
Professional leadership
· provides professional leadership to staff within delegated areas of responsibility
· understands, and applies where appropriate, current practices for effective management from both within and beyond education
· supports the principal in the leadership and management of the school and deputises when required
Staff management
· devolves responsibilities and delegates tasks when appropriate
Relationship management
· understands and operates within the limits of the delegated authorities and adopts a consultative approach with the principal and other staff on issues relating to school policy.
Financial and asset management
· effectively and efficiently uses available financial resources and assets, within delegated areas of authority, to support improved learning outcomes for students
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Tātaiako
Wānanga
Communication – Problem Solving
· students, whānau, and iwi engaging in discussions and robust debate
· effective learning and teaching interactions with students, whānau and iwi
· reporting and co-constructing learning goals
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Practising Teacher Criteria
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Practising Teacher Criteria 6
Conceptualise, plan and implement an appropriate learning programme
Tātaiako
Ako
Practice in the classroom and beyond
· ako – reciprocal teaching/learning: parent, whānau, hāpu, learner, teacher
· effective learning by Māori learners
· effective pedagogy
effective curriculum for Māori learners
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i articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practices
ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents.
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Professional knowledge
· demonstrate a high level of knowledge of relevant curriculum and of current learning and assessment theory
Professional leadership
· identifies and acts on opportunities for improving teaching and learning
· demonstrates a thorough understanding of current approaches to effective teaching and learning
Teaching techniques
· Demonstrate a broad range of highly effective teaching techniques.
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Practising Teacher Criteria
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Practising Teacher Criteria 7
Promote a collaborative, inclusive and supportive learning environment
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i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga, foster trust, respect and co-operation with and among ākonga
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Motivation of students
· demonstrate a wide range of techniques that provide strong motivation for a diversity of students
Classroom management
· effectively manage challenging learning environments
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Tātaiako
Manaakitanga
Values – integrity, trust, sincerity, equity
· effective Teaching Profile
· caring for Māori learners as culturally-located beings
treating Māori students, whānau, and iwi equitably with sincerity and integrity
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Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Practising Teacher Criteria 8
Demonstrate in their practice their knowledge of how ākonga learn
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i. enable ākonga to make connections between their prior experiences and learning and their current learning activities
ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
iii. encourage ākonga to think critically for their own learning and behaviour
iv. assist ākonga to think critically about information and ideas and to reflect on their learning
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Professional knowledge
· demonstrate a high level of knowledge of relevant curriculum, and of current learning and assessment theory
Teaching techniques
· demonstrate a broad range of highly effective teaching techniques
Motivation of students
· demonstrate a wide range of techniques that provide strong motivation for a diversity of students
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Tātaiako
Ako
Practice in the classroom and beyond
· ako – reciprocal teaching/learning: parent, whānau, hāpu, learner, teacher
· effective learning by Māori learners
· effective pedagogy
· effective curriculum for Māori learners
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Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Standards
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Practising Teacher Criteria 9
Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
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i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
iii, modify teaching approaches to address the needs of individuals and groups of ākonga
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Teaching techniques
· demonstrate a broad range of highly effective teaching techniques.
Motivation of students
· demonstrate a wide range of techniques that provide strong motivation for a diversity of students
Policy and programme management
· understands the implications of New Zealand’s changing cultural, social and economic context and ensures that these changes are reflected in the policies and programmes within the delegated areas of responsibility
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Tātaiako
Tangata Whenuatanga
Place-based, socio-cultural awareness and knowledge
· effective language and cultural practices for Māori learners
· te reo Māori/reo ā iwi
· tikanga Māori/tikanga ā-iwi
· place-based education
· all learning and interaction occurs within a cultural context
· knowledge of whakapapa- knowing who children are, where they are from and who they belong to
· identity, language, culture
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Practising Teacher Criteria
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Criteria
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Practising Teacher Criteria 10
Work effectively within the bicultural context of Aotearoa New Zealand
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i. practise and develop the relevant use of te reo Māori me ngā tikanga ā iwi in context
ii. specifically and effectively address the educational aspirations of ākonga Māori displaying high expectations for their learning
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Professional knowledge
· demonstrate knowledge of the Treaty of Waitangi and te reo me ona tikanga
Relationship management
· fosters relationships between the school and the community
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Tātaiako
Tangata Whenuatanga
Place-based, socio-cultural awareness and knowledge
· effective language and cultural practices for Māori learners
· te reo Māori/reo ā iwi
· tikanga Māori/tikanga ā-iwi
· place-based education
· all learning and interaction occurs within a cultural context
· knowledge of whakapapa- knowing who children are, where they are from and who they belong to
· identity, language, culture
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Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Standards
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Practising Teacher Criteria 11
Analyse and appropriately use assessment information, which has been gathered formally and informally
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i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching communicate assessment and achievement information to relevant members of the learning community
iv. foster involvement of whānau in the collection and use of information about the learning of ākonga
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Professional knowledge
· demonstrate a high level of knowledge of relevant curriculum, and of current learning and assessment theory
Communication
· demonstrate highly effective communication skills when interacting with students, colleagues and families/whānau
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Tātaiako:
Wānanga
· students, whānau, and iwi engaging in discussions and robust debate
· effective learning and teaching interactions with students, whānau and iwi
· reporting and co-constructing learning goals
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Practising Teacher Criteria
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Professional Standards
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Criteria
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Key indicators
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Standards
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Practising Teacher Criteria 12
· use critical inquiry and problem-solving effectively in their professional practice
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i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of learning community
iii. critically examine own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga.
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Professional knowledge
· demonstrate a commitment to their own ongoing learning
Teaching techniques
· continually evaluate and reflect on their teaching and act on areas where it can be improved.
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Tātaiako:
Wānanga
· students, whānau, and iwi engaging in discussions and robust debate
· effective learning and teaching interactions with students, whānau and iwi
· reporting and co-constructing learning goals
Tātaiako: Ako
· ako – reciprocal teaching/learning: parent, whānau, hāpu, learner, teacher
· effective learning by Māori learners
· effective pedagogy
· effective curriculum for Māori learners
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