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Practising Teaching Criteria |
Standards for the Teaching Profession (From July 2017) |
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Criterion 3 Criterion 10 |
Standard 1 Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.Tataiako Competency Tangata Whenuatanga– Affirming Māori learners as Māori, providing contexts for learning where the language, identity, and culture of Māori learners and their whānau is affirmed. |
| Criterion 12 Use Critical inquiry and problem solving effectively in their professional practice.Criterion 1 Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. Criterion 4 Criterion 5 Criterion 11 |
Standard 2 Professional learning Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.Tataiako Competency Wānanga- participating with learners and communities in robust dialogue for the benefit of Māori learner’s achievement. Ako- taking responsibility for their own learning and that of Māori learner. Whānaungatanga– actively engaging in respectful working relationships with Māori learners, parents, whanau, hapū and iwi. |
| Criterion 3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.Criterion 1 Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. Criterion 2 Criterion 8 Criterion 9 |
Standard 3 Professional Relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.Tataiako Competency Tangata Whenuatanga– Affirming Māori learners as Māori, providing contexts for learning where the language, identity, and culture of Māori learners and their whānau is affirmed. Whānaungatanga– actively engaging in respectful working relationships with Māori learners, parents, whanau, hapū and iwi. Manaakitanga-Showing integrity, sincerity, and respect towards Māori beliefs, language and culture. Ako- taking responsibility for their own learning and that of Māori learner.
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| Criterion 2 Demonstrate commitment to promoting the well-being of the ākonga.Criterion 7 Promote a collaborative inclusive and supportive learning environment. Criterion 9 |
Standard 4 Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.Tataiako Competency Manaakitanga-Showing integrity, sincerity, and respect towards Māori beliefs, language and culture. Tangata Whenuatanga– Affirming Māori learners as Māori, providing contexts for learning where the language, identity, and culture of Māori learners and their whānau is affirmed. |
| Criterion 6 Conceptualise, plan and implement an appropriate learning programme.Criterion 8 Demonstrate in practice their knowledge and understanding of how ākonga learn. Criterion 10 Criterion 9 Criterion 11 |
Standard 5 Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and understanding of each learner’s strengths, interests, needs, identify language and cultures.Tataiako Competency Ako- taking responsibility for their own learning and that of Māori learner. Tangata Whenuatanga– Affirming Māori learners as Māori, providing contexts for learning where the language, identity, and culture of Māori learners and their whānau is affirmed. |
| Criterion 6 Plan and implement an appropriate learning programme.Criterion 8 Demonstrate in practice their knowledge and understanding of how ākonga learn. Criterion 11 Criterion 4 Criterion 12 |
Standard 6 Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. Tataiako Competency |
Practicing Teacher Criteria (to June 2017)
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
| Fully certificated teachers: | |
|---|---|
| Criteria | Key Indicators |
| 1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga | i. engage in ethical, respectful, positive and collaborative professional relationships with:
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| 2. demonstrate commitment to promoting the well-being of all ākonga | 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 |
| 3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand | i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi |
| 4. demonstrate commitment to ongoing professional learning and development of personal professional practice | 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 |
| 5. show leadership that contributes to effective teaching and learning | i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively |
PROFESSIONAL KNOWLEDGE IN PRACTICE
Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.
| Fully certificated teachers: | |
|---|---|
| Criteria | Key Indicators |
| 6. conceptualise, plan and implement an appropriate learning programme | i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents |
| 7. promote a collaborative, inclusive and supportive learning environment | i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
ii. foster trust, respect and cooperation with and among ākonga |
| 8. demonstrate in practice their knowledge and understanding of how ākonga learn | 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 take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning |
| 9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga | 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 |
| 10. work effectively within the bicultural context of Aotearoa New Zealand | i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning |
| 11. analyse and appropriately use assessment information, which has been gathered formally and informally | 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 iv. communicate assessment and achievement information to relevant members of the learning community v. foster involvement of whānau in the collection and use of information about the learning of ākonga |
| 12. use critical inquiry and problem-solving effectively in their professional practice | i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga |
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