Registered Teacher Criteria Information

Overarching statements

Teachers play a critical role in enabling the educational achievement of all ākonga/ learners . The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes. In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga. In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits registered teachers to the highest standards of professional service in promoting the learning of those they teach. Criteria and key indicators

Professional relationships and professional values

Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Fully registered 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: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community
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 registered 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 registered 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 ākonga
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

Criteria

Criterion 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga

Questions I might ask myself:

• What is the nature of the relationships I have with students, colleagues, parents and caregivers?
• How can I develop these further?
• How can the deans, the guidance counsellor, RTLB, SENCO, SCT, HOD, colleagues or senior management help me?
• How can I access/use personal information about students that may affect my teaching?
• How can I access agencies, groups, individuals in the community?
• Who is out there and how might they support me?
• What do I do to establish effective working relationships with my ākonga, their whānau and my colleagues and others to support the learning of those I teach?

What might my evidence look like?

• List of professional development undertaken (including in school PD).
• Notes on opportunities taken to learn or practise skills in teaching in different styles (including reflection and/or feedback).
• Examples of changes made to planning based on different levels within the class.
• Examples where staff, students, parents or the local community have appreciated my involvement in extra curricular activities.
• Evidence of feedback from students (written, oral, perception data).
• Evidence from Self Assessment Tool (SAT).
• Evidence from in school appraisal processes

Criterion 2: demonstrate a commitment to promoting the well-being of all ākonga

Questions I might ask myself:

·       How can I access/use personal information about students that may enhance the effectiveness of my teaching?

·       How can I access agencies, groups, individuals in the community?

·       Who is out there and how might they support me?

·       What type of environment have I created in the classroom?

·       What sort of behaviour should a focussed and engaged student exhibit?

·       If student(s) are not engaging, is it because they do not feel safe either physically, socially, culturally or emotionally?

·       Can I make a difference by changing an aspect of my interaction with student(s) or delivery of a lesson? How?

·       Who can help me?

·       What is acceptable behaviour (for everyone) in the classroom and what routines can be used to achieve this?

·       What are the different learning styles my students might have?

·       Does my teaching style meet the needs of the different learning styles of students?

·       Where can I learn about different learning styles?

·       Are my lessons interesting, varied, relative, contextual?

·       What are the relevant regulatory and statutory requirements and where do I find out about them?

·       How do I show in my practice that I actively promote the

well-being of all ākonga for whom I am responsible?

What might my evidence look like?

·       List of professional development undertaken (including in school PD)

·       Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback)

·       Examples of changes made to planning based on different needs within the class

·       Examples where staff, students, parents or the local community have appreciated my involvement in extra curricular activities.

·       Evidence of feedback from students (written, oral, perception data)

·       Evidence from SAT. Evidence from in school appraisal processes.

Criterion 3: demonstrate commitment to bicultural partnership in Aotearoa New Zealand

Questions I might ask myself:

·       What is my understanding of a

bicultural partnership?

·       What does showing respect for cultures look like?

·       How have I incorporated this knowledge into my planning and execution of lessons?

·       Have I actively sought appropriate assistance at this planning stage?

·       How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the Treaty of Waitangi?

·       How do I develop and maintain links with these cultures – including the families/whānau?

·       How do I fit in to the local community? (Do I have a link with the local marae?)

·       Who could best mentor me in this work? How do I continue to advance my professional learning in this area as a teacher?

What might my evidence look like?

 ·       List of professional development undertaken.

 ·       Samples of student voice (and the voice of others) that demonstrates commitment to a  bicultural partnership.

 ·       Notes on opportunities taken to learn or practice skills in less known cultural area.

 ·       Examples of changes made to planning based on cultural opportunity.

 ·       Examples where staff, students, parents or the local community have appreciated my interest, involvement or initiation of cultural expression.

Criterion 4: demonstrate commitment to ongoing professional learning and development of personal professional practice.

Questions I might ask myself:

• How do I identify what professional learning opportunities would be required and what would be of value?
• Who can best advise me on professional development opportunities?
• What are the obligations of the school to facilitate these opportunities?
• Were PD goals achieved?
• Did the PD meet my needs this year?
• Where to now?
• How do I know what to move on to?
• What further PD do I need?
• How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?

What might my evidence look like?

• List of professional development undertaken (both in school and off site) – recorded in portfolio.
• Notes on opportunities taken to learn or practise skills arising from PD.
• Examples of changes made to planning based on PD opportunity – application of PD learning.
• Examples of sharing my PD opportunity with others.
• Evaluation form/review of PD goals and planning for future PD.

Criterion 5: show leadership that contributes to effective teaching and learning

Questions I might ask myself:

·       How do I become a leader?

·       What is a leadership role?

·       What do I do to show leadership?

·       How can my mentor support me in these areas?

·       What are my areas of responsibility?

·       How do leadership opportunities contribute to effective teaching and learning?

·       What contributions do I make to my PLC?

·       What do I have to do to show leadership in the classroom and my curriculum area?

·       Do I understand effective feedback and forward processes?

·       How do I help support my colleagues to strengthen teaching and learning in my setting?

What might my evidence look like?

·        Demonstrate awareness of professional standards.

·        Demonstrate leadership in specialist areas for internal school professional development where appropriate.

·        Manage and/or develop resources safely and effectively.Demonstrate flexibility and adaptability to meet students’ learning needs.

Criterion 6: conceptualise, plan and implement an appropriate learning programme

Questions I might ask myself:

·       What are the aims of my unit/programme?

·       How do my aims link to learning outcomes?

·       What resources can I use?

·       What teaching strategies can I use?

·       Do I need to check/update my knowledge of content?

·       Can I make real world connections to my unit of work?

·       Who can best advise me with content knowledge and planning?

·       How can I ensure that I meet the wide range of learning needs in my class? (How do my students’ best learn?)

·        What do my students already know? How do I access and use appropriate data to ensure my programmes are effective?

What do I take into account when planning programmes of work for groups and individuals?

What might my evidence look like?

·       List of professional development undertaken.

·       Notes and reflections made by classroom observers.

·       Notes made during discussions with colleagues and during visits.

·       Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with mentor/SCT, student work, student feedback/surveys.

Criterion 7: promote a collaborative, inclusive and supportive learning environment

Questions I might ask myself:

·       Do I understand the effective pedagogy section of the NZC?

·       What is my understanding of effective learning setting management?

·       What does effective learning setting management look like?

·       What are successful motivation strategies?

·       Who can advise me in this area?

·       How have I incorporated motivation strategies into my planning and execution of lessons?

·       How do my teaching styles foster trust, respect and cooperation?

·       How do I manage learning setting behaviour?

·       How do I learn from others practices, both positive and negative? How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?

What might my evidence look like?

·       List of professional development undertaken - notes on opportunities taken to learn or practise skills.

·       Examples of planning based on promoting an effective learning environment and classroom observations/feedback discussions.

·       Examples where staff, students, parents or the local community have appreciated my interest, interactions with parents, whānau

·       Teacher has effective support – regular meetings with mentor.

·       Group learning, class discussion, student feedback/survey, student work displays noted in observations.

·       Appropriate classroom resources, good environment in the classroom.

·       Lesson planning, classroom management, positive role model(s), clear expectations, issues resolved promptly. High expectations of the learners, students engage in learning, differentiated learning, classroom culture of inquiry, through classroom observations.

Criterion 8: demonstrate in practice their knowledge and understanding of how ākonga learn

Questions I might ask myself:

·    How do I establish background information? ·    How do I elicit the information from the students? ·    How much information should I allow to influence my planning? ·    How does my teaching reflect that I understand the main influences on how my learners learn? ·    How am I planning my strategies based on my student needs? ·    How do I demonstrate knowledge of my learner, their backgrounds, interests and identity? ·    Do I provide students the opportunity to reflect on their learning experiences? ·    Do I allow my students to reflect on their learning and behaviour? ·    Do I allow students to set themselves personal goals? ·    How do I support the students to implement their personal goals? ·    How does my teaching reflect that I understand the main influences on how my ākonga learn?

What might my evidence look like?

·       Planning acknowledges prior learning and provision of authentic learning experiences. e.g. text choices, links and references. ·       Use of a variety of teaching strategies and understanding of why the strategies are being used. ·       Evidence in planning of strategies to cater to ESOL students. ·       Co-construction of lessons demonstrated in planning adjustments. ·       Student voice evident in implementation of lesson – demonstrated in evaluative comments. ·       Samples of student work and feedback.

Consideration of what I want the students to achieve and draft my reflection sheet accordingly.

Criterion 9 respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

Questions I might ask myself:

·       What are the important social and cultural influences on learning in this school?

·       What best practice teaching approaches are effective for learners in a multicultural context?

·       What are the needs of the learners at this school?

·       How have I incorporated this knowledge into my planning and choice of assessment?

·       How will I best utilise the technologies and resources available to me?

·       Do I understand analysis and use of relevant data?

·       Am I aware of the languages in the cultures that I teach?

·       Am I engaging the learners in my teaching in a cultural context?

·       Am I flexible in my teaching approaches?

·       How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?

What might my evidence look like?

·       List of professional development undertaken.

·       Examples of changes made to planning based on addressing the needs of learners.

·       Feedback from staff, students and the local community.

    Lesson observations and visits.

Criterion 10: work effectively within the bicultural context of Aotearoa New Zealand.

Questions I might ask myself:

·       What is my understanding of a

bicultural partnership?

·       How have I incorporated this knowledge into my planning and execution of lessons?

·       Have I actively sought appropriate assistance at this planning stage?

·       What are the educational aspirations of my Māori learners?

·       How do I plan to develop these aspirations?

·       Are my expectations clearly communicated for my Māori learners?

·       How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the treaty?

·       How do I develop and maintain links with these cultures – including the families/whānau?

·       How do I fit in to the local community? (Do I have a link with the local marae?)

·       How do I practise and develop my use of te reo Māori? (use of Māori greetings, terms and descriptive words)

·       Who could best mentor me in this work?In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?

What might my evidence look like?

·       List of professional development undertaken.

·       Samples of student voice (and the voice of others) that demonstrates appropriate use of te reo (and/or English).

·       Notes on opportunities taken to learn or practice skills in less known cultural area.

·       Examples of changes made to planning based on cultural opportunity. Student achievement data.    

Criterion 11: analyse and appropriately use assessment information, which has been gathered formally and informally

Questions I might ask myself:

·       Can I use the school’s SMS to generate the information I need?

·       Have I looked at the school-wide assessment data via the SMS system?  How do I use this information to plan teaching and assess student progress?

·       What other sources of data could I be using?

·       How do I know that my students are progressing?

·       Have I used a range of sources of data?

·       Do I need someone to help me interpret the data?

·       How do I gather and use assessment information in ways that advances the learning of my ākonga?

What might my evidence look like?

·       Reflection notes on gathered information.

·       Teacher self review demonstrates appropriate use of assessment tools.

·       Examples of how I share assessment information with whānau, teachers and ākonga.

·       Examples of assessment information appropriately recorded.Planning reflects use of assessment as a reflective tool.    

Criterion 12: use critical inquiry and problem-solving effectively in their professional practice

Questions I might ask myself:

·       What impact does higher level teaching and learning have on the students I teach?

·       Where can I source information on critical enquiry?

·       Who uses critical enquiry currently in my learning community?

·       What changes will I make with regard to the feedback?

·       How do I keep this a manageable part of my development? What evidence do I seek that my teaching is advancing the learning of all my ākonga?

What might my evidence look like?

·       Teacher demonstrates high level approaches.                                                                                 

·       Reflective evaluative practice occurs across all areas of practice.                                                   

·       Teacher observes, listens to and learns from colleagues of his/her teaching practice.                   

·       Positive change occurs.

·       Professional relationships maintained.                                                                                                                 

·       Demonstrate tolerance of varying attitudes beliefs and cultures.

1. 
   
2. Reading log – list of professional readings
3. Feedback from observations
4. Students are exhibiting high level skills
5. Students offer a range of opinions