Draft Registered Teacher Criteria

DRAFT REGISTERED TEACHER CRITERIA

Ngā Paearu Hukihuki mō ngā Pouako Kimi Rēhitatia

JANUARY 2009

Background Information about the Draft Registered Teacher Criteria
   Development of the Draft RTC
   Consultation conducted to date on the Draft RTC
   Current status of the Draft RTC
   Draft RTC pilot programme
Purpose of the Draft Registered Teacher Criteria
   Format of the Draft RTC
Use of the Draft Registered Teacher Criteria
   Who may use the draft RTC?
Draft Registered Teacher Criteria - Ngā Paearu Hukihuki mō ngā Pouako Kimi Rēhitatia
   Introduction
   Overarching statements
   Criteria and key indicators
      Professional relationships and professional values
      Professional knowledge in practice
Appendix: Draft Registered Teacher Criteria and Satisfactory Teacher Dimensions Comparative Matrix
      Professional relationships and professional values
      Professional knowledge in practice

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Whaia te iti kahurangi. Me tuoho koe kit e maunga teitei.

Seek that which is most precious. If you bow down let it be before a lofty mountain.

Background Information about the Draft Registered Teacher Criteria

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The Draft Registered Teacher Criteria (RTC) describe criteria for quality teaching in Aotearoa New Zealand and will replace the Satisfactory Teacher Dimensions (STD) in 2010. They have been developed to update and bring the STD in line with current thinking and research about quality teaching practice.

Development of the Draft RTC

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In October 2006, the New Zealand Teachers Council / Te Pouherenga Kaiako o Aotearoa (the Council) began working with a reference group and writing group to review the STD. A draft set of criteria, the RTC, has been prepared to replace the STD.

The Draft RTC have been designed to:

represent the essential knowledge and capabilities for quality teaching in Aotearoa New Zealand

be both aspirational and achievable for teachers and

apply to all teachers seeking to gain full registration and to renew practising certificates.

Consultation conducted to date on the Draft RTC

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Consultation with the sector on the Draft RTC began in 2007 by seeking feedback from key stakeholder organisations. In 2008, a comprehensive consultation was undertaken on the criteria with feedback gathered from schools, kura and early childhood education centres. The consultation process involved:

an online survey sent to a sample of teachers

a consultation pack sent on request to schools and early childhood centres

a postal survey to key stakeholder organisations.

Findings from the consultation showed a high degree of support for the criteria. Following this consultation, the criteria were revised to take into account feedback received. The draft that appears in this booklet is the version revised in November 2008 and approved by the Council for trialling in 2009.

Current status of the Draft RTC

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The criteria are still in a draft stage and will be finalised after trialling in a pilot programme in 2009. Following feedback from this pilot programme a final version will be published and gazetted to apply from the beginning of 2010.

Draft RTC pilot programme

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In 2009, a team from the University of Canterbury (UC Education Plus) are trialling the Draft RTC in a range of schools and early childhood education settings, including Māori medium settings, for the Council. The purposes of the trial are to gauge:

the extent that the criteria provide a valid and useful framework to guide professional learning and development of teachers

the extent that the criteria provide a valid and useful framework to guide assessment and appraisal of teachers

if the criteria are applicable across the range of teaching situations in Aotearoa New Zealand.

Purpose of the Draft Registered Teacher Criteria

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The Draft RTC are the criteria that teachers will be required to meet for both gaining and maintaining registration. As all teachers in Aotearoa New Zealand must be registered, the Draft RTC are therefore relevant to all teachers.

The Draft RTC have been developed with the profession for the following purposes:

as a description of the required professional knowledge in practice, professional relationships and professional values for teaching in Aotearoa New Zealand in schools and early childhood education settings

to promote quality teaching for all learners in Aotearoa New Zealand in schools and early childhood education centres

as the criteria to guide the professional learning and the assessment of teachers as they work towards gaining full registration to teach in Aotearoa New Zealand in schools and early childhood education settings

as the criteria for the assessment of teachers to maintain a practising certificate and to retain fully registered teacher status

as a framework to guide career long professional learning and development of teachers

to promote the status of the teaching profession through raising awareness of the complex nature of teachers' work

to strengthen public confidence in the profession.

Format of the Draft RTC

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The Draft RTC set out 12 specific criteria and key indicators relating to each criterion, grouped into two main areas:

professional relationships and professional values

professional knowledge in practice.

Four overarching statements guide the intent of the criteria. The overarching statements are to be regarded as important as the criteria themselves.

Use of the Draft Registered Teacher Criteria

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The RTC are designed to be used (as are the current STD) by teachers in early childhood education settings, in schools, in other approved settings and in both English and Māori medium settings. They are also designed to be used by teachers who have just graduated from an Initial Teacher Education Programme, right through to experienced teachers, professional leaders and teacher educators.

For a teacher to gain or maintain Full Registration they will need to demonstrate that they meet each of the criteria. This evidence of professional practice will need to be provided to the teachers Professional Leader who will make a final recommendation to the Council.

Three broad types of sources of evidence are observations, discussions with the teacher and by the teacher with others, and documentary sources. These are likely to be used in combination.

The Council's current advice for such sources is found in Towards Full Registration: A Support Kit.

This advice includes:

Observation: formal observations of teaching or aspects of the teaching with structured feedback and next steps discussed with the teacher and documented.

Discussion: includes follow up to observations; appraisal meetings; structured mentoring conversations and critical self-reflection.

Documentation: collections of evidence could include reflective journals of teaching practice; records of planning teaching; assessment records including reflective analysis of learners' assessment information; appraisal records; records of professional development.

Decisions on sources of evidence also need to take into account the purposes of the evidence, particularly whether it is mainly to be used for learning and development purposes, or whether it is mainly to be used for making judgements such as for gaining full registration or renewing a practising certificate.

The degree of formality and extent of documentation of evidence supporting demonstration of the RTC will clearly be different for experienced teachers renewing practising certificates in contrast to what is required by provisionally registered teachers working towards gaining a full registration.

During processes of appraisal and critical self-reflection, teachers need to think about what evidence can be collected from teaching in their particular context, that reflects the intent of the criteria and indicators. (An evidence guide may emerge from the 2009 RTC pilot programme).

Who may use the draft RTC?

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As indicated previously, the Draft RTC are being used in pilot programmes in 2009 with a view to finalising the RTC for progressive implementation from 2010. This booklet is published for use in those pilot programmes.

Some professional leaders, however, have indicated an interest in working with the Draft RTC during 2009 and they are able to do so, provided they ensure that teachers are assessed against the current Satisfactory Teacher Dimensions, which still have legal force.

An appendix to this booklet has a comparative matrix showing how the Draft RTC line up with the current STD. This is intended as a useful guide for those wishing to trial the RTC (or aspects of them) but who will still need to assess teachers using the STD.

Mā pango, mā whero ka oti te mahi.
Ko koe ki tēnā, ko ahau hi tēnei kīwai o te kete.

By red, by black the work will be done.
You take that handle of the kete and I'll take this one.

Draft Registered Teacher Criteria - Ngā Paearu Hukihuki mō ngā Pouako Kimi Rēhitatia

Return to contents

Introduction Return to contents The draft Registered Teacher Criteria (RTC) describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand. The draft RTC recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.
Overarching statements Return to contents 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.

Introduction

Return to contents

The draft Registered Teacher Criteria (RTC) describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand.

The draft RTC recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Overarching statements

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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

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Professional relationships and professional values Return to contents 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 promote 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. comply with relevant regulatory and statutory requirements
3. 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
4. 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
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 Return to contents 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, supportive and effective learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to 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 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 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. demonstrate commitment to critical inquiry and problem-solving 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 other members of the learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Professional knowledge in practice

Return to contents

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, supportive and effective learning environment

i. demonstrate effective management of the learning setting which incorporates successful strategies to 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 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 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. demonstrate commitment to critical inquiry and problem-solving 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 other members of the learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Appendix: Draft Registered Teacher Criteria and Satisfactory Teacher Dimensions Comparative Matrix

Return to contents

Professional relationships and professional values Return to contents
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
DRAFT REGISTERED TEACHER CRITERIA	INDICATORS FOR CRITERIA	SATISFACTORY TEACHER DIMENSIONS
Fully registered teachers:
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	Professional practice creates an environment of respect and understanding Professional relationships communicates with families, whānau, and caregivers maintains confidentiality, trust, and respect Professional leadership displays ethical behaviour and responsibility
2. demonstrate commitment to promote 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. comply with relevant regulatory and statutory requirements	Professional practice manages a safe physical and emotional environment manages student behaviour positively Professional relationships maintains accurate records
3. 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	Professional relationships reflects on teaching with a view to improvement contributes to the life of the learning centre develops professionally Professional leadership encourages others and participates in professional development
4. 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	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga
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 relationships contributes to the life of the learning centre Professional leadership leads and supports other teachers displays ethical behaviour and responsibility manages resources safely and effectively demonstrates flexibility and adaptability

Professional relationships and professional values

Return to contents

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

DRAFT REGISTERED TEACHER CRITERIA

INDICATORS FOR CRITERIA

SATISFACTORY TEACHER DIMENSIONS

Fully registered teachers:

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

Professional practice

creates an environment of respect and understanding

Professional relationships

communicates with families, whānau, and caregivers
maintains confidentiality, trust, and respect

Professional leadership

displays ethical behaviour and responsibility

2. demonstrate commitment to promote 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. comply with relevant regulatory and statutory requirements

Professional practice

manages a safe physical and emotional environment
manages student behaviour positively

Professional relationships

maintains accurate records

3. 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

Professional relationships

reflects on teaching with a view to improvement
contributes to the life of the learning centre
develops professionally

Professional leadership

encourages others and participates in professional development

4. 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

Professional knowledge

the Treaty of Waitangi and te reo Māori me ōna tikanga

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 relationships

contributes to the life of the learning centre

Professional leadership

leads and supports other teachers
displays ethical behaviour and responsibility
manages resources safely and effectively
demonstrates flexibility and adaptability

Professional knowledge in practice Return to contents
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.
DRAFT REGISTERED TEACHER CRITERIA	INDICATORS FOR CRITERIA	SATISFACTORY TEACHER DIMENSIONS
Fully registered teachers:
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	Professional knowledge current curricula – the subjects being taught and current learning theory appropriate teaching objectives
7. promote a collaborative, supportive and effective learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to motivate ākonga ii. foster trust, respect and cooperation with and among ākonga	Professional practice creates an environment of respect and understanding establishes high expectations that value and promote learning manages student learning processes manages student behaviour positively engages students in learning Professional relationships maintains confidentiality, trust, and respect
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 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	Professional practice uses a range of teaching approaches demonstrates flexibility and responsiveness engages student in learning manages student learning processes manages student behaviour positively
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 effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga the characteristics and progress of their students appropriate technology and resources appropriate learning activities, programmes and assessment Professional practice uses a range of teaching approaches demonstrates flexibility and responsiveness engages students in learning Professional leadership recognises and supports diversity among groups and individuals
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	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga Professional practice establishes high expectations that value and promote 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	Professional knowledge appropriate learning activities, programmes and assessment Professional practice provides feedback to students and assesses learning Professional relationships communicates with families, whānau, and caregivers
12. demonstrate commitment to critical inquiry and problem-solving 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 other members of the learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga	Professional relationships reflects on teaching with a view to improvement develops professionally Professional leadership demonstrates flexibility and adaptability focuses on teaching and learning encourages others and participates in professional development

Professional knowledge in practice

Return to contents

DRAFT REGISTERED TEACHER CRITERIA

INDICATORS FOR CRITERIA

SATISFACTORY TEACHER DIMENSIONS

Fully registered teachers:

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

Professional knowledge

current curricula – the subjects being taught and current learning theory
appropriate teaching objectives

7. promote a collaborative, supportive and effective learning environment

i. demonstrate effective management of the learning setting which incorporates successful strategies to motivate ākonga

ii. foster trust, respect and cooperation with and among ākonga

Professional practice

creates an environment of respect and understanding
establishes high expectations that value and promote learning
manages student learning processes
manages student behaviour positively
engages students in learning

Professional relationships

maintains confidentiality, trust, and respect

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 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

Professional practice

uses a range of teaching approaches
demonstrates flexibility and responsiveness
engages student in learning
manages student learning processes
manages student behaviour positively

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 effective for diverse ākonga

iii. modify teaching approaches to address the needs of individuals and groups of
ākonga

Professional knowledge

the Treaty of Waitangi and te reo Māori me ōna tikanga
the characteristics and progress of their students
appropriate technology and resources
appropriate learning activities, programmes and assessment

Professional practice

uses a range of teaching approaches
demonstrates flexibility and responsiveness
engages students in learning

Professional leadership

recognises and supports diversity among groups and individuals

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

Professional knowledge

the Treaty of Waitangi and te reo Māori me ōna tikanga

Professional practice

establishes high expectations that value and promote 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

Professional knowledge

appropriate learning activities, programmes and assessment

Professional practice

provides feedback to students and assesses learning

Professional relationships

communicates with families, whānau, and caregivers

12. demonstrate commitment to critical inquiry and problem-solving 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 other members of the learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Professional relationships

reflects on teaching with a view to improvement
develops professionally

Professional leadership

demonstrates flexibility and adaptability
focuses on teaching and learning
encourages others and participates in professional development

Top

Draft Registered Teacher Criteria

DRAFT REGISTERED TEACHER CRITERIA

Contents

Background Information about the Draft Registered Teacher Criteria

Development of the Draft RTC

Consultation conducted to date on the Draft RTC

Current status of the Draft RTC

Draft RTC pilot programme

Purpose of the Draft Registered Teacher Criteria

Format of the Draft RTC

Use of the Draft Registered Teacher Criteria

Who may use the draft RTC?

Draft Registered Teacher Criteria - Ngā Paearu Hukihuki mō ngā Pouako Kimi Rēhitatia

Introduction

Overarching statements

Criteria and key indicators

Professional relationships and professional values

Professional knowledge in practice

Appendix: Draft Registered Teacher Criteria and Satisfactory Teacher Dimensions Comparative Matrix

Professional relationships and professional values

Professional knowledge in practice