2018 Standards for the teaching profession

STANDARDS FOR THE TEACHING PROFESSION

It is understood that high-quality practices will generate naturally occurring evidence that can be used for discussion and analysis. For the purposes of appraisal, it is not expected that teachers would need to identify evidence of individual elaborations; however, the evidence of the quality of their practice would need to be sufficient to reflect the standard.

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1) Te Tiriti o Waitangi partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand

Elaboration of the Standard
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.

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.

Elaboration of the Standard
• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

3) Professional relationships 

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Elaboration of the Standard
• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.

4) Learning-focused culture 

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety

Elaboration of the Standard
• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.

5) Design for learning 

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

Elaboration of the Standard
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.

6) Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

Elaboration of the Standard
• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.

2016 / 2017 Criteria and key indicators

Criteria and key indicators Professional relationships and professional values

Click on the criteria below to go to the correct page. 

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

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.

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

GOAL SETTING SHEET.