Practising Teacher Criteria Professional Standards Criteria Key indicators Standards Practising Teacher Criteria 1 Establish and maintain effective professional relationships focused on the learning and of ākonga __________________________ Tātaiako Whanaungatanga Relationships (students, school-wide , community) with high expectations effective relationships with Māori learners effective parent, whānau and iwi keeping connected productive partnerships 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. Communication demonstrate highly effective communication skills when interacting with students, colleagues 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 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
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 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. 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. Practising Teacher Criteria Professional Standards
Practising Teacher Criteria Professional Standards Criteria Key indicators Standards Practising Teacher Criteria 8 Demonstrate in their practice their knowledge of how ākonga learn i. enable ākonga to make connections between their prior experiences and learning and their current learning activities Professional knowledge demonstrate a high learning and
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 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 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 Practising Teacher Criteria Professional Standards Criteria Key indicators Standards
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 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 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 Tātaiako Tangata Whenuatanga Place-based, socio-cultural awareness and knowledge effective language and cultural practices for Māori learners te 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 Practising Teacher Criteria Professional Standards Criteria Key indicators Standards