| 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
|
