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Draft Registered Teacher Criteria
DRAFT REGISTERED TEACHER CRITERIA
Ngā Paearu Hukihuki mō ngā Pouako Kimi Rēhitatia
JANUARY 2009
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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
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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
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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.
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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
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| | Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
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DRAFT REGISTERED TEACHER CRITERIA
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INDICATORS FOR CRITERIA
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SATISFACTORY TEACHER DIMENSIONS
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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
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| | 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.
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DRAFT REGISTERED TEACHER CRITERIA
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INDICATORS FOR CRITERIA
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SATISFACTORY TEACHER DIMENSIONS
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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
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