Standards and Guidelines
This section sets out the standards and guidelines that are used throughout all Council policies.
- Code of Ethics for Registered Teachers - Ngā Tikanga Matatika mō Ngā Pouako kua Rēhitatia
- Graduating Teacher Standards
- Registered Teacher Criteria
- Guidelines for Induction and Mentoring and Mentor Teachers
Code of Ethics for Registered Teachers - Ngā Tikanga Matatika mō Ngā Pouako kua Rēhitatia
Teachers registered to practice in New Zealand are committed to the attainment of the highest standards of professional service in the promotion of learning by those they teach, mindful of the learner's ability, cultural background, gender, age or stage of development.
This complex professional task is undertaken in collaboration with colleagues, learners, parents/guardians and family/whānau, as well as with members of the wider community.
The professional interactions of teachers are governed by four fundamental principles:
Autonomy to treat people with rights that are to be honoured and defended,
Justice to share power and prevent the abuse of power,
Responsible care to do good and minimise harm to others,
Truth to be honest with others and self.
Application of the Code of Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.
1. Commitment to learners
The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society.
Teachers will strive to:
- develop and maintain professional relationships with learners based upon the best interests of those learners,
- base their professional practice on continuous professional learning, the best knowledge available about curriculum content and pedagogy, together with their knowledge about those they teach,
- present subject matter from an informed and balanced viewpoint,
- encourage learners to think critically about significant social issues,
- cater for the varied learning needs of diverse learners,
- promote the physical, emotional, social, intellectual and spiritual wellbeing of learners,
- protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements.
2. Commitment to parents/guardians and family/whānau
Teachers recognise that they work in collaboration with the parents/guardians and family/whānau of learners, encouraging their active involvement in the education of their children. They acknowledge the rights of caregivers to consultation on the welfare and progress of their children and respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners.
In relation to parents/guardians, and the family/whānau of learners, teachers will strive to:
- involve them in decision-making about the care and education of their children,
- establish open, honest and respectful relationships,
- respect their privacy,
- respect their rights to information about their children, unless that is judged to be not in the best interests of the children.
3. Commitment to society
Teachers are vested by the public with trust and responsibility, together with an expectation that they will help prepare students for life in society in the broadest sense.
In fulfillment of their obligations to society, teachers will strive to:
- actively support policies and programmes which promote equality of opportunity for all,
- work collegially to develop schools and centres which model democratic ideals,
- teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance.
4. Commitment to the profession
In the belief that the quality of the services of the teaching profession influences the nation and its citizens, teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement, and to achieve conditions which attract persons worthy of trust to careers in education.
In fulfillment of their obligations to the teaching profession, teachers will strive to:
- advance the interests of the teaching profession through responsible ethical practice,
- regard themselves as learners and engage in continuing professional development,
- be truthful when making statements about their qualifications and competencies,
- contribute to the development and promotion of sound educational policy,
- contribute to the development of an open and reflective professional culture,
- treat colleagues and associates with respect, working with them co-operatively and collegially to promote students' learning,
- assist newcomers to the profession,
- respect confidential information on colleagues unless disclosure is required by the law or serves a compelling professional purpose,
- speak out if the behaviour of a colleague is seriously in breach of this Code.
Graduating Teacher Standards: Aotearoa New Zealand
These standards recognise that the Treaty of Waitangi extends equal status and rights to Māori and Pākehā alike.
Graduates entering the profession will understand the critical role teachers play in enabling the educational achievement of all learners.
Standard One: Graduating Teachers know what to teach
- have content knowledge appropriate to the learners and learning areas of their programme.
- have pedagogical content knowledge appropriate to the learners and learning areas of their programme.
- have knowledge of the relevant curriculum documents of Aotearoa New Zealand.
- have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum.
Standard Two: Graduating Teachers know about learners and how they learn
- have knowledge of a range of relevant theories and research about pedagogy, human development and learning.
- have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation.
- know how to develop metacognitive strategies of diverse learners.
- know how to select curriculum content appropriate to the learners and the learning context.
Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning
- have an understanding of the complex influences that personal, social, and cultural factors may have on teachers and learners.
- have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand.
- have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.
Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment
- draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.
- use and sequence a range of learning experiences to influence and promote learner achievement.
- demonstrate high expectations of all learners, focus on learning and recognise and value diversity.
- demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role.
- use te reo Māori me ngā tikanga-a-iwi appropriately in their practice.
- demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
Standard Five: Graduating Teachers use evidence to promote learning
- systematically and critically engage with evidence to reflect on and refine their practice.
- gather, analyse and use assessment information to improve learning and inform planning.
- know how to communicate assessment information appropriately to learners, their parents/caregivers and staff.
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with learners and the members of learning communities
- recognise how differing values and beliefs may impact on learners and their learning.
- have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities.
- build effective relationships with their learners.
- promote a learning culture which engages diverse learners effectively.
- demonstrate respect for te reo Māori me ngā tikanga-a-iwi in their practice.
Standard Seven: Graduating Teachers are committed members of the profession
- uphold the New Zealand Teachers Council Code of Ethics/Ngā Tikanga Matatika.
- have knowledge and understanding of the ethical, professional and legal responsibilities of teachers.
- work co-operatively with those who share responsibility for the learning and wellbeing of learners.
- are able to articulate and justify an emerging personal, professional philosophy of teaching and learning.
Registered Teacher Criteria
The Registered Teacher Criteria describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand.
The Registered Teacher Criteria 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.
- Teachers play a critical role in enabling the educational achievement of all ākonga/learners114
- 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
|PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
|Fully registered teachers:
|1. establish and maintain effective professional relationships focused on the learning and well-being of all ākonga115
- engage in ethical, respectful, positive and collaborative professional relationships with:
- 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
- take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
- acknowledge and respect the languages, heritages and cultures of all ākonga
- comply with relevant regulatory and statutory requirements
|3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
- 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 learning and development of personal professional practice
- identify professional learning goals in consultation with colleagues
- participate responsively in professional learning opportunities within the learning community
- initiate learning opportunities to advance personal professional knowledge and skills
|5. show leadership that contributes to effective teaching and learning
- actively contribute to the professional learning community
- 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 ākonga116.
|Fully registered teachers:
|6. conceptualise, plan and implement an appropriate learning programme
- articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
- 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
- demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
- foster trust, respect and cooperation with and among ākonga
|8. demonstrate in practice their knowledge and understanding of how ākonga learn
- enable ākonga to make connections between their prior experiences and learning and their current learning activities
- provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
- encourage ākonga to take responsibility for their own learning and behaviour
- 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
- 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
- select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
- modify teaching approaches to address the needs of individuals and groups of ākonga
|10. work effectively within the bicultural context of Aotearoa New Zealand
- practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
- specifically and effectively address the educational aspirations of ākonga117 Māori, displaying high expectations for their learning
|11. analyse and appropriately use assessment information, which has been gathered formally and informally
- analyse assessment information to identify progress and ongoing learning needs of ākonga
- use assessment information to give regular and ongoing feedback to guide and support further learning
- analyse assessment information to reflect on and evaluate the effectiveness of the teaching
- communicate assessment and achievement information to relevant members of the learning community
- 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
- systematically and critically engage with evidence and professional literature to reflect on and refine practice
- respond professionally to feedback from members of their learning community
- critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga
Guidelines for Induction and Mentoring
Part A: Guidelines for establishing and implementing a programme of induction
1. Vision statement for induction programmes in Aotearoa New Zealand
High quality induction programmes will be provided for all PRTs who aspire to achieve full registration as a teacher in Aotearoa New Zealand.
The programmes will be educative in focus and will support recently qualified teaching graduates to become:
- effective teachers for diverse ākonga in Aotearoa New Zealand
- professionally engaged teachers committed to on-going inquiry into their own teaching and working with colleagues in a collaborative process.
Professional development and on-going system-wide support to mentor teachers will underpin the intensive professional support needed by PRTs to maximise their professional learning and progress towards achievement of the above two goals.
In this way, the profession will progressively improve its ability to contribute to equitable learning outcomes for all ākonga.
The Council’s vision statement for induction programmes to support PRTs is shown to the left. This vision sets out the overall purpose for any induction programme and the desired outcomes that the programme should aim for.
2. Principles for high quality induction programmes
High quality induction programmes
- are based in a community of support including the active support by the institution’s professional leader
- are personalised and based on the aspirations and needs of the individual PRT
- are responsive to the characteristics of ākonga and the wider community
- develop a PRT’s increasing responsibility for their own professional learning
- are educative in focus
- work towards the vision statement, with a particular focus on improving equitable outcomes for all ākonga
- are regularly reviewed to ensure continued effectiveness.
3. Essential components of high quality induction programmes
There is commitment to the vision statement
The employer, leadership and school, kura or ECE professional learning community need to develop a common understanding of how the vision statement will be interpreted and applied within their context and be committed to it.
There is institutional commitment and leadership for the programme
- Leaders and the school, kura or ECE learning community need to be committed to a culture of collaborative professional inquiry.
- There needs to be structural support from the employer and senior colleagues, including ensuring dedicated time is provided for mentoring and other professional development.
- The learning community in some settings, may embrace families and others in the wider community in addition to professional colleagues.
- Leaders should provide work conditions for the PRT that recognise their novice status.
Quality mentoring is a central (but not the sole) component
- Mentors need to be carefully selected, provided with access to high quality professional development and support for their role, and assured of dedicated time to carry out the role
(see Part B).
- The PRT will also be supported to access learning from the wider learning community including observations of colleagues and participation in structured professional development programmes within and external to the institution.
The programme is based on the Registered Teacher Criteria to guide the learning and formative feedback to the teacher
- There needs to be a shared understanding of the characteristics of effective teaching as set out in the Registered Teacher Criteria.
The programme is focused on the daily practice of PRTs with their ākonga
- The programme will provide intensive, specific support based on evidence from the teaching and learning of the ākonga - so that the PRT is able to systematically reflect on this evidence and learn from it.
- The programme will focus on the needs and aspirations of individual PRTs, establishing reciprocal relationships that encourage the PRT to take increasing responsibility for identifying next steps for their professional learning.
The programme will provide the support and processes needed so the PRT can move towards gaining full registration
- This means meeting the Council’s requirements for formal documentation of the induction programme and documentation of evidence of the teacher’s progress towards achievement of full registration (including the Registered Teacher Criteria.)
Part B: Guidelines for mentoring and mentor teacher development
1. Vision Statement for mentoring of PRTs in Aotearoa New Zealand
An effective mentor is a reflective practitioner focused on inquiry into their own and others’ professional practice and learning – based on a clear understanding of outstanding teaching.
An effective mentor has a significant educative leadership role, dedicated to growing the professional capability of the colleagues they support.
An effective mentor has a sound knowledge and skill base for their role and can establish respectful and effective mentoring relationships.
An effective mentor does not work in isolation. Mentors can only be effective if they are providing mentoring as part of a comprehensive induction programme and are well supported by their employer, professional leader, and professional learning community.
2. The role of a mentor teacher
The role of a mentor of a PRT includes
- providing support to the PRT in their new role as a teacher with full responsibility for their ākonga
- demonstrating effective teaching
- facilitating learning conversations with the PRT that challenge and support them to use evidence to develop teaching strengths
- assisting the PRT to plan effective learning programmes
- observing the PRT and providing feedback against specific criteria and facilitating the PRTs ability to reflect on that feedback
- assisting the PRT to gather and analyse ākonga learning data in order to inform next steps/different approaches in their teaching
- guiding the PRT towards professional leadership practices that support learning in the unique socio-cultural contexts of Aotearoa
- supporting the PRT to become part of the wider learning community
- providing formal assessment of the PRT’s progress in relation to the Registered Teacher Criteria
- suggesting suitable professional development for the PRT advocating for the PRT if needed, particularly in relation to accessing high quality induction and mentoring listening to and helping the PRT to solve problems.
3. Key areas of knowledge, skills and dispositions needed for high quality mentoring
Mentors know about teachers, teaching and teacher learning
This includes areas of knowledge such as:
- contextual knowledge of an individual PRT including his/her cultural background
- pedagogy of teacher education and of mentoring
- knowledge of the teaching profession, the education system and professional standards (including the Registered Teacher Criteria)
- leadership and management of change.
Mentors know about ākonga and learning
This includes areas of knowledge such as:
- contextual knowledge of the ākonga the PRT is teaching, including cultural background of individuals and of the communities the ākonga are from
- pedagogical content knowledge relating to curriculum area(s) within which the PRT is teaching
- research into learning e.g. Best Evidence Synthesis reports from the Ministry of Education
- collection and interpretation of evidence of learning.
Mentors are able to use mentoring skills and dispositions
These include the abilities to:
- facilitate constructive but challenging professional conversations with PRTs and maintain their enthusiasm
- demonstrate for the PRT effective teaching for diverse ākonga
- use effective observation skills and strategies
- analyse and reflect on evidence of learning
- negotiate and advocate on behalf of the teacher
- demonstrate professional leadership and understanding of the potentiality of effective teaching to influence equitable outcomes for ākonga
- provide and/or seek cultural advice to support development of te reo me ona tikanga.
4. Provision of mentor teacher professional development
Ongoing support systems and professional development opportunities for mentor teachers should be established. As set out in these Guidelines, the mentor teacher role involves specific skills that cannot be assumed but need to be explicitly taught and supported. They are skills that are also needed in other professional leadership roles.
This means that increasing capability in these areas will have an impact on the quality of the wider professional leadership in a school, kura or ECE setting.
The Council is working with the wider profession to ensure there will, over time, be a structured system of both formal learning and on-going professional development available to support the mentor teacher role. It is recommended that mentor teachers form professional communities of practice to support each other within and/or between schools, kura and ECE settings.
Programmes for the development of mentor teachers may include (but not be confined to) the following content
- pedagogy of mentoring
- facilitation of challenging, evidence-informed, professional learning conversations
- knowledge of the Registered Teacher Criteria (and how to use the Registered Teacher Criteria to guide the professional learning of a PRT)
- approaches to gathering evidence of PRT’s learning and of providing and documenting formative feedback
- collection and analysis of learning data for PRTs to engage with in their professional learning
- knowledge of specific strategies such as for supporting differentiated learning needs, English for Second Language learning, English for Additional Language learning, and support for literacy and numeracy learning
- leadership development
- active listening
- how to personalise learning.