2017
This is a cumulative record that will be added to over three years and one that can be taken from one school to another
Registered TeacherCriterion 1:
establish and maintain effective professional relationships focused on the learning and well-being of all akonga
Reflective Question: What do I do to establish working relationships with my akonga, their whanau and my colleagues and others to support the
learning of those I teach?
Key Indicators: Professional Standards Evidence (Date)
Experienced
i. engage in ethical, respectful, Fully Registered Respectful relationships evident as noted in observations, video of lessons
positive and collaborative communicate with families, IEP implementation and review, differentiated planning, team meeting minutes
professional relationships with: whanau and caregivers highlighting pastoral concerns / celebrations
Akonga
share information with Honest and timely communication with parents e.g. emails, parent teacher meeting
colleagues notes, celebrate learning
Teaching colleagues, support Team newsletters to parents
staff and other professionals establish and maintain
Digital technology supports learning e.g. class blog, google sites, google docs etc
effective working
Collegial support and commitment e.g. staff social events, PRT / associate teacher
Whanau and other carers of relationships with colleagues
akonga involvement and records,
Seeking or acting upon advice from external agencies e.g.. RTLB, GSE, psychologists,
Agencies, groups and Experienced Teachers Stand
individuals in the demonstrate highly effective Staff attendance / involvement at fundraising initiatives such as disco,
community communication skills when spellathon/mathathon
Links to Tataiako
interacting Student voice valued, appreciated and implemented.
Whanaungatanga with students, colleagues and School Values are being used in the classroom and are being modelled
families/whanau Actively involved in community and school events (Miniball, Whanau Hui, Disco
• Has respectful working
relationships with Maori learners support and provide effective Improving communication between parent, teacher and student collaborative
and their whanau which enhance assistance to colleagues in conversations with Community Groups, Parents, Teachers and Students.
Maori learner achievement improving teaching and Student interests/topics catered for in planning
• Actively seeks ways to work with Student reflection on teachers planning (PMI charts)
whanau to maximize Maori learner learning
success Minutes of meetings –moderation/analysis etc
Wall Display in classrooms-values/K.C
Registered TeacherCriterion 1:
establish and maintain effective professional relationships focused on the learning and well-being of all akonga
Self Assessment: (mark line at your current level and date it.)
To embrace e-learning and to establish and develop working relationships with my students, their whanau and my colleagues.
I always ensure that the students feel empowered, acknowledged, their mana is intact, and that they know they have an important voice in the learning
environment. I show respect for the student’s interest and by learning about them and their background. I respond with empathy, interest and fairness to all
students’ actions, responses to questions and contributions to questions and debates. Effective communication skills are used including respectful and positive
language and tone used among staff, showing support of one another. Whanau are becoming more actively involved and engaged across the learning. I engage
positively in discussion with whanau including both good news and concerns. Whanau are becoming more comfortable talking to me about their child and they
know that I have their child’s best interest at heart.
Reflective Question: How do I show in my practice that I actively promote the well-being of all akonga for whom I am responsible?
Key Indicators: Professional Standards Experienced Evidence (Date)
take all reasonable steps to provide Fully Registered Malfroy Manners - agreed expectations of behavior
and maintain a teaching and learning establish good relationships with students Environmental adaptations
environment that is physically, and respect their individual needs and Class descriptions detailing critical information about students
socially, culturally and emotionally cultural backgrounds Avenues for student voice such as email, circle time, blogs
safe organise a safe physical environment Learning contexts reflect cultural and interests of class
Acknowledge and respect the Concerns regarding students raised with appropriate staff members
languages, heritages and cultures of such as Team leader / SENCO / ESOL
all akonga
Experienced Truancy/ bullying/ health issues responded to issues and concerns
demonstrate a high level Active and responsive on duty
Comply with relevant regulatory and of commitment to student welfare and
RAMs for EOTC details awareness of health and safety requirements
statutory requirements learning
Roll taken within 10 minutes of morning and afternoon bells
Reference to school policy where relevant
Links to Tataiako
Manaakitanga Follow up on students not adhering to uniform code
Communication to parents highlights school health and safety
Demonstrates integrity, sincerity and respect
expectations e.g. hat, sunscreen,
towards Maori beliefs, language and culture
• Displays respect integrity and sincerity Fire/earthquake/lockdown drills - discussion after drills to identify
when engaging with Maori learners and either areas for improvement
whanau, hapu, iwi and communities
Understanding and appreciating the Treaty of Waitangi
• Demonstrably cares about Maori learners,
what they think and why Act within the law e.g. responsibility taken for teacher registration,
• Display respect for the local Maori culture in informing principal, cyber safe practices
engaging with Maori learners, their parents,
whanau, hapu, iwi and communities
• Incorporates Maori culture in curriculum
delivery and design processes • Can describe
how the Treaty of Waitangi influences their
practice as a teacher in the NZ educational
setting.
Registered TeacherCriterion 2:
Demonstrate a commitment to promoting the well-being of all akonga
Self Assessment: (mark line at your current level and date it.)
To use e-learning effectively to actively promote the well-being of all students for whom I am responsible for.
I adapt my practice in response to the varied and changing physical, social and emotional well-being of all students. I support students to develop positive attitudes
towards social interactions, challenge and risk, healthy eating and other self-care, conflict resolution, and independence. Special care is taken in helping students
adapt to new learning environments and new or changing situations in their lives. Students feel comfortable in taking learning risks. I maintain appropriate records
in a timely and organized way as required. I am proactive in seeking internal/external advice or help to ensure the best interest of a student. I am aware of the
student well-being and safety policy, and I know how to access information relating to the relevant legal, ethical and regulatory requirements.
Reflective Question: How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. demonstrate respect Fully Registered Partnership, Protection and Participation evident within my daily practice
demonstrated by the following:
for the heritages, demonstrate knowledge of the Treaty of
languages and Waitangi and te reo me ona tikanga Know how to respect the different cultures of students in the class
cultures of both Demonstrate respect for customs and traditions such as not sitting on
partners to the tables etc and which is explicitly shared with all
Treaty of Waitangi Experienced Integrated use of Te Reo
Contexts for learning reflect a bicultural perspective when and where
Links to Tataiako appropriate
Tangata Whenuatanga Appropriate use of pedagogical approaches for Maori evident such as
Affirms Maori learners as Maori –
tuakana / teina
provides contexts for learning where
the identity, language and culture of Collaborative learning opportunities evident in planning
Maori learners and their whanau is Marae experience demonstrates links to whanau and appropriate
affirmed
consultation with kaumatua etc
• Harnesses the rich cultural capital
which Maori learners being to the Assembly items demonstrate a bicultural perspective when and where
classroom by providing culturally appropriate
responsive and engaging contexts for
• Known repertoire of waiata, himene and practised daily
learning
• Actively facilitates the participation
of whanau and people with the
knowledge of local contact, tikanga,
history and language to support
classroom teaching and learning
programmes
• Consciously uses and actively
encourages the use of local Maori
contexts (such as whakapapa,
environment, tikanga, language,
history, place economy, politics, local
icons, geoography etc) to support
Maori learners learning.
Registered Teacher Criterion 3:
demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Self Assessment: (mark line at your current level and date it.)
To utilise e-learning to demonstrate respect for cultural heritage of both Treaty partners in New Zealand
I understand values and beliefs and I am able to articulate my own heritage and culture that enables others to foster theirs. I know and am able to use pepeha and
whakatauki when relevant. I acknowledge and promote Maori world views and appreciate how these might differ from the view of the students. Utilizing
Rangihakahaka that is being promoted through a local hapu I am actively ensuring that iwi, hapu and whanau involvement is planned for, delivered and evaluated
within the curriculum.
Explore integrating e-learning contexts into my practice, evaluating whether my teaching practices produce better outcomes for my students.
I reflect on my learning and how this informs my teaching. I demonstrate active and supportive participation in collective professional learning activities and
conversations. I have documented evidence of personal collective professional development both hard copy and online. I have a positive attitude and engage
collaboratively in the appraisal process. I contribute ideas and knowledge gained from professional developments with students and colleagues. Mindlab has
definitely been instrumental in advancing my knowledge in digital technologies.
Reflective Question: How do I help support my colleagues to strengthen teaching and learning in my setting?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. actively contribute to the Fully Registered Contributes equitably to PLG and team meetings
professional learning contribute to the life of the school Takes responsibility for shared planning demonstrating the needs of
community the students
Takes responsibility for aspects of team organisation such as organising
ii. undertake areas of trips / cybersafety / parent evenings/ learning celebrations
responsibility effectively Experienced Willingly shares knowledge, resources, readings, apps, websites to
successfully organise aspects of programmes support collective learning
Links to Tataiako within the school to Manages Miniball/Basketball for students
Wananga promote teaching and learning
Participates with learners and Communicates effectively, honestly and respectfully
communities in robust dialogue for the Professional learning is evident in planning, ongoing dialogue,
benefit of Maori learners’ achievement classroom environment, professional learning logs
• Uses specific strategies and protocols
Welcomes colleagues in room
for effective communication with Maori
parents, whanau, hapu, iwi and Welcomes critique by not becoming defensive
community
• Communicates effectively with Maori
parents and whanau about their child’s
learning
• Engages with Maori learners, whanau,
hapu, iwi and Maori communities in
open dialogue about teaching and
learning
• Acknowledges and accesses the
expertise that Maori parents, whanau,
hapu and iwi offer
Registered Teacher Criterion 5:
show leadership that contributes to effective teaching and learning
Self Assessment: (mark line at your current level and date it.)
To use e-learning to support my colleagues to strengthen teaching and learning in the school.
I contribute ideas, resources and energy to provide professional support for colleagues and other staff. I encourage and support others in their own professional
development and contribute to the development of an open and reflective professional culture. I share resources, strategies, ideas and new professional learning
with colleagues, whanau and others as appropriate. I take on additional responsibilities such as Miniball/basketball coordinator. I carry out all responsibilities
effectively, appropriately and in a timely manner.
Reflective Question: What do I take into account when planning programmes of work for groups and individuals?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. articulate clearly the Fully Registered Planning is based on, and refers to all relevant assessment information
aims of their teaching, are competent in the content of relevant Amendments in planning demonstrates reflection of daily teaching and
curriculum learning
give sound professional
use appropriate teaching objectives, Student feedback demonstrates awareness of learning goals
reasons for adopting programmes, learning activities, and Evidence of professional learning in planning and practice
these aims, and assessment Data highlights progress
implement them in their Classroom environment supports learning
practice Learning stories demonstrate interactive process of focusing inquiry /
learning inquiry / teaching inquiry
ii. through their planning Experienced Refers to a variety of curriculum documents and or resources i.e. NZC,
demonstrate a high level of knowledge of
and teaching, relevant curriculum, and of current
Literacy Progressions, NS, Effective Literacy Practice, NZ Maths. TKI,
ARB, NZCER, PaCT
demonstrate their learning and assessment theory
knowledge and
understanding of
relevant content,
disciplines and
curriculum documents
Links to Tataiako
Ako
Takes responsibility for their own learning
and that of Maori learners
• Consciously plans and uses pedagogy that
engages Maori learners and caters for their
needs
• Plans and implements programmes of
learning which accelerate the progress of
each Maori learner identified as achieving
below or well below expected achievement
levels
• Actively engages Maori learners and
whanau in the learning partnership through
regular, purposeful feedback and
constructive feed-forward
• Validates the prior knowledge that Maori
learners bring to their learning
• Maintains high expectations of Maori
learners succeeding as Maori
• Takes responsibility for their own
development about Maori learner
achievement
• Ensures congruency between learning at
home and at school
Registered Teacher Criterion 6:
show leadership that contributes to effective teaching and learning
Self Assessment: (mark line at your current level and date it.)
Use e-learning to support and extend what I am trying to achieve when planning programs of work for groups and individuals.
I plan and teach a coherent learning programme aligned to student needs and interests. Links to relevant curriculum documents are apparent as are essential
connections across curriculum, competencies and levels. Links to whole school curriculum planning is evident and clearly informed using the New Zealand
Curriculum framework. My teaching practice is informed and supported by accessing, sharing, reflecting on and using a diverse range of resources. Students work
shows evidence of a planned teaching programme that is clearly linked to the curriculum. I always think critically about how to implement the curriculum in ways
that are inclusive.
Reflective Question: How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in
the groups?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. demonstrate effective Fully Registered Beginning of the year classroom culture development responds to
management of the manage student behaviour positively variety of needs and appreciates difference
create an environment of respect and Malfroy Manners, cornerstone values attributes are discussed,
learning setting which
understanding understood and referred to in an ongoing manner
incorporates successful provide and maintain a purposeful Shared understanding within the classroom of effective group
strategies to engage and working atmosphere functionality
motivate akonga Fosters an effective relationship with parents/ whanau
ii. foster trust, respect and Fosters risk taking
cooperation with and Experienced Shared understanding / development of learning environment
effectively manage challenging learning
among akonga (physical environment reflects collaboration, student led decision
Links to Tataiako
environments making)
Manaakitanga Student recognition reflects school priorities
Demonstrates integrity, sincerity and
respect towards Maori beliefs, Observations from colleagues refer to the learning environment and
language and culture specific feedback from students
• Displays respect integrity and Regular review of classroom learning environment
sincerity when engaging with Maori
learners and either whanau, hapu, iwi Pastoral care notes in Etap
and communities Appropriate handling when issues arise
• Demonstrably cares about Maori Parent feedback reflects relationships established and developed
learners, what they think and why
• Display respect for the local Maori
culture in engaging with Maori
learners, their parents, whanau, hapu,
iwi and communities
• Incorporates Maori culture in
curriculum delivery and design
processes
• Can describe how the Treaty of
Waitangi influences their practice as a
teacher in the NZ educational setting
Registered Teacher Criterion 7:
promote a collaborative, inclusive and supportive learning
Self Assessment: (mark line at your current level and date it.)
To promote a collaborative, inclusive and supportive learning environment that embraces e-learning and engages learners.
I use behavior management strategies that are appropriate for the promotion of learning. My expectations are clear. I create a positive, supportive, warm,
welcoming and vibrant environment with visual evidence of learning. I encourage a positive relationships with whanau so that the students know they belong and
have a sense of Turangawaewae. Students are engaged in learning and exhibit a high level of task commitment. The learning environment is clutter free and
organized to allow for differentiated learning. I work to build a positive classroom climate, encouraging students to help each other.
Reflective Question: How does my teaching reflect that I understand the main influences on how my akonga, learn?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. enable akonga to make Fully Registered Prior knowledge brainstorms, mapping
connections between their demonstrate a range of effective teaching Examples of ‘getting to know you’ activities
prior experiences and techniques Co constructed WALTS and success criteria draw on prior learning
learning and their current demonstrate flexibility and responsiveness Differentiated planning supports identified needs
learning activities impart subject content effectively Many and varied opportunities for learning inquires evident in planning
ii. provide opportunities and use appropriate technology and resources and classroom environment
support for akonga to Seeks relevant information from previous teachers to support ongoing
engage with, practice and learning
apply new learning to Utilises educationally sound and appropriate ICT’s to support
different contexts engagement of students
iii. encourage akonga to take Experienced Feedback and feed forward in student books and google classroom is
responsibility for their own demonstrate a broad range of highly linked to the SC
learning and behaviour effective teaching techniques Peer and self assessment evident in books is linked to SC
iv. assist akonga to think
Home learning specifically links to learning at school
critically about information
Students learning shared on their blogs
and ideas and to reflect on
Students sharing their learning journeys with parents / whanau
their learning
Links to Tataiako Development of effective questioning to promote critical reflection
Ako Draws on relevant professional reading and texts to extend own
Takes responsibility for their own learning knowledge base with the new learning evident in the learning
and that of Maori learners
• Consciously plans and uses pedagogy that experiences
engages Maori learners and caters for their
needs
• Plans and implements programmes of
learning which accelerate the progress of
each Maori learner identified as achieving
below or well below expected achievement
levels
• Actively engages Maori learners and
whanau in the learning partnership through
regular, purposeful feedback and
constructive feed-forward
• Validates the prior knowledge that Maori
learners bring to their learning • Maintains
high expectations of Maori learners
succeeding as Maori
• Takes responsibility for their own
development about Maori learner
achievement
• Ensures congruency between learning at
home and at school
Registered Teacher Criterion 8:
demonstrate in practice their knowledge and understanding of how akonga learn
Self Assessment: (mark line at your current level and date it.)
Find e-learning tools that provide a range of opportunities to explore key learning concepts that cater to different abilities and learning styles.
I acknowledge the background and prior learning of the students in order to plan and provide authentic learning experiences. I use knowledge of individuals to
manage group dynamics to facilitate learning and effectively engage learners, particularly Maori. I use the Tuakana/Teina principle to support learning. The
planning and teaching is meaningful to the students and leads to active engagement in learning.
Reflective Question: How does my knowledge of the varied strengths, interests and needs of individuals and groups of akonga influence how I teach them?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. demonstrate knowledge and Fully Registered Parent teacher meetings consider the multicultural make up of the
understanding of social and recognise and support diversity amongst parent community
cultural influences on individuals and groups Knowledge of different family dynamics e.g. dual reports, emails,
learning, by working engage students in learning cultural greetings in emails, simplicity of language
effectively in the bicultural establish high expectations that value and Actively seek new ideas and approaches by visiting other classrooms
and multicultural contexts of promote learning within the school and with local schools
learning in Aotearoa New Developing own knowledge base of different social and cultural
Zealand contexts through professional reading and involvement (MLE
ii. select teaching approaches, programme)
resources, technologies and Planned programmes and actions caters for students with specific
learning and assessment learning needs such as dyslexic, aspergers, dyspraxia,
activities that are inclusive Small targeted groupings to support identified learning needs
and effective for diverse Experienced
akonga demonstrate a wide range of techniques that
iii. modify teaching approaches provide strong motivation for a diversity of
to address the needs of students
individuals and groups of
akonga
Links to Tataiako
Tangata Whenuatanga
Affirms Maori learners as Maori – provides
contexts for learning where the identity,
language and culture of Maori learners and
their whanau is affirmed
• Harnesses the rich cultural capital which
Maori learners being to the classroom by
providing culturally responsive and
engaging contexts for learning
• Actively facilitates the participation of
whanau and people with the knowledge of
local contact, tikanga, history and language
to support classroom teaching and learning
programmes
• Consciously uses and actively encourages
the use of local Maori contexts (such as
whakapapa, environment, tikanga, language,
history, place economy, politics, local icons,
geography etc) to support Maori learners
learning
Registered Teacher Criterion 9:
respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of
individuals and groups of akonga
Self Assessment: (mark line at your current level and date it.)
Use e-learning to respond effectively to the experiences, strengths, interests and needs of individuals and groups of students.
I use many different teaching skills and techniques to support the engagement of students in learning. I support language development across all curriculum areas,
including strategies to support second language learners (ESOL). I select and modify strategies, approaches and resources, including digital technologies based on
the effectiveness of the learner’s previous experience and engagement.
Reflective Question: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. practise and develop the Fully Registered Active inclusion of Te Reo as one of NZ’s official languages
relevant use of te reo Maori communicate clearly and accurately in Integrated language both formal (planned Te Reo lessons) and informal
me ngatikanga-a-iwi in either, or both, of the official languages (incidental instructions, greetings, date etc)
context of New Zealand Recognises cultural celebrations and integrates within programmes
ii. specifically and effectively where and when appropriate
address the educational Te Ao Kori activities intermingles within PE
aspirations of akonga Maori, Opportunities to celebrate tikanga in ‘performance’ groups
displaying high expectations Experienced Respects the perspectives of Maori in terms of ‘leading’ and
for their learning ‘leadership’ so it is part of the way of doing things (tuakana / teina)
Partnership, Protection and Participation forms the basis of bi-cultural
Links to Tataiako
Tangata Whenuatanga planning
Affirms Maori learners as Maori – provides Close tracking and analysis of Maori student data
contexts for learning where the identity, Actively engage with family / whanau of learners to encourage support
language and culture of Maori learners and
their whanau is affirmed and engagement where required
• Harnesses the rich cultural capital which
Maori learners being to the classroom by
providing culturally responsive and
engaging contexts for learning
• Actively facilitates the participation of
whanau and people with the knowledge of
local contact, tikanga, history and language
to support classroom teaching and learning
programmes
• Consciously uses and actively encourages
the use of local Maori contexts (such as
whakapapa, environment, tikanga, language,
history, place economy, politics, local icons,
geography etc) to support Maori learners
learning
Registered Teacher Criterion 10:
work effectively within the bicultural context of Aotearoa New Zealand
Self Assessment: (mark line at your current level and date it.)
Create a learning environment that is fit for purpose in the 21st century, which allows diverse learners more opportunities to stay engaged and achieve.
I actively promote and model the correct use of Te Reo Maori and positive attitudes toward the Maori language as one of the official languages of New Zealand. I
demonstrate daily a growing knowledge of Te Reo Maori and tikanga Maori. I incorporate the learning of mana whenua, tino rangatiratanga and turangawaewae
into the learning programme. Te Rangihakahaka offered by local hapu Ngati Whakaue has shown how to incorporate tikanga Maori skill and knowledge into the
classroom. I promote the ability to operate in both Maori and one’s own culture.
Reflective Question: How do I gather and use assessment information in ways that advance the learning of my akonga?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. analyse assessment Fully Registered Data from formal and informal assessments evident in teacher
information to identify provide feedback to students learning stories, planning, school agreed analysis formats
progress and ongoing Student workbooks and google classroom documents reflect
learning needs of akonga feedback and feed forward
ii. use assessment information Regular tracking of progress demonstrated
to give regular and ongoing Experienced Inquiry focus is reflected from individual, group, class or school
feedback to guide and data
support further learning Teacher practice adapted to reflect learning from data analysis
iii. analyse assessment Teacher learning show progress
information to reflect on Parent teacher meetings, with parent profile as the base
and evaluate the Charter learning targets are the basis of goal setting
effectiveness of the teaching Written reports are in plain language to ensure understanding
iv. communicate assessment
and achievement
information to relevant
members of the learning
community
v. foster involvement of
whanau in the collection and
use of information about the
learning of akonga
Links to Tataiako
Wananga
Participates with learners and communities
in robust dialogue for the benefit of Maori
learners’ achievement
• Uses specific strategies and protocols for
effective communication with Maori parents,
whanau, hapu, iwi and community
• Communicates effectively with Maori
parents and whanau about their child’s
learning
• Engages with Maori learners, whanau,
hapu, iwi and Maori communities in open
dialogue about teaching and learning
• Acknowledges and accesses the expertise
that Maori parents, whanau, hapu and iwi
offer.
Registered Teacher Criterion 11:
analyse and appropriately use assessment information, which has been gathered formally and informally
Self Assessment: (mark line at your current level and date it.)
Use e-learning tools to facilitate and engage the wider community in the learning process. (blogs, website,Etap)
I critically reflect on information gathered about learning to inform future practice, to enrich the environment for learning and to support and extend the students
and the next steps in learning. Good judgement is shown in the selection of assessment information. Assessment information is shared with learners so that they
know about their achievement and are able to use this information in their own goal setting for learning.
Reflective Question: How do I advance the learning of my akonga through critical inquiry within my professional?
Key Indicators: Professional Standards Experienced Evidence (Date)
i. systematically and critically Fully Registered Professional reading and learning log demonstrates personal critique
engage with evidence and reflect on teaching with a view to Facilitative questioning promotes critical inquiry within PLGs and team
professional literature to improvement meetings
reflect on and refine Reflections on teaching practice
practice Actively seeks critique from colleagues to identify possible gaps
ii. respond professionally to /personal learning opportunities
feedback from members of Goals set on identified areas of weakness
the learning community Video of own teaching to inform personal critique
iii. critically examine their own Experienced Actively seek student feedback through interviews, questionnaires, in
beliefs, including cultural continually evaluate and reflect on their
class reviews
beliefs, and how they impact teaching and act on areas where it can be
on their professional improved
practice and the
achievement of akonga
Links to Tataiako
Ako
Takes responsibility for their own learning
and that of Maori learners
• Consciously plans and uses pedagogy that
engages Maori learners and caters for their
needs
• Plans and implements programmes of
learning which accelerate the progress of
each Maori learner identified as achieving
below or well below expected achievement
levels
• Actively engages Maori learners and
whanau in the learning partnership through
regular, purposeful feedback and
constructive feed-forward
• Validates the prior knowledge that Maori
learners bring to their learning
• Maintains high expectations of Maori
learners succeeding as Maori
• Takes responsibility for their own
development about Maori learner
achievement
• Ensures congruency between learning at
home and at school
Registered Teacher Criterion 12:
use critical inquiry and problem-solving effectively in their professional practice
Self Assessment: (mark line at your current level and date it.)
To use e-learning to advance the learning of my students through teacher inquiry with my professional learning.
Professional learning and self-reflection is considered when analyzing assessment information. I observe, listen to and learn from colleagues, including knowledge
and skills. I critically and collaboratively examine my teaching and learning to ensure that I remain current. I examine my own teaching philosophy, values and
beliefs and reflect on how that fits within the context of the school and the wider community. I continue to work towards understanding that my own views differ
from others and ensure that I communicate these implications to my students.
The teacheradapts practice in response to the varied and changing physical, social and emotional well-being of all akonga. S/he supports akonga to
develop positive attitudes towards social interactions, challenge and risk, healthy eating and other self-care, conflict resolution, independence and
interdependence.
Fair and consistent relationships are maintained and the use of inclusive and empathetic language is used.
S/he responds to akonga verbal and non-verbal cues, and supports akonga to recognise their own cues and to respond appropriately to those of others.
Special care is taken in helping akonga adapt to new learning environments and new or changing situations in their lives. Akonga feel comfortable in taking
learning risks.
The teacher maintains appropriate records in a timely and organised way as required and is proactive in seeking internal/external advice or help to ensure
the best interests of the particular akonga.
The teacher is responsive to policies and procedures related to akonga well-being and safety. S/he is aware of, and knows how to access, information
relating to the relevant legal, ethical and regulatory requirements.
Registered Teacher Criterion 3:
demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Key Indicators: Questions I might ask myself: Strategies that might help me:
ii. demonstrate respect for What is my understanding of a bicultural Understand and use existing models of effective practice e.g.
the heritages, languages partnership? Kotahitanga and KaHikitia.
and cultures of both
partners to the Treaty of What does showing respect for cultures look Classroom observations by appropriate observer focussing on this
Waitangi like? area.
How have I incorporated this knowledge into Involvement in PD – individual, staff, community in the context of
my planning and execution of lessons? the Treaty of Waitangi and our bi-cultural history.
Have I actively sought appropriate assistance Actively seeking feedback on performance in this area from staff,
at this planning stage? students and whanau.
How do my teaching styles reflect and Access students as resources within school setting.
demonstrate appreciation of the bicultural
partnership of the Treaty of Waitangi? Attending cultural events at school or in the local community.
The teacher advances her/his knowledge and understanding of the principles of partnership, protection and participation embodied within the reo
Māori and English language versions of the Treaty of Waitangi. S/he models and advocates for authentic partnerships between both parties to the
Treaty. S/he promotes akonga development towards biculturalism and bilingualism, including knowledge of the local history of both Treaty partners.
The teacher understands, values and is able to articulate, his/her own heritage and culture and enables others to foster, articulate and value their own.
S/he knows and is able to use pepeha and whakatauki when relevant. S/he acknowledges and works to understand (and promote) Maori world views
and appreciate how these might differ from his/her own world view and reflects on the implications of this for learners. S/he seeks and responds to,
a Maori voice in all aspects of the life of the school or centre. This may include actively involving iwi, hapu and whanau in determining, planning,
delivering and evaluating the curriculum.
Registered Teacher Criterion 4:
demonstrate commitment to ongoing professional learning and development of personal professional practice
Key Indicators: Questions I might ask myself: Strategies that might help me:
identify professional How do I identify what professional School management systems and appraisal.
learning goals in learning opportunities would be required documentation/practices lead to regular goal setting and
consultation with and what would be of value? review.
colleagues
Who can best advise me on professional Professional development must align with progress
participate responsively in development opportunities? towards registration.
professional learning
opportunities within the What are the obligations of the school to Use of focus areas from SAT and conversations with
learning community facilitate these opportunities? mentor to further inform decisions.
initiate learning Were PD goals achieved? Discussion with mentor and other PRTs on the value and
opportunities to advance application of PD.
personal professional Did the PD meet my needs this year?
knowledge and skills Membership of an in school Professional Learning
Where to now? Community (PLC).
List of professional development undertaken (both in school and off site) – recorded in portfolio.
The teacher reflects on his/her learning and how this informs his/her teaching. The teacher demonstrates active and supportive participation in
collective professional learning activities and conversations. S/he accesses current knowledge from professional reading and shares this with others.
There is documented evidence of personal and collective professional development.
The teacher has a positive attitude to, and engages collaboratively in, appraisal processes. S/he contributes to development of
school/syndicate/departmental goals and aligns these with his/her own professional development goals. There is careful consideration of guidance
from others.
There is evidence of professional development to extend knowledge of te reo Maori, tikanga Maori, and manawhenua of local iwi.
Registered Teacher Criterion 5:
show leadership that contributes to effective teaching and learning
Key Indicators: Questions I might ask myself: Strategies that might help me:
actively contribute to the How do I become a leader? Allow classroom observations in my room.
professional learning community
What is a leadership role? Make time to have professional discussions with colleagues
undertake areas of responsibility and mentor.
effectively What do I do to show leadership?
Attendance and contribution at School Support Service PD
How can my mentor support me in these for PRTs.
areas?
Membership of PRT wiki space if one exists in region.
What are my areas of responsibility?
Develop skills in partnership with mentor to lead and
How do leadership opportunities contribute support other teachers.
to effective teaching and learning?
Take notes of professional discussions for personal
What contributions do I make to my PLC? reflection.
What do I have to do to show leadership in Find relevant readings and research and share with others.
the classroom and my curriculum area?
Use non-contact hours effectively by observing experienced
Do I understand effective feedback and teachers in their teaching practice.
forward processes?
Filter resources for relevance.
How do I help support my colleagues to
strengthen teaching and learning in my Use feedback/feed forward process with HODs and
setting? mentors.
Registered Teacher Criterion 5:
show leadership that contributes to effective teaching and learning
What might my evidence look like?
Demonstrate leadership in specialist areas for internal school professional development where appropriate.
The teacher contributes ideas, resources and energy to provide professional stimulation and support for colleagues and other staff. S/he may motivate and support
others in their own professional development and contribute to the development of an open and reflective professional culture. This includes sharing resources,
strategies, ideas and new professional learning with colleagues, whānau and others as appropriate.
The teacher advocates for the teaching profession. S/he participates in a range of local/regional/national professional networks and moderation processes. S/he
takes on additional responsibilities such as co-curricular and pastoral care roles or mentoring of colleagues. Responsibilities are carried out effectively, appropriately
and in a timely manner.
The teacher participates positively and effectively in the review of the organisation’s philosophy and practice. S/he both seeks advice and offers assistance and
encourages colleagues to take on roles in leadership. S/he models effective teaching practice.
Registered Teacher Criterion 6:
conceptualise, plan and implement an appropriate learning programme
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. articulate clearly the aims of What are the aims of my unit/programme? Classroom observations focussing on implementing a
their teaching, give sound new unit.
professional reasons for How do my aims link to learning outcomes?
adopting these aims, and Classroom visits to observe other teachers’ use of
implement them in their What resources can I use? resources and strategies; including other schools if
practice possible.
What teaching strategies can I use?
ii. through their planning and Involvement in PD – individual, staff.
teaching, demonstrate their
knowledge and Do I need to check/update my knowledge
of content? Actively seeking feedback on planning and implementing
understanding of relevant
lessons and units of work from HOD/Subject Advisor.
content, disciplines and
curriculum documents Can I make real world connections to my
unit of work? Use of performance data to develop new learning
programme(s).
Who can best advise me with content
knowledge and planning? Discussions with mentor and SCT.
How can I ensure that I meet the wide range Linking to curriculum documents.
of learning needs in my class? (How do my
students’ best learn?) Use of subject associations and TKI.
What do my students already know? Establish an outcome for every lesson and share this
with the students.
How do I access and use appropriate data to
ensure my programmes are effective?
Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with mentor/SCT, student work,
student feedback/surveys.
The teacher’s planning and teaching demonstrate a coherent learning programme aligned to akonga needs and interests. Links to relevant curriculum
documents are apparent as are essential connections across curriculum and curriculum strands, competencies and/or levels. Links to whole
school/service curriculum planning is evident and clearly informed by the appropriate New Zealand curriculum framework and statements.
The teacher is able to share his/her vision of what a learning programme is going to achieve taking into account akonga dispositions and specific
learning needs and the expectations of the learning community. S/he actively provides opportunities for whanau involvement in planning the learning
programme. Teaching practice is informed and supported by accessing, sharing, reflecting on and articulating a diverse range of resources.
The work of akonga shows evidence the teacher has planned an effective programme that is clearly linked to the curriculum.
The teacher thinks critically about how to implement the curriculum in ways that are inclusive and non-discriminatory and taking the other criteria in
this document into account.
Registered Teacher Criterion 7:
promote a collaborative, inclusive and supportive learning environment
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. i. demonstrate effective Do I understand the effective pedagogy Teaching observations focussing on the effective learning
management of the section of the NZC? environment.
learning setting which
incorporates successful What is my understanding of effective learning Use of equipment in the learning setting.
strategies to engage and setting management?
motivate akonga Involvement in PD – individual, staff and community.
What does effective learning setting
ii. foster trust, respect and management look like? Professional discussions.
cooperation with and
among akonga
What are successful motivation strategies? Actively seeking feedback on performance in this criteria
area.
Who can advise me in this area?
Understanding questioning techniques
How have I incorporated motivation strategies
into my planning and execution of lessons? Information recorded for reflection.
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. enable akonga to make How do I establish background information? Observations of other staff. members and other PRTs.
connections between their
prior experiences and How do I elicit the information from the students? Effective planning.
learning and their current
learning activities How much information should I allow to influence KNOWING the students who are in the class.
my planning?
ii. provide opportunities and
Good use of questioning techniques to establish
support for akonga to
How does my teaching reflect that I understand the background knowledge.
engage with, practise and
main influences on how my learners learn?
apply new learning to
different contexts Student voice.
How am I planning my strategies based on my
iii. encourage akonga to take student needs? Plan in partnership with the students – be able to
responsibility for their own adapt according to how the lesson is going.
learning and behaviour How do I demonstrate knowledge of my learner,
their backgrounds, interests and identity? Use of diagnostic testing to establish learning styles
iv. assist akonga to think and prior knowledge.
critically about information Do I provide students the opportunity to reflect on
and ideas and to reflect on their learning experiences? Attending relevant PD, particularly relating to
their learning strategies.
Do I allow my students to reflect on their learning
and behaviour? Vocabulary lists to ensure terminologies are consistent
and referred back to.
Do I allow students to set themselves personal
goals? Reflection sheets at the end of term/unit.
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. demonstrate knowledge and What are the important social and cultural Classroom observations and visits with a specific
understanding of social and influences on learning in this school? focus.
cultural influences on
learning, by working What best practice teaching approaches are Involvement in culturally specific PD – individual,
effectively in the bicultural effective for learners in a multicultural context? staff, community.
and multicultural contexts of
learning in Aotearoa What are the needs of the learners at this school? Actively seek feedback on performance in this area
New Zealand from staff, students and whanau.
How have I incorporated this knowledge into my
ii. select teaching approaches,
planning and choice of assessment? Analysis of performance data by ethnicity.
resources, technologies and
learning and assessment
activities that are inclusive and How will I best utilise the technologies and Learning phrases of the learners’ languages.
effective for diverse akonga resources available to me?
Find out and use community cultural resources.
iii. modify teaching approaches Do I understand analysis and use of relevant data?
to address the needs of Attend/participate in school related cultural events.
individuals and groups of Am I aware of the languages in the cultures that I
akonga teach? Identify school ethnic profile.
The teacher supports language development across all curriculum areas, including strategies to support second language learners. A Māori world view
is demonstrably valued in the learning environment and interactions with learners. It is clear that planning, teaching and assessment are linked
coherently and effectively.
The teacher notices, recognises and responds to the interests and strengths of each akonga and views him/her as a confident, capable partner in the
learning process. Planning and teaching is responsive to individuals and incorporates learners’ choice and differentiated learning strategies. The
teacher selects and modifies strategies/approaches and resources, including ICT, based on the effectiveness of learners’ previous experiences and
engagement.
Academic monitoring and counselling is provided for all akonga, with advice and guidance given that encourages ākonga to look beyond the
immediate horizon and consider future opportunities and possibilities.
Registered Teacher Criterion 10:
work effectively within the bicultural context of Aotearoa New Zealand
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. practise and develop the What is my understanding of a Understand and use existing models of
relevant use of te reo Maori bicultural partnership? effective practice e.g. Kotahitanga and
me ngatikanga-a-iwi in KaHikitia.
context How have I incorporated this knowledge into my planning and
execution of lessons? Classroom observations by appropriate
ii. specifically and effectively observer focussing on this area.
address the educational Have I actively sought appropriate assistance at this planning stage?
aspirations of akonga Māori, Involvement in PD – individual, staff,
displaying high expectations
What are the educational aspirations of my Maori learners? community in the context of the Treaty
for their learning of Waitangi and our bi-cultural history.
How do I plan to develop these aspirations?
Actively seeking feedback on
Are my expectations clearly communicated for my Maori learners? performance in this area from staff,
students and whanau.
How do my teaching styles reflect and demonstrate appreciation of the
bicultural partnership of the treaty? Access student voice resources within
school setting.
How do I develop and maintain links with these cultures – including
the families/whanau? Use of student voice to gauge
educational aspirations.
How do I fit in to the local community? (Do I have a link with the
local marae?) Attending cultural events at school or in
the local community.
How do I practise and develop my use of te reo Maori? (use of Maori
greetings, terms and descriptive words)
Samples of student voice (and the voice of others) that demonstrates appropriate use of te reo (and/or English).
Notes on opportunities taken to learn or practice skills in less known cultural area.
The teacher invites and draws on links with local iwi so the teacher can implement tikanga Maori in the teaching and learning environment. egpowhiri, poroporoaki,
karakia and s/he represents te reo Maori and tikanga Maori in a variety of media. S/he has a working understanding of how to interact with Maori whanau on a day to
day basis. S/he is open to developing his/her knowledge and skills to develop the ability to move comfortably within both cultures. S/he also promotes the ability of
akonga to operate in both cultures.
The teacher understands the historical contexts of biculturalism in Aotearoa New Zealand and how this impacts on whanau and akonga. S/he actively promotes
positive learning outcomes for Maori akonga through application of effective pedagogies, high expectations and understanding of historical, cultural and social
contexts of the akonga.
Inclusive language and inclusive contexts for learning are used and promoted with bicultural experiences visible. The teacher consults whanau about learner needs and
aspirations.
Registered Teacher Criterion 11:
analyse and appropriately use assessment information, which has been gathered formally and informally
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. analyse assessment information to Can I use the school’s SMS to generate the information I need? Attend relevant in-school PRT
identify progress and ongoing training/meetings.
learning needs of akonga Have I looked at the school-wide assessment data via the SMS
system? How do I use this information to plan teaching and Attend relevant out of school PRT
ii. use assessment information to give assess student progress? training/meetings and/or cluster
regular and ongoing feedback to gatherings.
guide and support further learning What other sources of data could I be using?
Attend all department meetings,
ii. analyse assessment information to
How do I know that my students are progressing? internal moderation opportunities.
reflect on and evaluate the
effectiveness of the teaching
Have I used a range of sources of data? Be familiar with departmental/school
procedures manual and follow the
iv. communicate assessment and
Do I need someone to help me interpret the data? procedures for reporting/filing of
achievement information to
results.
relevant members of the learning
community How do I gather and use assessment information in ways that
advances the learning of my akonga? Use of research and readings to
v. foster involvement of whanau in inform teaching practice
the collection and use of
information about the learning of Attend all report evenings.
akonga
Use student voice tools, such as end
of unit evaluations
The teacher critically reflects on information gathered about learning to inform future practice to enrich the environment for learning and to support
and extend the akonga and the next steps in learning.
The teacher knows how to make effective use ofappropriate assessment technologies, for example, portfolio evidence, asTTle, and learning
stories/narratives. Good judgement is shown in selection of assessment information.
Assessment information is shared with learners so that they know about their achievement and are able to use this information in their own goal setting
for learning.
The teacher communicates assessment information appropriately, effectively and openly with whanau, teachers and akonga. S/he uses sensitive,
informed professional judgements to guide practice and inform the akonga and whanau of next steps. Assessment information is appropriately recorded
and documented and communicated, for example, via reports and kanohikitekanohi (face to face) contact.
The teacher uses assessment as a reflective tool e.g. for self-review or evaluation of programmes. Akonga are involved when evaluating learning
programmes. The teacher also engages openly in team discussions with teachers, whanau and other relevant members of the learning community when
evaluating the success of learning programmes for all learners and planning for next steps in the teaching and learning programme.
Registered Teacher Criterion 12:
use critical inquiry and problem-solving effectively in their professional practice
Key Indicators: Questions I might ask myself: Strategies that might help me:
i. systematically and critically What impact does higher level teaching and learning have on the Professional reading.
engage with evidence and students I teach?
professional literature to Professional development.
reflect on and refine practice Where can I source information on critical enquiry?
Classroom observations.
ii. respond professionally to Who uses critical enquiry currently in my learning community?
feedback from members of
Classroom visits.
their learning community
What changes will I make with regard to the feedback?
iii. critically examine their own Professional discussions.
beliefs, including cultural How do I keep this a manageable part of my development?
beliefs, and how they impact Include in lesson planning.
on their professional practice What evidence do I seek that my teaching is advancing the
and the achievement of learning of all my akonga? Engages in positive dialogue
akonga regarding feedback.
Registered Teacher Criterion 12:
use critical inquiry and problem-solving effectively in their professional practice
What might my evidence look like?
The teacher observes, listens to and learns from colleagues, including observations of his/her teaching practice. S/he engages with external professional
associations and uses external opportunities for developing knowledge and skills.
The teacher engages critically and collaboratively in examination of teaching and learning within the learning community and professional support
networks. Respectful and responsive critical conversations allow for compromise, the management of change and effective group dynamics.
The teacher examines his/her own teaching philosophy, values and beliefs and reflects on how that fits with the philosophy, values and beliefs espoused
by the learning community and by making modifications to practice where necessary.
The teacher understands, values and is able to articulate, his/her own heritage and culture and enables others to foster, articulate and value their own.
S/he works to understand how his/her own world views may differ from others’ and reflects on the implications of this for akonga.