Registered Teacher Criteria 2014

Professional relationships and professional values Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values
Criteria	Key indicators		Reflective Question		What do we expect to see from a quality teacher?
Criterion 1. PROFESSIONAL RELATIONSHIPS   establish and maintain effective professional relationships focused on the learning and well-being of ākonga	Engage in ethical, respectful, positive and collaborative professional relationships with: ·            ākonga ·            teaching colleagues, support staff and other professionals ·            whānau and other careers of ākonga ·            agencies, groups and individuals in the community		What do I do to establish working relationships with my ākonga, their whanau and my colleagues and others to support the learning of those I teach?		·       Friendly welcoming manner. ·       Is positive about school and their dealings with different groups of people. ·       Sharing of Knowledge between teacher and home Eg; 3 way conf, blogs, reports, etc ·       Supportive of other staff members Eg; observations, learning teams, synd teams, etc ·       Sharing of resources and ideas. ·       Comfortably seeks the use of Outside Agencies, when required, and can work well in a team. ·       Able to build relationships in a positive manner ·       Is approachable – shows Respect / Integrity / Sincerity ·       Demonstrate a willingness to connect with children and their family.
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria	Key indicators		Reflective Question		What do we expect to see from a quality teacher?
Criterion 2 & 7 LEARNER CENTERED   demonstrate commitment to promote the well-being of all ākonga   Promote a collaborative, inclusive and supportive learning environment	·         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		How do I show in my practice that I actively promote the well-being of all ākonga for whom I am responsible?   How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?		·       Effective ‘Behaviour Management’ practises in place. ·       Celebrates achievements of various kinds, and recognises individual strengths. ·       Range of opportunities for students to find success          (a wide and varied programme) ·       Uses a range of different Learning Strategies ·       Takes an active role in IEP’s / IBP’s. ·       Adapts the programme to meet individual needs. ·       Is genuine, kind, respectful. ·       A belief that every child is teachable.  As teachers we look to provide appropriate programmes to support them. ·       We are sensitive to individual needs. ·       Motivated and engaged learners. ·       Sets high, yet realistic, expectations.
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria		Key indicators		Reflective Question	What do we expect to see from a quality teacher?
Criterion 3 & 10 BICULTURALISM   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 ·       practice and develop the relevant use of te reo Māori me ngā tikanga-a iwi in context ·       specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning		How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand? In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?	·       Makes an effort to use Maori Language within the classroom programme. ·       Uses different strategies to cater for the varying needs of the maori learner. (peer, group, individual) ·       Is aware and respectful of Maori Tikanga. ·       Uses and reflects on the ‘Cultural Competencies’. ·       Can access and use experts to support, where required. ·       Purposeful planning to incorporate Te Ao Maori. Eg: Long Term Planning
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria		Key indicators		Reflective Question	What do we expect to see from a quality teacher?
Criterion 4 &12 BEING AN ACTIVE LEARNER (PROF DEV)   Demonstrate commitment to ongoing professional learning and development of personal professional practice   Use critical inquiry and problem-solving effectively in their 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. ·       respond professionally to feedback from other members of the learning  community ·       critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga		How do I continue to advance my professional learning as a teacher? How do I advance the learning of my ākonga through critical inquiry within my professional learning?	·       Is involved in schoolwide PD ·       Actively seeks to upskill to meet personal goals ·       Is active in Professional Reading. ·       Collects evidence of involvement in PD ·       Maintains notes from LT’s and SM’ ·       Is reflective and looking for ways to improve. ·       Can critically examine their own strengths and weaknesses and sets a plan for self improvement. ·       Active learner and able to share learning with others. ·       Models ‘Best Practice’.
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanua.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria		Key indicators		Reflective Question	What do we expect to see from a quality teacher?
Criterion 5 PROFESSIONAL LEADER   Show leadership that contributes to effective teaching and learning		·         actively contribute to the professional learning community ·       undertake areas of responsibility effectively		How do I help support my colleagues to strengthen teaching and learning in my setting?	·       Actively looks to take extra responsibility          (Sports Teams, Curriculum Areas, Eco Ed, etc) ·       Seeks to meet the requirements of their MU. ·       Is an active leader in LT’s and SM’s ·       Brings new ideas to the school and looks to trial new programmes. ·       Is able to develop and encourage leadership in others. ·       Classroom practice should reflect Prof Dev.
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria		Key indicators		Reflective Question	What do we expect to see from a quality teacher?
Criterion 9 MULTICULTURALISM   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		How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?	·       Makes an effort to use the native language of different learners within the classroom programme. Eg; morning greetings. ·       Uses different strategies to cater for the varying needs of cultural learners. (peer, group, individual) ·       Is aware and respectful of different cultures beliefs and customs, and looks to incorporate those into the classroom, where appropriate. ·       Allows opportunities for children to share knowledge about their backgrounds.
My Next Steps: 1.           2.           Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment:
Professional relationships and professional values - continued
Criteria		Key indicators		Reflective Question	What do we expect to see from a quality teacher?
Criterion 6 & 8 & 11 QUALITY PEDAGOGY   Conceptualise, plan and implement an appropriate learning programme Demonstrate in practice their knowledge and understanding of how ākonga learn Analyse and appropriately use information which has been gathered formally and informally		·       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,. ·       enable ākonga to make connections between their prior experiences and learning and their current learning activities ·       provide opportunities for ākonga to engage with, practice 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 ·       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 ·       v.  foster involvement of whānau in the collection and use of information about the learning of ākonga		What do I take into account when planning programmes of work for groups and individuals?   How does my teaching reflect that I understand the main influences on how my ākonga learn? How do I gather and use assessment information in ways that advances the learning of my ākonga?	·       Strong use of LI and SC within the classroom programme – chn are aware of their next learning steps. ·       Has proficient skills in feedback and feedforward. ·       Is consciously using Deliberate Acts of Teaching. ·       Can describe, and show, the Formative Practice cycle from Plan – Teach – Assess – Plan –Teach ·       Evidence seen through use of modelling books, class walls, children’s books, and the class Blogs etc ·       Evidence of Inquiry Learning ·       Children are Reflective Learners          (self and peer feedback) ·       Goal setting is evident ·       Children actively take responsibility for their learning. ·       Uses AtoL strategies. ·       Is able to effectively use assessment information to guide teaching and learning practice. ·       Able to put current educational theory into practise.
My Next Steps: 1.           2.             Example:  I need to create a more welcoming atmosphere to ALL parents and whanau.  I will do this by actively seeking out those parents I don’t see much of.
Self Appraisal Comment:
Appraiser Comment: