Standards of Teaching Profession

Standards for the Teaching Profession

• Standards for the Teaching Profession 2018
  
  
  1. Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
  • Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
  • Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
  • Practise and develop the use of te reo and tikanga Māori.
  
  
  2. Professional learning: Use inquiry, collaborative problem- solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
  • Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
  • Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
  • Engage in professional learning and adaptively apply this learning in practice.
  • Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
  • Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning- focused collegial discussions.
  
  
  3. Professional relationships: relationships and behaviours focused on the learning and wellbeing of each learner.
  • Engage in reciprocal, collaborative learning-focused relationships with:
  • Learners, families and whānau
  • Teaching colleagues,support staff and other professionals
  • Agencies,groups and individuals in the community.
  • Communicate effectively with others.
  • Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
  • Communicate clear and accurate assessment for learning and achievement information.
  
  
  4. Learning-focused culture: Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
  • Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
  • Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
  • Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
  • Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
  • Create an environment where learners can be confident in their identities, languages, cultures and abilities.
  • Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
  • Meet relevant regulatory, statutory and professional requirements.
  
  
  
  5. Design for learning: Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.
  • Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
  • Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
  • Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
  • Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
  • Design learning that is informed by national policies and priorities.
  
  
  6. Teaching: Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
  • Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
  • Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
  • Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
  • Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
  • Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
  • Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
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