Criteria 6 - conceptualise, plan and implement an appropriate learning programme

Key Indicators:

1. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
2. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

Criteria 7 -. promote a collaborative, inclusive and supportive learning environment

 Key Indicators:

i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga

ii. foster trust, respect and cooperation with and among ākonga

Criteria 8 - demonstrate in practice their knowledge and understanding of how ākonga learn

Key Indicators:

1. enable ākonga to make connections between their prior experiences and learning and their current learning activities
2.  provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts

iii.  encourage ākonga to take responsibility for their own learning and behaviour

iv.   assist ākonga to think critically about information and ideas and to reflect on their learning

Criteria 9 - respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

Key Indicators:

1. 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
2. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

iii.  modify teaching approaches to address the needs of individuals and groups of
ākonga

Criteria 10 - work effectively within the bicultural context of Aotearoa New Zealand

 Key Indicators:

1. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
2. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Criteria 11 - analyse and appropriately use assessment information, which has been gathered formally and informally

Key Indicators:

1. analyse assessment information to identify progress and ongoing learning needs of ākonga
2. use assessment information to give regular and ongoing feedback to guide and support further learning
3. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
4. communicate assessment and achievement information to relevant members of the learning community
5. foster involvement of whānau in the collection and use of information about the learning of ākonga

Criteria12 - use critical inquiry and problem-solving effectively in their professional practice

Key indicators:

1. systematically and critically engage with evidence and professional literature to reflect on and refine practice
2. respond professionally to feedback from members of their learning community
3. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga