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Tawa Intermediate School

Registered Teacher Criteria

Professional relationships and professional values

Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Criteria 1 - establish and maintain effective professional relationships focused on the learning and well-being of ākonga

Key indicators:

i. engage in ethical, respectful, positive and collaborative professional relationships with:

  • ākonga
  • teaching colleagues, support staff and other professionals
  • whānau and other carers of ākonga
  • agencies, groups and individuals in the community
 


Criteria 2 - demonstrate commitment to promoting the well-being of all ākonga

Key Indicators:

i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

ii. acknowledge and respect the languages, heritages and cultures of all ākonga

iii. comply with relevant regulatory and statutory requirements
 


Criteria 3 - demonstrate commitment to bicultural partnership in Aotearoa New Zealand 

Key Indicators:

i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

 


Criteria 4 - demonstrate commitment to ongoing professional learning and development of personal professional practice

Key Indicators:

i. identify professional learning goals in consultation with colleagues

ii. participate responsively in professional learning opportunities within the learning community

iii. initiate learning opportunities to advance personal professional knowledge and skills
 


Criteria 5 - show leadership that contributes to effective teaching and learning

Key Indicators:

i. actively contribute to the professional learning community

ii. undertake areas of responsibility effectively
 

Registered Teacher Criteria

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 ākonga.

 

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
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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
 

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Updated on February 25, 2013; 2436 page visits from 2 August 2012 at 11:47 to 8 January 2025 at 23:51