Satisfactory Teacher Dimensions

NOTE: The Satisfactory Teacher Dimensions are replaced by the Registered Teacher Criteria in 2011 for all Provisionally Registered Teachers starting their induction and mentoring programme and teachers renewing their Practising Certificates.

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The Satisfactory Teacher Dimensions were the standards for registration prior to 2011.

The New Zealand Teachers Council in this policy listed the 'dimensions' of teaching. Satisfactory performance in each of these dimensions (a minimum level of acceptability) was all that the Council required for its purposes under the Education Act. However learning centres were able to use these dimensions in a variety of ways to help them reflect the special character of their centre and the standards they desired from teachers. The Satisfactory Teacher Dimensions are set out below.

Professional Knowledge

This is evident in the planning and preparation that goes into the teaching/learning programme and the willingness and commitment of the teacher to extend knowledge of content and theory throughout his or her career to provide quality activities and programmes.

A satisfactory teacher demonstrates knowledge of:

  • Current curricula, the subjects being taught and current learning theory.
  • The Treaty of Waitangi, te reo and tikanga Maori.
  • The characteristics and progress of their students.
  • Appropriate teaching objectives.
  • Appropriate technology and resources.
  • Appropriate learning activities, programmes and assessment.

Professional Practice

This is demonstrated by the environment for learning established and maintained by the teacher and the actual teaching processes used every day.

The Learning Environment

A satisfactory teacher in practice:

  • Creates an environment of respect and understanding.
  • Establishes high expectations which value and promote learning,
  • Manages student learning processes.
  • Manages student behaviour positively.
  • Establishes a safe physical and emotional environment.

Teaching

A satisfactory teacher in practice:

  • Communicates clearly and accurately in either or both of the official languages of N.Z..
  • Uses a range of teaching approaches.
  • Engages students in learning.
  • Provides feedback to students and assesses learning.
  • Demonstrates flexibility and responsiveness.

Professional Relationships

These are demonstrated by the positive way in which the teacher sees his or her co-operative role in the learning centre, shares information with colleagues, families, whanau and caregivers, and respects the position of trust and confidentiality he or she has.

A satisfactory teacher in developing relationships:

  • Reflects on teaching with a view to improvement.
  • Maintains accurate records.
  • Communicates with families, whanau and caregivers.
  • Contributes to the life of the learning centre.
  • Develops professionally.
  • Maintains confidentiality, trust and respect.

Professional Leadership

All teachers display leadership in some aspects of their work. The context in which leadership is displayed will vary according to the position. A teacher with senior responsibilities will have developed all the dimensions of being a teacher to high levels and will be respected for his or her educational expertise and innovation.

A satisfactory teacher in showing leadership:

  • Demonstrates flexibility and adaptability.
  • Focuses on teaching and learning.
  • Leads and supports other teachers.
  • Displays ethical behaviour and responsibility (for more detail see the Code of Ethics).
  • Recognises and supports diversity among groups and individuals.
  • Encourages others and participates in professional development.
  • Manages resources safely and effectively.