Comparative Matrix - STD with draft RTC

Draft Registered Teacher Criteria and Satisfactory Teacher Dimensions Comparative Matrix

Professional relationships and professional values
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
DRAFT REGISTERED TEACHER CRITERIA	INDICATORS FOR CRITERIA	SATISFACTORY TEACHER DIMENSIONS
Fully registered teachers:
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga	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	Professional practice creates an environment of respect and understanding Professional relationships communicates with families, whānau, and caregivers maintains confidentiality, trust, and respect Professional leadership displays ethical behaviour and responsibility
2. demonstrate commitment to promote the well-being of all ākonga	i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. comply with relevant regulatory and statutory requirements	Professional practice manages a safe physical and emotional environment manages student behaviour positively Professional relationships maintains accurate records
3. demonstrate commitment to ongoing professional learning and development of personal professional practice	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	Professional relationships reflects on teaching with a view to improvement contributes to the life of the learning centre develops professionally Professional leadership encourages others and participates in professional development
4. demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga
5. show leadership that contributes to effective teaching and learning	i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively	Professional relationships contributes to the life of the learning centre Professional leadership leads and supports other teachers displays ethical behaviour and responsibility manages resources safely and effectively demonstrates flexibility and adaptability

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.
DRAFT REGISTERED TEACHER CRITERIA	INDICATORS FOR CRITERIA	SATISFACTORY TEACHER DIMENSIONS
Fully registered teachers:
6. conceptualise, plan and implement an appropriate learning programme	i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents	Professional knowledge current curricula – the subjects being taught and current learning theory appropriate teaching objectives
7. promote a collaborative, supportive and effective learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to motivate ākonga ii. foster trust, respect and cooperation with and among ākonga	Professional practice creates an environment of respect and understanding establishes high expectations that value and promote learning manages student learning processes manages student behaviour positively engages students in learning Professional relationships maintains confidentiality, trust, and respect
8. demonstrate in practice their knowledge and understanding of how ākonga learn	i. enable ākonga to make connections between their prior experiences and learning and their current learning activities ii. provide opportunities 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	Professional practice uses a range of teaching approaches demonstrates flexibility and responsiveness engages student in learning manages student learning processes manages student behaviour positively
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga	i. 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 ii. select teaching approaches, resources, technologies and learning and assessment activities that are effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga the characteristics and progress of their students appropriate technology and resources appropriate learning activities, programmes and assessment Professional practice uses a range of teaching approaches demonstrates flexibility and responsiveness engages students in learning Professional leadership recognises and supports diversity among groups and individuals
10. work effectively within the bicultural context of Aotearoa New Zealand	i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning	Professional knowledge the Treaty of Waitangi and te reo Māori me ōna tikanga Professional practice establishes high expectations that value and promote learning
11. analyse and appropriately use assessment information, which has been gathered formally and informally	i. analyse assessment information to identify progress and ongoing learning needs of ākonga ii. use assessment information to give regular and ongoing feedback to guide and support further learning iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching iv. 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	Professional knowledge appropriate learning activities, programmes and assessment Professional practice provides feedback to students and assesses learning Professional relationships communicates with families, whānau, and caregivers
12. demonstrate commitment to critical inquiry and problem-solving in their professional practice	i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from other members of the learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga	Professional relationships reflects on teaching with a view to improvement develops professionally Professional leadership demonstrates flexibility and adaptability focuses on teaching and learning encourages others and participates in professional development

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.

DRAFT REGISTERED TEACHER CRITERIA

INDICATORS FOR CRITERIA

SATISFACTORY TEACHER DIMENSIONS

Fully registered teachers:

6. conceptualise, plan and implement an appropriate learning programme

i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice

ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

Professional knowledge

current curricula – the subjects being taught and current learning theory
appropriate teaching objectives

7. promote a collaborative, supportive and effective learning environment

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

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

Professional practice

creates an environment of respect and understanding
establishes high expectations that value and promote learning
manages student learning processes
manages student behaviour positively
engages students in learning

Professional relationships

maintains confidentiality, trust, and respect

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

i. enable ākonga to make connections between their prior experiences and learning and their current learning activities

ii. provide opportunities 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

Professional practice

uses a range of teaching approaches
demonstrates flexibility and responsiveness
engages student in learning
manages student learning processes
manages student behaviour positively

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

i. 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

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

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

Professional knowledge

the Treaty of Waitangi and te reo Māori me ōna tikanga
the characteristics and progress of their students
appropriate technology and resources
appropriate learning activities, programmes and assessment

Professional practice

uses a range of teaching approaches
demonstrates flexibility and responsiveness
engages students in learning

Professional leadership

recognises and supports diversity among groups and individuals

10. work effectively within the bicultural context of Aotearoa New Zealand

i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context

ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Professional knowledge

the Treaty of Waitangi and te reo Māori me ōna tikanga

Professional practice

establishes high expectations that value and promote learning

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

i. analyse assessment information to identify progress and ongoing learning needs of ākonga

ii. use assessment information to give regular and ongoing feedback to guide and support further learning

iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching

iv. 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

Professional knowledge

appropriate learning activities, programmes and assessment

Professional practice

provides feedback to students and assesses learning

Professional relationships

communicates with families, whānau, and caregivers

12. demonstrate commitment to critical inquiry and problem-solving in their professional practice

i. systematically and critically engage with evidence and professional literature to reflect on and refine practice

ii. respond professionally to feedback from other members of the learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Professional relationships

reflects on teaching with a view to improvement
develops professionally

Professional leadership

demonstrates flexibility and adaptability
focuses on teaching and learning
encourages others and participates in professional development

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Comparative Matrix - STD with draft RTC

Draft Registered Teacher Criteria and Satisfactory Teacher Dimensions Comparative Matrix

Professional relationships and professional values

Professional knowledge in practice