Criteria and key indicators

Professional relationships and professional values

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

Fully certificated teachers:

Criteria Key Indicators

1. establish and maintain effective
professional relationships focused
on the learning and well-being
of konga
i. engage in ethical, respectful, positive and collaborative professional relationships with:
konga
teaching colleagues, support staff and other professionals
whnau and other carers of konga
agencies, groups and individuals in the community

2. demonstrate commitment to
promoting the well-being of
all konga
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 konga
iii. comply with relevant regulatory and statutory requirements

practising 3. demonstrate commitment to i. demonstrate respect for the heritages, languages and cultures of both partners to the
Teacher Criteria bicultural partnership in Aotearoa Treaty of Waitangi
New Zealand

4. demonstrate commitment to i. identify professional learning goals in consultation with colleagues

ongoing professional learning ii. participate responsively in professional learning opportunities within the learning community
and development of personal
iii. initiate learning opportunities to advance personal professional knowledge and skills
professional practice

5. show leadership that contributes to i. actively contribute to the professional learning community
effective teaching and learning ii. undertake areas of responsibility effectively

Criteria and key indicators

Professional knowledge in practice

Education Counci l
Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating,
New Zealand matatu aotearoa
challenging and supportive learning environment that promotes learning and success for all konga.

Fully certificated teachers:

T
Criteria Key Indicators

he Practising Teacher Criteria describe the 6. conceptualise, plan and implement an i. articulate clearly the aims of their teaching, give sound professional reasons for adopting
criteria for quality teaching that are to be appropriate learning programme these aims, and implement them in their practice
met by all fully certificated teachers in ii. through their planning and teaching, demonstrate their knowledge and understanding of
Aotearoa New Zealand. relevant content, disciplines and curriculum documents

The Practising Teacher Criteria recognise that teaching

7. promote a collaborative, inclusive and i. demonstrate effective management of the learning setting that incorporates successful
is a highly complex activity, drawing on repertoires of supportive learning environment strategies to engage and motivate konga
knowledge, practices, professional attributes and values
ii. foster trust, respect and cooperation with and among konga
to facilitate academic, social and cultural learning for
diverse education settings. The Criteria and indicators 8. demonstrate in practice their i. enable konga to make connections between their prior experiences and learning and their
should be viewed as interdependent and overlapping. knowledge and understanding current learning activities
of how konga learn
ii. provide opportunities and support for konga to engage with, practise and apply new
learning to different contexts
Ov e ra rc h i n g s tat e m e n t s iii. encourage konga to take responsibility for their own learning and behaviour

1 3
iv. assist konga to think critically about information and ideas and to reflect on their learning

Teachers play a critical
role in enabling the
educational achievement
of all konga/learners.
In an increasingly
multi-cultural Aotearoa
New Zealand, teachers need
to be aware of and respect
the languages, heritages
and cultures of all konga.
9. respond effectively to the diverse i. demonstrate knowledge and understanding of social and cultural influences on learning,
language and cultural experiences, by working effectively in the bicultural and multi-cultural contexts of learning in Aotearoa
and the varied strengths, interests New Zealand
and needs of individuals and groups ii. select teaching approaches, resources, technologies and learning and assessment activities
of konga that are inclusive and effective for diverse konga
iii. modify teaching approaches to address the needs of individuals and groups of konga
10. work effectively within the bicultural i. practise and develop the relevant use of te reo Mori me ng tikanga-a-iwi in context
context of Aotearoa New Zealand
ii. specifically and effectively address the educational aspirations of konga Mori, displaying

2 4
high expectations for their learning

11. analyse and appropriately use i. analyse assessment information to identify progress and ongoing learning needs of konga
assessment information that
ii. use assessment information to give regular and ongoing feedback to guide and support
has been gathered formally
further learning
and informally
The Treaty of Waitangi In Aotearoa New Zealand, iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
extends equal status and the Code of Ethics / Ng iv. communicate assessment and achievement information to relevant members of the
rights to Mori and Pkeh. Tikanga Matatika commits learning community
This places a particular registered teachers to the
responsibility on all teachers highest standards of v. foster involvement of whnau in the collection and use of information about the learning
of konga
in Aotearoa New Zealand professional service
to promote equitable in promoting the learning
learning outcomes. of those they teach. 12. use critical inquiry and problem- i. systematically and critically engage with evidence and professional literature to reflect
solving effectively in their on and refine practice
1. In this document, the term konga has been chosen to be inclusive of all
professional practice
ii. respond professionally to feedback from members of their learning community
learners in the full range of settings, from early childhood to secondary and
beyond, where the Practising Teacher Criteria apply. iii. critically examine their own beliefs, including cultural beliefs, and how they impact on
978-0-908347-00-1 Practising Teacher Criteria Poster (print)
their professional practice and the achievement of konga
978-0-908347-01-8 Practising Teacher Criteria Poster (online)
978-0-908347-02-5 Practising Teacher Criteria Poster Mori (online) 07/15