Graduate Diploma in Teaching (ECE) Field Practice Progression Document
This document is informed by the NZTC Conceptual Framework, the Field Practice course learning outcomes and the Standards for the Teaching
Profession (Education Council, 2017). It reflects the progression of students moving through the Graduate Diploma in Teaching (ECE) Program
over three placements.
Standards for the Teaching Profession
Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga
and Te Tiriti o Waitangi partnership in Aotearoa
New Zealand.
Professional Learning
Use inquiry, collaborative problem-solving and
professional learning to improve professional capability
to impact on the learning and achievement of all
learners.
Professional Relationships
Establish and maintain professional relationships and
behaviours focused on the learning and wellbeing of
each learner.
Learning-focused culture
Develop a culture that is focused on learning, and
is characterized by respect, inclusion, empathy,
collaboration and safety
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Placement One Placement Two Placement Three
• Demonstrate developing knowledge • Have a contextual understanding • Plan for and promote te reo me ngā
of te reo me ngā tikanga Māori and Te and appreciation of the responsibilities tikanga Māori in the early childhood
Tiriti o Waitangi and the importance of inherent in Te Tiriti o Waitangi setting as part of daily teaching practice
respecting cultures and inclusion within • Demonstrate a commitment to ongoing
their practice bicultural development in early childhood
education
• Are beginning to make links to • Clearly understand how their • Are active researchers, well informed by
learning and development theories and professional philosophy of teaching and current literature
educational perspectives learning impacts upon teaching practice
• Understand and apply strategies that • Are able to make connections between
foster children’s social competencies their professional philosophy of teaching
• Are able to articulate a developing and learning and their Centre philosophy
professional philosophy of teaching and
learning
• Understand the role of the teacher • Demonstrate an awareness of the • Critically reflect upon complexities
in maintaining a safe and healthy importance of collaborative and inclusive surrounding relationships and what
environment partnerships with whānau /families it means to provide a quality early
• Are able to establish responsive and childhood learning environment
reciprocal relationships with children, • Apply and critically reflect upon ethical
whanau/families and teachers and professional responsibilities of
teachers in line with Our Code Our
Standards (Education Council, 2017)
• Have a growing understanding of ethical • Demonstrate awareness of cultural • Know how to support children with
and professional responsibilities in perspectives of play English as an additional language (EAL)
line with Our Code Our Standards • Understand ethical and professional and actively supports them to acquire
(Education Council, 2017) responsibilities of the teacher in English
line with Our Code Our Standards • Demonstrate a positive and respectful
(Education Council, 2017) understanding of diversity and
• Demonstrate an understanding of commitment to cultural contexts and
a range or curriculum approaches and teaching practice
models to support their own teaching • Advocate for equity and inclusion within
practices early childhood settings
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 Design for learning
Design learning based on curriculum and pedagogical
knowledge assessment information and an
understanding of each learner’s strengths, interests,
needs, identities, languages and culture
• Are developing a working knowledge • Understand pedagogical content • Apply pedagogical content knowledge
of Te Whāriki and other relevant early knowledge and teaching strategies an teaching strategies to all curriculum
childhood documents across a range of curriculum areas areas
• Identify optimal learning environments • Actively participate in curriculum
decisions and supports ongoing
improvement in teaching and learning

Teaching
Teach and respond to learners in a knowledgeable and
adaptive way to progress their learning at an appropriate
depth and pace
• Promote learning through play
• Begin to use Te Whāriki and
socio-cultural assessment
• Are developing skills in observation,
identifying children’s dispositions for • Uses Te Whāriki and socio-cultural theories, educational perspectives and
learning and working theories
• Understand and are able to integrate • Confidently apply new knowledge
learning and developmental theories, in daily practice with children and
educational perspectives and early colleagues
childhood curricula to their practice • Apply learning and development
assessment practices to plan and early childhood curricula to practice
assess meaningful learning and • Apply a range of curriculum approaches
teaching experiences and models to support their own
• Utilise new knowledge in daily practice teaching practice
with children and colleagues • Actively participate in on-going
self-review processes
• Engage in the responsibilities of
leadership and teamwork as developing
professional teachers

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