Professional Relationships and Professional Values
Fully registered teachers engage in appropriate
professional relationships and demonstrate commitment to professional values.
|
|
Full Registered Teachers:
|
|
Criteria
|
Key Indicators
|
1.
Establish and maintain effective professional relationships focused on the learning and well-being of ākonga (Whanaungatanga)
|
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
|
Supporting Evidence
A Teaching Blog
Start of the year: Team Building Nowotarski Learn Create Share What Should a 4 y.o. know? |
|
2.
Demonstrate commitment to
promoting the well-being of all ākonga (Manaakitanga)
|
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
|
Supporting Evidence
|
|
3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand (Tangata Whenua) |
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi |
Supporting Evidence
|
|
4. Demonstrate commitment to ongoing professional learning and development of personal professional practice (Ako) |
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
|
Supporting Evidence
Education's Death Valley
Discovery Learning Shirley Clarke Learn Create Share One Sec Filming Quality Education Ulearn Roadshow Google Images Doodle Join Up |
|
5.
Show leadership that contributes to effective teaching and learning (Wānanga)
|
i.
actively contribute to the
professional learning community
ii.
undertake areas of
responsibility effectively
|
Supporting Evidence
|
|
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.
|
|
Fully Registered Teachers:
|
|
Criteria
|
Key Indicators
|
6.
Conceptualise, plan and
implement an appropriate learning programme
(Ako) |
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
|
Supporting Evidence
Education's Death Valley
Discovery Learning Idea One Sec Filming 21st Century Skills Big Screens, Sharing and Padlet |
|
7.
Promote a collaborative,
inclusive and supportive learning environment
|
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 |
Supporting Evidence
|
|
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 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
|
Supporting Evidence
|
|
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
inclusive and effective for diverse ākonga
iii.
modify teaching approaches to address the
needs of individuals and groups of ākonga
|
Supporting Evidence
Change Team
Nile Class Blog Challenging Students Diversity 21st C Skills Challenging Pedagogy Intense Interest Gateways SOLE |
|
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
|
Supporting Evidence
|
|
11. Analyse and appropriately
use assessment information, which has been gathered formally and informally
(Wānanga) |
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
|
Supporting Evidence
|
|
12. Use critical inquiry and
problem-solving effectively 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 members of their learning community
iii.
critically examine their own
beliefs, including cultural beliefs, and how they impact on their
professional practice and the achievement of ākonga
|
Supporting Evidence
|
|
No comments:
Post a Comment