• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.

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Indicators:

• Harnesses the rich cultural capital which Māori learners bring to the classroom by providing culturally responsive and engaging contexts for learning.
• Actively facilitates the participation of whānau and people with the knowledge of local context, tikanga, history and language to support classroom teaching and learning programmes,
• Consciously uses and actively encourages the use of local Māori contexts (such as whakapapa, environment, tikanga, language, history, place, economy, politics, local icons, geography) to support Māori learners’ learning.
• Specifically and effectively address the educational aspirations for Māori learners, displaying high expectations for their learning, so Māori achieve educational success as Māori.

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1. Te Tiriti o Waitangi partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

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Indicators:

• Can describe how the Treaty of Waitangi influences their practice as a teacher in the New Zealand educational setting.
• demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

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1. Te Tiriti o Waitangi partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Practise and develop the use of te reo and tikanga Māori.

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Indicators:

• Consciously plans and uses pedagogy that engages Māori learners and caters for their needs.
• practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context

1. Te Tiriti o Waitangi partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

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Indicators:

• identify professional learning goals in consultation with colleagues
• initiate learning opportunities to advance personal professional knowledge and skills
• Participate in professional development (PD), both in school and through outside agencies.

2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

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Indicators:

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

2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.

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Indicators:

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

2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Engage in professional learning and adaptively apply this learning in practice.

Indicators:

• participate responsively in professional learning opportunities within the learning community

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2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

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Indicators:

• respond professionally to feedback from members of their learning community

2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.

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Indicators:

• 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

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Performance indicators:

• Teacher observes all school communication policies and procedures
• Communications with students are clear, accurate and appropriate, which includes teaching and inquiry process. Reference to visual displays of key competencies in class
• Teacher demonstrates effective listening skills
• Communication with all is open, honest and timely
• Teacher maintains confidentiality and trust
• Conducts meetings in appropriate environment using appropriate protocols (mihi, karakia, waiata)
• Teacher comments on proposed modification to and development of school policies and programmes
• Teacher participates in activities that benefit colleagues or the school as a whole
• Actively supports co-curricular activities as negotiated
• Teacher shares in playground duties outside the classroom and undertake supervision duties
• Teacher contributes to the partnership between the school and the community such as parents’ evening and other functions

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3. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

• Communicate effectively with others.

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Indicators:

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Performance Indicators

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• Establish collegial relations with staff by participating in staff activities, taking an interest in what other staff members are doing, regular positive interactions.
• Participate in departmental processes and be an active member of the team. Share ideas.
• Dress and behave in a professional manner.
• Involvement in extra-curricular activities.
• Request classroom observations to receive feedback regarding class dynamics, student interactions, and teacher/student interactions.
• Promote positive and appropriate relationships with students e.g. greet/farewell students each lesson
• Attempt at least one positive interaction with each student each lesson.
• Acknowledge learner effort.

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3. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

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Indicators:

• actively contribute to the professional learning community
• undertake areas of responsibility effectively

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Performance Indicators:

• Teacher meets scheduled requests for information in a timely fashion
• Teacher promotes effective professional relationships with colleagues
• Teacher overseas subject resource development and maintenance
• Teacher provides a good role model for other staff
• Teacher leads in assessment preparation

3. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

• Communicate clear and accurate assessment for learning and achievement information.

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Indicators:

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• communicate assessment and achievement information to relevant members of the learning community
• foster involvement of whānau in the collection and use of information about the learning of ākonga

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Performance indicators:

• Reporting to parents is accurate, constructive and follows school procedures
• Participates in parent teacher evenings in a professional and constructive manner
• Engage with whānau to discuss student behaviour and achievement - regular personal communication with caregivers.

3. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

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Indicators:

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

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Indicators:

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

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Indicators:

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

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Indicators:

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Create an environment where learners can be confident in their identities, languages, cultures and abilities.

Indicators:

• take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
• Displays respect, integrity and sincerity when engaging with Māori learners, whānau, hapū, iwi and communities.
• Demonstrably cares about Māori learners, what they think and why.
• Displays respect for the local Māori culture (ngā tikanga-ā-iwi) in engaging with Māori learners, their parents, whānau, hapū iwi and communities.
• Incorporates Māori culture (including tikanga-ā-iwi) in curriculum delivery and design processes.
• Uses specific strategies and protocols for effective communication with whānau, hapū, iwi and the community.
• Communicates effectively with Māori parents and whānau about their child’s learning.
• Engages with Māori learners, whānau, hapū, iwi and Māori communities in open dialogue about teaching and learning.
• Acknowledges and accesses the expertise that Māori parents, whānau, hapū and iwi offer

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4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.

Indicators:

• acknowledge and respect the languages, heritages and cultures of all ākonga

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Meet relevant regulatory, statutory and professional requirements..

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Indicators:

• comply with relevant regulatory and statutory requirements

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

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Indicators:

• articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
• through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

5. 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 cultures.

• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.

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Indicators:

• analyse assessment information to identify progress and ongoing learning needs of ākonga
• use assessment information to give regular and ongoing feedback to guide and support further learning
• analyse assessment information to reflect on and evaluate the effectiveness of the teaching
• ​

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5. 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 cultures.

• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.

​

​

Indicators:

• Consciously uses and actively encourages the use of local Māori contexts (such as whakapapa, environment, tikanga, language, history, place, economy, politics, local icons, geography) to support Māori learners’ learning.
• Specifically and effectively address the educational aspirations for Māori learners, displaying high expectations for their learning, so Māori achieve educational success as Māori.
• foster involvement of whānau in the collection and use of information about the learning of ākonga

5. 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 cultures.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

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Indicators:

• ​

5. 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 cultures.

• Design learning that is informed by national policies and priorities.

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Indicators:

• articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
• through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

5. 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 cultures.

• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.

Indicators:

• 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

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6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

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Indicators:

• Has respectful working relationships with Māori learners and their whānau, hapū and iwi which enhance Māori learner achievement.
• Actively seeks ways to work with whānau to maximise Māori learner success
• Plans and implements programmes of learning which accelerate the progress of each Māori learner identified as achieving below or well below expected achievement levels.
• Validates the prior knowledge that Māori learners bring to their learning.
• Maintains high expectations of Māori learners succeeding as Māori.
• Takes responsibility for their own development about Māori learner achievement.
• Ensures congruence between learning at home and at school
• specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

​

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

​

Indicators:

• articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
• select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

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Indicators:

• enable ākonga to make connections between their prior experiences and learning and their current learning activities
• provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
• ​

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.

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Indicators:

• encourage ākonga to take responsibility for their own learning and behaviour
• assist ākonga to think critically about information and ideas and to reflect on their learning
• modify teaching approaches to address the needs of individuals and groups of ākonga
• Provide information or encouraging reflective thought to students and their whānau.
• Seek feedback from the students, colleagues, whānau and the community on a regular basis. e.g. about student learning, student ability to organise gear, homework, what student enjoys about the subject, what students find effective, what students find challenging.

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning

​

Indicators:

• Consciously plans and uses pedagogy that engages Māori learners and caters for their needs.

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

Or alternatively...

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.

• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

• Practise and develop the use of te reo and tikanga Māori.

​

How this looks in our schools/classrooms:

​

​

​

1. Te Tiriti o Waitangi partnership

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

• Engage in professional learning and adaptively apply this learning in practice.

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

​

How this looks in our schools/classrooms:

2. Professional learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.

• Communicate effectively with others.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

• Communicate clear and accurate assessment for learning and achievement information.

​

How this looks in our schools/classrooms:

​

3. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

​

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

• Create an environment where learners can be confident in their identities, languages, cultures and abilities.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued

• Meet relevant regulatory, statutory and professional requirements.

​

How this looks in our schools/classrooms:

4. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Intoduce & organise trials of Reading skills & Lexia Programme

• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Beginning of Year Data Anaylsis, Mid year Data Anaylsis, High School Entrance Data Anaylsis

• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Beginning of Year Program Y7 Induction Programme, Y6 Transition Programme, PB4L Virtues, Tamatea History,

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

• Design learning that is informed by national policies and priorities. Strategic Plan, Curriculum Document, Organisation of Teacher Inquiry

​

How this looks in our schools/classrooms:

​

5. 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 cultures.

• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.

• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.

• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning

​

How this looks in our schools/classrooms:

​

6. Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.