PTC
| Fully registered teachers: | |
| Criteria | Key Indicators |
| 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:
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| RTC Supporting Evidence | |
| 2. demonstrate commitment to promoting 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. 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 | 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 | 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 | |
| 5. show leadership that contributes to effective teaching and learning | 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 | 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 | |
| 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 ākongaii. 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 behaviouriv. 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 | |
| 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 contextii. 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 | 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 teachingiv. 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 |
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