Registered Teacher Criteria Kristie 2016

Introduction

The Registered Teacher Criteria describe the criteria for quality teaching that are to be met by all fully registered teachers in
Aotearoa New Zealand.
The Registered Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge,
practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings.
The criteria and indicators should be viewed as interdependent and overlapping.
This process is aimed at identifying strengths (that may be used to support other staff and students) and to identify future areas of
development.
Evident within the classroom - Questions to consider
Overarching statements

1. Teachers play a critical role in enabling the educational achievement of all konga/ learners 1 .
2. The Treaty of Waitangi extends equal status and rights to Mori and Pkeh. This places a particular responsibility on all
teachers in Aotearoa New Zealand to promote equitable learning outcomes.
3. In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages,
heritages and cultures of all konga/Learners.
4. In Aotearoa New Zealand, the Code of Ethics / Ng Tikanga Matatika commits registered teachers to the highest standards
of professional service in promoting the learning of those they teach.
These are guidelines for teachers at Roslyn School

Professional Relationships and Professional Values

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

Fully registered teachers:

Key Indicators at Roslyn
School

Criteria
1. Establish and maintain
effective professional
relationships focused on the
learning and well-being of
konga

2. Demonstrate commitment
to promoting the well-being of
all konga

Appropriate language used in the

classroom by all
Teacher and students are culturally
sensitive towards others
Teacher communicates effectively
with families on a regular basis
A class climate that reflects the
Roslyn Values
Maintain professional relationships
amongst their peers

Know your students holistically

A classroom programme that is
student centred
Acknowledge cultural differences
within your classroom and the wider
school
All resources utilised to support
students

Comment and Evidence

Cultural Competencies
for Teachers
Whanaungatanga
Actively engages in respectful
working relationships with Maori
Learners, parents, whanau, hapu,
iwi and the Maori Community.

You engage in building

positive relationships with
Maori students
How do you integrate Te
Reo into the classroom
beyond commands?

Manaakitanga
Demonstrates integrity, sincerity
and respect towards Maori beliefs,
language and culture.

How do you strive to

support Maori student
achievement?

Sources of Evidence:

Observation,
Discussion, Documentation, To be filled in if
required.

You display a calm, supportive,

respectful manner with all students.
You have a respectful manner towards
all colleagues which shows
professionalism. You have built
positive relationships with all staff/
parents and outside agencies.
Your students are at the forefront of
you that you do, which shows in the
manner in which you teach.
You know your students well and treat
them in a supportive manner.
How is the data reflected in your
ongoing planning and classroom
practise?
Resources are ready, organised, and
relevant to students needs and
prepared before lessons.
What is your philosophy behind your
current classroom practise?

We noticed the noise level during

learning in your classroom can you
explain what you feel is an appropriate
noise level for learning?

3. Demonstrate commitment
to bicultural partnership in
Aotearoa New Zealand

4. Demonstrate commitment
to
on-going professional learning
and development of personal
professional practice

Use of Te Reo within the classroom

Maori children identified and
encouraged to succeed as Maori
Maori data analysed and shared with
different parties
Demonstrate knowledge of Maori
protocol and traditions
Celebrate and partake in cultural
events

Tangata Whenuatanga
Affirms Maori Learners as Maori
provides contexts for learning
where the identity, language, and
culture (cultural locatedness) of
Maori Learners and their whanau
is affirmed.

How do you use your data

to formulate programmes
for your Maori Learners?

Ako

Attend staff meeting, team

meetings & TODs
Participate in professional
development
Use professional development
knowledge in the classroom
Implement and self-reflect on
practise ; utilizing and trialling new
knowledge
Participate in a Teacher Inquiry
project and record professional
development

Takes responsibility for their own

professional development/learning
to enhance the learning needs of
Maori.

Bicultural protocols followed that value

your students.
What activities/ resources would you
need to meet the interests and
cultural needs of your students?

5. Show leadership that

contributes to effective teaching
and learning

Actively contribute to professional

development discussions
Actively seek opportunities to
develop leadership and lead
Develop an understanding of
leadership within your roles

Wananga
Participates within the learning
community for the benefit of
Maori learners achievement.

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 konga.

Criteria
6. Conceptualise, plan and
implement an appropriate
learning programme

Key Indicators

Individual needs of students

are met by them taking
ownership of their own
learning and students know
their next learning steps
Planning is in-depth, focused
on the needs of each child
and show evidence of
constant reflection and
adaptation and identifies
next step

Cultural Competencies
for Teachers
Ako
Takes responsibility for their
own learning and plans and
uses pedagogy that engages
Maori learners and caters for
their needs.

Comment and Evidence

Sources of Evidence: Observation,
Discussion, Documentation, To be filled in if
required.

Planning is completed, reflective

and it starting to show .you are
meeting your students needs.
How could you make your planning
more detailed? If I was to teach in
your room could I follow your
planning?

Literacy and numeracy is

integrated into all learning
areas in an authentic
context

Children drive the Inquiry

learning process
ATOL Best Practice is
strongly evident in the
classroom; teacher planning,
assessment and teaching
practice
Use a wide range of
teaching and behavioural
strategies
The Roslyn Way should
guide all teaching and
planning
Teacher uses and
understands relevant
pedagogy to support
teaching and learning

How do you engage your

Maori learners?

How involved are your students in

the planning and the next steps of
their learning?
Evidence of PB4L being taught and
used within the classroom.
How are you providing formative
feedback and are your students
using self-assessment.
You have an authentic and focused
approach towards the learning of
all students. The manner in which
you support particular children is
a real credit to you.

7.Promote a collaborative,
inclusive and supportive
learning environment

Students engaged in a high

order thinking relevant to
the learning
Teachers run a classroom
programme that motivates
and engages students
Thinking Partners are used
to support student learning
Students are developing and
understanding of PRIDE (in
and out of the classroom) in
a range of contexts
Behavioural systems are
evident and successful both
inside and outside of the
classroom

Manaakitanga
Demonstrates integrity,
sincerity, and respect towards
Maori beliefs, language and
culture.

You model these aspects of

Manaakitanga well and
students follow your model
in a positive manner

Please explain how your classroom is

setup to assist with student learning?
Your environment shows an effective
learning culture that engages
students interests and talents.
The programme motivates and
engages students, which allows
students to follow their interests at
their own ability level, allowing
students to become confident risk
takers in their learning.
How do you personally accelerated
students learning?
What do you do to engage
unmotivated students?
How do you use learning partners
within your programme?

8. Demonstrate in practice
their knowledge and
understanding of how konga
learn

Teacher is able to explain

how the classroom is setup
to assist student learning
Teacher uses a range of
teaching styles and is able
to explain why
Teacher uses accurate data
to assist with learning and
planning
Teacher exposes students to
a wide range of learning
contexts and experiences
Teacher uses thinking tools
to enhance student learning
Teachers encourage children
to be reflective and are able

Ako
Demonstrate in practice their
knowledge and understanding
of how Maori learn.

9. Respond effectively to the

diverse language and cultural
experiences, and the varied
strengths, interests and needs
of individuals and groups of
konga

10. Work effectively within the

bicultural context of Aotearoa
New Zealand

to model this
Students learning is
supported by ATOL practices

Teachers vary their teaching

strategies to support
learners and their individual
uniqueness
Utilize students abilities
within the classroom
through thinking partners
The classroom reflects the
uniqueness of cultures at
Roslyn School

Tangata Whenuatanga
Affirms Maori Learners as
Maori provides contexts for
learning where the identity,
language, and culture
(cultural locatedness) of
Maori Learners and their
whanau is affirmed.

Tangata Whenuatanga

Acknowledging Maoridom;
through speaking, having
phrases on wall, mihi,
karakia, waiata and
relationship building
Teachers are able to identify
Maori/Pacifica students in
their classroom and are
aware of their learning
needs

Affirms Maori Learners as

Maori provides contexts for
learning where the identity,
language, and culture (culture
locatedness) of Maori Learners
and their whanau is affirmed.

11. Analyse and appropriately

use assessment information,
which has been gathered
formally and informally

Wananga

12. Use critical inquiry and

problem-solving effectively in
their professional practice

Teachers use a range of

formative and summative
assessment
Use of accurate assessment
data to reflect and make
changes to teaching
Set appropriate goals with
students and parents
Teacher uses relevant
assessment tasks
Teachers share assessment
data and achievement with
relevant parties
Evidence of summative
reporting; learning journeys
and progress reports
Children can articulate next
learning steps, what they
are learning, why they are
learning it, success criteria
and big picture pieces

Communicate assessment and

achievement information to
whanau for the benefit of
Maori Learners achievement.

Wananga

Teacher shows evidence of

questioning and reflecting
on self-practise
Teacher takes ownership of
own professional practise
including a teacher inquiry
project
Teacher is an active part of
the Critical Colleague
process
Teacher model and support
P.R.I.D.E

Communicate assessment and

achievement information to
whanau for the benefit of
Maori Learners achievement.

Signed Teacher: __________________

_________________________

Signed Appraiser 1: _______________________ Signed Appraiser 2:

Date: __________________

Guidelines for Appraisal

Please fill in Registered Teacher Criteria Self-Assessment Tool. Reflect on your practice.
Senior Management will use the Registered Teacher Criteria for observations
Only complete criteria 1, 2, 3, 6, & 7 this term. The rest will occur later in the year
Have evidence available with this form, for when your appraisers visit e.g. Planning, PRT
folders, Assessment Data used, Analysis & Anecdotal Records, Teacher Inquiry Evidence
You will receive a typed report containing comments on positive practise and we will highlight
and discuss any areas of concern
This report will be discussed in detail with you; this is an opportunity to bring any extra
evidence to address concerns where we may not have seen it in action
Remember this is a time to celebrate all that you do and to feel valued for the hard work that
you do