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Teaching NZ - Primary and Secondary

Run by: PD able
Date created: 28 Sep 2022

Related Support
Ministry of Education

Teaching NZ - Primary and Secondary

Teaching NZ - Primary and Secondary

A Professional Learning and Development (PLD) system for Primary school teachers and Secondary school teachers (5-19 years) in New Zealand.

Certification / Registration

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Teaching Council of Aotearoa New Zealand

Teaching NZ - Primary and Secondary is a PD System purpose built to align with the Teaching Council of Aotearoa New Zealand framework. Join an ecosystem that advances your career and take a quality pathway to retain your licensure, certification and registration.

Welcome to New Zealand's leading PLD system for the teaching profession.

This is a suite of essential tools that make management and tracking of your Professional Learning and Development an enjoyable task, ensuring you build a trail of productivity to be proud of.

It's also a powerful ecosystem where you can connect with employers, educators and guiding associations.

In practical terms, this is a system geared around recording completion of activities, and then being able to report on those achievements. Planning and tracking are overlaid to round out the package.

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Cycle Length:
1 year (1 Jan - 31 Dec)
Availability:
Member ID - Unverified
About Features Competencies

About Teaching NZ - Primary and Secondary professional development

Mechanics

The Teaching Profession PLD system runs to a 3 year cycle that is aligned with the calendar year. A new cycle starts on 1 January each year and you can join with the cycle that most closely matches your 3 year review to renew your practicing certificate.

This is designed to provide a framework that your planning and goals will be structured around.

Connect with Your School

Your school is an incredibly important element your mix, and the system provides for you to directly connect. This enables your senior team to review, monitor and support your journey.

Our Code Our Standards

This PLD system designed to support guidance from the Education Council of New Zealand, as provided in the document "Our Code Our Standards".

Standards for the Teaching Profession
Ngā Paerewa

This PLD System gives focus to the six standards identified:

  • Te Tiriti a Waitangi partnership
  • Professional learning
  • Professional relationships
  • Learning-focused culture
  • Design for learning
  • Teaching

Completion of PLD activities is recorded against these topics, giving an evidential record of where the learning focus has been and in turn providing guidance for future planning.

The Code of Professional Responsibility
Ngā Tikanga Matatika

This PLD System does not directly report against the four areas of professional responsibility set out in the guide. This does not diminish recognition of those responsibilities, nor reduce the need to strive for them.

Extended Structure

An Activity is a single learning instance such as an online Module or an Event Attendance. Completion of an Activity can be entered using one of over 30 'Activity Type' templates provided.

Activities are also aligned with Learning Methods. These are groupings such as 'Structured' and 'Self Directed' and are designed to provide insight to the environments where activity is being completed.

We hope you enjoy using this system as a key support tool in your professional journey.

Key Features

check_circlePlanning tool

check_circleTranscript download

check_circleGoal setting

check_circleReflection writing

check_circlePoints tracking

check_circleRecommended activities

add_circle_outlinePlus many more...

Record these activities

check_circleModule / Tutorial

check_circleWorkshop

check_circleSeminar / Webinar

check_circleShort Course

check_circleLecture Series

check_circlePD Plan / Review

add_circle_outlinePlus over 20 more...

Who uses Teaching NZ - Primary and Secondary

Professions

Teacher / Lecturer / Trainer

Countries

New Zealand

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Standards

The following is a copy of the framework set out by: Teaching Council of Aotearoa New Zealand

Te Tiriti o Waitangi partnership

Practise and develop the use of te reo and tikanga Maori. Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

  • 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.

Professional learning

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

  • 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 learningfocused collegial discussions

Professional relationships

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

  • 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.

Learning-focused culture

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

  • 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.

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.

  • Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
  • 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.
  • Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
  • 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

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 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.

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