Standards
The following is a copy of the framework set out by:
Teaching Council of Aotearoa New Zealand
Te Tiriti o Waitangi partnership
Learning activities that demonstrate commitment to tangata
whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
Focus area 1.1 Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
Focus area 1.2 Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.
Focus area 1.3 Design teaching and learning experiences that reflect Te Tiriti o Waitangi partnership in New Zealand including affirming for all learners the knowledge, identity, language, and culture of te ao Māori and tangata whenuatanga1.
Focus area 1.4 Practise and develop the use of te reo and tikanga Māori, including in support of positive engagement with Māori learners and their whānau and communities.
Know the content and how to teach it
Record activities against this standard that help you understand how to design learning based on content, curriculum, and pedagogical knowledge.
Focus area 2.1 Understand the content Demonstrate a developed understanding of the knowledge relevant to the content being taught.
Focus area 2.2 Understand how to enact the curriculum Know how to teach the mandated curriculum2 and its progressions in learning, effectively and in a way that supports every learner to succeed.
Focus area 2.3 Understand evidence-informed teaching strategies and practices Know how to apply research, evidence, and innovations related to pedagogy, inclusive teaching, and the teaching of particular content.
Focus area 2.4 Understand how to foster literacy and numeracy as foundational capabilities.
Demonstrate understanding of oral language, literacy, and numeracy as foundational capabilities that are integrated throughout all learning areas and levels, and knowledge of relevant evidence-informed teaching practices that are effective at fostering these proficiencies.
Know the learner and the learning process
Record PLD activities against this standard that help you strengthen your understanding of the learning process and the diversity of learners’ strengths, needs, languages, cultures, identities, and interests.
Focus area 3.1 Understand how learning happens Demonstrate a developed knowledge and understanding of the cognitive, emotional, and social factors that affect how children and young people learn, and their application to teaching practice, informed by the science of learning.
Focus area 3.2 Understand how diverse needs can be met Demonstrate understanding of the diverse needs of learners - including those associated with neurodivergence, disabilities, and trauma – and of the learning strategies that can support them, while being willing to seek specialist support where needed.
Focus area 3.3 Understand culturally responsive teaching Demonstrate an understanding of how to richly contextualise teaching and learning experiences to learners’ culture, backgrounds, and interests to bring the curriculum to life and help them progress their learning.
Focus area 3.4 Understand own assumptions and beliefs Critically examine how one’s own assumptions and beliefs, including cultural beliefs, impact on one’s practice, and on the achievement of learners including those with different abilities and needs, backgrounds, genders, identities, languages, and cultures
Plan for and implement effective teaching
Standard 4: Plan for and implement effective teaching and learning.
Plan for learning, teach, and respond to learners during teaching to progress their learning at an appropriate depth and pace.
Focus area 4.1 Set high expectations Set high expectations for the learning outcomes of every learner.
Focus area 4.2 Prepare learning experiences that are coherent and well organised Use a mixture of forward planning and planning in action to ensure that the curriculum is enacted in an intentional way for each learner.
Focus area 4.3 Advance the progress and achievement of all learners Teach in ways that ensure sufficient progress for the diverse range of learners, providing additional support or extension when needed.
Focus area 4.4 Use and adapt teaching strategies Make use of a range of evidence-informed teaching strategies, approaches, and learning activities and use them adaptively in response to the needs of individuals and groups of learners.
Focus area 4.5 Enable learning-focused capabilities Enable learners to be active participants in their learning, so that they are well placed to develop self-regulation, agency, collaborative capabilities, self-reflection, and critical thinking.
Focus area 4.6 Māori succeeding as Māori Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
Create and maintain supportive and safe learning
Standard 5: Create and maintain supportive and safe learning environments.
Develop a culture where learners feel safe, have their needs met, and are focussed on learning, with appropriate use of equipment and technologies
Focus area 5.1 Support learners to feel safe to participate in learning Build genuine, respectful relationships with and among learners so that all learners feel their identities, languages, cultures, and abilities are valued and respected, fostering trust, cooperation, and confidence to participate fully in learning.
Focus area 5.2 Ensure the learning setting meets diverse needs Establish workable routines and learning environments that support different physical, social, emotional, and intellectual development needs to ensure access to learning for all.
Focus area 5.3 Manage the learning setting and promote positive behaviour Develop a shared understanding of positive behaviour, with clear boundaries and a framework for effectively responding to challenging behaviour, including a range of preventative and restorative approaches.
Focus area 5.4 Use equipment and technologies appropriately and effectively to support learning Have strategies in place for any equipment and technologies utilised, including digital devices and artificial intelligence, to be used safely, responsibly, ethically, and in ways that contribute positively to teaching and learning.
Assess, provide feedback, and report on learning
Standard 6: Assess, provide feedback, and report on learning.
Use regular and consistent assessment to inform teaching and share information on learner progress.
Focus area 6.1 Monitor the extent and pace of learning Make effective and regular use of high-quality assessment and/or aromatawai practices to gather, analyse, and use appropriate information about the pace of learners’ progress.
Focus area 6.2 Identify progress and respond to learners’ needs Use information on learner progress, in relation to goals or outcomes that have been identified, to design clear next steps in learning and identify additional support, extension, or adaptations to teaching practice that may be required.
Focus area 6.3 Provide constructive and understandable feedback Ensure learners (and/or their parents/ caregivers and whānau, as appropriate) receive and understand ongoing feedback about their progress, and use this information to enhance their engagement with learning.
Focus area 6.4 Communicate assessment information Communicate clear and accurate information to parents/caregivers and whānau that identifies progress, strengths, and areas for development.
Engage in professional learning
Record PLD activities that improve your professional capability through evidence-based reflection, professional
learning, and engagement with colleagues.
Focus area 7.1 Participate in a continuous cycle of professional growth Reflect on the effectiveness of practice in an ongoing way to ensure a cycle of improvement and development, informed by evidence from a range of sources including learner perspectives.
Focus area 7.2 Undertake professional learning to improve practice Participate in professional learning, targeted to identified professional needs and school/service/system priorities, and adaptively apply this learning in practice.
Focus area 7.3 Engage with colleagues to improve practice Invite and respond to feedback from colleagues and other education professionals, collaborate to address challenges, and engage in learning-focused collegial discussions or networks
Engage in productive professional relationships
Work constructively with colleagues, parents/caregivers, and the community to support the learning and wellbeing of each learner.
Focus area 8.1 Relate effectively with parents/ caregivers and whānau Build positive, respectful, and culturally appropriate relationships with parents/ caregivers and whānau focussed on the learning, engagement, and wellbeing of learners.
Focus area 8.2 Cooperate in the interests of learners Collaborate reciprocally with leaders, teachers, and other colleagues, and engage professionally with external agencies and the wider community, to meet the needs of each learner.
Focus area 8.3 Actively contribute to the wider educational setting Work collegially to support ongoing improvement to organisational culture and practice, showing leadership particularly in areas of responsibility or expertise.
Focus area 8.4 Communicate effectively Use clear, open, and professional oral and written communication that assists everyone to play their part in supporting learning and wellbeing.