09 Registered Teacher Criteria Self
09 Registered Teacher Criteria Self
Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all konga
Questions I might ask myself
Reflections
What do I do to establish effective working
Reading PD with Liz Hansen
Writing PD with Jill Eggleton
relationships with my konga, their whanau
PB4L PD in staff meetings
and my colleagues and others to support the
Mindset readings
learning of those I teach?
Reflections on PD and readings recorded on website
How can I access agencies, groups,
Attend all meetings with an open/reflective mind
individuals in the community?
Open door classroom policy
Open, honest and approachable to staff, students and their whanau
Whanaungatanga
How do I actively engage in respectful working
relationships with Maori Learners, parents,
whanau, hapu, iwi and the Maori Community?
Tangata Whenuatanga
Affirms Maori Learners as Maori How do I provide
Ako
What have I done to show that I take responsibility
for my own professional development/learning to
enhance the learning needs of Maori?
Wananga
Participates within the learning community for the
benefit of Maori learners achievement. How do I
participate so that it impacts on Maori Learners
achievement?
What might evidence look like?
Demonstrate awareness of professional standards
Demonstrate leadership in specialist areas for internal school professional development where appropriate
Manage and/or develop resources safely and effectively
Demonstrate flexibility and adaptability to meet students learning needs
Ako
NZC?
What does effective learning setting management look
like?
How have I integrated P.R.I.D.E into my classroom?
respectfully to others?
environment
Refer to NZC and other resources when planning
Classroom resources are changed and introduced to support
prior knowledge and new learning
Classroom expectations are discussed and developed
alongside students are referred to regularly
Aspects of PRIDE taught and practiced every morning through
PB4L sessions. PRIDE reinforced throughout the day in and
outside the classroom
Learning Intentions evident in modelling and students books
We do a lot of learning together and from one another-this
helps to promote a safe and trusting environment
Promote that mistakes in learning is ok and discuss ways to
move forward from these mistakes are discussed- this creates
a safe and supportive environments
All ideas and opinions are valued-no idea is a silly idea
We do a lot of learning together and from one another-this
helps to promote a safe and trusting environment
Promote that mistakes in learning is ok and discuss ways to
move forward from these mistakes are discussed- this creates
a safe and supportive environments where students are
happy to take risks in their learning
discussions
Examples where staff, students, parents or the local community have appreciated my interest, interactions with parents,
whanau
Teacher has effective support regular meetings with teams, Reciprocal Colleague
Group learning, class discussion, student feedback/survey, student work displays noted in observations
Appropriate classroom resources, good environment in the classroom
Lesson planning, classroom management, positive role model(s), clear expectations, issues resolved promptly
High expectations of the learners, students engage in learning, differentiated learning, classroom culture of inquiry,
through classroom observations
Registered Teacher Criteria Self-Assessment Tool
Criteria 8: Demonstrate in practice their knowledge and understanding of how konga learn
Questions I might ask myself
Reflections
How do I elicit information from the
students?
How does my teaching reflect that I
understand the main influences on how my
learners learn?
How do I demonstrate knowledge of my
learners, their backgrounds, interests and
identity?
Do I allow my students to reflect on their
learning and behaviour?
How do I support students to implement
their personal goals?
Do I provide students opportunities to reflect
on their learning experiences?
Do I use effective questioning?
Ako
Tangata Whenuatanga
What evidence do I have that shows I Affirm Maori
Learners as Maori? How do I provide contexts for
learning where the identity, language, and culture
(cultural locatedness) of Maori Learners and their
whanau are affirmed?
What might evidence look like?
List of professional development undertaken
Examples of changes made to planning based on addressing the needs of learners
Feedback from staff, students and the local community
Lesson observations and visits
Reflections
Wnanga
How do I communicate assessment and
achievement information to whanau for the
benefit of Maori Learners achievement?