Standards for the Teaching Profession
Standard
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Exploration of the standard
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STP1 ~ Te Tiriti o Waitangi partnership
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Demonstrate commitment to tangata whenuatanga
and Te Tiriti o Waitangi partnership in Aotearoa New
Zealand.
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~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. |
STP2 ~ Professional learning
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Use inquiry, collaborative problem solving and
professional learning to improve professional
capability to impact on the learning and achievement
of all learners.
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~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 learning focused collegial discussions. |
STP3 ~ Professional relationships
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Establish and maintain professional relationships
and behaviours focused on the learning and
wellbeing of each learner.
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~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. |
STP4 ~ Learning-focused culture
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Develop a culture that is focused on learning, and is
characterised by respect, inclusion, empathy,
collaboration and safety
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~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. |
STP5 ~ Design for learning
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Design learning based on curriculum and
pedagogical knowledge, assessment information
and an understanding of each learner’s strengths,
interests, needs, identities, languages and cultures.
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~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 inNew 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. |
STP6 ~ Teaching
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Teach and respond to learners in a knowledgeable
and adaptive way to progress their learning at an
appropriate depth and pace.
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~Teach in ways that ensure all learners are
making sufficient progress, and monitor the
extent and pace of learning, focusing on equity andexcellence 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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