Professional Relationships and Professional Values
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
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FULLY REGISTERED TEACHERS:
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Criteria
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Key Indicators
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I. establish and maintain effective professional relationships focused on the learning and well-being of all ākonga
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i. engage in ethical, respectful, positive and collaborative professional relationships with:
· ākonga
· teaching colleagues, support staff and other professionals
· whānau and other carers of ākonga
· agencies, groups and individuals in the
community
· school chaplains, Parish Priests and parish staff
ii Provide effective role modelling both
professionally and personally that supports
Gospel values and the Catholic Special
Character
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Reflective Question: What do I do to establish working
relationships with my ākonga, their whānau and my colleagues
and others to support the learning of those I teach.
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2. demonstrate commitment to promoting the well-being of all ākonga
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i. take all reasonable steps to provide and maintain a teaching and learning environment that isspiritually,physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
iv. recognise and respect the sacred dignity of each person as made in the image of God
v. demonstrate an awareness of the Catholic
understanding of reconciliation and forgiveness
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Reflective Question: How do I show in my practice that I
actively promote the well-being of all ākonga for whom I am
responsible?
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3. demonstrate commitment to bicultural partnership in
Aotearoa New Zealand
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i. demonstrate respect for the heritages,
languages and cultures of both partners to the
Treaty of Waitangi
ii. acknowledge the Treaty of Waitangi as a
covenant and its implications for Catholic
Schools in Aotearoa New Zealand
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Reflective Question: How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?
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4. demonstrate
commitment to ongoing
professional learning and
development of personal
professional practice
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i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance
personal professional knowledge and skills
iv. participate responsively in professional learning
opportunities related to Religious Education and
Catholic Special Character
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Reflective Question: How do I continue to advance my
professional learning as a teacher?
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5. show leadership that contributes to effective teaching and learning
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i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively
iii. actively contribute to and support all aspects of Catholic Special Character
iv. provide effective witness to Catholic values
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Reflective Question: How do I help support my colleagues to strengthen teaching and learning in my setting?
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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 ākonga.
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FULLY REGISTERED TEACHERS:
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Criteria
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Key Indicators
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6. conceptualise, plan and implement an appropriate learning programme
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i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
iii. demonstrate an awareness of Catholic teachings and its implications for the delivery of all essential learning areas
iv. integrate a Catholic world view into the total curriculum
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Reflective Question: What do I take into account when planning programmes of work for groups and individuals?
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7. Promote a collaborative, inclusive and supportive learning environment
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i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
ii. foster trust, respect and cooperation with and among ākonga
iii. create a Catholic faith environment that witnesses to Gospel values and the common good
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Reflective Question: How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
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8. demonstrate in practice their knowledge and understanding of how ākonga learn
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i. enable ākonga to make connections between their prior experiences and learning and their current learning activities
ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
iii. encourage ākonga to take responsibility for their own learning and behaviour
iv. assist ākonga to think critically about information and ideas and to reflect on their learning
v. provide opportunities in the total curriculum to bring the Gospel into dialogue with students’ lives and learning
vi. actively encourage ākonga to develop a love for and sound knowledge of their Catholic faith and its integration into daily living
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Reflective Question: How does my teaching reflect that I understand the main influences on how my ākonga learn?
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9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga
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i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
iii. modify teaching approaches to address the needs of individuals and groups of ākonga
iv. respect different ways of being, acting and believing that harmonise with Gospel values
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Reflective Question: How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?
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10. work effectively within the bicultural context of Aotearoa New Zealand
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i. practice and develop the relevant use of te reo Maori me ngā tikanga-a-iwi in context
ii. specifically and effectively address the educational aspirations of ākonga Maori, displaying high expectations for their learning
iii. integrate Maori spirituality in context, karakia and himene into classroom life and practice
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Reflective Question: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
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11. analyse and appropriately use assessment information, which has been gathered formally and informally
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i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whānau in the collection and use of information about the learning of ākonga
vi. foster the involvement of whānau as the first teachers of faith
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Reflective Question: How do I gather and use assessment information in ways that advance the learning of my ākonga?
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12. use critical inquiry and problem-solving effectively in their professional practice
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i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning community
iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga
iv. take cognizance of Catholic teachings and social justice in professional learning and practice
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Reflective Question: How do I advance the learning of my ākonga through critical inquiry within my professional learning?
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