Code of Professional Responsibility and Standards for the Teaching Profession

The new Code of Professional Responsibility and Standards for the Teaching Profession. Below are the new standards which have been aligned with the registered teaching criteria and Tātaiako . These numbers 1-6 will now be the labels for showing evidence on this Blog.

Matrix aligning Standards for the Teaching Profession with Tātaiako the Practising Teacher Criteria (RC-registered criteria)
Standards for the Teaching Profession	Tātaiako	Practising Teacher Criteria
1. Te Tiriti o Waitangi Partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 10. Work effectively within the bicultural context of Aotearoa New Zealand.
2. Professional Learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. 4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 5. Show leadership that contributes to effective teaching and learning 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.
3. Professional Relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga 2. Demonstrate commitment to promoting the well-being of all ākonga. 3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
4. Learning-Focused Culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	7. Promote a collaborative inclusive and supportive learning environment. 8. Demonstrate commitment to promoting the well-being of all ākonga. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
5. 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.	AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga. 10. Work effectively within the bicultural context of Aotearoa New Zealand. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.
6. Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.