Criteria and key indicators
The green writing under each RTC is a link to a post regarding that competency
Professional relationships and professional values
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga
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
Supporting Evidence
PRT Year 1
2. demonstrate commitment to promoting the well-being of all ākonga
i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safeii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
Supporting Evidence
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
Supporting Evidence
4. demonstrate commitment to ongoing professional learning and development of personal professional practice
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
Supporting Evidence
i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively 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.
Supporting Evidence
6. conceptualise, plan and implement an appropriate learning programme
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practiceii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
Supporting Evidence
i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākongaii. foster trust, respect and cooperation with and among ākonga
Supporting Evidence
8. demonstrate in practice their knowledge and understanding of how ākonga learn
i. enable ākonga to make connections between their prior experiences and learning and their current learning activitiesii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contextsiii. encourage ākonga to take responsibility for their own learning and behaviouriv. assist ākonga to think critically about information and ideas and to reflect on their learning
Supporting Evidence
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
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 ākongaiii. modify teaching approaches to address the needs of individuals and groups of ākonga
Supporting Evidence
10. work effectively within the bicultural context of Aotearoa New Zealand
i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in contextii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
Supporting Evidence
11. analyse and appropriately use assessment information, which has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of ākongaii. use assessment information to give regular and ongoing feedback to guide and support further learningiii. analyse assessment information to reflect on and evaluate the effectiveness of the teachingiv. 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
Supporting Evidence
· Using Kaizena (Under Elearning Tab)
12. use critical inquiry and problem-solving effectively in their professional practice
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
· Supporting Evidence
Professional relationships and professional values
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga
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
Supporting Evidence
PRT Year 1
- Attending IEP's regarding CD
- RTLB discussions regd BC to help maximise his learning space and minimise his disruptions. Positive interventions included 1) having a book of social stories for the class that promote pro-social behaviour. 2) A mat/ towel for him to sit on to facilitate a space where he can wriggle and giggle without distracting others. 3) A host of tables/reward charts to help support him being independent at home with packing his bag, bringing the right gear etc.
2. demonstrate commitment to promoting the well-being of all ākonga
i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safeii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
Supporting Evidence
- Class Treaty
- Incorporating ABL
- Exercise in the classroom article
- Behaviour: Cool Choices
- Maori Learners
- Behaviour Management
- Trip to Amesbury
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
Supporting Evidence
4. demonstrate commitment to ongoing professional learning and development of personal professional practice
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
Supporting Evidence
- Solo Taxonomy exploration
- Exercise in the classroom article
- Behaviour Management
- Adapting my Reading Programme
- Trip to Amesbury
i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively 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.
Supporting Evidence
6. conceptualise, plan and implement an appropriate learning programme
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practiceii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
Supporting Evidence
- Formative Questioning
- Learning Portfolios
- Wicked Problems of Future Learners
- Adapting my Reading Programme
- Trip to Amesbury
- Encouraging writing wherever and whenever!
- Hands on writing
i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākongaii. foster trust, respect and cooperation with and among ākonga
Supporting Evidence
8. demonstrate in practice their knowledge and understanding of how ākonga learn
i. enable ākonga to make connections between their prior experiences and learning and their current learning activitiesii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contextsiii. encourage ākonga to take responsibility for their own learning and behaviouriv. assist ākonga to think critically about information and ideas and to reflect on their learning
Supporting Evidence
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
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 ākongaiii. modify teaching approaches to address the needs of individuals and groups of ākonga
Supporting Evidence
10. work effectively within the bicultural context of Aotearoa New Zealand
i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in contextii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
Supporting Evidence
11. analyse and appropriately use assessment information, which has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of ākongaii. use assessment information to give regular and ongoing feedback to guide and support further learningiii. analyse assessment information to reflect on and evaluate the effectiveness of the teachingiv. 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
Supporting Evidence
· Using Kaizena (Under Elearning Tab)
12. use critical inquiry and problem-solving effectively in their professional practice
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
· Supporting Evidence