NZ Practising Teacher Criteria | |||
These criteria provide the basis for the report for the Provisionally Registered Teacher. They provide the basis for dialogue and discussion relating to appraisal and professional learning. | |||
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES | |||
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values. | |||
Criteria | Evidence (please link any evidence you have that shows you have met the criteria). | ||
1 | Establish and maintain effective professional relationships focused 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. | ||
4 | Demonstrate commitment to ongoing professional learning and development of personal professional practice. | ||
5 | Show leadership that contributes to effective teaching and learning. | ||
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. | |||
6 | Conceptualise, plan and implement an appropriate learning programme. | ||
7 | Promote a collaborative, inclusive and supportive learning environment. | ||
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. | ||
Reference: www.teacherscouncil.govt.nz/rtc/rtc.stm |
Links to PTC Evidence
Subscribe to:
Posts (Atom)
No comments:
Post a Comment