Introduction

The Practising Teacher Criteria describe the criteria for quality teaching that are to be met by all fully certificated teachers in Aotearoa New Zealand.

The Practising Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Overarching statements

Teachers play a critical role in enabling the educational achievement of all ākonga/ learners 1.
The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach.

Criteria and key indicators

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Fully certificated teachers:
Criteria	Key Indicators
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
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 safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements
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
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
5. show leadership that contributes to effective teaching and learning	i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully certificated 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.

Fully certificated teachers:
Criteria	Key Indicators
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 practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
7. promote a collaborative, inclusive and supportive learning environment	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
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 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
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 ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga
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 context ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
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 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
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

In this document, the term akonga has been chosen to be inclusive of all learners in the full range of settings, from early childhood to secondary and beyond, where the Practising Teacher Criteria apply.

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Use and Impact of Tool 10 - Student Blogs in DigiTech

I mostly used Student Blogs with my intermediate, Year 9 and Year 10 students. Student blogs of intermediate students who I teach, are all up and running, and the students use the blogs on a regular basis. This made blogging easy to continue with when the students come to me for Technology.

The use of Year 9 and Year 10 blogs were somewhat of a logistical exercise. Students who blogged in primary school were able to continue blogging if their blogs had transferred over to the Tamaki College domain, and the student had access to their blog. If this was not the case, then blogging for that student had a few hurdles to overcome. Students who were completely new to Tamaki College, and who did not arrive from one of the local primary schools, needed a blog. As simple as these problems may appear in terms of addressing the issue of blogging, they are actually quite time consuming barriers, when you only have the students for 3 x 50 minute lessons per week.

An example of when blogging with authentic audiences was particularly effective, was after I took a group of Year 10 students to Accenture in Auckland City. The Accenture staff joined the Year 10 Google+ Community, where students had shared their blog posts, or if they didn’t have blogs, then shared their reflections directly into the community. The Accenture staff commented on many of the posts, and began interacting with the students, which was a highly engaging exercise. These interactions can be viewed in the following link: Year 10 DigiTech at Tamaki College > Accenture or click into the individual blog posts to see the comment discussions for Kaden, Catherine, Teina, Hala, and Alarzae.

As mentioned, this demonstrates the use of student blogs and blogging as a means of student engagement. I could say that this indirectly relates or connects to student achievement, as I don’t have evidence of how it directly connected to student achievement.

Use of Tool 10 - Student Blogs across Staff

The following shows the use of Student Blogs by staff from Term 1 to Term 3 this year.

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Use and Impact of Tool 04 - Student Project Checklists in DigiTech

I used Student Project Checklists mostly with my multi-level Senior DigiTech class. The senior students found it useful and empowering being able to track and monitor their own progress within projects, leading towards the achievement of credits for NCEA standards. Although I initially trialled the Project Checklists with Junior Classes, time restraints (3 x 50 minute lessons per week, out of a total of 30 lessons per week), as well as junior students seeing their progress within the Class Project Task Lists, meant that the Student Checklists were not as favourable with junior students as they were with senior students, in terms of students monitoring their own progress and achievement in class.

As with the Class Project Task Lists, Student Project Checklists also use the colour code system to track and monitor achievement eg. green (complete), orange (incomplete) and red (not started).

The following are examples of student feedback or posts about the effectiveness of Student Project Checklists to enable students to track and monitor their achievement:

Use of Tool 04 - Student Project Checklists across Staff

The following are examples of student and staff feedback across other Learning Areas, about the effectiveness of Class Project Task Lists to track and monitor their achievement:

In addition to this, many staff directly attributed the use of VTaL Tracking Sheets to Accelerating Shift within their subject areas this year. This is reflected within the presentation in the following blog post: Visible Learning accelerates shift - Term 4 2017 Tamaki College

The following shows the use of Student Project Checklists by staff from Term 1 to Term 3 this year.

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My Space and My Place

AS91044 Exemplar - Low Excellence

Focus Class for the Goal

Goals and Actions - Student learning and achievement

Goals and Actions - Teacher learning and achievement

Goals and Actions - Reflections

Practising Teacher Criteria

Introduction

Overarching statements

Criteria and key indicators

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

PROFESSIONAL KNOWLEDGE IN PRACTICE

Use and Impact of Tool 10 - Student Blogs in DigiTech

Use of Tool 10 - Student Blogs across Staff

Use and Impact of Tool 09 - Subject Google+ and Blogs in DigiTech

Use of Tool 09 - Subject Google+ and Blogs across Staff

Use and Impact of Tool 08 - Year Level Google Sites

Use of Tool 08 - Year Level Google Sites across Staff

Use and Impact of Tool 07 - Student Google Sites in DigiTech

Use of Tool 07 - Student Google Sites across Staff

Use and Impact of Tool 06 - Workspaces in DigiTech

Use of Tool 06 - Workspaces across Staff

Use and Impact of Tool 05 - Subject Google Calendars in DigiTech

Use of Tool 05 - Subject Google Calendars across Staff

Use and Impact of Tool 04 - Student Project Checklists in DigiTech

Use of Tool 04 - Student Project Checklists across Staff

Use and Impact of Tool 03 - Class Project Task Lists in DigiTech

Use of Tool 03 - Class Project Task Lists across Staff

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