PTC1
Criteria PTC1
Establish and maintain effective professional relationships focused on the learning and well-being of ākonga.
Key Indicators:
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
PTC2
Criteria PTC2
Demonstrate commitment to promoting the well-being of all ākonga
Key Indicators:
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
PTC3
Criteria PTC3
Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Key Indicators:
Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
PTC4
Criteria PTC4
Demonstrate commitment to ongoing professional learning and development of personal professional practice
Key Indicators:
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
PTC5
Criteria PTC5
Show leadership that contributes to effective teaching and learning
Key Indicators:
i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively
PTC6
Criteria PTC6
Conceptualise, plan and implement an appropriate learning programme
Key Indicators:
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
PTC7
Criteria PTC7
Promote a collaborative, inclusive and supportive learning environment
Key Indicators:
i. demonstrate effective management of the learning setting that incorporates successful strategies to engage and motivate ākonga
ii. foster trust, respect and cooperation with and among ākonga
PTC8
Criteria PTC8
Demonstrate in practice their knowledge and understanding of how ākonga learn
Key Indicators:
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
PTC9
Criteria PTC9
Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
Key Indicators:
i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multi-cultural 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
PTC10
Criteria PTC10
Work effectively within the bicultural context of Aotearoa New Zealand
Key Indicators:
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
PTC11
Criteria PTC11
Analyse and appropriately use assessment information that has been gathered formally and informally
Key Indicators:
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
PTC12
Criteria PTC12
Use critical inquiry and problem solving effectively in their professional practice
Key Indicators:
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
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