Kura tuatahi—Kura tuarua

Primary and secondary

Key teaching practices for primary and secondary teachers are practical aspects of teaching that beginning teachers should be able to do from their first day.

Standard 1: Te Tiriti o Waitangi Partnership ǀ Te Hononga Pātui i Raro o Te Tiriti o Waitangi

Recognise mana whenua and whānau, hapū and iwi knowledges, and affirm tamariki Māori as Māori within a learning design

• Provide examples of how a critical understanding of Te Tiriti gains expression in their teaching.
• Identify who is mana whenua and how the school consults with local Māori communities.
• Include the perspectives of mana whenua in teaching practice for all learners.
• Build learner and learningfocussed relationships with Māori learners and whānau.
• Articulate the expectations of Māori whānau for their learners.
• Draw on the cultural contexts of Māori ākonga within learning design.

Embed Mātauranga-a-iwi within the conceptual focus of a learning domain

• Apply knowledge of Te Ao Māori across the curriculum/teaching programme.
• Incorporate local Māori knowledge, Māori pedagogies and place-based learning into teaching and learning.
• Use Māori concepts to engage with disciplinary knowledge.

Model the use of te reo and tikanga Māori in all aspects of the learning and teaching programme

• Demonstrate growth in te reo and tikanga applicable to the local Māori community.
• Model appropriate practices such as pēpeha, mihimihi, and koha.

Standard 2: Professional Learning ǀ Akoranga Ngaiotanga

Provide evidence of ongoing critical reflection (including relating to role as a Treaty partner) that enhances learning and wellbeing for a group of ākonga

• Use critical reflection to improve practices and pedagogies.
• Show a growth mindset when things are difficult e.g., when a lesson has not gone to plan.
• Learn from mistakes and failures rather than blaming or internalising.
• Know where and how to ask for help when solving complex problems.
• Draw on theoretical knowledge bases to continually grow professional competence.
• Use knowledge about institutional racism to understand how school cultures can position ākonga both positively and negatively.
• Consider how own cultural positioning impacts teaching and learning decisions.

Collaborate with colleagues in open, critical and respectful professional discussions to implement and evaluate new ideas for children’s/student learning

• Participate in activities that involve the school’s tikanga.
• Use a critical lens and theoretical knowledge bases to adapt to diverse schools and classrooms.
• Engage in professional development.
• Show initiative, independence, and a strong desire to improve performance by acting on regular reflections.

Standard 3: Professional Relationships ǀ Ngā Hononga Ngaio

Engage with learners, whānau, and colleagues in robust and culturally respectful dialogue to understand and benefit ākonga achievement

• Build and demonstrate authentic and professional relationships with ākonga and their whānau and colleagues that are learner and learning focussed.
• Explain multiple ways of working collaboratively with whānau.
• Demonstrate a high level of communication skills that contribute to effective relationships.
• Inquire into ways that schools and teachers connect with whānau and iwi.

Understand and reflect on the processes and systems within a setting to address a professional or ethical dilemma

• Use processes and systems to access support for learners, their whānau, colleagues and self.
• Facilitate respectful and challenging conversations.
• Raise issues, seek support, and discuss professional matters with others.

Apply proactive strategies to meet professional responsibilities and enhance personal wellbeing

• Positively contribute to effective team culture.
• Establish own teaching style within expected routines and norms.
• Take responsibility for proactively managing personal wellbeing.
• Support and contribute to leadership within the team and school.

Contribute to processes that enable respectful relationships to be maintained and ākonga to be heard and understood

• Establish a safe learning environment in line with school policies, approaches, and values.
• Implement appropriate behaviour management strategies that are positive and restorative.
• Demonstrate negotiation skills and be able to compromise.
• Explain and demonstrate strategies and approaches for building respectful relationships.
• Explain and demonstrate strategies and approaches that ensure learners are heard and understood.

Standard 4: Learning-Focused Culture ǀ He Ahurea Akoranga

Articulate an appreciative understanding of the individual identities, contexts, and prior knowledge of ākonga

• Explain and demonstrate how to prioritise actively getting to know all students.
• Justify and explain the use of a range of teaching strategies that account for learners’ identities, contexts, and prior knowledge.

Explore diverse ways of working with Pacific learners in order to sustain languages, cultures and identities

• Proactively foster and privilege voices of Pacific learners/ student voice.
• Proactively develop and foster relationships with Pacific students that sustain their languages, cultures, and identities.
• Evaluate and select resources to support Pacific learners’ cultures, languages, and identities.
• Show evidence of teaching strategies that aim to support and sustain Pacific students’ languages, cultures, and identities.

Use all available resources, expertise and professional learning opportunities to respond appropriately to a child/young person’s additional learning needs

• Establish and maintain effective routines aimed at building a learning focussed culture.
• Demonstrate an awareness of all learners while working with individuals/groups.
• Manage lesson pace and structure to account for both diverse learning needs and the needs of the class as a whole.

Develop a learning and teaching strategy to address the limitations and maximise the affordances of a physical and digital learning environment

• Demonstrate adaptability in shaping teaching strategies to maximise resources and opportunities of specific physical environments.

Standard 5: Design for Learning ǀ Te Hoahoa Akoranga

Interpret data to identify patterns in achievement for the purposes of differentiating learning

• Use a range of assessment approaches and tools to gather evidence on student learning.
• Analyse assessment information from a range of sources to plan learning for all learners.
• Critically evaluate limitations and strengths of assessment approaches and tools.

Design a series of differentiated learning experiences for ākonga with wide ranging competences and backgrounds

• Create differentiated learning including the use of digital technologies for differentiation.
• Select appropriate content and resources in response to diverse student learning needs.
• Use curriculum progressions to plan cohesive sequences of lessons.
• Design learning that provides opportunities for all students to achieve at high levels.

Participate within a teaching team to critically assess the contribution of theory, research evidence and the curriculum to a learning design

• Articulate how teaching and learning theories and world views inform teaching decisions and how these operate in practice.

Standard 6: Teaching ǀ Te Whakaakoranga

Flexibly adapt learning experiences to respond to assessment information that emerges within learning and teaching

• Use planning templates effectively.
• Prioritise students’ needs when planning.
• Use a range of assessment strategies to inform planning and next steps and to track progress.
• Use questioning and active listening to ask learning-focused questions.
• Adapt teaching in response to emerging learning needs within a lesson.
• Communicate the links between prior and current learning to students.
• Select and shape teaching strategies that are responsive to the needs of individual learners.
• Use knowledge of how ākonga learn to implement personalised learning.
• Recognise the next steps in a student’s assessment.
• Flexibly adapt colleagues' plans in response to class needs or changing priorities over time.

Provide feedback to ākonga that identifies their next steps or new directions for learning

• Apply and reflect on deliberate acts of teaching to focus students on their learning potential and plan next steps.
• Provide feedback to a group of students based on the individual or group learning focus (and criteria if appropriate).
• Provide valuable, meaningful feedback and feedforward during or at the end of the lesson.

Demonstrate an awareness of all ākonga whilst working with a group/individual learners

• Select and shape teaching strategies that are responsive to the needs of individual learners.
• Establish an effective presence through mutually respectful relationships with students.
• Circulates within classroom while being aware of the whole classroom.
• Respond to individual and group learning needs and use appropriate behaviour management strategies.

Apply structures, strategies, and routines to maximise learning opportunities and make the purposes of and connections in learning visible

• Communicate the purpose, what and how of learning and teaching.
• Share success criteria and learning intentions with students.
• Use differentiation to design instructional strategies to meet the needs of students.
• Demonstrate good organisational and time management skills.
• Develop more than one way to explain a concept.
• Consider scenarios for different situations and think through strategies to address these.
• Use wait time, physical presence and modulate pitch and tone of voice to maximise learning.
• Evaluate the use of a range of behaviour management strategies to promote a positive and focused learning environment.