Professional Standards Standards for the Teaching Profession Tātaiako Lens through which to interpret the professional Requirements of the Area Requirements of the Education Council School/Secondary Principal’s standards and standards for the teaching profession Collective Agreements (ASPCA/SPCA) Systems: Develop and use management systems to support and enhance student learning Exhibit leadership that results in the effective day to-day Professional learning Whanaungatanga operation of the school. Use inquiry, collaborative problem-solving and Actively engages in respectful working relationships with professional learning to improve professional capability learners, parents and and the Māori whānau, hapū, iwi Operate effective systems within board policy and in to impact on the learning and achievement of all community Māori accordance with legislative requirements. learners. Manaakitanga Provide the board with timely and accurate information and Professional relationships Demonstrates integrity, sincerity and respect towards advice on student learning and school operation. Establish and maintain professional relationships and beliefs, language and culture Māori behaviours focused on the learning and wellbeing of Effectively manage finance, property, health and safety each learner. Tangata Whenuatanga systems. Affirms learners as provides contexts for Māori Māori, Learning-focused culture learning where the identity, language and culture Effectively manage personnel with a focus on maximising the Develop a culture that is focused on learning, and is (Cultural locatedness) of learners and their Māori effectiveness of all staff members. characterised by respect, inclusion, empathy, is affirmed whānau collaboration and safety. Use school / external evidence to inform planning for future Ako action, monitor progress and manage change. Design for learning Demonstrates integrity, sincerity and respect towards Design learning based on curriculum and pedagogical beliefs, language and culture Māori Align resource allocation with the annual and strategic knowledge, assessment information and an school’s objectives. understanding of each strengths, interests, learner’s Wānanga needs, identities, languages and cultures. Participates with learners and communities in robust dialogue for the benefit of achievement Māori learners’
Professional Standards Requirements of the Area School/Secondary Principal’s Collective Agreements (ASPCA/SPCA) Standards for the Teaching Profession Requirements of the Education Council Tātaiako Lens through which to interpret the professional standards and standards for the teaching profession Systems: Develop and use management systems to support and enhance student learning Exhibit leadership that results in the effective day to-day operation of the school. Operate effective systems within board policy and in accordance with legislative requirements. Provide the board with timely and accurate information and advice on student learning and school operation. Effectively manage finance, property, health and safety systems. Effectively manage personnel with a focus on maximising the effectiveness of all staff members. Use school / external evidence to inform planning for future action, monitor progress and manage change. Align resource allocation with the school’s annual and strategic objectives. Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. Whanaungatanga Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community Manaakitanga Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed Ako Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Wānanga Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement