Professional Standards Standards for the Teaching Profession Tātaiako Lens through which to interpret the professional Requirements of the Area School/Secondary Requirements of the Education Council standards and standards for the teaching profession Principal’s Collective Agreements (ASPCA/SPCA) Partnerships and Networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic decision Te Tiriti o Waitangi partnership Whanaungatanga making. Demonstrate commitment to tangata whenuatanga and Actively engages in respectful working relationships with Tiriti o Waitangi partnership in Aotearoa New Zealand. learners, parents and iwi and the Māori whānau, hapū, Actively foster positive relationships with the community school’s Māori community and local iwi. Professional learning Use inquiry, collaborative problem-solving and Manaakitanga Actively foster professional relationships with, and professional learning to improve professional capability Demonstrates integrity, sincerity and respect towards between colleagues, and with government agencies and to impact on the learning and achievement of all beliefs, language and culture Māori others with expertise in the wider education community. learners. Tangata Whenuatanga Ensure regular interaction and consultation with parents Professional relationships Affirms learners as provides contexts for Māori Māori, and the school community and iwi Establish and maintain professional relationships and learning where the identity, language and culture (this includes hapū where applicable) on student progress and achievement behaviours focused on the learning and wellbeing of (Cultural locatedness) of learners and their Māori and other school-related matters. (ASPCA). each learner. is affirmed whānau Ensure regular interaction with parents and the school Learning-focused culture Ako community on student progress and other school-related Develop a culture that is focused on learning, and is Demonstrates integrity, sincerity and respect towards matters. (SPCA) characterised by respect, inclusion, empathy, beliefs, language and culture Māori collaboration and safety. Actively foster positive relationships with other schools Wānanga and participate in appropriate school networks. 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 Partnerships and Networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic decision making. Actively foster positive relationships with the school’s community and local iwi. Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. Ensure regular interaction and consultation with parents and the school community (this includes hapū and iwi where applicable) on student progress and achievement and other school-related matters. (ASPCA). Ensure regular interaction with parents and the school community on student progress and other school-related matters. (SPCA) Actively foster positive relationships with other schools and participate in appropriate school networks. Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. 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. 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
Guide%20for%20Area%20and%20Secondary%20Principals.docx