Registered Teacher Criteria – E portfolio

All beginning teachers in New Zealand are required to have completed an approved teacher education program and they must complete two years as provisionally registered teachers (PRT).  During these two years, all beginning teachers must exhibit all competencies  of the Registered Teachers Criteria to gain full registration from the New Zealand Teachers Council.

Professional relationships and professional values


1. establish and maintain effective
professional relationships focused on
the learning and well-being of all


i. engage in ethical, respectful, positive and collaborative professional relationships with

  • akonga
  • teaching colleagues, support staff and other professionals
  • whanau and other carers of akonga
  • agencies, groups and individuals in the community

2. demonstrate commitment to
promoting the well-being of all akonga

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 languages, heritages cultures of all akonga

iii. comply with relevant regulatory and statutory requirements

Professional relationships and professional values


3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand


i. demonstrate respect for 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 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


6. conceptualise, plan and implement an appropriate learning programme


i. articulate clearly the aims of their teaching, giving sound professional reasons for adopting these aims, and implement them in 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 akonga

ii. foster trust, respect and cooperation with and among akonga

8. demonstrate in practice their knowledge and understanding of how akonga learn

i. enable akonga to make connections between their prior experiences and learning and their current learning activities

ii. provide opportunities abd support for akonga to engage with, practise and apply new learning to different contexts

iii. encourage akonga to take responsibility for their own learning and behaviour

iv. assist akonga 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 akonga

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 assessment activities that are inclusive and effective for diverse akonga

iii. modify teaching approaches to address the needs of individuals and groups of akonga


10. work effectively within the bicultural context of Aotearoa New Zealand


i. practise and develop the relevant use of te reo Maori me nga tikanga-a-iwi in context

ii. specifically and effectively address the educational aspirations of akonga Maori, 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 akonga

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 whanau in the collection and use of information about the learning of akonga

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, and how they impact on their professional practice and the achievement of akonga

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