Registered Teachers Criteria

See link to updated RTC 2017/2018 https://sites.google.com/view/kjhalvorsen/home?authuser=0


I found the following image a great example of why the RTC is important and it helped me to reflect on what I am doing to meet the standards.


PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Professional Relationships

Establish and maintain effective professional relationships focused on the learning and well-being of ākonga.
Key Indicators
i. 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

Evidence
- myPortfolio reflection
- Classroom blog with regular posts about learning for parents.
- Regular whānau newsletters

Well-being


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
Evidence
- Valuing student work examples published on blog and in school newsletter, also displayed around classroom
- Meeting the differentiated needs of learners (NZMaths)
- Photos of my classroom environment on my classroom blogs:
Class treaty

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- Goal setting with students and their whānau at the beginning of each term. Celebration when goals met during term. Reflection on myPortfolio
Celebrating success using māori language
- Referral to speech language therapist

Bicultural Relationships

Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.
Key Indicators
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
Evidence
- Short film of māori language used in my everyday classroom routines
- Karakia at the beginning of each day to give thanks
- Koru patterns for teaching geometry
- Rākau sticks used to teach counting and rhythm
- Whole school welcoming and visit to Te Keeti marae


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- Pronouncing students names correctly
- Reading a variety of māori stories and legends


Professional Learning

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
Evidence
- Course notes available for view on google docs
- Member of NZ VLN

Leadership

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
Evidence

- Keeping eLearning visible (blog about students learning, sharing ideas on my blog, sharing learning at assembly).
- Organisation of class trip to the Otorohanga Kiwi House

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.

Learning Programmes

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
Evidence
- Prior knowledge: Student Survey
- Collaborative planning 
- Modelling books to track students learning
- Observations of other teachers (in school and out of school visits)
- Learning Journals documenting students learning

Learning Environment

Promote a collaborative, inclusive and supportive learning environment
Key Indicators
i.  demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
ii. foster trust, respect and cooperation with and among ākonga
Evidence
- Photos of students working together (see also class and professional blog for more images)

How Akonga Learn

Demonstrate in practice their knowledge and understanding of how akonga learn
Key Indicators
i.  enable akonga to make connections between their prior experiences learning and their current learning activities
ii. provide opportunities and 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
Evidence


Diversity

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 multicultural 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
Evidence
- catering to learning needs
- personalised learning
- analysing student data

Bicultural Context of NZ

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
Evidence
- facilitating peer tutoring
- using digital tools
- capturing student voice
- see part 3 Bicultural relationships

Assessment

Analyse and appropriately use assessment information, which 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
Evidence
- involving whānau
- eAsTTle
- Student self & peer assesment
- student voice

Critical Inquiry

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
Evidence
- being open to new learning
- working with mentors
- seek feedback
- read research



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