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. Key indicators - Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress an d needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Informed by national policies and priorities. Reflective Question What do I take into account when...

  Standard Professional relationships - Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Definition of the Standard- Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.  Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.  Create an environment where learners can be confident in their identities, languages, cultures and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and ...

  Standard Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve the professional capability to impact on the learning and achievement of all learners. Definition of the Standard - Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.  Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-...

Standard  Te Tiriti o Waitangi partnership - Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Definition of the Standard Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. Practice and develop the use of te reo and tikanga Māori . Reflective Question In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand? Tātaiako – cultural competency TANGATA WHENUATANGA :  Affirms Māori earners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whanau is affirmed MANAAKITANGA: Demonstrates integrity, sincerity and res...