Registered Teacher Criteria

Criteria and key indicators

Professional relationships and professional values

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

Fully registered teachers:
CriteriaKey Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga
i. engage in ethical, respectful, positive and collaborative professional relationships with:
2. demonstrate commitment to promoting the well-being of all ākonga
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand 
i. demonstrate respect for the 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
5. show leadership that contributes to effective teaching and learning

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.
Fully registered teachers:
CriteriaKey Indicators
6. conceptualise, plan and implement an appropriate learning programme
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
7. promote a collaborative, inclusive and supportive learning environment
8. demonstrate in practice their knowledge and understanding of how ākonga learn
ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
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
10. work effectively within the bicultural context of Aotearoa New Zealand
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
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 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
12. use critical inquiry and problem-solving effectively in their professional practice
ii. respond professionally to feedback from members of their learning community