Evidence Database

New Zealand Registered Teacher Criteria – E portfolio

Newly qualified teachers in New Zealand are known as Beginning Teachers (BTs) or Provisionally Registered Teachers (PRTs). Provisionally registered is the term used by the New Zealand Teachers Council, the professional and regulatory body for teachers in New Zealand, and refers to the teacher’s registration status.

During the first two years in the teaching profession newly qualified teacher  in New Zealand undertake a two-year long induction process into the teaching profession overseen by an experienced mentor teacher and the teacher’s professional leader. At the end of the induction process the PRT’s professional leader is required to use evidence to make a judgement as to whether the teacher has met each of the criteria in order to be confirmed as a fully registered teacher.

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:
Criteria Key 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:

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

Supporting evidence:

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

Supporting evidence:

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

Supporting evidence:

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 learning community

iii. initiate learning opportunities to advance personal professional knowledge and skills

Supporting evidence:

5. show leadership that contributes to effective teaching and learning i. actively contribute to the professional learning community

ii. undertake areas of responsibility effectively

Supporting evidence:

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:
Criteria Key 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

ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

Supporting evidence:

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 ākonga

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

Supporting evidence:

8. demonstrate in practice their knowledge and understanding of how ākonga learn i. enable ākonga to make connections between their prior experiences and learning and their current learning activities

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

iii. encourage ākonga to take responsibility for their own learning and behaviouriv. assist ākonga to think critically about information and ideas and to reflect on their learning

Supporting evidence:

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 ākongaiii. modify teaching approaches to address the needs of individuals and groups of ākonga

Supporting evidence:

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

Supporting evidence

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 communityv. foster involvement of whānau in the collection and use of information about the learning of ākonga

Supporting evidence:

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, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Supporting evidence: