Knowing and working with the Registered Teacher Criteria
University-based Initial Teacher Educators – University of Otago Te Whare Wananga o Otāgo
Examples of evidence that may be utilised as part of the ongoing appraisal and development
process at the University of Otago Te Whare Wananga o Otāgo
Criteria
Key indicators
Reflective Question
How is this evidenced in a university ITE setting?
Criterion 1
Establish and maintain
effective professional
relationships focused on
the learning and wellbeing 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
What do I do to
establish working
relationships with
my ākonga, my
colleagues and
others who support
the learning of those
I teach?
Plan and develop courses with colleagues
Teach in teams
Use student feedback in planning through
gathering:
- Teaching evaluations
- Course evaluations
- Engagement with class reps
Direct students to appropriate student learning
support
Provide individual student advice as needed
Work collegially
Co-teach/guest lecture
Assess/moderate with colleagues
Minutes of planning meetings, course outlines showing distribution of teaching across
teaching teams. Moderation of assessment task design and marking (internally within teams
and externally through formal moderation practices). Sector Advisory Committees provide
advice on course developments.
Student teaching and course evaluations are completed and reported on by HEDC. Evidence
is used by staff members to set goals for teaching in consultation with the Dean and/or
Associate Dean (Academic).
Professional development activities for staff members:
Conference attendance, HEDC seminar attendance, development of one’s own Otago
Teaching Profile, periods of research and study leave.
Criterion 2
Demonstrate
commitment to
promote 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
How do I show in my
practice that I
actively promote the
well-being of all
ākonga for whom I
am responsible?
Model excellent teaching practice
Access appropriate pastoral care
- Kaiawhina
- Disability
Explore cultural values and attitudes in my
teaching
Use te reo Māori contextually
Make links to Code of Ethics / GTS
Gain ethical approvals as necessary and
appropriate
Student teaching and course evaluations are completed and reported on by HEDC. Evidence
is used by staff members to set goals for teaching in consultation with the Dean and
Associate Dean (Academic). More immediate student feedback on aspects of courses and
programmes is reported at programme meetings, discussed and acted upon as required.
Professional development activities for staff members:
Conference attendance, HEDC seminar attendance, development of one’s own Otago
Teaching Profile, periods of research and study leave allow for development of teaching
praxis relative to this criterion.
TEFANZ survey results are reported to staff members and considered within programme
teams allowing staff members to address and strengthen dimensions of programmes that
work well or could be improved.
iii. comply with relevant regulatory and
statutory requirements
Criterion 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
How do I reflect in
my professional
work respect for the
cultural heritages of
both Treaty partners
in Aotearoa New
Zealand?
Use of te reo Māori in teaching and in
teaching materials
Commitment to and demonstration of
appropriate tikanga
Participate in Mihi Whakatau/Powhiri
Take part in/contribute to Marae visit
Specific professional development
(examples needed e.g. te reo course)
Student teaching and course evaluations completed and reported on by HEDC. Evidence is
used by staff members to set goals for teaching in consultation with the Dean and/or
Associate Dean (Academic). More immediate student feedback on aspects of courses and
programmes is reported at programme meetings, discussed and acted upon as required.
Research activities typically involve consultation with Kai Tahu over research ethics,
including formal reporting of aspects of research with relevance to Māori.
Marae based experience for students involves staff members and opportunities to attend
University wide PD about Te Tiriti o Waitangi are taken up when PD goals focus in this area.
Mihi whakatau at Te Kura Akau Taitoka The College of Education are incorporated into entry
programmes for all cohorts, staff members’ participation is expected.
Staff meetings include opportunity for staff to develop expertise with waiata, karakia,
whakatauaki, which are transferrable to teaching situations.
Criterion 4
Demonstrate
commitment to ongoing
professional learning
and development of
i. identify professional learning goals in
consultation with colleagues
ii. participate responsively in
professional learning opportunities
within the learning community
How do I continue to
advance my
professional learning
as a university-based
teacher?
Attendance at teaching focussed courses
within institution
Seminar presentations
Conference presentations
TEFANZ survey results are reported to staff and considered within programme teams
allowing staff members to address and strengthen dimensions of programmes that work
well or could be improved.
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Criteria
Key indicators
personal professional
practice
iii. initiate learning opportunities to
advance personal professional
knowledge and skills
Criterion 5
Show leadership that
contributes to effective
teaching and learning
i. actively contribute to the professional
learning community
ii. undertake areas of responsibility
effectively
Criterion 6
Conceptualise, plan and
implement an
appropriate learning
programme
Criterion 7
Promote a collaborative,
inclusive and supportive
learning environment
Reflective Question
How is this evidenced in a university ITE setting?
Examples of evidence that may be utilised as part of the ongoing appraisal and development
process at the University of Otago Te Whare Wananga o Otāgo
Research activity
Professional development goals
Performance and Development Review
Engagement with teachers and initiatives in
schools
Te Kura Akau Taitoka College of Education seminar series provides staff the chance to
engage with research on and about teaching (as both presenters and consumers of
research).
Professional development activities for staff members:
Conference attendance, HEDC seminar attendance (focussing on teaching and supervision),
development of one’s own Otago Teaching Profile, periods of research and study leave allow
for development of teaching praxis.
Formal peer review of teaching may form an aspect of a staff member’s Otago Teaching
Profile.
How do I help
support my
colleagues to
strengthen teaching
and learning in my
setting?
Research / publications
Engagement in and/or support of course
development
Mentoring
Working in teams
Curriculum leadership
Supervision (practicum, postgraduate students
and colleagues)
Offer Professional Development for others
Engagement in Subject Associations
Engagement in MOE initiatives
Course development and coordination responsibilities.
Research presentations (within and outside of the university) about a staff member’s
research and scholarship related to teaching and learning.
Supervision reports (a form of student feedback but conducted by HEDC and pertaining to
supervision)
Service activities reported on in annual appraisal or confirmation path reports.
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
What do I take into
account when
planning
programmes of work
for groups and
individuals?
Develop courses or sections of courses
Provide outlines that clearly articulate aims
Use of relevant curriculum documents and
resources
Promotion of specific field of
knowledge/discipline
Peer scrutiny of course outlines, assessment tasks, learning outcomes, learning resources
through internal and external moderation and by University Academic Committee
processes.
Peer review of teaching as part of a staff member’s Otago Teaching Profile may encompass
goals relating to course design and implementation.
Courses planned collaboratively by programme staff.
Programmes subject to external monitoring. Reports may evidence commendations and
recommendations about the quality of learning programmes planned for.
Student feedback via course or teaching evaluations inquire into students’ views which are
then used to adapt courses.
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
How does my
teaching practice
promote an
environment where
learners feel safe to
explore ideas and
respond respectfully
to others in the
group?
Teaching evaluations indicate effective
management of learning
Teaching evaluations indicate student
engagement
Student voice/student representatives valued
Group work promoted
Provide guidelines for interaction
Model collegial support
Establish and maintain relationships
Responsiveness to students evident
Availability to students
Student feedback on matters of immediate concern are reported by staff members at
programme meetings and acted upon.
Student evaluations of courses and teaching may enquire into the nature of the learning
environment as experienced by students.
Team teaching approaches and course planning supports participation of staff in decision
making about the learning environment.
Pastoral care activities form part of a staff member’s service e.g., Māori staff members
identified and available to students, queer staff/student support, disability support services
publicised and available, Pasifika Student Learning Centre availability to staff and students.
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Examples of evidence that may be utilised as part of the ongoing appraisal and development
process at the University of Otago Te Whare Wananga o Otāgo
Criteria
Key indicators
Reflective Question
How is this evidenced in a university ITE setting?
Criterion 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 for ākonga to
engage with, practise and apply new
learning to different contexts
iii. encourage ākonga to take responsibility
for their own learning and behaviour
iv. assist ākonga to think critically about
information and ideas and to reflect on
their learning
How does my
teaching reflect that
I understand the
main influences on
how my ākonga
learn?
Demonstration of and incorporation of adult
learning and teaching principles in teaching
Incorporate and draw on expertise of students
Assist ākonga to explore values
Link theory to practice
Guide transition from class to practice
Encourage confidence and excellence
Develop critique skills in students
Provide opportunities for critical and reflective
thinking
Variety of teaching activities and approaches modelled and adopted in courses (evidenced in
teaching notes, course outlines, records of team planning meetings). Variety of assessment
task types included across programmes.
Student evaluations of courses and teaching may enquire into approaches taken to support
student learning
Moderation of courses and assessments, combined with monitoring of programmes provide
evidence of differentiated learning approaches.
Course outlines report to students on full workload expectations including self-directed
learning activities which staff members plan during the development of courses.
Te Kura Akau Taitoka seminar series provides opportunity for staff members to present on
their own research into aspects of learning. Presentations to the series will evidence a staff
member’s knowledge and understanding of learning.
Criterion 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
iii. modify teaching approaches to address
the needs of individuals and groups of
ākonga
How does my
knowledge of the
varied strengths,
interests and needs
of individuals and
groups of ākonga
influence how I
teach them?
Diversity and inclusion themes incorporated in
teaching and teaching materials
Model inclusive practice
Use of readings that promote/celebrate the
multicultural context of Aotearoa New
Zealand
Use of curriculum documents and resources
that promote/celebrate the multicultural
context of Aotearoa New Zealand
Development of assessment tasks that
promote understanding of diversity
Use a range of technologies in teaching
Course outlines, minutes of team planning meetings, programme wide meetings evidence
responsiveness to ākonga. Teaching materials may evidence specific focus on culturally
responsive pedagogies.
Student feedback on course and programme implementation is reported at programme
meetings and changes enacted as required.
Peer evaluation of teaching may include goals pertaining to responsiveness to diversity, this
will be evidenced in a staff member’s Otago Teaching Profile.
PD or confirmation path goals may include a focus on teaching effectively with diverse
ākonga.
Criterion 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
In my teaching, how
do I take into
account the
bicultural context of
teaching and
learning in Aotearoa
New Zealand?
Use of te reo Māori in teaching and in
teaching materials
Demonstrate understanding of Tikanga
Engage with Māori support networks
Promote Māori support networks to students
Use examples of success as Māori
Use of readings that promote/celebrate the
bicultural context of Aotearoa New Zealand
Use of curriculum documents and resources
that promote/celebrate the bicultural context
of Aotearoa New Zealand
Seek expertise to inform teaching
Marae based experience for students involves staff members and opportunities to attend
University wide PD about Te Tiriti o Waitangi are taken up when PD goals focus in this area.
Mihi whakatau at Te Kura Akau Taitoka The College of Education are incorporated into entry
programmes for all cohorts, staff members’ participation is expected.
Staff meetings include opportunity for staff members to develop expertise with waiata,
karakia, whakatauaki, which are transferrable to teaching situations.
A staff member’s PD or confirmation path goals may include focus on their own
development of bicultural praxis.
Course outlines and teaching materials may evidence a specific focus on bicultural
development.
PD or confirmation path goals may incorporate a specific focus on a staff member’s own
bicultural development.
Criterion 11
Analyse and
appropriately use
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
How do I gather and
use assessment
information in ways
that advances the
learning of my
ākonga?
Teach about appropriate assessment
Develop assessment tasks
Provide feedback on assessment tasks
Use a variety of forms of assessment
Involvement in moderation processes –
internal and external
Model and use feedback cycle
Analyse and review assessment tasks
Use student feedback on assessment tasks to
reflect on and modify tasks
Formal programme wide assessment meetings provide for high-level discussion about
student achievement and benchmarking of assessment. Participation in these will evidence
appropriate uses of and responses to assessment information.
Peer teaching provides evidence of formative assessment in courses and teaching notes
document this.
Moderation of marking and external moderation of courses provides evidence of summative
assessment processes and ensures the quality thereof.
Professional experience and student research supervision activities provide for formative
assessment and associated documentation evidences this.
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Criteria
Key indicators
Reflective Question
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
Criterion 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 other members of the learning
community
iii. critically examine their own beliefs,
including cultural beliefs, and how they
impact on their professional practice
and the achievement of ākonga
How do I advance
the learning of my
ākonga through
critical inquiry within
my professional
learning?
How is this evidenced in a university ITE setting?
Examples of evidence that may be utilised as part of the ongoing appraisal and development
process at the University of Otago Te Whare Wananga o Otāgo
Provide results information to appropriate
committees/panels
Regular professional experience discussions between ākonga, associate or supervising
teachers and staff members enable changes to student learning goals and adjustments to
teaching opportunities to be made. Relevant documentation provides evidence.
Identification and sourcing of readings for
courses
Actively promote critical inquiry through the
range of readings and assessment activities
Reviewer for academic publications
Peer review of programmes –internal and
external
Professional Development Review and
planning
Peer review of teaching
Engagement in academic community
Conference and professional presentations
Programme meeting minutes demonstrate responsiveness of staff members to issues that
arise in teaching and learning.
A staff member’s own research activities provide opportunities for them to engage in critical
inquiry and scholarship. Presentations and publications evidence this.
PD and confirmation path goals will include focus on development of multiple dimensions of
professional practice and reporting against these in appraisal evidences attainment and
ongoing development of these.
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