Key Indicators: 1-6

1. Know my professional: Our professional expectations

Registered Teacher
Criteria:
1, 2, 3, 4, 5, 6, 12

Professional Standards:
- Communicate with families, whanau and caregivers 5c - Keep informed of developments in curriculum and learning theory 1b
- Share information with colleagues 5d - Encourage other and participate in professional development 6b
- Establish and maintain effective working relationships with - Contribute to the life of the school 7a
colleagues 6a - Are competent in the content of relevant curriculum 1a
- Establish good relationships with students and respect their - Use appropriate teaching objectives, programmes, learning activities, and
individual needs assessment 2a
and cultural backgrounds 4b - Reflect on teaching with a view to improvement 2f
- Organise a safe physical environment 4c
- Demonstrate knowledge of the Treaty of Waitangi and
te reo me ona tikanga 1c
Code of Ethics: 1a, 4a, 4c-i
References:
Ka Hikitia, Tataiako, Forrest Hill
School Curriculum Framework,
New Zealand Curriculum
Key indicators:
Professional Conduct
A) Engage in ethical, respectful, positive and collaborative professional relationships will all members of the community, i.e., students, parents/whanau, colleagues, outside agencies
B) Respond professionally to feedback from members of the community
C) Critically examine your own beliefs and their possible impact on learners
D) Conduct and present yourself in a professional manner.
- Appropriate dress/presentation
- Confidentiality/Sensitivity
E) Demonstrate and model the school values programme (Character Wheel)

Commitment to Treaty of Waitangi
F) Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
G) Can describe how the Treaty of Waitangi influences their practice as a teacher in the New Zealand educational setting, ensuring equal learning opportunities for all students, recognising their cultural
and individual learning needs
H) Takes responsibility for their own development about Maori learner achievement.
I) Affirm Maori learners as Maori Maori students learning as Maori; recognising all things Maori, e.g., protocol, needs and expectations of whanau, and their aspirations for their children
J) Specifically and effectively address the educational aspirations of akonga Maori, displaying high expectations for their learning
K) Presence, Engagement & Achievement are key indicators to success for Maori
Professional Relationships
L) Engage in appropriate, ethical, respectful, positive and collaborative professional relationships with:
- konga
- teaching colleagues, support staff and other professionals
- whnau and other carers of konga
- agencies, groups and individuals in the community

Commitment to the Profession
M) Commitment to on-going Learning
- Identify and action personal professional goals.
- Engaging with evidence and professional literature to reflect on and refine practice
- Teacher as an Inquirer
N) Showing leadership
- Undertake areas of responsibility effectively
- Actively contribute to the professional learning community
Commitment to Society
O) Compliance with all Ministry requirements
P) Compliance with all Forrest Hill School policies and procedures
Q) Encouraging our students to demonstrate the values of the Character Wheel
R) Listening to and responding to the needs of the Forrest Hill community








2. Know my community: Our professional relationships
Registered Teacher
Criteria:
1, 2ii, 3i, 4ii, 7ii, 11ii, 12ii
Professional Standards
- Communicate with families, whanau and caregivers 5c - Keep informed of developments in curriculum and learning theory 1b
- Share information with colleagues 5d - Encourage other and participate in professional development 6b
- Establish and maintain effective working relationships with - Manage student behaviour positively 4a
colleagues 6a - Create an environment of respect and understanding 4d
- Establish good relationships with students and respect their - Provide and maintain a purposeful working atmosphere 4e
individual needs and cultural backgrounds 4b - Provide feedback to students 5b
- Organise a safe physical environment 4c - Reflect on teaching with a view to improvement 2f
- Demonstrate knowledge of the Treaty of Waitangi and
te reo me ona tikanga 1c
Code of Ethics: 2a-d, 3b, 4f,g
References:
Ka Hikitia, Tataiako,
Forrest Hill School
Curriculum Framework,
New Zealand Curriculum
Key Indicators:
Learners/Akonga
A) Have respectful working relationships with learners/akonga which enhance their achievement.
B) Displays respect, integrity and sincerity when engaging with learners/akonga
C) Foster trust, respect and cooperation with and among akonga
D) Acknowledge and respect the languages, heritages and cultures of all akonga


Parents, Caregivers, Whanau
E) Uses specific strategies and protocols for effective communication with whanau, hapu, iwi and the community.
F) Fosters involvement of whnau in the collection and use of information about the learning of konga
G) Communicates effectively with parents/caregivers/whanau about their childs learning
- Promote involvement of whanau in the learning process
- communicate assessment and achievement information to relevant members of the learning community
H) Ensures congruency between learning at home and at school.
Colleagues, Other Professional Agencies
I) Respond professionally to feedback from members of their learning community
J) Participate responsively in professional learning opportunities within the learning community
K) Work collaboratively with syndicate and wider school as part of a learning community
L) Communicate assessment and achievement information to relevant members of the learning community
Maintaining School Culture
M) Displays respect for the local culture in engaging with learners/ako, family/whanau, communities, agencies, teaching colleagues, support staff, and other professionals.

3. Know my learners: Promoting Well-being of all Learners
Registered Teacher
Criteria:
2ii, 7i-ii, 8i,iii,iv, 9i,ii,
10ii

Professional Standards
- Establish good relationships with students and respect their - Recognise and support diversity amongst individuals and groups 3a
individual needs and cultural backgrounds 4b - Engage students in learning 3b
- Organise a safe physical environment 4c - Establish high expectations that value and promote learning 3c
- Manage student behaviour positively 4a - Communicate clearly and accurately in either, or both, of the official languages of
- Create an environment of respect and understanding 4d New Zealand 5a
- Provide and maintain a purposeful working atmosphere 4e
- Demonstrate a range of effective teaching techniques 2b
- Demonstrate flexibility and responsiveness 2c
- Impart subject content effectively 2d
- Use appropriate technology and resources 2e
Code of Ethics: 1e,-g
References:
Ka Hikitia, Tataiako,
Forrest Hill School
Curriculum
Framework, New
Zealand Curriculum
Key Indicators:
Promote the Well-Being of all Learners/Akonga
A) acknowledge and respect the languages, heritages and cultures of all konga
B) effectively address the educational aspirations of konga Mori, displaying high expectations for their learning
C) Maintain high expectations of Maori learners succeeding as Maori.
D) Demonstrably cares about all learners/akonga, what they think and why.

Responding to Individual Learning Needs
E) demonstrate knowledge and understanding of social and cultural influences on learning
F) select teaching approaches, that are inclusive and effective for diverse konga
G) Provide culturally responsive and engaging contexts for learning.

Knowing How Learners Learn
H) enable konga to make connections between their prior experiences and learning and their current learning activities
I) Validate the prior knowledge that learners/akonga bring to their learning
J) encourage konga to take responsibility for and manage their own learning and behaviour
K) assist konga to think critically about information and ideas and to reflect on their learning

Learning Environment
L) Foster and maintain learning focussed relationship between teacher and student.
M) Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate learners/akonga
N) Foster trust, respect and cooperation with and among learners/akonga


4. Know my direction: Know Where Ive Been & Where Im Going
Registered Teacher
Criteria:
4i-iii, 12i-iii

Professional Standards
- Keep informed of developments in curriculum and learning theory 1b
- Encourage other and participate in professional development 6b
- Reflect on teaching with a view to improvement 2f
Code of Ethics: 1b, 4b
References:
Ka Hikitia, Tataiako,
Forrest Hill School
Curriculum
Framework, New
Zealand Curriculum
Key Indicators:
Commitment to On-Going Professional Learning
A) identify professional learning goals in consultation with colleagues
B) participate responsively in professional learning opportunities within the learning community
C) articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
D) Takes responsibility for own development about Maori learner achievement

Critical Inquiry
E) Systematically and critically engage with evidence and professional literature to reflect on and refine practice
F) Respond professionally to feedback from members of their learning community
G) Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of learners/akonga










5. Know my curriculum: Professional Knowledge & Practice
Registered Teacher
Criteria:
4iii, 6i,ii, 8i-iv, 9ii,iii,
10i, 11i-iii
Professional Standards
- Keep informed of developments in curriculum and learning theory 1b - Recognise and support diversity amongst individuals and groups 3a
- Encourage others and participate in professional development 6b - Engage students in learning 3b
- Are competent in the content of relevant curriculum 1a - Establish high expectations that value and promote learning 3c
- Use appropriate teaching objectives, programmes, learning activities, - Communicate clearly and accurately in either, or both, of the
and assessment 2a official languages of New Zealand 5a
- Demonstrate a range of effective teaching techniques 2b - Provide feedback to students 5b
- Demonstrate flexibility and responsiveness 2c
- Impart subject content effectively 2d
- Use appropriate technology and resources 2e
Code of Ethics: 1c, 1d
References: Ka Hikitia, Tataiako,
Forrest Hill School
Curriculum Framework,
New Zealand
Curriculum
Key Indicators:
Catering for Learners Needs
A) modify teaching approaches to address the needs of individuals and groups of
konga
B) Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse learners/akonga
- Consciously plans and uses pedagogy that engage all learners and caters for their needs
- Harnesses the rich cultural capital which learners bring to the classroom by providing culturally responsive and engaging contexts for learning.

Learning Programmes
C) Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
D) encourage konga to take responsibility for their own learning and behaviour
E) assist konga to think critically about information and ideas and to reflect on their learning
F) analyse assessment information to identify progress and on-going learning needs of konga
G) use assessment information to give regular and on-going feedback to guide and support further learning
H) analyse assessment information to reflect on and evaluate the effectiveness of the teaching
I) Practice and develop the relevant use of te reo Maori me nga tikanga-a-iwi in context
- Actively facilitates the participation of whanau and people with the knowledge of local context, tikanga, history and language to support classroom teaching and learning programmes
- Incorporates Maori culture (including tikanga-a-iwi) in curriculum delivery and design processes
J) Plans and implements programmes of learning which accelerate the progress of each learner identified as achieving below or well below expected achievement levels

Curriculum Delivery
K) Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
- Use the New Zealand Curriculum documents for planning and implementation of classroom programmes.
- Use of e-learning tools, formative assessment practises, Library of Experiences and the Forrest Hill School Inquiry Model as described in the Forrest Hill School Curriculum Framework and Curriculum
Implementation documents
L) Initiate learning opportunities to advance personal knowledge and skills

6. Know my Environment: Environment & Culture
Registered Teacher
Criteria:
2i-iii, 7i, 12iii

Professional Standards
- Establish good relationships with students and respect their individual needs and cultural backgrounds 4b
- Organise a safe physical environment 4c
- Manage student behaviour positively 4a
- Create an environment of respect and understanding 4d
- Provide and maintain a purposeful working atmosphere 4e
- Reflect on teaching with a view to improvement 2f

Code of Ethics: 1f, 2c, 2d, 4h
References:
Ka Hikitia, Tataiako,
Forrest Hill School
Curriculum
Framework, New
Zealand Curriculum
Key Indicators:
Physical Learning Environment
A) Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
B) Comply with relevant regulatory and statutory requirements
C) Follow procedures regarding classroom behaviour management (step system, tracking notebooks)

Classroom Culture
D) Acknowledge and respect the languages, heritages and cultures of all learners/akonga
E) Establish and maintain a student focussed environment.
F) Use effective management strategies to engage and motivate student learning
G) Encourage learners to take responsibility for their own learning and behaviour
H) Foster trust, respect and cooperation with and among learners/akonga

Playground Environment & Culture
I) Support and model the Enviro-Schools five principles
J) Support and model the school values programme (Character Wheel)
K) Monitor the safety of all children while on playground duty
L) Follow procedures regarding playground behaviour management (duty clipboards)