Te Aho o Te Kura Pounamu Early Childhood Teachers' Collective Agreement
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Appendix Two: Professional Standards
Te Aho o Te Kura Pounamu Early Childhood Teachers’ Collective Agreement
Effective: 1 December 2022 to 30 November 2024
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Performance Monitoring - Early Childhood Teachers
A satisfactory teacher demonstrates knowledge of: |
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Dimension 1 - Professional knowledge | ||
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Standards | Indicators | |
1.1 | Curriculum documents, Te Whariki curriculum - Framework - DOPs - The subjects being taught and current learning theory |
Demonstrates knowledge of curriculum documents, DOPs and current learning theories Responds to parents/supervisors and students on curriculum matters Demonstrates knowledge of parent resources and their relationship to the curriculum |
1.2 | Treaty of Waitangi and te reo Maori me ona tikanga | Demonstrates knowledge of the Treaty of Waitangi and its implications Supports Te Reo and tikanga Maori in practice |
1.3 | The characteristics and progress of students | Demonstrates an understanding of individual student development and learning needs Responds to student, parent/supervisor questions |
1.4 | Appropriate teaching objectives | Develops individualised programmes Uses current education theories and practices Demonstrates understanding of resources and their objectives |
1.5 | Appropriate technology and resources | Uses appropriate media to deliver programmes, provide feedback and support parents/supervisors |
1.6 | Appropriate learning activities, programmes and assessment | Adheres to school policy and ECH procedures for assessment Uses assessment outcomes to plan further learning experiences Chooses appropriate material to successfully engage students in learning |
Dimension 2 - Professional Practice - The Learning Environment | ||
Standards | Indicators | |
2.1 | Creates an environment of respect and understanding | Demonstrates respect for families’ needs and wants, and their cultural and philosophical background Models respect and understanding |
2.2 | Establishes high expectations that value and promote learning | Communicates realistic learning expectations to students/parents Gives individualised feedback including specific teaching strategies |
2.3 | Manages student learning processes | Recognises and positively reinforces students’ efforts Organises appropriate programme for students Conveys realistic expectations Assesses student/parent learning needs and wants effectively |
2.4 | Manages student behaviour positively | Guides supervisors with techniques for managing behaviour Models appropriate techniques in feedback to students and supervisors Interacts with students in a warm, caring and respectful way |
2.5 | Establishes a safe physical and emotional environment | Demonstrates an understanding of health and safety issues in regular contact with families and when planning face to face events Follows school policies and guidelines |
Dimension 3 - Professional Practice - Teaching | ||
Standards | Indicators | |
3.1 | Communicates clearly and accurately in either or both official languages of New Zealand | Communicates clearly and accurately with student and family , with colleagues Shows support for Te Reo and tikanga Maori in practice |
3.2 | Uses a range of teaching approaches | Uses the most effective medium for communicating with student, parent/supervisor Selects appropriate teaching material for student, parent/supervisor Demonstrates an awareness of distance teaching techniques |
3.3 | Engages students in learning | Provides motivational guidance and support for parent/supervisor Makes explicit links between parent/child feedback and the programme Maintains regular contact with student/supervisor |
3.4 | Provides feedback to students and assesses learning | Develops and builds on meaningful relationships with student and parent/supervisor in order to provide quality feedback Supports parents/supervisors to observe, reflect and feed back on student progress/participation Communicates links drawn between parent/child feedback and the programme Encourages students to reflect on their own learning |
3.5 | Demonstrates flexibility and responsiveness | Seeks out/creates learning resources to support individual programmes Uses programmes and resources flexibly to meet family/student learning needs Demonstrates responsiveness to family/child circumstances |
Dimension 4 - Professional Relationships | ||
Standards | Indicators | |
4.1 | Reflects on teaching with a view to improve | Evaluates individual programmes Takes part in a monitoring system Takes part in appraisal system |
4.2 | Maintains accurate records | Follows ECH guidelines for recording information Keeps records in respect of - Portfolio duties - Communication with other professionals, agencies - Professional development, appraisal and monitoring |
4.3 | Communicates with families, Whanau, and caregivers | Responds to family/supervisor educational wants, needs or concerns Communicates regularly with parent/supervisor about - Student work returned - Child’s progress - Teaching techniques/strategies |
4.4 | Contributes to the life of the learning centre | Follows school policies and procedures Participates in wider school activities Organises and participates in face to face school events |
4.5 | Develops professionally | Participates in on-going professional development Seeks opportunities for individual professional development Consults and shares ideas with colleagues |
4.6 | Maintains confidentiality, trust and respect | Shows respect and sensitivity towards colleagues and families Follows school policies and procedures |
Dimension 5 - Professional Leadership | ||
Standards | Indicators | |
5.1 | Demonstrates flexibility and adaptability | Incorporates new ideas, skills and knowledge in practice Collaborates in group processes Takes account of diverse views when making decisions |
5.2 | Focuses on teaching and learning | Attends professional development programmes Participates in appraisal programme |
5.3 | Leads and supports other teachers | Shares ideas and skills with colleagues Participates in buddy/support system Gives encouragement to colleagues professionally Communicates leadership decisions effectively |
5.4 | Displays ethical behaviour and responsibility | Follows the ECE Code of Ethics for Aotearoa Follows the ECH Group Operating Code Follows school policies |
5.5 | Recognises and supports diversity among groups and individuals | Plans, supports and co-operates with colleagues Accepts diverse teaching styles among colleagues Enables colleagues to work to their strengths Contributes knowledge and understandings of cultural diversity |
5.6 | Encourages others and participate in professional development | Provides motivational guidance and support for colleagues Attends professional development programmes Recognises colleagues’ skills, knowledge, strengths and interests Makes professional development information accessible to all staff |
5.7 | Manages resources safely and effectively | Demonstrates an understanding of health and safety issues Follows school policies and guidelines Makes principled decisions about selection/storage of resources |