Te Aho o Te Kura Pounamu Early Childhood Teachers' Collective Agreement

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Te Aho o Te Kura Pounamu Early Childhood Teachers' Collective Agreement [PDF, 602 KB]

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Appendix Two: Professional Standards

Te Aho o Te Kura Pounamu Early Childhood Teachers’ Collective Agreement
Effective: 1 December 2022 to 2 July 2025

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Performance Monitoring - Early Childhood Teachers

A satisfactory teacher demonstrates knowledge of:

Dimension 1 - Professional knowledge
  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