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Overview of standards

What do the standards ask of you as a kaiako?

The six standards collectively describe how we should practice as a kaiako in Aotearoa New Zealand. The order of the standards is intentional; each one builds on the next to develop a framework for quality practice.

 

The standards can be likened to the tikanga that we follow on the marae. If we were to transfer these standards from the context of school to that of the marae, the essence of each standard would remain. In order for the marae to function well, we must behave in a certain way. For example:

 

  • The marae is a place of life-long learning from the time we pick up a tea towel. Whether we stay in the back or eventually move to take up the mantle of the front, we are always growing our knowledge and skill. (Professional Learning)

 

  • In order for the learning to grow, there needs to be collaboration. Relationships are at the very centre of everything that happens with every area knowing what is happening at any given time. Communication is key to ensure everyone is informed and included in decision-making. (Professional Relationships)

 

  • The marae has a natural, learning-focused culture, with the young learning from the old and vice versa.  All who participate in marae activities are immersed in learning and life-enriching experiences and is the embodiment of ‘ako’. (Learning-focused culture)

 

Need more information?

In addition to the Education Council website resources, further  support material will soon be available on the Ako Panuku website.

 

 

Te Tiriti o Waitangi partnership

new koruDemonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

 

This partnership describes how we as kaiako consider ourselves professionals within Aotearoa New Zealand. It lies at the heart of decision-making in the kura context, and in how we strategically and collaboratively plan for the well-being and academic success of our ākonga. This is the practice we follow to develop a culture that pays respect to the indigenous people of Aotearoa, and to their culture and language.

 

Click here for more details of this standard.

Professional learning

professional learningUse inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

 

In order to teach, we need to be committed to learning. This standard outlines how we continuously question what we think and do, and how we strive for excellence. It outlines how, in kura, we constantly review and critique our practice in order to plan our next steps so that we address all learning needs.

Professional relationships

professional relationshipsEstablish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

 

Teaching is not an isolated activity. This standard sets out how, in kura, we need to build and nurture a range of relationships that support learning and improvement. Just like on our marae, clear communication between the front and back, from the experienced to the novice means continued improvement and success. Progress and achievement is unstable if relationships are not forged between colleagues, whānau and the wider community.

Learning focused culture

learning focused cultureDevelop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

 

This standard describes the tone of the learning setting we create in order for our professional relationships to flourish. It is about considering your ākonga. In order for them to achieve success, they need to be immersed in an environment that is comfortable, safe and nurturing but at the same time challenging.

Design for learning

design for learningDesign learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

 

This is about planning the what, why, when and how of the learning experiences. For example, how will you ensure a successful learning experience occurs for your ākonga? If they achieve the outcomes you set, what will be the next steps? How will you support those who need extension? What resources will you use? How will you manage your classroom and organise groups?

Teaching

teachingTeach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

 

This describes putting the designed programme of learning into action. It explains how a quality teaching and learning programme that exposes the ākonga to a range of learning experiences needs to be part of the classroom teaching process. Understanding ākonga learning styles and using a range of teaching strategies enables ākonga to achieve.

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