Standards for the Teaching Profession
Click on the STP number to see blog labels related to that criteria
Exploration of the standard
STP1 ~ Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga
and Te Tiriti o Waitangi partnership in Aotearoa New
~Understand and recognise the unique status
of tangata whenua in Aotearoa New Zealand.
~Understand and acknowledge the histories,
heritages,languages and cultures of partners
to Te Tiriti o Waitangi.
~Practise and develop the use of Te Reo and
STP2 ~ Professional learning
Use inquiry, collaborative problem solving and
professional learning to improve professional
capability to impact on the learning and achievement
of all learners.
~Inquire into and reflect on the effectiveness of
practice in an ongoing way, using evidence from
a range of sources.
~Critically examine how my own assumptions
and beliefs, including cultural beliefs, impact on
practice and the achievement of learners with
different abilities and needs, backgrounds,
genders, identities, languages and cultures.
~Engage in professional learning and adaptively
apply this learning in practice.
~Be informed by research and innovations
related to: content disciplines; pedagogy;
teaching for diverse learners, including learners
with disabilities and learning support needs; and
wider education matters.
~Seek and respond to feedback from learners,
colleagues and other education professionals,
and engage in collaborative problem solving and
learning focused collegial discussions.
STP3 ~ Professional relationships
Establish and maintain professional relationships
and behaviours focused on the learning and
wellbeing of each learner.
~Engage in reciprocal, collaborative learning-
focused relationships with
families and whānau teaching colleagues,
support staff and other professionals
agencies, groups and individuals in the
~Communicate effectively with others.
~Actively contribute, and work collegially, in the
pursuit of improving my own and organisational
practice, showing leadership, particularly in areas
~Communicate clear and accurate assessment
for learning and achievement information.
STP4 ~ Learning-focused culture
Develop a culture that is focused on learning, and is
characterised by respect, inclusion, empathy,
collaboration and safety
~Develop learning-focused relationships with
learners, enabling them to be active participants
in the process of learning, sharing ownership
and responsibility for learning.
~Foster trust, respect and cooperation with and
among learners so that they experience an
environment in which it is safe to take risks.
~Demonstrate high expectations for the learning
outcomes of all learners, including for those
learners with disabilities or learning support
~Manage the learning setting to ensure access
to learning for all and to maximise learners’
physical, social, cultural and emotional safety.
~Create an environment where learners can be
confident in their identities, languages, cultures
~Develop an environment where the diversity
and uniqueness of all learners are accepted
~Meet relevant regulatory, statutory and
STP5 ~ Design for learning
Design learning based on curriculum and
pedagogical knowledge, assessment information
and an understanding of each learner’s strengths,
interests, needs, identities, languages and cultures.
~Select teaching approaches, resources, and
learning and assessment activities based on a
thorough knowledge of curriculum content,
pedagogy, progressions in learning and the
~Gather, analyse and use appropriate assessment
information, identifying progress and needs of
learners to design clear next steps in learning
and to identify additional supports or adaptations
that may be required.
~Design and plan culturally responsive, evidence-
based approaches that reflect the local community
and Te Tiriti o Waitangi partnership inNew Zealand.
~Harness the rich capital that learners bring by
providing culturally responsive and engaging
contexts for learners.
~Design learning that is informed by national
policies and priorities.
STP6 ~ Teaching
Teach and respond to learners in a knowledgeable
and adaptive way to progress their learning at an
appropriate depth and pace.
~Teach in ways that ensure all learners are
making sufficient progress, and monitor the
extent and pace of learning, focusing on equity
andexcellence for all.
~Specifically support the educational aspirations
for Māori learners, taking shared responsibility for
these learners to achieve educational success as
~Use an increasing repertoire of teaching strategies,
approaches, learning activities, technologies and
assessment for learning strategies and modify
these in response to the needs of individuals and
groups of learners.
~Provide opportunities and support for learners to
engage with, practise and apply learning to
different contexts and make connections with
~Teach in ways that enable learners to learn from
one another, to collaborate, to self-regulate and to
develop agency over their learning.
~Ensure learners receive ongoing feedback and
assessment information and support them to use
this information to guide further learning.