Ngā Paerewa · Standards for the Teaching Profession
This page maps the evidence in my portfolio to the six Standards for the Teaching Profession (Ngā Paerewa mō te Umanga Whakaakoranga). Because my practicum placements remain outstanding — not through any withdrawal on my part, but because a placement was not arranged — I evidence each Standard through my Limited Authority to Teach classroom experience at Mangakōtukutuku College and my Initial Teacher Education coursework. All student names are pseudonyms.
I do not present this mapping as a substitute for practicum. I present it as honest evidence that, across a full year of classroom responsibility and a year of academic study, I have demonstrated the professional knowledge, practice and values the Standards describe — and that I am ready to complete the outstanding professional experience.
Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
- A Māori Resource Investigation — Wayfinding: kāpehu whetū, waka hourua and the revival of traditional navigation, with five verified authoritative resources and three learning experiences (EDPROFM 600).
- Ongoing self-directed study in te reo Māori and tikanga (see Professional Learning), and everyday te reo in my classroom practice.
- Design Your Own Society and my Rights & Participation lesson sequence both hold rangatiratanga as a live analytical lens, not an add-on.
- Film analysis of Two Cars, One Night read through Bishop & Berryman's Te Kotahitanga framework (100%).
- Te Kete Ako embeds mātauranga Māori across its resources — built to help other kaiako teach in partnership, not tokenism.
Professional learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
- My Curriculum Inquiry Assignment — a full inquiry cycle into learner engagement, from literature review (97.5%) to evidenced reflection (18.5/20).
- A series of critically reflective lecture responses: CALD learners (5/5), historical significance (5/5), disciplinary literacy (5/5), Pacific learners, and assessment.
- A Bronfenbrenner eco-map analysing the contextual factors shaping my teaching identity (86.5%).
- Deliberate goal-setting and reflection against Gibbs' cycle (see PLD Goals and Evidence).
Professional relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
- A collegial kōrero (Kōrero Ngaio) with a colleague on ākonga engagement and cross-curricular learning (100%).
- Three whānau-facing class newsletters — a deliberate home–school partnership artefact (40/45).
- A year of relationship-first practice under an LAT — greeting every ākonga by name, earning trust daily. The Evidence page records specific moments, including sitting at the piano with a frightened Year 9 student until she spoke.
Learning-focused culture
Develop a learning-focused culture characterised by respect, inclusion, empathy, collaboration and safety.
- My CIA centred the question "How can I engage the learners in my classroom?", drawing on Te Kotahitanga, Alton-Lee's BES and Webber's identity research (Part 1, Part 2).
- A narrative discussion analysing two learners through self-determination, expectancy-value and attribution theory (83.3%).
- Taking responsibility for a class at a school in an acute staffing crisis — a predominantly Māori and Pacific community — and lifting Year 8 literacy achievement by more than a stanine in roughly half a year (see Student Impact).
Design for learning
Design learning based on curriculum, pedagogical knowledge and assessment information, and an understanding of each learner's strengths, interests, needs, identities, languages and cultures.
- A three-lesson Social Studies sequence — Rights & Participation in Aotearoa, NZC Level 4 political literacy (80%).
- An assessment design — Design Your Own Society: task brief, NZC alignment, and a standards-based marking schedule.
- Three strand-specialised Year 9 Digital Technologies newsletters with NZC technological-areas diagrams and Careers NZ pathways (40/45).
- Te Kete Ako — a curriculum-design platform I built, now holding thousands of NZC-aligned resources and unit plans for New Zealand educators.
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
- A full year teaching Year 8 homeroom and Social Studies under a Limited Authority to Teach — genuine, sustained classroom responsibility, not a single observed lesson.
- Measurable progress: Year 8 literacy achievement up more than a stanine in about half a year (see Student Impact).
- Curriculum and assessment I designed and taught — the Rights & Participation sequence and Design Your Own Society — enacted with real learners, then refined.
- My academic results across the programme (multiple A / A+ grades) confirm the professional knowledge underpinning that teaching.