Draft Professional Teaching Standards - Pilot

By NZAIMS inc | Posted: Thursday December 15, 2016

The Education Council is seeking participants in a teaching standards pilot and has asked us to share this within our network.

For further information


Registration of Interest

Draft Professional Teaching Standards - Pilot

The Education Council of Aotearoa New Zealand has developed new professional standards for the teaching profession.

The standards are a revision of the current Practising Teacher Criteria. They have been designed to be applicable to everyone who holds a Practising Teacher Certificate – those working in Māori and English-medium, from early childhood, primary, secondary and those teaching teachers in tertiary institutions. They are applicable irrespective of their position – for example, they are the base set of standards for principals, senior leaders, Resource Teachers Learning and Behaviour, etc.

These professional standards are designed at a high level so that each setting can consider what these standards look like in their context, considering special character, priorities and local context. They are also designed to sit alongside, and inform, other key documents.

Although the content of the standards is similar to the current Practising Teacher Criteria, they do represent a rationalisation (from 12 criteria to 6 standards) and there are some new ways of describing some concepts.

We want to trial the draft professional standards and indicators in early-mid 2017 in a range of settings - Early Childhood, Area Schools, Primary, Secondary, Māori Medium, Initial Teacher Education - and with different teacher roles. We have sought initial expressions of interest for the pilot programme through a notice in the November edition of the Highlighter newsletter and have received interest from about 40 individuals or schools so far.

We are seeking registrations of interest to design and deliver the pilot programme to trial the draft standards and indicators. Please email us by Friday 13 January 2017 at [email protected] if you are interested in this work.

The draft standards will be available on our website before the Christmas break. They will be found on: https://educationcouncil.org.nz/content/review-of-standards-teaching-profession

We plan to issue the Request for Proposal during the week commencing 16 January 2017.

Project scope

The project scope includes designing and delivering a pilot programme that represents the variety of teaching roles and educational settings and that links to appraisal using the draft professional teaching standards, including:

· Recruiting the optimal sample size and range of teachers and settings for the pilot

· Involvement in the design of supporting resources for the pilot participants (e.g. an English and Māori Medium webinar that introduces the draft teaching standards and explains how to use them)

· Designing the pilot questions - for example:

Ø Do the draft standards reflect everyday quality practice for competence and leadership in your setting?

Ø Can the draft standards be used within your appraisal process as a maker for evaluative capability and to develop practice and build expertise?

· Evaluating the outcome of the pilot and preparing a report covering the findings of the pilot across the different roles/settings and any recommendations for change to the draft standards.


The pilot of the draft teaching standards needs to be conducted during Term 1 2017 (February - March). The timeframe for the pilot is tight as the new teaching standards are required to be in place by 1 July 2017.

There will be a transition period before the standards are expected to be used for appraisal and certification:

· Pilot of draft standards and indicators: Early to mid-2017 (Term 1)

· Revision to standards and indicators following pilot: Mid 2017

· New standards published: 1 July 2017

· Socialisation of new professional standards (e.g. workshops, resources, newsletters): July-December 2017

· New professional standards used for appraisal: January - December 2018

· Full use of professional standards: January 2019


The standards review was mandated by the 2015 amendment to the Education Act.

The current ‘standards for ongoing practice’ and measure of quality are the Practising Teacher Criteria, which are used for the appraisal of teachers for certification. There are also multiple standards that exist for different purposes in the education sector - for example the professional standards in collective agreements used for appraisal and salary progression.

This multitude of standards is causing confusion across the teaching profession and as such, there was a call to simplify and streamline the current standards into a more useful set that guides a teacher’s career and that suits different cultural settings and learning environments. Feedback from across the profession also indicated that the current Practising Teacher Criteria were not broken, but that they need a refresh.

In June 2016, the Standards Working Group proposed a revised framework for teaching standards by adapting the current Practising Teacher Criteria. The working group were in favour of a broad set of standards and indicators, for all teachers, which are suitable for different cultural settings and learning environments. The Education Council subsequently supported this framework to inform the development of new standards.

Evaluation Associates were commissioned over September/October 2016 to develop draft new teaching standards and indicators based on the agreed framework, in conjunction with Early Childhood Education and Māori Medium specialists. The draft standards were presented to the working group and governing board in November 2016 and a final draft was completed in December 2016 for wider consultation with the sector.

A pilot of the current Practising Teacher Criteria (previously the Registered Teacher Criteria) was carried out in October 2009 by the University of Canterbury for the New Zealand Teachers Council. Fifty-nine teacher representatives from ECE, primary, secondary, and Māori Medium sectors were involved over a period of six months. The pilot consisted of professional development through a series of workshops and follow up visits to individual teachers, followed by evaluation by a researcher. Its aim was to investigate whether the draft registered teacher criteria provided a valid framework to guide professional learning and development of teachers, and if the criteria could be used to guide the appraisal and assessment of teachers.

We envisage that the pilot programme of the draft professional teaching standards will be larger in scale as it needs to cover a variety of different educational settings and teaching roles, however the content of the pilot may be similar.