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This site has been adapted from a template Allanah King has created for RTC and e-learning (which is available in the Google Site Templates Gallery when you search for "Registered").

Te Toi Tupu- Professional Dimensions for Facilitator Practice

Rationale is to put in place an appraisal process that is relevant for facilitators to:

Enhance their professional learning/practice
Have a system that enables quality assurance of facilitator practice across Te Toi Tupu and to external stakeholders (eg  NZTC teacher registration)

During processes of appraisal and critical self-reflection, facilitators need to think about what evidence can be collected from facilitating in their particular context that reflects the intent of the criteria and indicators and is consistent with the rationale for this process. Following each criterion is a reflective question to provoke self questioning and exploration of how the criterion might be demonstrated.

These criteria recognise that facilitating adult learning is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Decisions on sources of evidence need to take into account the purposes of the evidence. The degree of formality and extent of evidence supporting the demonstration of the Te Toi Tupu Professional Dimensions for Facilitator Practice will differ for individual facilitators.


A. Facilitators engage in appropriate professional relationships and demonstrate commitment to professional values.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


1.Communication and relationships


Links to Registered Teachers Criteria

1, 2, 7, 9, 10




Facilitators demonstrate

  • Engagement in communities of professional practice with colleagues, teachers and school leaders

  • Effective communication with fellow professionals including those in schools and educational agencies

  • Fostering of positive learning focussed working relationships with wider school communities

  • Contribution and commitment to Te Toi Tupu and wider educational community

Interpersonal and communication skills necessary to build, establish and strengthen effective relationships within and across educational communities.




Reflective Question – How do I develop, foster and strengthen professional relationships amongst those I work with and for?





A. Facilitators engage in appropriate professional relationships and demonstrate commitment to professional values.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


2.Professional Leadership


Links to Registered Teachers Criteria 5



Facilitators demonstrate

  • Understanding of the leadership role and how to foster that in colleagues and teachers

  • Promotion of leadership that contributes to effective teaching and learning

Has a clear understanding of, and can demonstrate how active and conscious leadership contributes to effective teaching and learning including leadership in online networks and communities of practice - fostering professional relationships and connections in online forums e.g. VLN, EEL and the TTT community



Reflective Question – What is my understanding of the leadership role and how do I support those I work with to use effective leadership for teaching and learning?



A. Facilitators engage in appropriate professional relationships and demonstrate commitment to professional values.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


3.Cultural Intelligence

(cultural Intelligence is a set of dispositions that enable one to be culturally responsive.)


Links to Registered Teachers Criteria

1, 2, 3, 7, 9, 10


Facilitators demonstrate cultural responsiveness to other cultures through

  • awareness that everyone is culturally located and that all interactions and learning are culturally defined

  • awareness of the cultural value and needs of all learners

  • ability to affirm and validate each person’s culture

  • ability to create and advocate for culturally appropriate and responsive contexts and environments

  • uses knowledge of culturally responsive pedagogies to bring about change and improvement in student achievement and in school environments

Understands the importance of cultural responsiveness


Engages with culturally responsive strategies and pedagogies to build effective relationships and enhance student achievement

Understands and values the Treaty of Waitangi as the founding document of Aotearoa New Zealand

Understands how to use culture as an asset in the teaching, learning and leading processes to facilitate professional growth




Reflective Question –  In what ways do I show my understandings, practice and effectiveness of cultural competence?



B. Facilitators make use of their professional knowledge in practice and understanding to build a stimulating, challenging and support learning environment that promotes learning and success for ākonga.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


1.Professional Knowledge


Links to Registered Teachers Criteria

4, 5, 6, 8, 10, 11, 12




Facilitators demonstrate:

  • A continuing high level of content, pedagogical , and contextual knowledge including use of adult learning theory and relevant research

  • A commitment to ongoing continuous learning, inquiry and reflection on own practice

  • Knowledge and use of high quality facilitation skills including managing difficult conversations, asking challenging questions and giving effective feedback  for constructive outcomes

  • Ability to engage with boards/leaders/teachers’ theories, assumptions, values and beliefs about students and learning

  • Knowledge of the education sector including government and Ministry policies, initiatives and resources

  • Knowledge of the role of whånau and community in student learning


Makes use of professional knowledge and understanding to ensure ongoing personal and professional growth and successful outcomes for teachers, leaders, students and themselves.


Able to illustrate understanding of current MoE documentation focused on priority learners with stories from practice


Able to explicitly reference how inclusive practices underpin facilitation practice


Can show knowledge of and connection to the education sector including government and Ministry.


A commitment to on-going learning about current digital tools and pedagogies.





Reflective Question – How do I use my professional knowledge, skills, understandings and experience to engage with students, teachers, leaders and whanau to ensure progress and achievement?



B. Facilitators make use of their professional knowledge in practice and understanding to build a stimulating, challenging and support learning environment that promotes learning and success for ākonga.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


2.Implementing Change for Improvement


Links to Registered Teachers Criteria

12


Facilitators demonstrate:

  • Understanding  and acknowledgement of the implication of national and global change on New Zealand’s society and the impact on teaching, learning and students.

  • Awareness of own and others theories of improvement and the change process to facilitate changes in teacher/ leader practice and learning

  • Understanding of  diverse needs of schools and makes contribution to better outcomes for all students

  • Use of  evidence to inform change and develops ways of working that lead to sustainable change in schools

Has a sound understanding of change theories, environments and strategies for creating quality and sustainable change in schools.



Reflective Question – What is my understanding of change theories and how do I utilise them effectively when working in diverse school settings?




B. Facilitators make use of their professional knowledge in practice and understanding to build a stimulating, challenging and support learing environment that promotes learning and success for ākonga.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


3.Evidence Informed


Links to Registered Teachers Criteria

1, 4, 6, 8, 11, 12



Facilitators demonstrate

  • Understanding of various forms of data and methods of collection, collation, analysis and interpretation

  • Use of evidence and professional literature to inform inquiry and improve own and others’ practice

  • Capability of critical inquiry, problem posing and problem solving

Has comprehensive knowledge and understanding of appropriate and purposeful use of evidence to inform actions and deliberately applies this in all learning contexts including own and teachers’/leaders’ practice and learning.





Reflective Question –How does my practice reflect that I engage in critical inquiry, gathering, analysing and using evidence to inform my learning and actions?



B. Facilitators make use of their professional knowledge in practice and understanding to build a stimulating, challenging and support learning environment that promotes learning and success for ākonga.


Dimensions of Facilitator Practice

Descriptors

Indicators of Highly Effective Practice

Evidence:  should be specific to the project/s that the facilitator works in, and agreed upon by the team/project leader.


4.Blended Learning


Links to Registered Teachers Criteria

6, 7



Facilitators demonstrate

  • Understanding that digital technology as a tool for learning and teaching sits alongside and integrates with non-digital approaches.

  • The ability to integrate aspects of digital technology appropriately into their PLD delivery.

  • Competence in the use of Learning Management tools for note-taking, recording, sharing and planning.

  • Familiarity with current best practices that support learning, especially blended approaches (face-to-face, online, synchronous, asynchronous).


Uses a range of facilitation approaches, including online, and makes use of digital technologies and pedagogies to enhance opportunities for learning and achievement for themselves and other learners.


Knows and is able to demonstrate sound digital citizenship and digital literacy practices.


Models appropriate and responsible use of digital technology for learning and communication.


Is informed about and uses a variety of current digital tools, methods and pedagogies.





Reflective Question – How do I use blended, inclusive professional learning approaches to engage effectively with students, teachers, leaders and the wider community


Possible sources of evidence include:


Critical reflections and evaluations of learning and practice: the process of evidence-based inquiry into practice that journals learning and practice including: challenges faced and solutions adopted; and reflection that indicates operating at the boundaries of understanding.

E.g. e-portfolio; reflective journal with goals, actions and reflections; evaluation of practice against theoretical framework/research literature (BES; RTC; Tataiako); records of application of learning gained from professional development opportunities.


Evidence of practice: hard evidence of facilitator practice or aspects of facilitation. Processes may incorporate use of multimedia technologies.

E.g. video/audio of facilitation practice; peer observation notes/feedback; transcripts of facilitation practice; still images of practice.


Critical dialogue: reciprocal professional dialogue with a clear focus on specific aspects of facilitator practice and learning, where the process is owned, directed and documented by the facilitator as learner.

E.g. evidence of: engagement in online forums and professional learning communities; professional dialogue (or reflection on professional dialogue) with critical friend, mentor or buddy; formal and informal conversations focused on inquiry into practice.


Documentation: collections of documents that are records of interactions/communications; achievements; planning, shared understandings; visioning; and evaluations. This documentation will serve as the focus for planning, reflection and evaluation of facilitator practice.

E.g. development plans; action plans; e-mails; agreed protocols; records of planning for facilitation and learning; evaluations of practice including surveys, facilitator/leader/teacher/student voice; collation/analysis/interpretation of school data; presentations; publications including local/national media and Enabling e-Learning digital stories; milestone report extracts.


Resources

Registered Teacher Criteria – English

http://archive.teacherscouncil.govt.nz/rtc/rtchandbook-english.


Registered Teacher Criteria – Māori

http://archive.teacherscouncil.govt.nz/rtc/rtchandbook-maori.pdf


Tātaiako – Cultural Competencies for Teachers of Māori Learners

http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/EducationInitiatives/Tataiako/TataiakoWEB.


Ki te Aotūroa (Improving In-service Teacher Educator Learning and Practice) 2008, Ministry of Education, Pub: Learning Media Item Number 33249