Te Toi Tupu - Professional Dimensions for Facilitator Practice

A. Facilitators engage in appropriate professional relationships and demonstrate commitment to professional values.
  1. Communication and relationships
  2. Professional Leadership
  3. Cultural Intelligence
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.

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.


Registered Teacher Criteria – English


Registered Teacher Criteria – Māori


Tātaiako – Cultural Competencies for Teachers of Māori Learners


Ki te Aotūroa (Improving In-service Teacher Educator Learning and Practice) 2008,

Ministry of Education, Pub: Learning Media Item Number 33249