Teaching Council of Aotearoa New Zealand

Meaningful professional growth doesn't happen by chance; it grows through ongoing conversations, reflection and support. 💜

With a few days to go until our next Rauhuia Symposia on Element D of the Professional Growth Cycle, you've still got time to sign up.

Designed for leaders supporting professional growth across their learning community, this session explores how Element D can support kōrero that strengthen practice in your setting.

We’ll look at:
• How feedback, observation and mentoring can support professional growth
• Creating the conditions for open, trust-based conversations
• Using the Standards to guide and strengthen these conversations

Join us:
📅 Tuesday 23 June
⏰ 4.00pm – 5.30pm
📍 Online
💻 Free to attend

Register now: https://www.eventbrite.co.nz/e/element-d-leading-conversations-that-grow-practice-tickets-1775072051289?aff=oddtdtcreator

Element D: Leading conversations that grow practice Create space for meaningful conversations—feedback, observation & mentoring that build trust and support professional growth.

What does Standard 3 look like in practice?

Standard 3 is: Know the learner and the learning process.

It reflects the professional knowledge of the learning process and the various factors that affect how children and young people learn. Teachers draw on this knowledge to create learning experiences that are meaningful, responsive and inclusive.

In practice, this can look like discussions and planning that shows that the teacher knows:

· How children and young people learn

· How to recognise and respond to learners’ languages, cultures and identities

· How to adapt to teaching approaches to support different learning needs.

· How to examine their own assumptions, beliefs and biases, and understands how these influence their practice and interactions with learners

This is how the Standards are brought to life in everyday teaching practice. Follow along to learn about Standard 4.

What does Standard 2 look like in practice?

Standard 2 is: know the content and how to teach it.

It reflects teaching practice that draws on strong curriculum knowledge, pedagogy, and pedagogical curriculum knowledge to design learning that supports all learners to engage and progress.

In practice, this can look like:
• Designing learning based on clear curriculum understanding
• Using teaching approaches that support different ways of learning
• Adapting content to meet the needs of learners in your setting

This is how the Standards are brought to life in everyday teaching practice. Follow along to learn about Standard 3. 💛

At Matatū Aotearoa, we celebrate Vaiaso o le Gagana Samoa 2026 with pride. Supporting educators to uplift and sustain Gagana Samoa for future generations.

"‘E afua mai i mauga tetele manuia o le 'nu'u - From the high mountains are the blessings of the village." 🌺📚✨

Element D of the Professional Growth Cycle focuses on creating space for meaningful professional conversations that support growth over time.

Join our next Rauhuia Symposia to explore how this looks in practice.
We’ll look at:
- How feedback, observation and mentoring can support professional growth
- Creating the conditions for open, trust-based conversations
- Using the Standards to guide and strengthen these conversations

📅 Tuesday 23 June
⏰ 4.00pm – 5.30pm
📍 Online
💻 Free to attend

This session is designed for leaders supporting professional growth and capability across their learning community.

Register now and explore how Element D can support conversations that strengthen practice in your setting: https://www.eventbrite.co.nz/e/element-d-leading-conversations-that-grow-practice-tickets-1775072051289?aff=oddtdtcreator 💛

What does Standard 1 look like in practice?

Standard 1 focuses on Te Tiriti o Waitangi partnership and the commitment to tangata whenuatanga in Aotearoa New Zealand.

It reflects teaching practice that recognises the place of Māori as tangata whenua, and supports relationships, environments, and decisions that uphold this in meaningful ways.

In practice, this can look like:
• Building strong, respectful relationships with ākonga Māori and their whānau
• Reflecting te reo Māori and tikanga Māori in everyday teaching
• Creating learning environments where identity, language and culture are visible, valued, and affirmed

This is how the Standards are brought to life in everyday teaching practice. Follow along to learn about Standard 2. 💛

After more than 37 years working across education as a teacher, counsellor, and school leader, Mary Pottinger has dedicated much of her career to understanding how schools can better support students experiencing poverty and disadvantage.

Now a Deputy Principal with responsibility for pastoral care, Mary’s Ed.D research explored the seen and unseen impacts of poverty in high-decile schools, including how shame, stigma, and financial barriers can shape a student’s sense of belonging, confidence, and participation in school life.

Through interviews with former students, her research highlighted the importance of relationships, empathy, and creating learning environments where every learner feels valued and included. 💛

“Showing unconditional positive regard matters. When students feel seen and valued, they’re more willing to engage, take risks, and learn.” Mary Pottinger

Mary’s work is a powerful example of how the Code and Standards can be reflected in everyday interactions, relationships, and pastoral care within school communities.

Read more of Mary's story: https://www.teachingshapeswhatmattersmost.nz/stories/socioeconomic-mary-pottinger

Ngā mihi nui to Mary for sharing this important research and for her ongoing commitment to supporting equitable outcomes for learners across Aotearoa.