Criteria+1

= **Professional relationships and professional values** =

well-being of all ākonga [1]
 * ** Criterion 1 ** :establish and maintain effective professional relationships focused on the learning and

Key Indicator :
 * i. The teacher engages in ethical, respectful, positive and collaborative professional relationships with: **
 * ākonga
 * teaching colleagues, support staff and other professionals
 * whānau and other carers of ākonga
 * agencies, groups and individuals in the community. ||
 * Evidence for this could be that:

Ākonga feel empowered, acknowledged, their mana is intact, they know they have an important voice in the learning environment and in the ākonga’ wider social picture. Ākonga respect the teacher’s requests and instructions.

The teacher shows respect for and interest in ākonga, using their preferred name accurately and by learning about them and their background, taking into account their interests and identity. The teacher responds with empathy, interest and fairness to all ākonga’ actions, responses to questions and contributions to questions and debates. Pastoral care roles (e.g. form / whānau teacher) are undertaken effectively and responsibly. The teacher clearly demonstrates understanding that effective relationships are pivotal to leanrning for all ākonga and certainly for those who are Māori.

There are open respectful interactions among all parties across learning. The teacher knows and uses appropriate programme channels and national initiatives for the benefit of ākonga. Effective communication skills are used including respectful and positive language and tone used about and among staff, showing support of one another.

There is open, comfortable interaction between and among whānau, ākonga and teacher. Whānau are actively involved and engaged across the learning. The teacher engages positively in discussion with whānau (including both good news and concerns) and uses the ideas derived from this to inform their practice and create learning experiences. Whānau are treated as partners in education, they are invited to make suggestions for teaching practice and offered suggestions as to how they can support learning. Whānau feel comfortable talking to the teacher about their child– they know that the teacher has their child’s best interest at heart.

What do I do to establish effective working relationships with my ākonga, their whānau and my colleagues and others to support the learning of those I teach? ||
 * Reflective Question: **

[1] Ākonga refers to all learners in the full range of settings where the Registered Teacher Criteria apply.