Section B: Professional practice (criterion 3a)
You will demonstrate how your exemplary use of evidence and research to inform professional practice has led to positive outcomes for diverse (all) students.
Evidence should include:
- social, cultural and academic indicators and specifically reference impacts on priority learners
- commentary and analysed data sufficient to demonstrate evidence of professional practice that leads to positive outcomes for diverse (all) students
- a brief, reflective discussion of how links have been made between analysed data and relevant education theory and/or research in order to provide a way forward for diverse (all) students
- feedback from students and colleagues
- feedback, correspondence or any other attestation that is sufficient to demonstrate applied professional practice that leads to improved student outcomes
- analysed data (for example, unit diagnostic/formative/summative) showing progress and achievement over time in relation to your interventions. Any analysis of evidence should provide sufficient information for an independent educator to draw the same conclusions as those expressed in the portfolio.
Note, used in this context data can be taken to mean all qualitative and quantitative information that you would normally gather and use to assess student progress.
Professional tools include:
- Best Evidence Synthesis
- Inquiry and Knowledge Building Cycle
- Ka Hikitia Measureable Gains Framework
- Tātaiako
Related criteria and evidence required in order of direct relevance to Section B. |
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ACET criterion 3a: Exemplary use of evidence and research to inform practice. |
Requires multiple sources of evidence and its application to practice. This should include evidence of the ways that theory, research, professional learning and development, have informed practice. A list of references to research that has informed your practice should be provided. |
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ACET criterion 1: Practice demonstrably higher than the Experienced Teacher Professional Standards. |
Evidence is needed of practice that demonstrates creativity and innovation with ongoing development built on an evidential base from both research and academic theory, and sound analysis of children's learning:
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ACET criterion 2: Explicitly demonstrating positive outcomes for all learners, with specific information about meeting the needs of students identified as 'priority learners' in Government policy. |
Evidence is needed of positive student learning outcomes for all learners related to the New Zealand Curriculum or Te Marautanga o Aotearoa or other relevant official curriculum documents through taking account of, and planning for the learning needs of children. |
Evaluation by panel
- Panellists will examine the extent to which the commentary in the portfolio and evidence demonstrate exemplary professional practice in relation to the use of theory, research and data analysis that leads to positive outcomes for diverse (all) students. On that basis an evaluation will be made as to whether there is sufficient evidence that criterion 3a has been met.