Registered Teacher Criteria Rubrics
SOLO Registered Teacher Criteria Rubrics
SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between educators, teachers, and senior leadership teams.
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Why is this important?
Conversations about the quality of performance are difficult because they have the potential to threaten relationships by triggering discomfort and defensiveness. In the face of such threats, leaders often experience a dilemma between pursuit of their change agenda and protection of their relationships. Leaders may want to address what they see as a performance issue yet believe they can not do so without running an unacceptable risk of increased stress and conflict. In other words, they feel that they can not address the performance issues and maintain relationships with the staff member. They feel caught between the two. Robinson, V. (2009). | Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations. First-time Principals Programme. The University of Auckland.
Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
1. Fully registered teachers establish and maintain effective professional relationships focused on the learning and well-being of all akonga
2. Fully registered teachers demonstrate commitment to promoting the well-being of all akonga
3. Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa New Zealand
4. Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice
5. Fully registered teachers show leadership that contributes to effective teaching and learning
PROFESSIONAL KNOWLEDGE IN PRACTICE
Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga
6.Fully registered teachers conceptualise, plan and implement an appropriate learning programme
7. Fully registered teachers promote a collaborative, inclusive and supportive learning environment
8.Fully registered teachers demonstrate in practice their knowledge and understanding of how akonga learn
9. Fully registered teachers respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga
10. Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand
11. Fully registered teachers analyse and appropriately use assessment information, which has been gathered formally and informally
12. Fully registered teachers use critical inquiry and problem solving effectively in their professional practice
