Normal and Model School Code of Practice

Preparing Future Teachers - the affiliation of New Zealand Normal and Model Schools are committed to working in partnerships with ITE providers and other agencies to build a stronger teaching profession, by providing exemplary learning environments for all participants. In Normal and Model Schools there is a whole school commitment to quality Initial Teacher Education (ITE). Members of the association will be actively involved in Normal/Model School Association activities and be committed to the dimensions and indicators as outlined in this Code below.

Partnerships ● Effective working relationship with university and other agencies	Indicators ● On-going educational research involving university and Normal/Model schools ● Advocating for high quality ITE; regular liaison/communication/collaboration with universities and other agencies e.g. EDUCANZ, MoE ● Sharing practice and research findings with the profession ● Participating in the normal/model school audit/review - peer and self ● Taking opportunities to lead other schools in best practice related to ITE
Normal/Model School Teacher Capability ● Exemplary teaching practices ● Teachers experienced/trained in adult education ● Commitment to ITE	Indicators ● Positive mentor/coach relationships within the ITE environment ● Strong evidence of ‘Teaching as Inquiry’ being embedded ● Reflexive practice being modelled, on-going learning as an associate/mentor and classroom teacher ● Regular meetings with student teachers while on site – robust professional conversations resulting in action, observations/additional quality feedback including reporting back to university ● While remaining grounded in best practice, responding to diverse and ever changing government/university priorities ● Professional Learning and Development programmes include learning related to best practice in meeting the needs of student teachers on practicum
Student Teacher Learning ● Normal/Model school student teachers immersed in exemplary teaching and learning environments which promote reflective practice	Indicators ● Student teachers feel welcomed and have a sense of belonging as colleagues within the school ● Orientation and induction programmes are in place; this includes pastoral support ● Guidance, mentoring and coaching is focussed on the needs of the student teachers ● Student teachers are engaged in school self-review of the school’s ITE programme e.g.survey ● Participate in school professional learning and development ● Observe and participate in a wide range of experiences ● Catch-up provisions for at risk student teachers

Leadership

● Promote culture of excellence, a learning culture that supports ITE

Indicators

● High quality mentoring of student teachers/practicums while at Normal/Model schools
● Actively promote the role of Normal/Model schools
● Normal/Model School practices are reflected in school documentation
● Work with ITE providers to actively develop and evaluate associate teachers role in ITE
● Clear recruitment and induction processes specific to the Normal/Model school role
● Evidence that the Normal and Model School staffing component and/or allowance is being used appropriately
● Robust support systems to grow teachers professionally (own classroom practice)
● Work with ITE providers to promote quality Associate Teacher practice in the wider school network.