ACET Professional Criteria

To be recognised as an Advanced Classroom Expertise Teacher (ACET), a teacher must demonstrate that they meet each of the following professional criteria:

1. Practice is demonstrably higher than the Experienced Teacher Professional Standards. Evidence is required 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.

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 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 all children.

3. Together with each of the following:

    • Multiple sources of evidence and research which demonstrates exemplary practice must be referenced. A clear link between theory and its application must be apparent. This should include evidence of the way it has developed the teacher’s practice
    • Exemplary engagement with families/whānau in improving outcomes for their children requires evidence of a pro-active approach and effective engagement that supports student learning 
    • Evidence of developing leadership and strong professional relationships with colleagues that enhances practice amongst peers 
    • Ongoing professional learning and development as part of a regular in school appraisal process.

The ACET professional criteria has been designed to demonstrate the student centred ethos of the New Zealand Curriculum/Te Marautanga o Aotearoa, the Experienced Teacher Professional Standards, and key findings of the Best Evidence Synthesis.

Advanced Classroom Expertise Teacher Professional Framework


ACET Professional Framework


Professional practice

Effective pedagogy for valued outcomes for diverse (all) learners.

Professional framework quadrant 1


Activation of educationally powerful connections.

Professional framework quadrant 2

Peer leadership

Leadership of conditions for continuous improvement.

Professional framework quadrant 3

Professional learning and development

Productive inquiry and knowledge building for professional and policy learning.

Professional framework quadrant 4

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