Teaching philosophy statement
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What a graduate portfolio is for
Principals rarely read a whole portfolio. They use it to check claims you make in your application and interview. Its real value is that putting it together makes you choose your best examples and explain them clearly. Aim for something a panel member can skim in five minutes, with depth available if they ask.
What to include
- Contents page with a one-line summary of each section.
- Teaching philosophy statement (one page). Say what you believe about learning and show it with a classroom example. The free teaching philosophy statement tool helps you draft one.
- CV with placements, year levels and subjects, relevant work and referees.
- Two or three annotated lesson or unit plans with your reflection and changes made after teaching.
- Samples of student learning (anonymised and with permission) showing progress against success criteria.
- Feedback from associate teachers and visiting lecturers, including formal placement reports.
- Evidence of how you work with whānau and the community, such as a newsletter item, a learning conversation you planned or a cultural event you supported.
- Evidence of te reo Māori and tikanga in your practice, such as a lesson that uses local stories or a classroom routine with karakia or waiata the class leads.
- Professional learning: courses, readings or workshops, each with one line on what you changed as a result.
Selecting evidence
- Quality over quantity. Ten strong pieces beat fifty weak ones.
- Show impact on learners. Pair each artefact with what students learned and how you know.
- Annotate everything. Two or three sentences: what it is, why you did it, what happened, what you would change.
- Cover your range. Include different year levels, learning areas and at least one example of adapting for diverse needs.
- Protect privacy. Remove student names and faces unless you have written permission, and follow the placement school's rules.
Linking to the Standards
Organise the portfolio by the Teaching Council's Standards for the Teaching Profession, or tag each artefact with the standards it shows. The Standards are changing: the 2017 Standards remain in force for most purposes until the end of 2026, and the 2026 Standards take formal effect from 1 January 2027. If you are graduating now, you will be working towards the 2026 Standards during induction. See Standards evidence for beginning teachers for what each standard looks like in practice.
| Artefact | Possible 2026 Standards link |
|---|---|
| Annotated lesson plan with reflection | Standard 4 (Plan for and implement effective teaching and learning), Standard 7 (Engage in professional learning) |
| Student work showing progress with your feedback | Standard 6 (Assess, provide feedback, and report on learning) |
| Lesson grounded in local Māori history or pūrākau | Standard 1 (Te Tiriti o Waitangi partnership) |
| Classroom routines and behaviour plan | Standard 5 (Create and maintain supportive and safe learning environments) |
| Note to whānau about learning | Standard 8 (Engage in productive professional relationships) |
Digital or paper
| Digital | Paper | |
|---|---|---|
| Best for | Applications, sharing a link, video of teaching | Interviews, quick browsing by a panel |
| Watch out for | Broken links, permissions, too many clicks | Bulk, fragility, cost of printing colour |
| Tips | One landing page with sections; test the link in a private window | A slim display folder with tabs; leave out anything you won't mention |
Many graduates keep a full digital portfolio and print a slim ‘highlights’ folder of eight to twelve pages for interviews. If you use a website or shared folder, set it so anyone with the link can view, and check it on a phone.
Bringing it to interviews
- Offer it, don't push it. ‘I've brought a few examples if you'd like to see them’ works well.
- Know your pieces well enough to reach for one when a question fits: a plan when asked about differentiation, student work when asked about assessment.
- Put the link in your application and on your CV so the panel can look before or after.
- Bring a copy you can leave behind, or be ready to email the link afterwards.
Before an interview, match one portfolio piece to each likely question. Our teaching interview tips list what NZ panels tend to ask.
Keep it going
Once you start teaching, your portfolio becomes the start of your induction records. Keep adding dated evidence, mentor feedback and reflections. That record is what your professional leader will draw on when they decide whether to endorse you for full certification.