2018Appraisal Process

Appraisal is focused on teaching practice and has a positive impact on children’s learning. Appraisal is an opportunity for teachers to engage in a process of critical reflection on their own practice, and to plan, assess and record their impact on children’s learning. Appraisal is about professional growth. Appraisal goals should identify next steps for teaching and learning that support growing and developing as a teacher.

Appraisal goals must focus on teaching that is important for children’s learning at your kindergarten. Individual and team appraisal goals may emerge from the following

Self reflections Discussions with colleagues Kindergarten internal evaluation National and international issues and trends Provocations from professional learning External review or observations e.g. senior teacher, ERO Strategic or annual plan (DK and/or kindergarten’s) Priorities for teaching and learning (philosophy) Priority learners – Maori, Pasifika, low income, special needs and vulnerable children

Appraisal Process

1. Appraisee, in conjunction with the Appraiser, will establish the date for the annual appraisal meeting. Teachers will be appraised by the head teacher. Head teachers will be appraised by senior teacher. Senior teachers will be appraised by the general manager.

2. Reflection - Appraisee Analyse the current situation, reflecting and answering the questions on the Reflection form, and set appraisal goal.

The goal will be about your own professional growth and development as a teacher and how this growth will improve learning outcomes for the children at your Kindergarten.

3. Appraisal meeting - Appraiser and Appraisee Appraiser and Appraisee discuss the completed Reflection form and appraisal goal. (See point 6)

4. Implement plan – Appraisee Start your inquiry, e.g. readings, find research to support your goal. Plan and participate in professional learning i.e. readings, observations, teacher swaps, online participation (websites, blogs etc) professional

networking and discussions, workshops and document your learning.1

Integrate new learning into practice. Regular reflection by each teacher at staff meetings of progress with individual appraisal goal and supporting evidence. Document these

discussions in staff meeting minutes. Collect evidence in relation to indicators, e.g. assessment and planning information, child voice, parent/whanau voice, observations of teaching,

self-reflection. Regularly document your improved teaching practice, and your learning. Annotate which standards are being met through your documentation.

You can use the Record of Learning: Appraisal Goal, or Narrative Reflection form, or your own method of documentation.

5. Appraisal observations 2 observations of your practice are required each year One can be written and the other can be video They are required to be for a period of 15 minutes minimum and will form the basis for a professional discussion and feedback about the goal It must be planned and focused on the goal

6. Six month check in – Appraisee/Appraiser Appraisee completes the Six-Month Check In form Consider any gaps in the Standards that need to be addressed in the next six months. Appraiser and appraisee meet to discuss progress and agree on ongoing actions towards meeting appraisal goal. Continue with ongoing actions to meet your goal, document your learning.

7. Prior to annual Appraisal Meeting - Appraisee Consider whether you have any gaps in evidence for meeting the Standards. In preparations for the upcoming year complete the Reflection form prior to the annual appraisal meeting and set new appraisal goal, as point 1.

8. Appraisal Meeting – Appraisee and Appraiser Appraisee evaluates and discusses their progress against their own indicators based on the evidence. Appraisee discusses what difference the

changes to their teaching have made to children’s learning and how they know. The appraiser agrees/disagrees with this and documents the discussion on the Appraisal Summary Report.

Appraisee discusses how their evidence shows they have met the Standards, and what they might need to do if any Standards are not represented. The appraiser agrees/disagrees with this and documents this on the Appraisal Summary Report.

The Appraiser attests that the Appraisee has met or has not met the Standards for the Teaching Profession. Appraiser and Appraisee discuss the completed new Reflection form/Appraisal plan for the upcoming year, as per point 1 of Appraisal process.

Head Teacher to email through to their Senior Teacher the appraisal goals for all teachers. Completed Appraisal Summary Reports for all teachers are required to be forwarded to their Senior Teacher.

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Appraisal Forms* You must use the following forms indicated by an asterisk:

Reflection/Appraisal Plan Six Month Check In Appraisal Summary Report

The other forms are templates or guidelines that you can consider using to document your appraisal learning: Record of Learning: Appraisal Goals General Professional Learning Record Narrative Reflection – Individual Goal

Or you can use your own preferred method of documentation.

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*Reflection Form Teacher: ........................................................ Date:.....................

What is important for my teaching in relation to children’s learning that I would like to focus on for my appraisal this year?

What does effective teaching look like in regards to this aspect of children’s learning?

What do I need to know or learn to achieve this?

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*Appraisal Plan

Appraisal goal: (What do I want to achieve?)

Indicators: (What will successfully achieving this goal look like?)(What would it look like for your teaching practice, and what would it look like for children?)

Actions: (What is the most effective way to achieve the indicators?)

*Six month check-in Teacher: ........................................................ Date:..................... 5

What have I learned so far?

What difference is there to my teaching and what difference is there for children’s learning in relation to my appraisal goal?

What actions will I take next to achieve my appraisal goal?

Which Standards do I need to consider in the next six months?

Appraiser evaluation: (progress towards meeting the indicators/appraisal

Appraiser Signature:............................................................................ Name:............................................................... Date:...................................

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*Appraisal Summary Report Date: ..............................................................(Completed by Appraiser)

Appraiser:....................................................................................................................................Appraisee:................................................................................

Individual Goal:

Progress against the indicators based on the evidence Difference the changes have made to teaching and learning based on evidence

General review of everyday practice

What has gone well, successes?

What has been challenging?

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Standards for the Teaching Profession

With reference to the evidence and discussion between the Appraisee and Appraiser

Standards for the Teaching Profession have been met not met

For Standards not met, provide details of proposed action towards meeting them and timeline as appropriate

Appraiser Comments:

Appraiser: ............................................................................... Date:...............................................................................

Appraisee: ............................................................................... Date:...............................................................................

Senior Teacher: ............................................................................... Date:...............................................................................

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Record of Learning Teacher: .......................................................... Year:..........................................

Appraisal Goal ..................................................................................................................................................................................

Date PL undertaken or where evidence can be found

Appraisal learning journey: Document your progress towards your goal (using language such as I am…., I have…., therefore children are……)What difference has this made to my teaching and learning?What difference has this made for children?

Standards

Note: Rows will expand using the ‘enter’ key – add more rows by pressing ‘tab’ when curser is in the ‘standards’ box on row 3

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General Professional Learning RecordOptional form that can be used to track any additional PL you have undertaken unrelated to your appraisal goal.

Name: ................................................................................................. Year: ...................................................................................Date PL undertaken What difference has this made to my teaching and learning?

What difference has this made for children?Standards

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Narrative Reflection – Appraisal Goal: ................................................................................................................................................................................If using a narrative format to document your progress towards your appraisal goal, please ensure you complete this at least termly.

Appraisal learning journey: Document your progress towards your Appraisal Goal (using language such as I am….., I have….., therefore children are……)What difference has this made to my teaching and learning?What difference has this made for children?

Standards

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Standards for the Teaching Profession Nga- Paerewa mo- te umanga whakaakoranga

Standards for the Teaching Profession(Our Standards)

Elaborations

Te Tiriti o Waitangi partnershipTe hononga pātui i raro

o Te Tiriti o Waitangi

Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.

Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. Practise and develop the use of te reo and tikanga Māori.

Tangata Whenuatanga: Affirms Māori learners as Māori – provides contexts for learning where the identify, language and culture (cultural locatedness) of Māori learners and their whānau is affirmed

Professional learning

Akoranga ngaiotanga

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the

achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners

including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in

collaborative problem-solving and learning-focused collegial discussions

Wānanga: Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement Ako: Takes responsibility for their own learning and that of Māori learners

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Professional relationshipsNgā hononga ngaio

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Engage in reciprocal, collaborative learning-focused relationships with:o learners, family and whānauo teaching colleagues, support staff and other professionalso agencies, groups and individuals in the community.

Communicate effectively with others. Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing

leadership, particularly in areas of responsibility. Communicate clear and accurate assessment for learning and achievement information.

Wānanga: Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement Whanaungatanga: Actively engage in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community. Manaakitanga: Demonstrate integrity, sincerity and respect towards Māori beliefs, language and culture

Learning-focused cultureHe ahurea akoranga

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

Create an environment where learners can be confident in their identities, languages, cultures and abilities. Develop an environment where the diversity and uniqueness of all learners are accepted and valued. Meet relevant regulatory, statutory and professional requirements.

Manaakitanga: Demonstrate integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga: Affirms Māori learners as Māori – provides contexts for learning where the identify, language and culture (cultural locatedness) of

Māori learners and their whānau is affirmed

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Design for learningTe hoahoa akoranga

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.

Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.

Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Design learning informed by national policies and priorities.

Wānanga: Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement Manaakitanga: Demonstrate integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga: Affirms Māori learners as Māori – provides contexts for learning where the identify, language and culture (cultural locatedness) of

Māori learners and their whānau is affirmed Ako: Takes responsibility for their own learning and that of Māori learners

TeachingTe whakakoranga

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all.

Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

Teach in ways which enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.

Use critical inquiry and problem solving effectively in their professional practice.

Wānanga: Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement Manaakitanga: Demonstrate integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga: Affirms Māori learners as Māori – provides contexts for learning where the identify, language and culture (cultural locatedness) of

Māori learners and their whānau is affirmed Ako: Takes responsibility for their own learning and that of Māori learners

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