Code of Professional Responsibility

Standards for the Teaching Profession

Workshop Resource Book

2017-2018

The body called the Education Council continues to exist butis renamed the Teaching Council of Aotearoa New Zealand.

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Aims for this sessionTo:

become familiar with the Code of Professional Responsibility Ngā Tikanga Matatika mō

te Haepapa Ngaiotanga (Our Code) and how I might use it

begin using the Standards for the Teaching Profession Ngā Paerewa mō te Umanga

Whakaakoranga (Our Standards)

understand inquiry focused appraisal

be clear about the Education Council requirements for appraisal

Questions I hope to have answered today

Questions for discussionWhat does it mean to be a member of a profession?

How can the Code and Standards support us as a profession?

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Introducing the Code of Professional Responsibility / Ngā Tikanga Matatika mō te Haepapa Ngaiotanga

For those within the profession – shared expectations, obligations and responsibilities. learning tool to support appraisal and professional development.

For professional leaders and employers of teachers – supports professional learning conversations, provides guidance on ethical and professional conduct.

For those entering the profession – assists initial teacher education providers as they support student teachers to enter the profession

with clear expectations of what is required.

For those outside the profession –

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When becoming familiar with Our Code refer to: P.2 Values P.4 Te Tiriti o

Waitangi

provides learners, their families/whānau and the public with confidence about the high level of teaching and ethical excellence they can expect from the teaching profession.

For the Education Council and its disciplinary bodies – a shared benchmark for the expected standards of conduct and competence that can be used to

review behaviour and practice.

Using Our Code: A scenario (secondary)At the beginning of 2016 a first year provisionally certificated teacher was given a Year 12 English class to teach. His HOD provided him with course outlines, common assessment dates and a folder of resources for teaching that covered every internal and external achievement standard the students would attempt. He was also provided with a full class list which included highlighted names of those students who had not completed their literacy 1 requirements. He was told working with these students was a priority.

At his first appraisal meeting (in May), the HOD asked what progress had been made with the students who hadn’t completed the literacy requirements. The teacher said that he had not started this work but he showed the HOD the planning book which listed the necessary standards and dates when they would be taught. The HOD said she expected to see evidence that the students were progressing within the month.

At the next meeting, the teacher showed the HOD his mark book in which he had marked that all students had completed their literacy requirements and had now joined in with the rest of the class who were studying a modern novel.

Just before the end of the third term, a student from the English class approached the HOD asking when she would be able to complete her literacy requirements. She said the teacher had not prepared them for the literacy tests and they had all failed. When the class had asked for another opportunity to sit the test, the teacher said she was not allowed to do this.

Using Our Code: A scenario (early childhood education or primary)In July 2017, a teacher applied for a new practising certificate and had fraudulently signed the name of her professional leader (or principal) as the endorser.

In January 2017, she had moved to this centre (or small school) and had really struggled to come to terms with some of the expectations for working with the community. There had been some complaints. In March, she had met with her appraiser and had set a goal around this but there had been no other meetings. She was worried that she was not doing well and her professional leader (or principal) would not endorse that she met all the Practising Teacher Criteria. She didn’t know who to talk to about this matter.

So, in June she decided to go back to the centre (or school) where she had been for the previous three years and where she had been doing well. However, the professional leader (principal) had left and there were no documents to show anyone that she had met the Practising Teacher Criteria - but she did have a big folder of evidence she had collected.

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Using Our Code: A scenario (primary or secondary)The teacher has responsibility for the school drama and musical production that is to be held later in the year. There are many practices in and out of school time. He engages with the drama students using social media, regularly providing feedback on performances. In some cases, he linked his comments to aspects of his personal life. Some of the language he used strayed from the formal language of classroom feedback. In one instance he refers to a male student saying, ‘he was looking hot.’

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ScenarioHow could the Our Code be used for discussing, analysing or addressing the behaviours described in these scenarios?

Other examplesThere are many more examples for discussion in the booklet Code of Professional Responsibility: Examples of Practice available in hard copy and on the Council website.

Using the Code to support us as members of our professionIt is important to take some time to consider the potential use of Our Code and these questions could guide that discussion:

How could Our Code support us in our teaching? How could Our Code help us to think about how we engage with each other in appraisal? Does Our Code support us in interpreting any of the Our Standards?

Competence and Mandatory ReportingAn audio file is available in the Code and Standards resources area of our website to support understanding of:

competence processes, and mandatory reporting.

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Your Understanding of Appraisal

What are the characteristics of effective appraisal?

Who gains the benefits?

What are your next steps?

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Appraisal Conceptual Framework - He Kete Whakatipu Ngaio TangataThe framework identifies the four key concepts underpinning robust appraisal for English medium settings, situated within practices reflecting the cultural competencies of Tātaiako. It is intended to foster consistent appraisal practices that are appropriate to individual settings. A fuller explanation of this framework with supporting webinar and resources can be found on our website.

Additional appraisal resources to support how teachers can think about evidence can be found there also. These resources have been developed as part of the appraisal professional learning programme with teacher, professional leader participants, Evaluation Associates Ltd, The Education Group, Haemata Ltd and InspirEd ECE.

https://www.educationcouncil.org.nz/content/teac hers-appraisal

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Standards for the Teaching Profession/ Ngā Paerewa mō te Umanga Whakaakoranga

Underline the essence of each standard What teacher actions do the verbs imply? How do they feature in your practice? What will this look like for your children, students, learners?

Tātaiako: Cultural Competencies for Teachers of Māori Learners The behavioural indicators from Tātaiako support you to think about how the quality practices in the standards look in your setting. The cultural competencies have been incorporated into the development of Our Standards so it is not anticipated that they will be individually matched to individual Standards.

Wānanga:Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.

Whānaungatanga: Actively engaging in respectful working relationships with Māori learners, parents and whanau, hapū, iwi and the Māori community.

Manaakitanga:Showing integrity, sincerity and respect towards Māori beliefs, language and culture.

Tangata Whenuatanga:Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed.

Ako:Taking responsibility for their own learning and that of Māori learners.

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Using the Quality Practice Template with the Standards for the Teaching Profession Nga Paerewa - this is an important activity to do with all registered teachers in your settingStandard Elaborations of the standard What quality practices do you

use in your setting that connect with this standard?

What evidence do you use that demonstrates these quality practices?

Design for learning

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.

Informed by national policies and priorities.

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Inquiry Record & Description

I had been thinking about the place-based knowledge of my students after a PD discussion atmy school around Tātaiako, which was at the heart of our schools overarching teaching andlearning inquiry goal. I was interested in the concept of tangata whenuatanga and how I mightredesign my Year 10 Māori Art unit to build my students (and also my own) knowledge of thearea around my school. In the past my department had taught a unit about Parihaka of whichthere are loads of resources available, but not so much about the Pukeahu area of Wellington,the history of the Basin Reserve, or the ancient Te Akatarewa pa site that sits near my school.

After doing some research and talking with colleagues, I gathered enough material to puttogether a cohesive unit plan that would support my students in their own art projects. As I wasresearching, I also found information about the Tuna Kuwharuwharu (the Long Fin eel), whichwas endangered and still swim around in culverts underneath the ground in that area. I felt thatthe awareness of these eels could be an instrumental part of my students’ artwork.

I gave my students a questionnaire at the beginning of the project and I determined that only asmall proportion of students knew that the Basin Reserve used to be a lake, and no studentsknew about the eels or even cared much about them.

As I progressed through my inquiry cycle, I noticed that the project kept evolving with new ideasthat students were bringing to the class, and engagement was high. I also noticed that studentsstarted to feel that bringing awareness to the protection of the Long Fin eel was important tothem.

Based on this inquiry I am now going to talk through the inquiry cycle framework, the inquiry’snaturally occurring evidence, and where my inquiry connects with the Standards of the Teachingprofession.

I began by charting up my inquiry cycle. An inquiry begins by noticing something or wonderingabout something. In my case I was inspired by the PD discussions around Tātaiako, and inparticular, the concept of tangata whenuatanga and wondered how increased place-basedknowledge of the area of our school might increase all my students’ engagement in the project,

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This is the transcript of Nikki talking on the audio about the process of making her inquiry the centre-piece of her appraisal. She purposefully keeps a good deal of detail of her inquiry out of the description, to keep the focus on how it could look in the appraisal context.

An appraisee would not have a transcript like this - it is to demonstrate the process.

You can see her summary sheet but not her evidence. It is the evidence that shows the information she uses in her inquiry; student achievement and engagement data, student voice, readings for her research, notes and annotations of analysis.

The inquiry frame in her summary is simplistic and generic for the purpose of quickly allowing us to see the relationship between teacher action/learning, the evidence used, created and analysed and the relationship of those things to the Standards for the Teaching Profession. It is not intended as a further model of inquiry.

but also, how it might support the tangata whenua of the class and acknowledge their whakapapa to the land.

I also noticed that in the past we had facilitated art projects on other culturally significant eventsand places such as Parihaka, but that we hadn’t focused on our own turangawaewae.I had also noticed that there were significant gaps in my own knowledge of the area and I wasexcited and inspired to find out the history of the place.

The naturally occurring evidence from this first stage were notes from the PD I attended andinformation and data kept from the previous unit taught last year. As I am thinking about Māoriconcepts and relating it to project design, I am already making links with the Te Tiriti o WaitangiPartnership standard and the Design for Learning standard. I am also showing a desire to buildmy own knowledge which shows I am connecting with the Learning Focused Culture standard.

After my initial noticing and wonderings, I then narrowed down what my goal or inquiry focuswould be for this appraisal cycle. I established that my inquiry question would be “In what wayscan I improve the place based knowledge or cultural locatedness of my Year 10’s bydeveloping an Art unit around the history of the Pukeahu area?”

Before I could teach the project, I needed to do some initial research or otherwise called ‘newlearnings’. It was at this point in the inquiry cycle where I found out information about thePukeahu area, consolidated my ideas through discussions with colleagues and the community,collected some initial diagnostic data from my students and generally design the project. Thenaturally occurring evidence here is abundant. It included articles I read, videos I watched,further understandings of Tātaiako, notes from discussions, student data, emails fromdiscussions with external resources and so on. Through this evidence, I have linked with theProfessional Learning, Professional Relationship, Design for Learning, Learning Focused Culture,and Te Tiriti o Waitangi Partnership standards.

I then implemented the new learnings I gathered through a project designed specifically for myYear 10 art class. Students were encouraged to find their own information and bring it back tothe class, share ideas, collaborate on an artwork which interpreted the symbols of those ideas ina cohesive work. Discussions were had, learning was consolidated, and engagement was high.The naturally occurring evidence here were lesson observation notes, the artwork the studentscompleted, the observed discussions between students, students’ usage of te reo Māori, and the new knowledge students were bringing to share with the group. Through this evidence links aremade to the Teaching standard, but also the Professional Relationships, Learning FocusedCulture, and Te Tiriti o Waitangi Partnership standards.

When I evaluated my overall inquiry, I found that while some students’ technical painting skillswere lacking in some places, their understanding of context and their ability to communicateideas was increased. Student engagement had also increased through on task discussionsduring the lesson, and overall completion of the work. The naturally occurring evidence herewere based on the artist statement that the students wrote, discussions with my lessonobserver, and comparing data from last year’s project. The standards met here are theProfessional Learning, Professional Relationships, and Design for Learning standards.Through one inquiry cycle I have shown depth of my practice and the naturally occurringevidence added no extra work but highlights the ease of which I have met all 6 standardsmeaningfully through quality practice.

With thanks to Nikki Corbishley, Wellington College.

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Locating the inquiry process within appraisal

- What is the teacher doing?- What data/information/evidence is he/she using for decision making?- Which standards are reflected in the practice?1

1 Reference: NZ Curriculum, Effective School Evaluation Cycle from ERO, Spiral of InquiryPage | 17

Revisiting Noticing

RecognisingResponding

Goal Setting

Goals/Objectives

By… (timeframe)

I am/have … (changed practice)

We are/have … (changed practice)

So that … (student outcomes/benefits)

Which of the following are time bound/learner focussed goals/objectives? Can you rewrite any of the examples to become a more effective goal?

1. Having whānau more involved in their children’s learning will make a difference to achievement.

2. I want to improve the number of students achieving NCEA level 2 Science.

3. I want to do a better job of teaching as inquiry.

What I might talk to my appraiser about…

1. The progress my learners have made so far this year (for senior and middle professional leaders this includes teachers and their learners). How I know that they are progressing.

2. The extent to which my learners can talk about their learning in ways that indicate their learning and development; and that their cultures, identities and languages are understood and affirmed.

3. My inquiry. How it is going. What I have noticed about my changed practice and the impact on my learners.

4. The various sources and perspectives I have used in my evidence and what that tells me about how my teaching has impacted on my learners.

5. How the progress of this inquiry/goal leads me to my next learning goal/inquiry, what I need to affirm, change, develop or adapt.

6. How what I have shared with my appraiser shows I have met the Standards for the Teaching Profession.

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Annual Appraisal Summary Report (to be changed as appropriate to your setting)

Date

Appraisee:

Appraiser:

List of evidence discussed with appraiser (please note you do not have to use inquiry as part of your evidence)

Evidence sources e.g

Analysis of summative student or children’s

achievement data

Planning and

teaching records

Observation and

feedback notes

Findings and outcomes from the inquiry

Appraisal discussion

notes

Anything else???

Perspectives (listed)e.g. students, colleagues, whānau

General Review - appraisee to completeAspects of the year that were most rewarding or satisfying and why?

Aspects of the year that were the least rewarding or satisfying and why?

Summary of achievement of professional responsibilities - appraisee/appraiser to complete after discussion - related to the responsibilities and Standards for the Teaching Profession.

Comments (teaching practice and outcomes for learners)

Next steps Link Standards for the Teaching Profession

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Evaluation of objectives, goals or inquiry- appraisee/appraiser to complete after discussionObjective/goal/inquiry Outcomes or findings

Areas for future development - appraisee/appraiser to complete after discussion

Closing remarks - appraiser to complete after discussion

With reference to the evidence and discussion between appraisee and appraiser all Standards for the Teaching Profession and the Professional Standards have been met in this appraisal cycle.

OR

With reference to the evidence and discussion between appraisee and appraiser the following Standards for the Teaching Profession and the Professional Standards have not YET been met (timeline and actions) in this appraisal cycle.

Comments:

Signatures

……………………………………………………………………………………………………Appraiser

……………………………………..Date

……………………………………………………………………………………………………Appraisee

……………………………………..Date

……………………………………………………………………………………………………Principal/Professional Leader

……………………………………..Date

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Appendix I: Key Messages from the workshop

Should the evidence I gather, use, curate for appraisal come from inquiry?

No. It may be that your evidence is linked to your goals, significant initiatives that you are implementing (especially for the first time) or to individual Standards. The Council advocates an inquiry approach because inquiry is fundamental to meeting the professional learning standard and one of the purposes of appraisal is to understand more deeply how your practice impacts on your learners. Appraisal offers opportunities that support that understanding through the discussion with your appraiser, the observations that happen and the use of the Standards. Most teachers are undertaking inquiry so it is also time efficient to use it as the centre-piece for your appraisal.

Who decides what evidence I need?

The Council has baseline requirements for an evidence folder or package for fully certificated teachers and these are outlined https://www.educationcouncil.org.nz/ on the website in Putting together your evidence folder or portfolio. However, your professional leader from your centre, service, school, kura, kāhui ako determines what additional evidence they need to ensure they can annually endorse your meeting of the Standards. Your professional leader may require other evidence that links to the standards, explains and adds to the focus and direction of your school, kura, service or centre. It is expected you would discuss as a staff how that evidence benefits and adds to your appraisal process.

Do we need to do the Quality Practice Template?

There are numerous advantages to be gained for teachers and professional leaders when the Quality Practice Template is completed with colleagues in their settings. These are outlined in the notes with the template and indicate how completing the template supports appraisal that is valuable, manageable and learner-centred while also providing the assurance of accountability.

Are the examples of practice or inquiry intended to be exemplary?

They are intended to be exemplary (very good) examples in their layout or format. The appropriateness of the content is context dependent and may not suit your setting or circumstances.

Glossary

Collaborative sense making

Collaborative sense making is identified as one of the five learner-focused evaluation processes in Effective Internal Evaluation (Education Review Office, 2015) ‘integral to effective evaluation for improvement’. It refers to the importance of colleagues talking and working together in an evidence based manner that deepens their understandings and improves outcomes for learners. In the appraisal cycle, it is the component that recognises the significance of on-going conversations for these purposes and the teacher learning that occurs that can feed into the more formal appraisal discussions.

Curating evidence

Curating evidence implies more than a compliant ‘gathering’ items to prove that a teacher meets one of the Standards for the Teaching Profession. It reflects the increased use of inquiry in appraisal and evidence–based practices where teachers use, analyse, discuss and select evidence that supports new understandings about teaching and learning. Just as a curator in a gallery selects pieces that fit together around a theme, or collectively tell a story, curated evidence should help to show the relationship between planning, teaching, relationships and outcomes. It should also be linked to the Standards for the Teaching Profession and their elaborations.

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Appendix II: Requirements for Appraisal

On our website, there are statements of requirements for ECE professional leaders, principals, tumuaki, and senior leaders, like the Appraisal of Teachers and Kaiako example below.

Requirements for the Appraisal of Teachers and KaiakoThe interim registration policy of the Education Council of Aotearoa New Zealand states that anyone in a teaching position in a school in the general education system must hold a current practising certificate.

To be issued with or to renew a current practising certificate, teachers need to be annually using the Standards for the Teaching Profession2.

The appraisal process should also address the Professional Standards (PS). The Council’s matrices that align the sets of standards make this possible. The PPTA document Appraisal using the Standards and Criteria (April 2016) links the collective agreement requirements for attestation and teacher competence. It outlines the considerations for safeguarding processes and participants to be taken account of in the common practice of centring appraisal and attestation on the Standards for the Teaching Profession. NZEI also indicate how this can occur through the inclusion on their website of a PS/PTC matrix.

The Education Council requires an annual appraisal summary report (p. 19) to be completed for each teacher. An example of the summary report is available along with other resources the Education Council website http://educationcouncil.org.nz/appraisal . The report format illustrates the types of evidence it is expected will be used to inform the appraisal processes. This documentation includes observations and feedback, appraisal conversations with feedback. The report’s content and structure indicates that the teacher has participated in a robust performance review/appraisal process.

As part of the appraisal audit and moderation function undertaken on behalf of the Education Council of Aotearoa New Zealand, the Education Review Office (ERO) reviewers will view the appraisal summary report for each teacher who has had an application for practising certificate endorsed in the preceding twelve months, when they undertake their regular review of the setting. More information about this process can be found at http://www.ero.govt.nz/how-ero-reviews/education-council-audit/

In summary: anyone in a teaching position must hold a current practising certificate

to be issued with or to renew a current practising certificate, teachers need to be annually appraised using the Standards for the Teaching Profession

teachers must be appraised in relation to the relevant PS from the collective agreements and each of the Standards for the Teaching Profession

evidence used within the appraisal should align to the goals, inquiry, setting’s indicators of the Standards for the Teaching Profession

an annual appraisal summary report will be completed stating whether the teacher’s practice meets each of the standards.

2 The Standards for the Teaching Profession may be used in place of the Practicing Teacher Criteria (PTC) in appraisal from July 2017. Required use is from January 2018.Page | 22

Appendix III: An example format for recording an inquiry in appraisal: secondary or area school teachersGoal / Inquiry Indicators /Tasks Evidence used in my Practice Link to standardsUse a range of effective literacy strategies in NCEA level 2 Geography to support comparative writing so that students are able to achieve merit and excellence).(Students are stuck often in describing indicators of development but not able to compare and contrast the differences in development for communities, areas or countries).

Link to strategic plan goal 1 around literacy capability of students and lifting levels of achievement in senior school towards goal 2 merit and excellence increase through literacy.

Using data/information about student’s literacy levels and prior experience.Developing a shared understanding across social sciences staff about writing. Some across dept. examples have been shared as colleaguesPrior PLD from Ed Assoc used.Literacy strategies developed through PLD. Check understanding and what helps. Create learning around process verbs in NCEA with exemplars.Whilst this went well for the start it lost momentum, will ask for some release time as a dept. so Michelle can present us some strategies and teachers in dept. can plan for some strategies togetherEnsured each teacher had access to asttle data and used it English HOD helped unpack what the data showed, the school is going into PACT in the younger years, will form focus in year 7 to 10 teaching. Need to build staff knowledge, information from in class observations so survey staff to differentiate PLD.Teach students to use feedback to determine next steps for their writing.Gather student voice on literacy teaching.My leadership goal is to allow others to take the lead; Michelle has considerable PLD and experience, ensure we have the conditions to share openly in the dept., where we are at in terms of literacy demands of NCEA tasks. Collaborative leadership.DP to observe and coach me as a leader around how I’m leading Michelle to confidently run the meetings and PLD sessions.

Data/information about literacy levels of students. Accessed asttle data and used it.English HOD at a meeting to unpack what the data meant for our practice.Teacher planning showing impact of PLD done as a dept.Student voice around use of literacy strategies and their impact. Use of writing frames.Examples of students using feedback in their writing. Dept. meetings focussed on literacy strategies and sharing what works for what students.Across dept. examples that have been shared as colleagues and Staff observing each other and bringing back aspects of effective practice to share.Literacy outcomes in planning of teachers.Observations in classrooms of this.Teachers talking about literacy demands of a task in level 2 Geog. dept agenda changed from business items taking up total time instead, time dedicated to making sense of literacy strategies we are trying and the PLD.Observations of classes to see what’s happening, impact of strategies in classes and how teachers are planning.Data from our Māori students, notice that we have two groups amongst Māori students, not achieving because of attendance and those doing extremely well. Need to investigate, check with staff what is happening with academic tutors for those not attending and what we might do as a dept.Survey of my staff.More merits and excellences in those standards during formative phases using writing frames and in external.

Based on the evidence that supports this inquiry record, it would be possible to determine which of the standards the inquiry addresses. Using the Quality Practice Template for your setting will assist you in this process.

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Appendix IV: An example format for recording an inquiry in appraisal: primary or area school teachers

Goal Indicators/Tasks Evidence Outcomes Standards/PSInquiry objectiveUse teaching strategies that lead to students’ improved presentation skills (written and oral) in social studies and in other learning areas.

Review the analysed end of year data for writing (for target students and whole year level). Begin instruction on text form and structure in reading and writing.Review assessment information for social studies with other teachers in syndicate.Plan first topic to be engaging for students-social inquiry:

Trips (library, town walk) Guest speaker (town planning office)

Include time-management skills into the planning to ensure students have work completed in time to present. They know deadlines.Introduce the SS unit. Group work on prior knowledge of the town. Map onto class concept map of current and 1890s town-demonstrating presentation format.

New planning to be completed with students to include their strengths. Increase own usage of te reo and have student support. Include models for presentation and work through as whole class.Construct indicators as scaffolds. Also work on step-by-step process for them to follow independently.

Focus on co-planning and class discussion that is open-ended to involve all class members. Checking on who participates and when

Own PLD to increase knowledge –joining in-line Ka Hikitia course

Data showing target student below in NS for writing. No student feedback data from last yr.Information shows all students seem keen to start new topics, some who do not finish work or present findings (oral or written).Students talked about pa site. When I asked more about this and added into the map the pre-1800 timeframe, most of the class became engaged. Suggested whanau who could be approached to explain this to us.Pre and post unit presentation samplesWriting frames/indicators developedObservation of this teaching and feedback from students showed more students are engaged when we do the unit planning (2 target students still not involved)easTTle data for writing shows improvement for 24 students- not two target students.

Identify new strategies for presentation. Student work not changingAsk to attend PLD on writing.

Additional guest speaker-an uncle, 3 of 4 target students engaged and added to notes. 4 students interviewed whanau.11 students not progressing with presentations.Completed unit work by 23 students. Feedback unsure –structure of writing.

Data showing growth in writing.

Based on the evidence that supports this inquiry record, It would be possible to determine which of the standards the inquiry addresses. Using the Quality Practice Template for your setting will assist you in this process.

NB: This is an example format rather than an exemplar of an inquiry.

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Shared at inquiry meeting and gained feedback from colleagues. One has invited me to observe the two target students who I am not seeing changed writing and completion.

Writing samples in two units show development of ideas.Post unit writing samples, presentations in oral, written formats.Feedback from students

My observations show better engagement. My practice reflects mōhio (Tātaiako).

Appendix V: An example format for recording an inquiry in appraisal: early childhood education

You might use this format below as a summary of your inquiry – there is a completed version on the Education Council website. There is also an example of a completed narrative recording form for an inquiry if you prefer this model. To find these, select “Appraisal” on the pink sidebar of the home page, then the “ECE” heading. Scroll to the end of the page, and the resources are under the “ECE Professional Leaders Appraisal Workshops” title.

Here you will also find other ECE resources from the Appraisal of ECE Professional Leaders’ workshops.

25 What do the children need to achieve / learn more effectively? What do teachers need to do differently in order to affect these outcomes?What do you need to learn to better support the teachers and more efectively influence the children's learning?

How might you learn what you need to learn?How will you / have you put what you have learned into practice?What changes could you/have you made to your practice?

What is happening for the children's learning?What is not happening for children / teachers as you would expect?Which children / teachers are struggling? Why is this?What is happening for the teachers as a result?

How have teachers changed their practice as a result of your work with them?What difference has this made for children?Is this enough?What else needs to happen?How can we sustain the gains made?

Revisiting Noticing

RecognisingResponding

Appendix VI: Thinking about evidence: putting together a folder or portfolioEffective appraisal systems encourage and support teachers and professional leaders to use evidence in an evaluative way so that they more deeply understand how their learning, their teaching and their professional relationships impact on outcomes for their learners. An evidence folder or portfolio should reflect this evaluative approach where evidence is also analysed in relation to the Standards for the Teaching Profession rather than simply be used as a repository for individual items of evidence.

Referencing appraisal cycles to the Appraisal Components DiagramsParticipation in an appraisal cycle that reflects the Council’s Appraisal Components Diagram and uses the Standards for the Teaching Profession to focus on quality practice will generate evidence to be used, analysed and discussed by teachers with their colleagues and with their professional leaders. It should support the professional leader’s and teacher’s growth and development as well as provide assurance of accountability.

Evidence: two waysFully Certificated and Provisionally Certificated Teachers

It is helpful to think about evidence in two ways:

1. evidence that shows you participated in an appraisal system using the Standards for the Teaching Profession. This means that you have been observed, participated in appraisal conversations and have a completed summary report. Teachers, kura, schools, services and centres hold this evidence.

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2. evidence that demonstrates you meet the Standards for the Teaching Profession. This will include evidence that is used, analysed and discussed as you make your teaching decisions and implement your goals or inquiry3. Teachers hold this evidence.

Provisionally Certificated Teachers (PCT)Provisionally certificated teachers also participate in an annual appraisal cycle that aligns with the Standards for the Teaching Profession. However, they must receive a more intensive level of collegial guidance and support from a fully certificated mentor providing an induction and mentoring programme to gain Full Certification. Engagement in this cycle with a mentor, will allow a PCT to provide the evidence of progressing towards and then, after a minimum of two years, meeting the Standards for the Teaching Profession. In an appraisal folder or portfolio, the PCT will also include evidence that shows they have had the induction and mentoring programme. This will include mentoring meeting notes, as well as evidence of more observations, and formal discussions than a fully certificated teacher and the summary report. That verifies PCT have met all the Standards for the Teaching Profession.

Evidence of your quality practice: what does this include?

Using the Quality Practice Template It is strongly recommended that you and your colleagues develop shared understandings about what quality teaching looks like in your context. The Standards for the Teaching Profession Quality Practice Template is designed to help you do this. The practices you record become shared expectations for meeting the Standards. You will also identify and record naturally occurring evidence that is generated, discussed and analysed as part of these practices. This document would be held in the school, kura, centre, service and by teachers. It would be reviewed and added to collectively based on your response to national and local policies and priorities in your setting. The findings of teacher inquiries will also be used to contribute to the document.

It is not expected that the evidence will be copied or stored anywhere other than in its naturally occurring location. If you are not meeting the expectations recorded in the template, an appraisal conversation would be held to address the situation. This may be set up by the appraiser or appraisee.

Goals or inquiry tracking sheets with accompanying evidenceIt is expected that the goals or inquiry development process will be based on the analysis of evidence. As the goals are implemented and monitored there would be a record sheet for each that can be linked to the relevant evidence useful for discussion or your future reference. If you have two goals or inquiries, you would have two recording sheets and we have included on the website some examples of what these could look like. This would be the central focus for the appraisal conversations and could be the catalyst for curating (identifying and analysing) evidence and evaluating outcomes.

Observations and feedback*Amongst your evidence will be feedback from at least two formal, planned observations. Guidelines for effective observations are in the appraisal section of the website. It is expected that the observations will support the goals or inquiries, but may have a broader focus.3 If you are not working towards meeting goals or undertaking inquiry, then the evidence that is included in the folder may come from aspects

of their practice. This may be organised under each of the six Standards.27

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Appraisal Conversation Notes*It is expected that there would be at least two formal appraisal meetings annually. One may be both end and beginning of cycle and another would be interim. A record of key points from these would be kept. Prompts for appraisal conversations group, syndicate or whole staff sharing are available in the Appraisal Discussion section.

Annual Summary ReportEvery teacher and professional leader is expected to have a completed annual appraisal Summary Report stating whether or not they meet the Standards for the Teaching Profession.

Options for developing an appraisal portfolio or package*

A portfolio of package centred on goals or inquiry A portfolio or package centred on the individual standards

Quality Practice Template Quality Practice Template

Goals or inquiry tracking sheets with accompanying evidence

Examples of practice relating to the six standards with accompanying evidence

Observations and feedback (2 in the minimum)* Observations and feedback (2 in the minimum)*

Appraisal conversation notes (2 in the minimum)* Appraisal conversation notes (2 in the minimum)*

Annual Appraisal Summary Report Annual Appraisal Summary Report

Evidence analysis toolsThese two evidence analysis tools can help you to ensure you have thought carefully and analytically about your goals, inquiry or inquiries using information and evidence, that allows you to understand the relationship between practice (what you plan and teach) and the learner outcomes (learning, achievement and wellbeing).

When looking at your goal/inquiry and the evidence you are generating, using and analysing it’s important to consider the following diagrams which are a reminder to look at and analyse evidence from a wider perspective than you might first have done.

Valuable insights are gained when you consider a range of perspectives, this could be student voice, teacher voice, whānau voice for example. This strengthens your inquiry, and also as you look at different sources of evidence it pushes you to examine information and data from a range of places; surveys, 28

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planning, research and also evidence in your practice over time as you progress the goal/inquiry, rather than perhaps either just at the beginning or at the end.

* The minimum numbers we have identified here may be appropriate for experienced fully certificated teachers who have been engaging in appraisal for several cycles in their setting and have a record of effective teaching. Three appraisal observations and conversations annually would be typical. Provisionally certificated teachers are expected to have more frequent meetings and observations. Schools, kura or ECE services may have additional expectations specific to effective, valuable appraisal in their context.

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The second diagram encourages you to look at evidence across all aspects of your practice and to consider its impact on learners too. It assists you to ensure we are thinking about evidence at the four levels of relationships, planning, teaching and outcomes.

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evidence of

Professionthe Teaching Standards for

•Learner outcomes Teacher learning

practice over time

Curation of Perspectives

Source

Sources and PerspectivesAnalysis Tool I:

Profession

Source

Curation ofevidence of

practice over time

Perspectives

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Analysis Tool II: Necessary and Sufficient

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• Colleague voice• Parent/whānau voice• Teacher voice• Child/student voice

environment• Centre/classroom • Resources• Planning

espoused theory of teachingTeacher conception –

Planning

• Parent/whānau voice• Teacher voice• Child/student voice

practice• Teaching/observation of

Actual teaching PracticeTeaching

• Parent/whānau voice• Teacher voice• Child/student voice• Assessment information

well beinglearning, engagement and Impact on child/student

Outcomes

Sources of evidenceFocusI use my evidence to show

Relationships

• How I interact with others