Dunedin Kindergartens

Appraisal Process

Inquiring into your learning!

Appraisal

Appraisal will be focused on teaching and learning and will have 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 goals do not necessarily need to be weaknesses. Teachers may choose an area in which they already achieve well in, but wish to enhance further. Individual and team appraisal goals may emerge from the following

Self reflections Discussions with colleagues Hopes or aspirations for the kindergarten Kindergarten self review 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. Reflections (self and team) - Appraisee Analyse the current situation, reflecting and answering the questions on the Self and Team-

reflection forms, and set appraisal goals. One goal will be an individual goal and the second goal will be a team goal – both goals are about your own personal growth and development as a teacher and how this growth will improve learning outcomes for the children at your Kindergarten. Use one form for each goal.

3. Appraisal meeting - Appraiser and Appraisee Appraiser and Appraisee discuss the completed Self and Team Reflection forms and

appraisal goals (See point 6)

4. Implement plan – Appraisee Start your inquiry, e.g. readings, find research to support your goals. Plan and participate in professional learning i.e. readings, observations, teacher swaps,

online participation (websites, blogs etc) professional networking and discussions, workshops, seminars, conferences and document your learning.

Integrate new learning into practice. Regular reflection by each teacher at staff meetings of progress with individual appraisal

goals 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 map this evidence against the Practicing Teaching criteria on the Evidence

Log/Backwards Map (6 month and annually).

5. Six month check in – Appraisee/Appraiser Appraisee completes the Six-Month Check In form Fill in Evidence Log/Backwards Map -consider any gaps that could be addressed in the next

six months. Appraiser and appraisee meet to discuss progress and agree on ongoing actions towards

meeting appraisal goals. Continue with ongoing actions to meet your goals, document your learning.

6. Prior to annual Appraisal Meeting - Appraisee Complete the Evidence Log/Backwards Map. Use significant teaching practice if you have

any gaps. In preparations for the upcoming year complete the Self-and Team Reflection forms prior to

the annual appraisal meeting and set new appraisal goals, as per Point 1. You will need to meet as a team to complete Team Reflection and Appraisal Goal.

7. Appraisal Meeting – Appraisee and Appraiser Appraisee evaluates and discusses their progress against their own indicators based on the

evidence. The appraiser agrees/disagrees with this and documents the discussion on the Appraisal Summary

Appraisee discusses what difference the changes to their teaching have made to children’s learning and how they know. Appraiser documents this discussion on the Appraisal Summary.

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

Appraiser and Appraisee discuss the completed new Self-reflection/Appraisal plan and Team Reflection/Appraisal plan forms for the upcoming year, as per point 1 of Appraisal process.

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

Self-Reflection/Appraisal Plan Team Reflection/Appraisal Plan Six Month Check In Evidence Log/Backwards Map Appraisal Summary

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 Narrative Reflection – Team Goal

*Self Reflection

Teacher:Date:

Which children do I want to do better for (groups of children, individual children and priority learners)?

What difference do I want to make for these children?

What do I need to know or learn in order to be more effective for these learners?

Appraisal Plan

Individual goal:

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?

*Team Reflection

Teacher:Date:

Which children do we want to do better for (groups of children, individual children and priority learners)?

What difference do we want to make for these children?

What do we need to know or learn in order to be more effective for these learners?

Appraisal Plan

Team goal:

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:

What difference is there to my teaching and what difference is there for children in relation to my individual goal so far?

What difference is there to my teaching and what difference is there for children in relation to my team goal so far?

Ongoing actions to meet my individual goal?

Ongoing actions to meet team goal?

Do I have any gaps in meeting the PTC’s from my goals? (Refer to Evidence Log/Backwards Map) If so what do I need to consider in the next six months?

Appraiser feedback: (evaluate against the indicators)

Appraiser Signature

*Evidence Log/ Backwards MapTeacher:Date:

Tāta

iako

Cul

tura

l co

mpe

tenc

y

Wha

naun

gata

nga

Man

aaki

tang

a

Tang

ata

whe

nuat

anga

Ako

Wān

anga

Ako

Man

aaki

tang

a

Ako

Tang

ata

whe

nuat

anga

Tang

ata

whe

nuat

anga

Wān

anga

Wān

anga

Ako

PTC1

prof relationships

2well being

3bicultural

partnership(knowledge)

4ongoing

professional learning

5 leadership

6learning

programme

7inclusive learning

environment

8how

ākonga learn

9diversity

10bicultural context

(practical)

11assessment

12criticalinquiry

Individual Goal:

Team Goal:

Use this as a reference guide to plot where evidence in relation to your individual and team goals can be located. For example, LS (learning story) Date and Child’s name; Staff meeting minutes, date.

Record of Learning : Appraisal Goals

Name: Year:

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?

Practicing teacher criteria

General Professional Learning Record

Name: Year:

Date PL undertaken What difference has this made to my teaching and learning?What difference has this made for children?

Practicing teacher criteria

Narrative Reflection – Individual Goal

Individual Goal:

Date:

Appraisal learning journey: Document your progress towards your Individual 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?

PTC

If using a narrative format to document your progress towards your appraisal goal, please ensure you complete this at least termly.

Narrative Reflection – Team Goal

Team Goal:

Date:

Appraisal learning journey: Document your progress towards your Team 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?

PTC

If using a narrative format to document your progress towards your appraisal goal, please ensure you complete this at least termly.

*Appraisal Summary(Completed by Appraiser)Date:Appraiser: Appraisee:

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

Practicing Teacher Criteria for Individual GoalEvidence gathered by the appraisee and discussion between appraisee and appraiser indicate the following Practicing Teacher Criteria are being met for individual goal: 1 2 3 4 5 6 7 8 9 10 11 12

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

Practicing Teacher Criteria for Team GoalEvidence gathered by the appraisee and discussion between appraisee and appraiser indicate the following Practicing Teacher Criteria are being met for team goal: 1 2 3 4 5 6 7 8 9 10 11 12

General review of everyday practiceWhat has gone well, successes?

What has been challenging?

Appraiser Comments:

Appraiser: Date:

Appraisee: Date:

General Manager/Senior Teacher : Date:

Practicing Teacher Criteria – Comparative Matrix with Kindergarten Professional StandardsProfessional Relationships and Professional Values:Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values

Professional Standards

Fully Certificated TeachersCriteria Key Indicators1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga

i. engage in ethical, respectful, positive and collaborative professional relationships with:

ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community

Communicate effectively with children, colleagues, family/whaanau and caregivers

Involve parents/whaanau in the centre programme

Display ethical and responsible behaviour

Establish and maintain effective working relationships with colleagues

2. demonstrate commitment to promoting the well-being of all ākonga

i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

ii. acknowledge and respect the languages, heritages and cultures of all ākonga

iii. comply with relevant regulatory and statutory requirements

Demonstrate effective positive guidance strategies

Maintain accurate records in relation to Association administrative requirements

3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand

i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

Demonstrate knowledge of the Treaty of Waitangi, te reo and tikanga Maori

4. demonstrate commitment to ongoing professional learning and development of personal professional practice

i. identify professional learning goals in consultation with colleagues

ii. participate responsively in professional learning opportunities within the learning community

iii. initiate learning opportunities to advance personal professional knowledge and skills

Encourage others and participate in professional development

5. show leadership that contributes to effective teaching and learning

i. actively contribute to the professional learning community

ii. undertake areas of responsibility effectively

Demonstrate and discuss developments in current learning, teaching and assessment theories.

Contribute to the life of the centre, its community and the education community

Professional knowledge in practice:Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga

Professional Standards

Fully certificated teachersCriteria Key Indicators6. conceptualise, plan and implement an appropriate learning programme

i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice

ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

Be competent in the content of Te Whāriki

7. promote a collaborative, inclusive and supportive learning environment

 

i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga

ii. foster trust, respect and cooperation with and among ākonga

Establish high expectations that value and promote learning

Maintain and promote positive relationships with children that respect their individuality, culture and place in their community.

8. demonstrate in practice their knowledge and understanding of how ākonga learn

i. enable ākonga to make connections between their prior experiences and learning and their current learning activities

ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts

iii. encourage ākonga to take responsibility for their own learning and behaviour

iv. assist ākonga to think critically about information and ideas and to reflect on their learning

Develop competent practices in facilitating children’s engagement in learning

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests

i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and

Maintain and promote positive relationships with children that respect their individuality,

and needs of individuals and groups of ākonga

multicultural contexts of learning in Aotearoa New Zealand

ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

iii. modify teaching approaches to address the needs of individuals and groups of ākonga

culture and place in their community.

10. work effectively within the bicultural context of Aotearoa New Zealand

i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context

ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Communicate clearly and accurately in either or both of the official languages of Aotearoa/New Zealand

11. analyse and appropriately use assessment information, which has been gathered formally and informally

i. analyse assessment information to identify progress and ongoing learning needs of ākonga

ii. use assessment information to give regular and ongoing feedback to guide and support further learning

iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching

iv. communicate assessment and achievement information to relevant members of the learning community

v. foster involvement of whānau in the collection and use of information about the learning of ākonga

Demonstrated appropriate curriculum assessment and evaluation practices that are consistent with the principles of Te Whāriki.

Utilise assessment as a conscious practice of noticing, recognising and supporting documentation

Provide regular feedback that contributes to the child’s learning pathway.

12. use critical inquiry and problem-solving effectively in their professional practice

i. systematically and critically engage with evidence and professional literature to reflect on and refine practice

ii. respond professionally to feedback from members of their learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the

Evaluate and reflect on teaching and learning with a view to improvement

achievement of ākonga