Kindergarten:
Senior Teachers:
Date:
Annual Review
Purpose
For teams and Senior Teachers to evaluate ‘where we are at’, identify ‘next steps’ and develop ‘future goals’ for our Strategic Teaching and Learning Plans.
The outcomes of the review will also help us to identify areas/resources etc. to include in kindergarten annual budgets (including using additional finance support from fundraising, equity funding or grants).
Process
Annual Reviews will usually take place in the first term of each year and will be undertaken by Senior Teachers. Teams will contribute to the process by rating identified sections of the document prior to the Annual Review. This part of the process will usually occur in term 4 each year.
N.B: * Means that this criteria is also in other sections of the AR
Intervention required / Requires further development / On track / Excelling
Development and use of the kindergarten’s Te Manawa procedures / Development and use of the kindergarten’s Te Manawa procedures / Development and use of the kindergarten’s Te Manawa procedures / Development and use of the kindergarten’s Te Manawa procedures
Te Manawa procedures provide little or no direction to teachers around intentional teaching, individual portfolios and group planning and are in line with the criteria in Te Manawa / Te Manawa procedures provide some direction to teachers around intentional teaching, individual portfolios and group planning and are in line with the criteria in Te Manawa / Te Manawa procedures have been developed that provide general guidance to teachers around intentional teaching, individual portfolios and group planning and are in line with the criteria in Te Manawa / Te Manawa procedures have been developed that comprehensively guide teachers practice around intentional teaching, individual portfolios and group planning and are in line with the criteria in Te Manawa
There is no shared understanding of their Te Manawa procedures or a consensus about what practices would support “Te Whāriki in action”. Teacher’s practices and written procedures are not well aligned / Not all team members have a shared understanding of their Te Manawa procedures or how they would support “Te Whāriki in action”. What is described in the procedures does not always reflect what happens in practice / Team mostly has a shared understanding of the procedures and how they support “Te Whāriki in action”. The team’s practices, systems and processes align with the procedures / Team has a clear and shared understanding of their Te Manawa procedures and how they support “Te Whāriki in action”. The team’s practices, systems and processes align with the procedures
Reviews of their documented procedures and everyday teaching practices are irregular or limited and contain little evidence-based evaluative reflection. There is no evidence of discussion of next steps for improvement or next steps may not be developed with strengthening outcomes for children in mind / There are limited systems in place to ensure that evaluative reviews of their documented procedures and everyday teaching practices are regularly undertaken.
Reviews are more descriptive than evaluative in nature and next steps may be limited in terms of strengthening outcomes for children / Team undertake regular evaluative reviews of their documented procedures and everyday teaching practices.
There is some documented evidence of the identification of next steps in one or more areas of Te Manawa procedures and the development of strategies to strengthen outcomes for children / Team robustly and regularly undertake evaluative reviews of their documented procedures and everyday teaching practices.
There is clear documented evidence of the identification of relevant next steps and the development of strategies for strengthening outcomes for children
Te Manawa
Feedback (Evaluation)
Other significant work the team are engaging in around this criteria
Other comments
Feedforward (Next Steps)
Intervention required / Requires further development / On track / Excelling
Implementation of Te Manawa: Section 1 - Intentional teaching / Implementation of Te Manawa: Section 1 - Intentional teaching / Implementation of Te Manawa: Section 1 - Intentional teaching / Implementation of Te Manawa: Section 1 - Intentional teaching
There is no evidence of regular team discussions around teaching and learning and there are insufficient or ineffective systems and processes in place to support a shared approach to curriculum decisions / The team have some systems and processes in place to support a shared approach to curriculum decisions and their implementation (teaching and learning) / The team has systems and processes in place that support a team approach to discussing NRRRR information, planning further teaching strategies and evaluate their practices, routines, systems and learning environments / The team has robust systems and processes in place that support:
· the effective use of their NRRRR information to plan further teaching strategies
· formal and informal pedagogical discussions that include the whole team
· regular evaluation of their practices, routines, systems and learning environments
Teachers :
· responses do not actively support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds
· provide learning environments that are static rather than potentiating and focus on the provision of activities (rather than as responses to support children’s learning)
· do not effectively seek parents’ aspirations or involve families in the learning context
· do not effectively use or create opportunities for socially constructed learning
· do not prioritise fostering learning environments that:
a. recognise Māori as tangata whenua of Aotearoa New Zealand
b. promote New Zealand as a Pasifika nation / Teachers:
· are strengthening their practices to support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds
· are more prescriptive than responsive in setting up learning contexts that are meaningful for all children and their families
· have positive relationships with most families and may seek parents’ aspirations but do not effectively incorporate or respond to them in the learning environment
· are more responsive to, than proactive in creating, opportunities for socially constructed learning
· are not consistent in fostering learning environments that:
a. recognise Māori as tangata whenua of Aotearoa New Zealand
b. promote New Zealand as a Pasifika nation / Teachers:
· are generally aware of how their practices support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds
· create interesting learning contexts that are generally meaningful or relevant for all children and their families
· have positive relationships, and are working on developing partnerships with families so their interpretations, aspirations, insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners
· encourage and create opportunities for socially constructed learning, and utilise some opportunities for addressing/ exploring matters of power and diversity
· foster learning environments that:
a. recognise Māori as tangata whenua of Aotearoa New Zealand
b. promote New Zealand as a Pasifika nation / Teachers:
· intentionally and effectively support children to develop robust positive learning dispositions and working theories about the natural social physical and material worlds
· intentionally and effectively create authentic learning contexts that are highly responsive to individual children and their families
· have developed strong relationships and partnerships with families so their interpretations, aspirations, insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners
· Are very effective at encouraging and creating opportunities for socially constructed learning and promoting opportunities to address/explore matters of power and diversity
· intentionally foster, and effectively use learning environments and everyday practices that:
a. recognise Māori as tangata whenua of Aotearoa New Zealand
b. promote New Zealand as a Pasifika nation
Te Manawa – Intentional Teaching
Feedback (Evaluation)
Other significant work the team are engaging in around this criteria
Other comments
Feedforward (Next Steps)
Intervention required / Requires further development / On track / Excelling
Implementation of Te Manawa: Section 2 - Individual portfolios / Implementation of Te Manawa: Section 2 - Individual portfolios / Implementation of Te Manawa: Section 2 - Individual portfolios / Implementation of Te Manawa: Section 2 - Individual portfolios
The documentation in children’s individual portfolios:
· primarily describes the child’s participation in activities/events and provides little evidence that encourages the child to see themselves as a learner
· provides little or no information about the child’s learning progress
· makes no reference to children’s engagement with Te Ao Māori and with their own cultural contexts
· Is provided to children and families at the end of the process rather than being developed in a collaborative way / The documentation in children’s individual portfolios:
· describes the child’s participation in activities/experiences with only some messages about the child as an active learner
· provides little information about the child engaging as an active learner
· makes little reference to children’s engagement with Te Ao Māori and with their own cultural contexts.
· shows little discussion or involvement with families and children as part of the documentation process / The documentation in children’s individual portfolios:
· supports each child to construct a positve identity (sense of self) as a learner, and gives credit-based messages about them in their learning community
· makes visible the child’s learning progress and provides some information about how they were engaging as active learners
· makes reference to children’s engagement with Te Ao Māori and with their own cultural contexts
· shows engagement with children and families as part of the documentation process / The documentation in children’s individual portfolios:
· clearly supports each child to construct a positve identity (sense of self) as an active learner, and gives credit-based messages about them in their learning community
· reflects the child’s learning progress in ways that provides them with information about themselves as active learners
· makes visible children as cultural participants in the dual heritage of Aotearoa NZ and their own cultural contexts
· show teachers have strong systems and processes in place to ensure that children and families are part of the documentation process
Systems and processes are very limited and do not support:
· a shared approach to the development of individual portfolios,
· multiple perspectives being sought to strengthen the documentation / Systems and processes are not sufficiently well developed or regularly used to support:
· a shared approach to the development of individual portfolios,
· multiple perspectives being sought strengthen the documentation / There are some well-developed systems and processes in place that are consistently used to support:
· a shared approach to the development of individual portfolios,
· multiple perspectives being sought to strengthen the documentation / The team has effective systems and processes in place that are effectively used to support:
· a consistent shared approach to the development of individual portfolios
· multiple perspectives being used to strengthen the depth, relevance and complexity of the documentation
Te Manawa – Individual Portfolios
Feedback (Evaluation)
Other significant work the team are engaging in around this criteria
Other comments
Feedforward (Next Steps)
Intervention required / Requires further development / On track / Excelling
Implementation of Te Manawa: Section 3 - Group Planning / Implementation of Te Manawa: Section 3 – Group Planning / Implementation of Te Manawa: Section 3 - Group Planning / Implementation of Te Manawa: Section 3 - Group Planning
Approaches to deciding on, and implementing group planning, are irregular and primarily driven by one or two teachers, and do not promote the development of a community of learners / Approaches to deciding on, and implementing group planning, are irregular and primarily driven by one or two teachers, and may not promote the development of a community of learners / The whole team, or some members of the team regularly decides on and implement group planning in ways that promote the development of a commuity of learners / The whole team regularly decides on and effectively implements group planning in ways that promotes the development of a commuity of learners
Public documentation does not relate to children’s ongoing learning agendas and there is little evidence visible of how the kindergarten is supporting the collaborative nature of learning
The documentation includes little evidence of how children, teachers and other members of the community of learners are contributing to the learning environment. / Public documentation has more focus on providing information to parents or illustrating children participating in activities than reflecting a journey of learning. The documentation includes:
· little evidence of children engaging as learners, and learning progressions
· some evidence of teacher reflections that lead to decision-making
· some evidence of teachers engaging in formative assessment and evaluation / Public documentation shows current areas of group interests, although what is displayed may not reflect what is currently happening in the kindergarten. The documentation includes:
· evidence of children’s learning in action, and how they have been engaging as learners
· evidence of the intent behind teachers decisions/responses/future ideas (formative assessment and evaluation)
· some connections with Te Ao Māori concepts / Public documentation is connected with what is currently happening in the kindergarten and, in an engaging way, tells a story of the exploration of current group learning interests and/or ‘what is valued here’. The documentation includes:
· how the area of interest/exploration came about,
· perspectives of the learning community (children, teachers and whānau) - this includes how the exploration, and children’s learning is progressing
· teachers thinking, decision-making and evaluative
· reflections on children’s learning (formative assessment and evaluation),
· connections with Te Ao Māori underpinnings
There is little evidence in the public displays of documentation of how children, teachers and others are contributing to the learning environment. / There is some evidence of public displays of learning with evidence of contribution from children and teachers / Teachers and children’s contributions are strongly visible in the public displays, and there is some involvement from whānau / Multiple members of the kindergarten are actively involved in the current interest and their contributions are highly visible in the public displays