Whanaketanga 2011
(Development - Evolution)
1.0OVERVIEW
“Whatu ngā whenu a takapa, kia tāpui, kia ita.”
Weave the strands of the takapa so they many become intertwined and strong.
This whakatauki is taken from the Self Review Guidelines - and is very relevant for the whanaketanga process which is just one strand of the self review processes that take place in our Kindergartens.
- Our purpose is “Growing Young Learners”
- The most important factors in achieving our purpose are:
Growing the attitude, professional expertise and skills of our teaching staff
Having a clear shared direction for our organisation
Strengthening our leadership to support staff to move in that direction
Providing high quality learning and teaching environments
- The Whanaketangaprocess is designed to:
- The whanaketangaprocess involves both PERFORMANCE and COMPETENCY, and has FOUR key elements:
- The whanaketangaprocess provides links between key activities:
- The whanaketangaprocess looks at both WHAT and HOW a teacher is achieving. This is supported by an Individual Plan that focuses on teacher growth and development.
- The whanaketangaprocess will result in the development of an Individual Plan for each teacher. This will include:
- Identifying the teacher’s specific contribution/s to the Kindergarten Priorities/Annual Plan
- Actions to develop professional skills
- The Individual Plan is informed through a review against the Registered Teacher Criteria.
- We will review FOUR criteria of the total TWELVE criteria each year.
- This gives this process a THREE Year Cycle.
- Performance and competency are TWO different concepts
- Being COMPETENT does not necessarily mean that an individual is PERFORMING (ie achieving the required results)
Competent / Is capable of performing a task – or meeting a certain criteria.
Not Competent / Is not capable of performing a task – or meeting a certain criteria.
Could not do the task “if their life depended on it”
Performing / Can be observed performing a task or meeting a certain criteria. This implies competency
Not Performing / Can’t be observed performing a task or meeting a certain criteria.
May or may not be competent.
Ie May be competent – but CHOOSING not to perform.
- Competency is measured by evidence of meeting the Registered Teacher Criteria
- We will work with a “high trust” model
- ALL professional staff will be assumed to be competent for salary progression and teacher registration purposes – UNLESS the individual’s professional leader has indentified an issue of competency which is being addressed under our Performance Issues Policy.
- Being COMPETENT simply means that the individual is CAPABLE – has the required skills and knowledge. They may or not be PERFORMING. (ie making a contribution to the agreed outcomes within the Kindergarten Annual Plan)
- Although the assessment of competency is not the main aim of our Performance Focus process– we will include it in the process for simplicity.
- A simple attestation form will be signed during the process to confirm competency.
- Assessment of competency is a continuous process.Issues of competency must be raised promptly with the individual whenever they arise.
- The Performance Issues Policy and KTCA will continue to guide the process for managing competency issues.
- If there are issues of competency – the Professional Standards and RTC can be used to “unpack” the issue and to assist in developing an Advice/Guidance Programme
2.0Summary of Process and Timetable
The INPUTS to your whanaketanga are......
The OUTPUTS from this process are......
The TIMETABLE for this process is:......
The circled letters link to the documents/formats you need to complete those parts of the process.
Performance Focus 2011 (DRAFT BJR)110 February 2011