WMK have the following expectations for
Teacher Appraisal:
All permanently employed teachers and long term relievers are required to engage in the appraisal process.
You will engage in an Annual Appraisal Meeting in term 3 each year. Your meeting date will be set by your appraiser. For newemployees a meeting will occur within the first term of your employment with your appraiser to discuss appraisal goals that you will work on until you fit into the WMK Annual Appraisal cycle.
At this meeting you will set 2 appraisal goals for the next year of which at least one will link to your team’s Strategic Teaching and Learning plan.
You will participate in termly check-in meetings with your appraiser or team.
You will keep an appraisal and teaching portfolio that includes:
-your 2 appraisal goals, with action plans
-evidence of your work on your goals
-observation/s of teaching practice as relevant
-reflections on your evidence that briefly describes your learning and why the evidence shows you have met each of the PTC /Tātaiako Cultural Competencies
-a final evaluation of how effectively you have achieved your goals, including how this has impacted on positive outcomes for children and
-a section on ‘Significant other Learning/Practice where you gather evidence of significant learning/practice throughout the year that is also linked to the PTCs through reflections and the ‘Backward mapping’ process
Appraisal Process
Principles of Appraisal
Thinking about appraisal has shifted from a ‘done to’ model to a shared responsibility between the appraiser and appraisee.
Appraisal should be:
Aspirational
- it should provide additional motivation and challenge to stimulate thinking and innovation
Relevant
– it should relate to your daily practice and support the strategic direction of the Association
Simple
– it should be a straightforward process that makes sense
Reflective and promote change
– it should provide formal opportunities to reflect on and where necessary improve
and stretch knowledge and practice
Centred on strengths and development
– it should acknowledge what you are doing well and assist you to further develop
your knowledge and skills
Promote leadership
– it should support you to use your strengths to build your capability as a leader
within and beyond your setting
Promote enquiry
– it should provide opportunities for you to research or enquire into aspects of teaching
and learning
Promote positive outcomes for children
– it should support you to focus on and enhance learning for all children
Annual Appraisal Meeting
An Annual Appraisal meeting will take place between you and your appraiser by the date in Term 3 shown in the Curriculum Framework (all appraisal meetings and documentation to be completed by 1 September 2017).
Prior to this meeting you will have given your appraiser your Appraisal and Teaching Portfolio for the previous cycle, and your appraiser will have completed the initial section of the Annual Appraisal Meeting Report.This report and the meeting will be used to:
Discuss the evidence you have collected and how this shows that you have met all the PTC (Practising Teacher Criteria), and Tātaiako Cultural Competencies
Discuss your work over the previous 12 months (perhaps using questions in the resource section as a guide)
Identify, discuss and draft your 2 goals for the following 12 month period
These 2 goals will be based on the following:
1.Goal 1 - will reflect the professional growth that you require to achieve one of your kindergarten’s strategic teaching and learning goals.
2.Goal 2 - will be an individual professional goal that will stretch and challenge you to focus on lifting your performance and/or developing your practice and knowledge in an identified area
One of these goals should have a leadership lens – especially if you are a HT/SHT/AHT/VT.
Individual professional goals may come from a variety of sources/directions e.g. your previous appraisal, the Association Strategic Plan, personal/professional interests, self-review, areas of your work you have been thinking about or that your HT has talked with you about. The Practising Teacher Criteria (PTC) will inform and link to your appraisal. Kindergarten Strategic Teaching and Learning plans and documents such as Tātaiako, Ka Hikitia, Te Whāriki, Te Manawa etc. may also influence your thinking when developing appraisal goals.
At this meeting your appraiser will also sign your Attestation form that indicates whether or not you have provided sufficient evidence of how you continue to meet each of the Practising Teacher Criteria and Tātaiako.
Writing Your Goals
A goal should be: SMARTER
Appraisal Goal Action Plans
For each of your goals you will write a rationale for why this goal is important for you. You will then develop a plan that identifies 2-4 clear indicators of what your practice will look like when you have achieved your goal. This should include identifying any relevant professional learning (courses/readings etc.) that will support you. For each of your indicators you need to develop practical strategies that will support you to achieve the indicator. Please see the Practising Teacher Criteria/Tātaiako Indicators and Provocations sheets in the appraisal package, Te Manawa or the Annual Review document for examples of indicators and relevant strategies.
Observations:
Observations are seen as an effective component of gathering information about your professional practice. Consideration could be given to undertaking targeted observations related to teacher’s appraisal goal/s as part of the Appraisal Goal Action Plans. A strategy for meeting a goal could include an observation by a member of your team or by a ST, these enhance teaching and learning practices and may be documented.
Observations of practice will be completed with purpose, relevance and support your appraisal process. Feedforward is followed up through discussions as well as ongoing reflections of practice.
Once you have completed your Appraisal Goal Action Plans, please give a copy to your SHT/HT.
Documentation
Evidence and Backward Mapping
You are required to develop and maintain an Appraisal and Teaching Portfolio where you will keep your 2 goals, reflections and annotated evidence that shows your progress towards meeting your goals and your professional responsibilities to the PTC and Tātaiako.
The intention of this process is that evidence will naturally ‘fall out’ of your teaching practice to show that the PTC and Tātaiako are underpinning your practice. You will then use the ‘Backward mapping’ process to show how these artefacts demonstrate that you are continuing to meet the PTC and the Tātaiako cultural competencies. We suggest that you set up your appraisal folder with each of your appraisal goals having its own ‘Backward mapping’ form and include annotated evidence you have gathered to show you are meeting the goal. This form needs to include enough detail so that your appraiser can easily find the relevant evidence/reflection in your folder.
You need to ensure that you have sufficient evidence to show how you are meeting each of the PTC every year (this is necessary for the renewal of your Practising Certificate. One way to support this is to include another section labelled ‘Significant Other Practice’. This will include evidence of significant learning/practice you have engaged in over the year and a completed backward mapping form to ensure you cover all of the PTC each year.
It is your responsibility to keep documentation and your appraisal portfolio up to date with examples of how you are working towards meeting your goals (evidence) and to make it available to your appraiser at your ‘Check-in’ meetings and at other times when requested. It is important that your folder is set up in a way that makes it easy for your appraiser to make sense of and follow. This includes reflections around the evidence you have placed in your folder.
The Professional Standards for Kindergarten Teachers will be maintained through the links to the PTC. The links between the PTC and the Professional Standards are included in this document. How the competencies from Tātaiako - Cultural Competencies for Teachers of Māori Learners link to the PTC are also included in this document. Each competency describes related behaviours for teachers at different stages of their teaching career, and what the results could look like for learners and their whānau. Teachers will need to ensure they have the competencies of all stages up to their current level.
Check-in Meetings
Regular meetings (see curriculum framework for expectations) will be a key aspect of appraisal and will provide an opportunity to discuss progress of your appraisal goals, any observations, the PTCs, Tātaiako cultural competencies, the evidence you have back mapped, professional development requirements and any areas of work or practice that are on top for you and your appraiser, and/or the team. Scheduling regular non-contact time to engage in appraisal activities is a necessary strategy to support you to meet your goals.
Appraisal Process Checklist
Appraisee:
Read and familiarise yourself with the Appraisal documentation package.
Seek support if necessary.
Evaluate your appraisal goals from the previous years (on form provided, using your indicators as a prompt to make judgements about how effectively you have met the goal)
Ensure your appraisal and teaching portfolio has evidence of how you have met your appraisal goals, the Practising Teacher Criteria and Tātaiako Cultural Competencies
A minimum of one week prior to your Annual Appraisal Meeting, give your appraiser your Appraisal and Teaching portfolio and any other relevant documentation.
Consider areas of practice or professional knowledge that you are seeking to develop or grow further and come prepared to discuss these at your Annual Appraisal Meeting
Appraiser:
Read appraisee’s Appraisal and Teaching Portfolio including check-in meeting documentation
Check that all PTC/Tātaiako Cultural Competencies are covered in the backward mapping sheet and that documentation clearly articulates how it provides evidence of meeting each of the PTC
Complete the initial part of the ‘Annual Appraisal Meeting’ form, (this should include commentary on how effectively the evidence provided in the Teaching Portfolio demonstrates that the teacher has met their goals and each of the PTC)
Think about areas of development for this teacher
Annual appraisal meeting:
Discussion of and feedback on Annual Appraisal Meeting Report
Discussion about next goals
Agreement of focus area for goals and/or goals drafted
Both sign the Annual Appraisal Meeting Report
SHT/HT /ST complete Attestation Form and both sign and date.
After Your Annual Appraisal Meeting:
Annual Appraisal Meeting Report sent/given to ST/SM with completed attestation signed by appraiser and appraisee
Appraisee to complete Appraisal Action Plansfor each goal and share with appraiser by 28 August (so HT can process for sending in by 1 Sept)
Head Teachers will complete Team Goals survey for Association by 1 Sept (the end of week six T3)
Working on goals:
Scheduling regular non-contact to engage in Appraisal activities
Observations of practice as relevant - this could be by team members (e.g. working in pairs) or a ST.
Consider: including appraisal as a regular agenda item so that it keeps work on goals alive.
Professional time (in term Breaks)
At the Termly Check-in Meeting:
Meet with ST/HT or team (as per Curriculum Framework). Discuss the work you have been undertaking to meet your goals.
ST/HT/Team to provide feedback that is constructive, reflective, and fair and when necessary direct and will include feedback and feedforward critique that is documented on the Check In form and filed in your Appraisal and Teaching Portfolio.
Identify next steps to progress/meet your goals.
ST/HT to view the evidence gathered to meet appraisal goals and other significant practice.
WMK Annual Appraisal Meeting Report
Appraisee:Appraiser: / Date:
Appraiser comments on previous goals: (this should include commentary on how effectively the evidence provided in the Teaching Portfolio demonstrates that the teacher has met their goals and each of the PTC)
Appraiser comments on Appraisal Meeting:
Agreed Appraisal goals for next cycle or area of practice :
1.
2.
Appraisee comments on Appraisal Meeting:
______(Appraiser)
______(Appraisee)
Practising Teaching Criteria Attestation Form
For:……………………………………………………..…………………… (Teachers name)
The appraiser attests that the appraisee has provided evidence that they meet
each of the Practising Teacher Criteria (PTC) as expected for their practising certificate
status (Provisional/Subject to confirmation/Full).
______(Appraiser)
______(Appraisee)
Date:
Appraisal Action Plan: Goal 1
The area of professional growth that I am going to work on related to achieving one of our Kindergartens Strategic Teaching and Learning Plan goals is:My goal for 2017-2017 is to:
So that ākonga……….
I would like to work on this goal because:
This goal is informed by the expectations of the following PTCs/Tātaiako Cultural Competencies:
What will be evident in my practice when this goal is achieved?
(Please see the Practising Teacher Criteria/Tātaiako Indicators and Provocations sheets in the appraisal package, Te Manawa or the Annual Review document for examples of indicators)
Consider where observations of practice could support your work on an indicator
Indicator 1 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 2 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 3 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 4 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Evaluation:
(To be completed at end of Appraisal cycle)
How effectively have I met this goal? (How do I know? Use your indicators to evaluate the improvements in your practice and link to your evidence. Include any positive outcomes for ākonga).
Appraisal Action Plan: Goal 2
The area of individual professional growth that will stretch and challenge me to focus on lifting my performance and/or developing my practice and knowledge is:My goal for 2017-18 is to:
So that ākonga……….
I would like to work on this goal because:
This goal is informed by the expectations of the following PTCs/Tātaiako Cultural Competencies
What will be evident in my practice when this goal is achieved?
(Please see the Practising Teacher Criteria/Tātaiako Indicators and Provocations sheets in the appraisal package, Te Manawa or the Annual Review document for examples of indicators)
Consider where observations of practice would support your work on an indicator
Indicator 1 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 2 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 3 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Indicator 4 (what will be happening when I have achieved my goal):
What will I do to achieve this indicator (how)
My strategies: I will…
Evaluation:
(To be completed at end of Appraisal Cycle)
How effectively have I met this goal?(How do I know? Use your indicators to evaluate the improvements in your practice and link to your evidence. Include any positive outcomes for ākonga).
1
Backward mapping the evidenceCollecting and having a conversation about evidence of your extraordinary, everyday practice, connecting your practice to the PTC and how your practice and the PTC relate to Tātaiako.
Appraisal Goal (Strategic T&L):
Tātaiako: Cultural Competencies for Teachers of Māori Learners
Date / Whanaungatanga Relationships
(children, whānau
community) withhigh expectations. / Manaakitanga
Values – integrity, trust,
sincerity, equity / Tangata whenuatanga
Place-based, socio-cultural awareness and knowledge / Ako
Practice in the classroom and beyond / Wānanga
Robust dialogue focussed on Māori learners’
achievement / Ako
Practice in the classroom and beyond / Manaakitanga
Values – integrity, trust,
sincerity, equity / Ako
Practice in the classroom and beyond / Tangata whenuatanga
Place-based, socio-cultural awareness and knowledge / Tangata whenuatanga
Place-based, socio-cultural awareness and knowledge / Wānanga
Robust dialogue focussed on Māori learners’
achievement / Wānanga
Ako
PTC
1
Relationships / 2
Well being / 3
Bicultural partnership / 4
Ongoing PLD / 5
Leadership / 6
Learning programme / 7
Inclusive / 8
How ākonga learn / 9
Diversity / 10
Bicultural
Context / 11
Assessment / 12
Inquiry
1
Appraisal ‘Check-in’ Meeting(Team - Term 4 and Term 2)Date:
Feedback from Team:
Feedforward from Team:
Appraisal ‘Check-in’ Meeting(with your Appraiser – term 1)
Date:
Feedback from Appraiser:
Feedforward from Appraiser:
1
Practising Teacher criteria / Professional Standards / Tātaiako: Cultural Competencies- Establish and maintain effective professional relationships focused on the learning and well-being of ākonga
Involve parents/whānau in kindergarten programme
Display ethical and responsible behaviour
Establish and maintain effective working relationships with colleagues / Whanaungatanga
Relationships (children, whānau community) withhigh expectations