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Takapuna Grammar School

Aspiring to Personal Excellence

At Takapuna Grammar
School the Practicing
Teacher Criteria will be
measured under the
following areas of good
practice:
PROFESSIONAL
RELATIONSHIPS
BICULTURAL LITERACY
DIFFERENTIATED PRACTICE
USE OF STUDENT DATA
LEADERSHIP
INFORMED PLANNING
PROFESSIONAL GROWTH

APPRAISAL DOCUMENT:
2015 2016
May 2015 May 2016
Terms 2/3: Appraisal relationships and dialogue

established /continued, [HODs to allocate]

Term 4:
Term 1:

Departmental and Individual Goal Setting


Coaching and Mentoring
Participation in PL: Internal & External
Individual, Departmental & School Wide
Classroom Observations and Walkthroughs
Gathering of relevant Student Data
Write up of Reflective Teacher Projects
Collating of contribution outside the classroom
Continuation of Appraisal Practices [above]
Self Reflection
Final dialogue and Goal Setting

HODs to determine final format and/or timing and/or foci according to


departmental goals.

Comments on Appraisal Goals for 2015/16

Understand and implement well administrative work including Assessment


Preparation, Check Marking and Moderation Sheet.
Integrate technology in teaching and revising such as Google Classroom,
Desmos, Geogebra and iNZights.
Monitor students performance after each assessment, identify the key
concepts in the assessment standard.
Consolidate the resources for each NCEA level. E.g. to the exclusion of
externals, come up with various resources for Internals.
Classrooom management : contractual agreement between teachers and
students as follows
o Be Here
o Attempt the work
o Ask questions
o Seek help outside the classroom
o Be respectful
Dont talk over me
Be on time
Be cheerful!
You may talk ABOUT your Maths problems.

PTCs 1, 2 and 7: PROFESSIONAL RELATIONSHIPS


Establish and maintain effective professional relationships focussed on
the learning and well being of all akonga
Demonstrate commitment to promoting the well being of all akonga
Promote a collaborative, inclusive & supportive learning environment
Productive learning relationships built and maintained with students
Developing

At RTC standard
Excellent

This is the first thing I always remind myself to do when getting them at
the beginning of the year. Getting a healthy and positive relationship with
students not only enhances teaching flows and outcomes but also having
a good connection with students psychologically to devise effective
teaching strategies for different groups of learners.

Genuinely collegial relationships fostered with other adults in the school


Developing

At RTC standard
Excellent

It is important that you feel the schools environment and embody


schools spirit. In my first year, everything is new and different. I am lucky
enough to be in one of the best Mathematics departments. The teachers
here are incredibly helpful and friendly in terms of giving me the advice on
how to implement teaching practice In each particular standard. The
discussions have been extremely constructive and to the points.

Is a professional & caring representative of TGS to people from outside the


school
Developing

At RTC standard
Excellent

During Parents Teacher Interview, I had great opportunities to listen to


parents concern about their childs progress, give them an overall review
of where their child is standing and where to head forward in the future.
The conversations are all open and positive.

Is aware of and fulfils a pastoral responsibility to individual students


Developing

At RTC standard
Excellent

Each student in my class has different ability to learn towards the concept
of Mathematics. Furthermore, it is common that the students find it
difficult to approach Mathematics in a natural way. Therefore, I always
encourage them to ask questions, let me know if the concepts get too
hard so that an alternative version of explanation is carried out. On top of
that, hard work is everything we need and I strongly recommend students
to work hard through simple to much more complex problems in order to
develop a full understanding built on each concept.

Creation of a learning environment in which it is safe to take risks


Developing

At RTC standard
Excellent

In my first year, I tend to have a mixture of hands-on and theoretical


lesson (a.k.a textbook implementation). I am aware that a theoretical

lesson may be boring but effective in terms of knowledge reinforcement.


Meanwhile, a practical lesson may bring a simple surface understanding
on the concept, trigger interest, idea and therefore, it explains the
concept in the simplest language. My plan in the future is to combine
these 2 types of teaching strategies effectively (practical then
theoretical).

PTCs 3 & 10: BICULTURAL LITERACY


Work Effectively within and Demonstrate Commitment to the BiCultural
Partnership in Aotearoa NZ
Knowing the Maori Learner, and Teaching & Learning strategies to use in
the Learning Environment
Developing

At RTC standard
Excellent

I am in the phase of putting everything together. It is a good idea that I


should read/research more about how Maori students learn, especially in
the field of Mathematics where everything gets extremely abstract.
Finding a suitable approach will be beneficial to all the learners including
Maori students. I would definitely attend workshop/PLs and any
opportunities that enhance my understanding towards Maori learning.

Te Reo used effectively where appropriate


Developing

At RTC standard
Excellent

My first attempt for next year will be:

Write the day on the board in Maori (e.g Monday is replaced by


Rahina)
For year 9, start with simple Maori language in Mathematics
(Pangarau) such as addition, multiplication, timetable (with
reference to year 9 Mathematics book Cambridge publishing
house)
Try to say Kia Ora the very first thing with every class.

Participate and engage in Maori cultural behaviours, customs and


protocols.
Developing

At RTC standard
Excellent

I am glad that this year PD sessions at school are getting Maori culture
immersion in terms of teaching and learning. I have also attended Powhiri
a ritual ceremony of encounters. I would like to emerge myself deep with
Maori culture so that I could come out with a better understanding of how
Maori students learn and implement better practice on each and every
single lesson in the future.

Evidence from the above aspects of Bicultural Literacy indicates an


appropriate awareness, understanding and experience of Treaty of
Waitangi principles.

PTC 4 : DIFFERENTIATED PRACTICE


Demonstrate commitment to ongoing Professional Learning and
Development of personal Professional Practice
Participation in, and ongoing development of practice from, Wednesday
morning PL
Developi
ng

At RTC standard
Excellent

I constantly check in at every PD session on Wednesday. It gives me a


broader sense of what teaching environment is all about in other subject.
However, I would love see more of PD within my department
(Mathematics) in order to enhance specific teaching practice on certain
topics, especially the hard ones. Overall, I am totally satisfied with the
topics PD on Wednesday had to offer. They are amazing and unique in
their own way and of course, expand my teaching practice by looking
various angles and aspects.

Participation in, and ongoing development of practice from, departmental


PL
Developi
ng

At RTC standard
Excellent

The PLs in Maths Department are simply great. As a first year teacher, I
learned a lot from all the members here. They all have amazing attitude
towards teaching and sharing knowledge. I look forward to attending more
of PLs within the Department in the future.

Participation in, and ongoing development of practice from, external PL


Developi
ng

At RTC standard
Excellent

I will be teaching Computer Science next year. In preparation to the


teaching, I have attended a conference about Computer Science for High
School last year 2015. This gave me a decent opportunity to networking
with active teachers in the field and collecting abundant resources for
future teaching. Throughout the entire conference, I realised that there
are more things I need to improve, specifically on the side of introducing
Computer Science as A SINGLE subject along with Mathematics, English,
etc. Even though this is a young subject but the impact of it on everyday
life is vast and important. Hence, I would like to take the initiative to
attend future conference so that I can get up to date information about
the standards and related assessments.

PTC 5: LEADERSHIP
Show leadership that contributes to effective teaching and learning
Leadership in the classroom
Developing

At RTC standard
Excellent

Showing initiative in each assessment preparation. Teach to the standard


as well as plan ahead for upcoming assessment. Make sure the
assessments fit the set criteria by NZQA

Leadership within Adult groups at TGS


Developing

At RTC standard
Excellent

I am still hoping to learn and know more about leadership with Adult
groups at TGS. Perhaps, organising a small seminar on a particular
teaching topic would be a good start.

Leadership within our wider school community


Developing

At RTC standard
Excellent

I am looking for more opportunity to engage leadership within our wider


school community. In order to do so, I would need to understand the
structural organisation within the school. What support is needed and
what needs to be done in order to maintain and strengthen positive
relationship within school community. I am thinking about Deans work as
one of the prime examples.

PTCs 6 & 12: INFORMED PLANNING


Conceptualise, plan and implement an appropriate Learning programme
Use critical inquiry and problem solving effectively in their professional
practice
Knows their learners and plans accordingly
Developing

At RTC standard
Excellent

As a teacher, I always come to the class prepared. What does it mean by


prepared? It means you need to dissect a big learning task into smaller,
digestible material so that students can understand and later on, they
themselves can put the pieces together to complete the big picture. Now,
talking about assessments, teaching students so that they perform well in
each test/ exams is extremely crucial. I understand that not all students
would get 100% in-class materials. However, knowing that learning takes
time is inevitable. For example, with important concept, I would like to
break it down and keep referring back until students get about 80% to
90% of the material. That, to me, is a success.

Evaluates and reflects on Teaching Practice


Developing

At RTC standard
Excellent

Before the lesson starts, I always set a goal for myself. In reality, most of
the time, the goal is reached. However, occasionally, I have not
accomplished what I initially hoped for. Why is it a case? This is where I
need to reflect back to my teaching. What has gone wrong? Have students
mostly understood the materials? Have I gone through any possible
mistakes that students often come across? Have I ensured the teaching
material is up to the standards? Those are a few questions I often ask
myself when it comes down to self-evaluation. More of this will be
discussed in section: USE OF STUDENT DATA.

Engages with Student Voice and feedback


Developing

At RTC standard
Excellent

In 2015, I have collected Students Voice and Feedback from my year 9.


While most of them gave me credits on creating a positive and enjoyable
learning environment, I need to take a hard look at the constructive
comments. For example, one of the students commented that I need to
slow down my teaching tempo. This is absolutely true. I realise when I
become passionate about something, I have a tendency to speak really
fast. This, however, brings negative impact on the learning of the
students. So, what is the fix for this? I would control my over
excitement at that moment and slowly go through the material with an
acceptable speed (not too fast, not too slow).

I am an abstract person when it comes down to learning but I realise a lot


of students seem to understand more when a picture/ diagram is
presented on the board to summarise the concept. I will continue to
visualise each and every concept in the lesson so that students could
grasp the essence of the materials.

PTCs 8 & 9: PROFESSIONAL GROWTH


Demonstrate in practice and Respond effectively to the diverse language
and cultural experiences, and the varied strengths, interests and needs of
individuals and groups of Akonga
At TGS these PTCs will be used to measure areas such as: GATE, Student
Support, International Students, as well as Gender/Age/Cultural
differences
Awareness of strategies effective for diverse learners
Developing

At RTC standard

Excellent

Concepts are often broken down into smaller pieces. I always try to link
the PURPOSE of the lesson to the situation in LIFE they may come across.
Different learners will have different experience towards new concepts.
However, taking examples from real life or at least mention WHY we are
doing this may help them to start forming ideas and carry that idea
throughout the entire lesson.

Appropriate choice and targeting of effective teaching tools for specific


needs
Developing

At RTC standard
Excellent

I am aware of the different background and understanding among


students when it comes to learning. Therefore, I have thought through
techniques and methods of transferring knowledge to students. The
common practice that I have been doing is to insert Powerpoint lessons
where possible since visualised objects are often perceived quicker
compared to other traditional methods. However, it is not possible to
devise every lesson using Powerpoint. Overusing it may be dull and the
direct consequence is that the students have not had enough practice on
the technique. Hence, at the introductory levels of the lessons, I tend to
incorporate Powerpoint, however, when revising the concept, I show
students step by step the approach on the board and let the work through
exercises themselves. That way, they will handle the concept well and
obviously, have a go at solving problem using the knowledge from
Powerpoints lesson.

PTC 11: USE OF STUDENT DATA


Analyse and appropriately use assessment information which has been
gathered formally and informally
Reflection on and use of data Senior School
Developing

At RTC standard

Excellent
For year 12 MAX, I have collected, evaluated and analysed the data after
each assessment. I am most concerned about the way I am going to
improve students performance from this. For example, one way to do this
is to project a list of possible revision points on the board and ask them
which ones they think are unclear or hard to understand, then, I will go
over with them one more time on the board. At the moment, that is the
method I am doing (possibly a tick list but this again, makes you collect
the data and could be time-consuming).
Reflection on and use of data Junior School
Developing

At RTC standard
Excellent

In 2015, I was collecting feedback from my year 9 class to improve and


devise better teaching strategy for next year. My plan at the beginning of
every class is to communicate the PURPOSE clearly and explain the core
concept THOROUGHLY (By thoroughly, I mean it should be repeated
again and again, make sure to check if they are getting it by asking them
to do similar examples on the board). Once students are set, they can
perform exercises in the book.

CLASSROOM OBSERVATION:
[other possible templates for observation data collection are on I drive
under Appraisal]

Appraiser______________________
Teacher__________________________
Class___________
Time:_____________
Topic____________________________
Focus of Lesson
Observation_________________________________________________
KNOWING:
Comments on Knowing
___ Displays knowledge of & passion for subject
___Awareness of a range of learning styles
___Provides opportunities for & teaches critical thinking
___Differentiates Learning activities for different
abilities & interests
___Uses & teaches processes to organise knowledge
___Models & encourages effective use of learning
technologies
___Sets challenging & engaging tasks
___Encourages creativity & enquiry

Comments on Connecting
CONNECTING:
___Establishes prior knowledge & understandings
___Links to prior learning
___Expected outcomes & criteria are clear
___Provides a wide range of communication strategies
___Uses students technological ability
___Ensures the setting & monitoring of realistic goals

___Encourages & acknowledges effort & persistence


___Maximises time on task

RELATING:
Comments on Relating:
___Draws links to other subjects
___Promotes lifelong learning
___Assesses individual progress
___Gives effective feedback
___Provides for future aspirations
___Develops Global understandings
___Uses assessment and review to plan & adjust tasks
___Provides opportunities for students to lead &
support others

Comments on Supporting

SUPPORTING:
___Has high expectations
___ Takes responsibility for student learning
___Awareness of individual strengths & needs
___Develops global understandings
___Involves all students in the lesson
___Classroom environment is stimulating &
displays student achievement
___Clear standards of behaviour & consequences
___Opportunities for student directed learning
activities & groupwork
___Resources are inclusive

[signed]________________________________________Teacher
Date:_________________
[signed]________________________________________Teacher
Date:_________________

STUDENT EVALUATION:
[other Student Evaluation methods can be found on I drive under
I:\ALL-STAFF\Lead Group\Draft Performance Review
Materials\Student Evaluations ]
INSTRUCTIONS TO STUDENTS
1. The purpose of the questionnaire is to improve the quality of teaching &
the course offered. Your honest opinion is important.
2. Please rank your experience with your teacher by circling the appropriate
number for each of the statements below
The Teacher
Absolut Strongl Agree
Disagr
NAME:________________________________
ely
y
ee
___
Agree
Agree
3
SUBJECT:______________________________
5
4
2
__
1.They are able to communicate
ideas and information to
me simply and clearly.

Strongl
y
Disagr
ee
1

2.They seem to me to be well


organised and well prepared.

3.I find their lessons varied and


interesting.

4.They make me feel


enthusiastic about the subject.
5.They are always able to answer
my questions about the subject.
6.They are able to clearly
explain things to me that I do not
understand.
7.They are fair and consistent when
dealing with me.
8.I find them approachable if I have

any questions or concerns.

9.The classroom atmosphere is one


of respect and trust which makes
me feel safe.

10.I feel encouraged to learn and


5
4
3
study in their class.
On the back of this form: What have you enjoyed about this
course/teacher? Any suggestions for improvements?

Takapuna Grammar School


APPRAISAL REVIEW AND GOAL SETTING 2015 2016
______ Classroom Observations Completed [tick or
number]
______ Student Voice/Evaluation Completed [tick]

Teacher:

Reviewer:

Successes and Achievements:

Future Goals:

Professional Development Requests/Recommendations:

Individual Reflective Teacher


RESOURCES
Term
Admin work
2
including organising
2015 assessment unit
(3.15 Level 3
Statistics
Simultaneous
Equations)
Term
3
2015

Google classroom
Self created
assessment (Trig
level 3)

Term
4
2015

Exam questions
and revision
worksheets

Project work, impacting practice


STRATEGIES
CONCLUSIONS
Learn the
This is the first time doing something
basic steps
new. The experience is surreal,
towards
however, it gives me a pretty good
organising an idea how to set up an assessment
assessment
step by step from getting Mock Paper
unit
and checking Achievement Criteria to
filling in the Moderation Form.
Assimilate
and replicate
the
assessment
for students
to practice
Analysing
and
critiquing
past exams
papers

The students coped well with the real


assessment given the fact that they
have worked through all the skills
required in Mock assessment.

The students have managed the


majority of essential skills required
for exams. Some made great
progress towards obtaining
excellence and further
understanding.

Term
1
2016

Google Classroom
for juniors
Implement a more
assistive approach
to teaching that fits
Achievement
standards
Organising/finding
more resources for
seniors and juniors
Manaaki Reflection Please comment on the start you feel you have made with
the Manaaki Initiative. Successes, Challenges, Activities that worked well, Students
who have shown personal growth etc

Co-Curricular Contribution and Successes this appraisal round

____ [tick]This Teacher is meeting the Practising Teacher Criteria,


working towards Registration/ReRegistration. [Should this not be the
case, written evidence will be attached]
Signed:
Reviewer:___________________________Date:____________

Teacher:____________________________Date:____________