Te Aromihi me te Arotake i ngā

Mahi a te Kaiako

Whāia te pae tawhiti kia tata

Whakamaua te pae tata kia tina

E whai ana tātou:

kia mārama tēnei mea te aromihi me te

arotake i te kaiako (develop understanding of appraisal)

kia mārama ngā paearu (develop understanding of the criteria)

kia hāngai ngā taunakitanga (ensure evidence is relevant )

kia mārama te wāhi ki te kaiako i roto i te

tukanga aromihi (appraisee responsibilities)

Te Tūāpapa

Ngā Whāinga Matua

Ka rawe tēnei hui mēnā ka …

Ko taku pātai ko tēnei …

Te Tūāpapa

Te Tūāpapa

Te Aromihi me te

Arotake

Performance Growth

Te whakapakari kaiako;

te titiro whānui ki ngā kaiako katoa me ngā whāinga o te kura

Accountability

Ka pēhea tō kaha tutuki i ngā whāinga?

Development

Te tautoko i a koe kia pakari ake ai

Kia eke ai ngā tamariki ki ngā taumata o te reo, o te ako

E toru ngā aronga

Mā wai?

Te Tūāpapa

Kaihautū

To attest to competence.

To align staff goals to broader organisational

goals

Māori-medium teaching sector that is

capable, confident, respected and valued.

Hei aha te aromihi?

Te Tūāpapa

Performance Growth

• better organisational outcomes

• better student outcomes

Teacher Development

• Improved teacher practise

• Increased teacher knowledge

• Improved teacher language

• Better student outcomes

Accountability

• Renewal of practising certificate

• Attestation

• Evidence about RTCs

You and your appraiser will know

You will have good evidence

You will be focused on your ongoing

improvement.

Te Tūāpapa

Your practice is competent

You and your appraiser will know

You will be struggling to meet expectations.

You will have a plan of development.

Te Tūāpapa

Your practice is borderline

You SHOULD know!

Advice and guidance programme.

Te Tūāpapa

Your practice is not competent

He aha ai?

Te Tūāpapa

Aside from learners themselves, teachers are the next

major source of variance in students’ achievement.

Māori learners need Māori teachers

Māori learners deserve the best teachers.

What a teacher knows, does, and cares about matters.

Whāia te iti kahurangi

Tēnei mea te Pakari

Ki te tuohu koe, me maunga teitei

Good teaching cannot be reduced to technique;

good teaching comes from the identity and

integrity of the teacher. (Parker J. Palmer)

Tēnei mea te Pakari

In groups of similar setting, think of a kaiako who you

think is competent.

Tēnei mea te Pakari

Whakawhitiwhiti kōrero – he

whakatauira i te kaiako pakari

What do they do that makes you think they are

competent?

What do they know, do, care about?

How do you know?

He aha tēnei mea te ‘pakari’? What does ‘good’ look like?

Tēnei mea te Pakari

Ruia te taitea, kohia te rangiura

What constitutes evidence in a Māori-medium

setting?

Te Taunakitanga

Evidencing the ‘good’

Evidence of Planning, Teaching, Outcomes, Relationships

Your best evidence to show growth

over time

Perspectives

Sources

What is

necessary?

What is

sufficient?

Te Taunakitanga

Me mātua whai wāhi atu … The ‘must haves’

Is it

necessary?

Is it

sufficient?

Te Taunakitanga

Observations and feedback (documented)

Professional discussions/ meetings

Alignment to RTCs

Documentation – planning,

assessments etc.

…

Is it

purposeful?

Standards that teachers must meet.

Essential knowledge and capabilities.

Apply to all teachers.

http://www.teacherscouncil.govt.nz/rtc

Ngā Paearu mō te Pouako kua

Rēhitatia Registered Teacher Criteria

Tēnei mea te Pakari

What do RTCs mean

for the way we think

about competence?

Tātaiako: cultural competencies

for teachers of Māori learners

Tēnei mea te Pakari

Tātaiako is not about doing

more.

It is about how you do

things rather than what you

do.

Tātaiako

Tēnei mea te Pakari

Ruia te taitea, kohia te rangiura

What constitutes evidence in a Māori-medium

setting?

Te Taunakitanga

Hei Whakatauira

Te Taunakitanga

http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Key-

competencies/Art-and-identity

Te Wāhi ki te Kaiako

Te Punaha Aromihi

Māku anō tōku whare e hanga

Tāwhiao

Te Taunakitanga

Te Pakirehua me te Aromihi

http://vimeo.com/89977524

Te Taunakitanga

Te Pakirehua

http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Effective-pedagogy/Our-inquiry-framework

Te Punaha Aromihi HE HUARAHI PAKIREHUA

Ka pēhea koe

e mōhio ai?

Te Punaha Aromihi

Hei Wānanga –

te whakawhiti kōrero ki tō Pou Tautoko

Ō Ākonga

Tāu i Ako ai

Ngā Taunakitanga

Te Hononga ki Ngā Paearu

Performance

A possible appraisal processTERM FOUR• Final presentation of teacher

learning journal• Re-visit Registered Teacher Criteria• Final report agreed upon between

appraiser and appraisee• Continued development through

the cycle

TERM ONE• Setting up appraisal process and

learning journal• Development of the Registered

Teacher Criteria• Make necessary changes to Job

Descriptions• Self-Appraisal Registered Teacher

Criteria and school criteria• Selected Target Group / Specific

Learning Needs /Strategies / Evidence

• Observations • Focus – Target Group/Teaching

Strategies• Set Appraisal Goals• “Setting up for Success” observation

TERM TWO AND THREE• Coaching observations and feedback • Mid-Year discussion of learning journal• Focus – Target Group/Teaching Strategies – Data discussion

School-wide target settingCollaborative responsibility for meaningful evidence-based targets

Personal goal settingData informedTarget aligned

Documentation ChecksProfessionally responsible

Self review documentationCollaborative support to evidence Registered Teacher Criteria

Learning CirclesAction research focusedSupport for individual research

Ka rawe tēnei hui mēnā ka …

Ko taku pātai ko tēnei …

Te Tūāpapa