Documente Academic
Documente Profesional
Documente Cultură
Appraiser: Jo Jenkins
Year: 5,6
Think about
Learning (theirs and yours!) Have you
included goals both for improved learning
for Mori students and for what you, the
teacher, need to learn and be able to do
in order to facilitate this learning?
Priorities Are your goals the most
important ones to focus on? How have
you used data to determine them? Do
they take account of what your Mori
students and their whnau value?
Challenge Do your goals provide a
real sense of challenge? (They should
be realistic, but not lacking in challenge.)
Specificity Are your goals specific
enough that you and others will really
know if they are achieved? Be specific
about:
GOALS
*Manage self - know time and day of when to attend the math
support programme
*Manage self Students to be ready for classroom lessons
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Year:5,6
Associated professional learning
(Individual or group)
*Classroom
*Classroom
*Inquiry Learning focus group
* http://nzcurriculum.tki.org.nz/National-Standards/Key-
information/Inquiry-for-accelerated-progress
*Blogs
Page | 3
*Classroom
*Success for boys in writing - http://success-for-
Think about
boys.tki.org.nz/Teaching-learning-resources/StoryStarters/Big-vs-Bigger
http://kidsloveshortfilms.com/portfolio/sidekick-animatedshort-film-children/
https://youtu.be/badHUNl2HXU
*Classroom
Page | 4
Context: Writing/Phonics
Think about
Strategies used
Walts
Engagement
Outcomes
Observers summary
1. Students are highly engaged and responsive e.g. willingly repeat the sounds.
2. Ngareta spells each word, then places card on the whiteboard so students can assess their spelling.
Results shown on TV for immediate impact.
3. Students are developing independence
4. Rotation group with Authors and Creators
Page | 5
GOALS
Date
* Year long
* Skoolbo
* http://www.literacyshed.com/
*http://kidsloveshortfilms.com/portfolio/sidekick-
animated-short-film-children/
*https://youtu.be/badHUNl2HXU
2.Students are able to reflect on the teaching
* Year long
* Consolidation of learning
* Engaged learners
* Reflection on term goals in writing
* Year long
* Year long
* Year long
* Year long
* Open communication
writing
and learning
Page | 6
Appraiser: Jo Jenkins
Date:
Decisions / conclusions
1.
2.
3.
4.
Think about
Do discussions use evidence and data to
focus on your teaching and its impact on
Mori students learning?
Are they informed by data gathered during
observations?
Do they incorporate self-appraisal,
including your assessment of your progress
towards your goals?
Do discussions emphasise individual
responsibility and accountability?
Are they open-to-learning conversations?
Do both parties contribute on an equal
basis (while recognising the different roles
they have)?
Are discussions serious and rigorous in the
way they examine goal achievement?
Page | 7
Appraiser: Jo Jenkins
Year: 5,6
1.Priority learners
2.ICT
3.Assessment
2.Understanding
3.Communication
Page | 8
Achievement
Minimal Partial
2.Engagement
2.Assessment
Page | 10