Takapuna Grammar School

Aspiring to Personal Excellence

APPRAISAL DOCUMENT: Viet Hoang
2015 - 2016
May 2015 May 2016

Terms 2/3:
Appraisal relationships and dialogue
established /continued, [HODs to allocate]
Departmental and Individual Goal Setting
Coaching and Mentoring
Participation in PL: Internal & External
Individual, Departmental and School Wide
Classroom Observations and Walkthroughs At Takapuna Grammar School the Practicing
Gathering of relevant Student Data Teacher Criteria will be measured under the
following areas of good practice:

Term 4:
Write up of Reflective Teacher Projects PROFESSIONAL

Collating of contribution outside the RELATIONSHIPS

classroom BICULTURAL LITERACY
DIFFERENTIATED PRACTICE
USE OF STUDENT DATA
Term 1: LEADERSHIP
Continuation of Appraisal Practices [above] INFORMED PLANNING
PROFESSIONAL GROWTH
Self Reflection
Final dialogue and Goal Setting

HODs to determine final format and/or

timing and/or foci according to departmental
goals.

Appraisal Goals from 2014/15 document

 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,
iNZight, Python and Thatquiz.
Monitor students performance after each assessment; identify the key concepts in the assessment
standard; analyse the data and critique on teaching performance.
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 wellbeing of all akonga
Promote a collaborative, inclusive & supportive learning environment

Productive learning relationships built and maintained with students

Developing At PTC 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 PTC 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, ideas 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

Developing 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

Developing 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

Developing 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 new 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. Just an
update on the upcoming conference, during April Holiday period, I will attend two PD on
teaching and assessing Python at level 1 and level 2 organised at Datacom.

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 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 split into smaller pieces. I always try to link the PURPOSE of the
lesson to the situation in REAL 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/topic.

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.

What have you enjoyed about this course/teacher? Do you have any suggestions for
improvements?
 Takapuna Grammar School
Aspiring to Personal Excellence
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 Project work, impacting practice
RESOURCES STRATEGIES CONCLUSIONS

Term 2 Admin work including Learn the basic steps This is the first time
2015 organising assessment towards organising an doing something new.
unit (3.15 Level 3 assessment unit The experience is surreal;
Statistics Simultaneous however, it gives me a
Equations) pretty good idea how to
set up an assessment
step by step from getting
Mock Paper and checking
Achievement Criteria to
filling in the Moderation
Form.
Term 3 Google classroom Assimilate and construct The students coped well
2015 Self created the assessment sample to with the real assessment
assessment (Trig level cater students need for given the fact that they
3) further practice towards have worked through all
real assessment the skills required in
Mock assessment.
Term 4 Exam questions and Analysing and critiquing The students have
2015 revision worksheets past exams papers managed the majority of
essential skills required
for exams. Some made
great progress towards
obtaining excellence and
further understanding.
Term 1 Google Classroom for Gather resources for The students need more
2016 juniors teaching and create basic structure to start
Implement a more assessment for practicing off with in programming
assistive approach to with Python.
teaching that fits Understand the
Achievement standards requirement and It is better to have a
Organising/finding clarification for computer homework book in
more resources for science Python (talk to Sam
seniors and juniors. about this)
Attend more PD about
Level 1 Computer computer science Students need to know
Science course what is expected before
Actively engage into each assessment so that
conversations with other they can well prepare for
teachers for teaching it. This can be done by
ideas and assessment scaffolding from Achieve
 clarifications. -> Merit -> Excellence.

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

2015 Mathex Competition for year 9 and 10
Year 9 student enjoyed a score of 85 out of 100. I need to be more effective in
the training, more focus on achievable problem solving questions.
2016 After School Python Programme
This is to assist with classroom teaching, students find it helpful in terms of
knowledge reinforcement.
2016 Mathematics Competitions

__ [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:____________

APPRAISAL OF FURTHER RESPONSIBILITIES

Role:

Personal Appraisal Notes PTC Links

Significant Achievements in this role this year:
Challenges in this role this year:

Goals for next year

PL/Support I would like to help progress my Goals/Tasks

NOTES: - LEADERS APPRAISAL

Leader:

Notes PTC links