Te Aromihi me te Arotake i ngā

Mahi a te Kaiako

Whāia te pae tawhiti kia tata

Whakamaua te pae tata kia tina

Ngā Whāinga Matua

Hei whakataki I te kaupapa

E whai ana tātou kia:

mārama tēnei mea te aromihi me te arotake i te kaiako(develop understanding of appraisal)

kitea he tukanga whakahaere e tika ana (identify an appropriate

approach)

mārama ngā paearu (develop understanding of the criteria)

hāngai ngā taunakitanga (ensure evidence is relevant )

mārama ngā wāhi ki te pouārahi, ki te kaiako hoki i roto i te tukanga aromihi (appraiser and appraisee responsibilities)

Te Tikanga Whakahaere

Te Tukanga Whānui

He ōrite, he rerekē rānei?

Te Tikanga Whakahaere

Performance Management

vs

Managing for Performance

Te Tikanga Whakahaere

Te Tikanga Whakahaere

Hei whakaarotanga ake

People generally perform effectively if they:

know the objectives to be achieved

understand the purpose of their work

know how well they are doing in terms of their, and the

organisation’s objectives

know that they will be supported to achieve the

expectations.

Te Tūāpapa

Te Aromihime 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 ingā whāinga?

Development

Te tautoko i a koe kiapakari ake ai

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

E toru ngā aronga

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

Te Tūāpapa

Attestation against Registered Teacher Criteria (RTC)

Improved outcomes for ākonga

Kei hea koe?

Te Aronga Matua o te Aromihi

Te Tūāpapa

Hei wānanga

What would an ideal appraisal system look like?

What would be your role in that system be?

How is this different from what you currently do?

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.

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

Ngā Whakatau

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

Te Tūāpapa

Appraisal is “high stakes”,

so we need to do it well.

Focus on:

improving what they/you know

improving what they/you do

things that matter most.

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

Tēnei mea te Pakari

Pūkenga Reo

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

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

RēhitatiaRegistered Teacher Criteria

Tēnei mea te Pakari

What do RTCs mean

for the way we think

about competence?

Hei Whakatauira

Te Taunakitanga

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

competencies/Art-and-identity

Te Aromihi me te Arotake i ngā

Mahi a te Kaiako

Whāia te pae tawhiti kia tata

Whakamaua te pae tata kia tina

you are supporting your staff to meet

your expectations.

Managing for performance

means:

What do you need to

do to ensure ‘good’ is

happening?

Tēnei mea te Pakari

Te Punaha Aromihi

Annual organisation-wide goals / targets

Group/syndicate/deptgoals

My individual goals:

kura development

career development

What does this mean

for our group

/syndicate /whānau

/department?

What does this mean

for me with my priority

tamariki?

Te Taunakitanga

Te Pakirehua me te Aromihi

http://vimeo.com/89977524

Te Punaha AromihiHE HUARAHI PAKIREHUA

Ka pēhea koe

e mōhio ai?

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 kite atu i…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?

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

you ensure evidence can be

gathered.

Managing for Performance means:

Te Taunakitanga

you establish and lead a culture that

encourages and enables good

performance.

Te Kaupapa

Managing for Performance

means:

Māku anō tōku nei whare e hanga

Te Punaha Aromihi

Ko ngā pou o roto he māhoe, he patete

Ko te tāhuhu he hīnau….

Tāwhiao

you have a system and in place

that:

supports,

monitors, and

documents good performance

Managing for performance means:

Te Punaha Aromihi

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

Te Kaupapa

Clear away the undergrowth so that

new shoots can grow

Tūngia te ururua, kia tupu whakaritorito

te tupu o te harakeke

‘good’ performance is happening and teachers know your expectations? (Accountability)

evidence of good performance is being gathered? (Accountability)

your teachers are able to identify smart and useful goals? (Development)

you know their goals and supporting your teachers toward their goals? (Development)

you are building your organisational capability? (Performance growth)

you are building your organisational capacity? (Performance growth)

How are you setting up your place

to ensure that:

Te Punaha Aromihi