You are on page 1of 10

Appraisal Planner: Setting Goals

School: Malfroy Primary School

Appraiser: Jo Jenkins

Year: 5,6

Teacher: Ngareta Te Whau

Relevant school-wide goals or targets


1. Improve outcomes for all students; Accelerate progress of students identified from Numbers/Names/Needs and
Rotorua Central Community of Learning cluster.
2. At least 85% of Maori and Pasifika students identified at below in Writing will achieve success by 2017.
3. All students identified in target groups will make more than one years progress by the end of the year and/or meet the
individual learning goals. The Rotorua Central CoL will aim to reduce the number of students in specific target groups
or achieve 85% or greater success by 2017.
4. 18 (Year 5 & 6); All students will make at least one years progress, with 10 of the students who are below achieving
at/above the writing level.
Focus Mori students or groups
1. Year 5 Well Below (3)
Storm August, Zane Ward-Evans, Bruce Hingston
Year 5 Below (9)
Toko Howden, Mischa Skinner, Essence Te Rire-Kohu, Nikki Rossiter, Kraig Tuhaka, Tyrell Irving, Angelece King,
Jessica Leigh, Cohen Richards
End of term 3:
Well Below Storm 1A-2B, Zane 1A-2B,
Below Bruce 2B-2P, Mischa 2P-2A, Nikki 2P-2A, , Angelece 2A-, Toko 2P-2A,
At Kraig 2A-3B, Tyrell 2A-3B, Jessica 2A-3B, Cohen 2A-3B, Essence 2A-3B
2. Year 6 Well Below (5)
Kevin Hay, Awhio Tepania, Braxton Campbell, Phoenix Panui, Jodahcei Solomon
Year 6 Below (1)
Ashanti Morrison,
End of term 3:
Well Below Kevin 2B-2P, Braxton 2P-2A, Phoenix 1P-2B
Below Awhio 2A-3B, Ashanti 3B-3B

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:

Which Mori learner/s

What aspect of learning

How much improvement is sought

When you anticipate the goal will


be achieved

How you will measure achievement


of the goal (What would success
look like, exactly?)

Timeframes Have you considered the


possibility of multiple, sequential shortterm goals (as opposed to goals lasting a
full year)?

GOALS

Criteria for meeting the goals

Student learning and achievement


1. Surface features To use capital letters, full stops,
commas, question marks and speech marks with some
consistency.

* Students to set term personal goals (Passports)


* Use real life context to support the learning. (Shopping,
EOTC, cooking, sport)
*Focus group to meet teacher at least 3 days a week.
*Skoolbo Online resources for extra support at home.

1. Be ready for learning during instructional class


lessons

*Manage self - know time and day of when to attend the math
support programme
*Manage self Students to be ready for classroom lessons

2. Phonics - Yolanda Soryl programme to support


spelling and phonetic awareness

Explicit phonic teaching Refer to manual, youtube clips.


Extra support from Maryanne and Tessa

Teacher learning and practice


1.Progression of students learning

*Feedback and feed forward


*Support from Team leader/Team members
*Passports/Learning progressions/POP
*E-Astle exemplars

2. Effective strategies to teach diverse learners

*Model strategies and provide practice


*Select appropriate lessons to suit the needs of the child
ASD and learning - http://inclusive.tki.org.nz/guides/autismspectrum-disorder-asd-and-learning/
Aspergers and learning http://elearning.tki.org.nz/Teaching/Pedagogy/UDL/Supportinga-learner-with-Aspergers-syndrome

Page | 2

Appraisal Planner: Planning Professional Learning


Teacher: Ngareta Te Whau
GOALS

Year:5,6
Associated professional learning
(Individual or group)

Student learning and achievement


1. Ensure learning is relevant to the needs of students

*Classroom

2. Record their responses to and analyses of a range of


texts

3. Create short descriptive paragraphs (quick writes) on


a variety of familiar topics so that they could discuss
the differences in their language choices.

4. Reflect on and describe the strategies they used to


provide more detail in their writing, as well as the
effect of this detail.
*Inquiry learning focus group
* https://sites.google.com/a/matata.school.nz/literacyprogressions/

5. Ensure that students successes are celebrated and


challengers are discussed with others for peer support

*Classroom
*Inquiry Learning focus group
* http://nzcurriculum.tki.org.nz/National-Standards/Key-

information/Inquiry-for-accelerated-progress
*Blogs

Page | 3

*Peer sharing, class discussions

Teacher learning and practice


1.Identify the learning opportunities relate these
opportunities to the skills and learning I want from the
students

*Classroom
*Success for boys in writing - http://success-for-

Think about

boys.tki.org.nz/Teaching-learning-resources/StoryStarters/Big-vs-Bigger

Will the planned professional learning


examine how your teaching impacts on
your Mori students learning?

*Promote writing through video -

Will it do so systematically using


inquiry?

http://kidsloveshortfilms.com/portfolio/sidekick-animatedshort-film-children/

Will it engage you with data about your


Mori students?

https://youtu.be/badHUNl2HXU

Will the planned learning connect you


with opportunities to build your
professional knowledge?

Teaching writing across the curriculum Year 4-6 (PDF),


Ministry of Education 2012

Will it enable you to learn from and with


your colleagues?

*Encourage imagination and love for writing -

Does the planned learning explicitly link


to your goals?

2. Ensure that the relevant information gained from the


learning is utilised

*Classroom

Will it support and challenge you in


ways that will help you achieve your
goals?

*At risk students


*Inquiry learning group

Page | 4

Appraisal Planner: Observation


Appraiser: Nicky Brell

Date: 26 May 2016

Teacher: Ngareta Te Whau

Context: Writing/Phonics

Relevant goals: To see improvement for all students in writing


Focus students: Year 5 & 6 Below and Well Below in Writing
Teaching focus: Writing

Think about

Data to be collected about teaching

Data to be collected about learning

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

Discussion points / questions


* Engagement
* Next steps
* Walts and Success Criteria
* Inclusiveness
* Participation
* Assessment

When will observations be most timely to


support improving teaching and learning
for Mori students?
Will the planned observations enable data
to be gathered about your goals?
Have you specified the kinds of data to be
gathered? For example:

photographs or video of teaching and


learning

verbatim records what exactly did


you and your Mori students say?

participation records what exactly


did you and your Mori students do?

data specific to the learning goals for


you and your Mori students for
example, work samples,
achievement data, students answers
to questions about the lesson

Are there plans to gather the same kind of


information at different times so that
comparisons can be made?
Have you identified both formal
opportunities for observations and informal
opportunities that might arise?
Have you and the observer arranged to
meet very soon after each observation?

Page | 5

Appraisal Planner: Self-appraisal


Teacher: Ngareta Te Whau
Think about

GOALS

Date

Progress towards goals (with evidence)


Have you ensured that self-appraisal is not
a one-off, that it is ongoing and regular?

Student learning and achievement


1.Incorporate ICT technologies and strategies

* Year long

* Skoolbo

for information and motivation

* 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

and learning happening in class

* Engaged learners
* Reflection on term goals in writing

1.Ensure planning is maintained

* Year long

* Support from Senior Team

2.Establish and maintain a strong delivery in

* Year long

* Professional Development Courses Attended

3.Create an environment that fosters student

* Year long

* Connecting the learning to their own experiences

desire and confidence

* Year long

* Open communication

What strategies are in place to make sure


you concentrate on your goals and focus
Mori students throughout the year?
Do your plans for self-appraisal ensure you
can rigorously examine the relationship
between what you do and your Mori
students learning?
What data will you use?
Have you considered your own cultural
location and how it might be affecting your
assumptions and beliefs about teaching,
learning, and your Mori students?

Teacher learning and practice

writing

4.Continuous reflection on teaching

* Foster students confidence to explore

and learning

Page | 6

Appraisal Planner: Discussion

Appraiser: Jo Jenkins

Teacher: Ngareta Te Whau

Date:

Discussion focus (e.g., particular goals, an observation):

Discussions points / questions

Decisions / conclusions

*POP Puzzle of practise

Worked with senior team to find strategies to engage boys in writing.


Resources:
http://success-for-boys.tki.org.nz/Teaching-learning-resources/StoryStarters
http://success-for-boys.tki.org.nz/About-Success-for-Boys
http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=9049

*Summary of key points from watching students


Engage in their learning

See student engagement notes.

*Key roles of the teacher that we can highlight

1.
2.
3.
4.

Increase student motivation to have good writing skills.


Provide instruction in writing processes and rules.
Provide writing practise.
Provide constructive feedback about the students writing.

*Aspects that we would consider improving on

Professional partnership - does not necessarily have to be within the


team.

*What would be your next learning steps from this


discussion?

*Continue to make it interactive and fun


Low learners Use real life examples
Review individual students from time to time Inquiry focus

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?

Consider if the lesson is too long or short


*

Page | 7

Appraisal Planner: Final Report (page 1 of 2)


School: Malfroy Primary School

Appraiser: Jo Jenkins

Year: 5,6

Teacher: Ngareta Te Whau

Self-appraisal completed? Yes / No


(see attached)
Think about

Professional learning (see full records attached)


Activity

Learning and impact

1.Priority learners

12 Year 5s Below/Well below


6 Year6s Below/Well below

2.ICT

*Variety of ICT apps used to enhance the learning, all


students enjoy using devices for learning.
http://www.literacyshed.com/
http://success-for-boys.tki.org.nz/About-Success-for-Boys

3.Assessment

Are interim records (e.g., from


observations, self-appraisal, discussions)
and reports honest and specific about
which aspects of the goals have been
achieved?

What was the impact on each of the


Mori learners targeted in the goal?

Year 5s: 5 - AT, 4 Below, 2 Well Below, 1 Left


school

What aspects of learning were


improved or not?

How much improvement was seen?

Year 6s: 2 Below, 3 Well Below, 1 Left school

Was the way of measuring


achievement of the goal rigorous?
What did success/lack of success
look like, exactly?

Observations (see full records attached)


1.Co-operative learning

* Paired, grouped to ability and support of learning

2.Engaged with the task

*Using real life experiences, science and EOTC to


motivate writing

3.Next step for independent learning

*Continue to take the learning outside the classroom, to


build knowledge and vocabulary.

Do interim records and reports draw on


and include data?
Do they signal areas for future
improvement?
Do they capture the richness of
discussions?

Discussions (see full records attached)


1. Engagement

*Fun and interactive

2.Understanding

* WALT, Success Criteria

3.Communication

*Clear instructions given

Page | 8

Appraisal Planner: Final Report (page 2 of 2)


GOALS

Achievement
Minimal Partial

Comments and evidence


Full

Student learning and achievement


1.Knowledge and understanding

2.Engagement

Knowledge of how written language works.


Knowledge about what proficient writers do.
Developing a positive attitude to writing.
Students are engaged more readily when they know their learning goals,
expect to succeed, and see worthwhile challenge in their learning tasks.
Set clear expectations and achievable goals.

Teacher learning and practice


1.Engagement

Connect with each students interests, experiences, and sense of


identity, share with students a love of reading and writing, and generate
excitement about learning and a sense of purpose.

2.Assessment

Writing PaCT tool to begin next year under the CoL

Summary (with reference to focus Mori students and teachers)


Students were focused and engaged during guided writing lesson. Modelling books were a great tool especially when students were absent for the group lesson.
Students from the same group would lead the lesson for the student to catch up. Online resources to enhance the learning. Great support from colleagues. On-going
student absenteeism resulted in a few students making less of shift in progress than those who were regularly at school.
Student outcomes:
Term 1 Year 5s -3 students Well below
9 students Below
Term 4 Year 5s - 2 student Well below
4 student Below
5 students At
Term 1 Year 6s 5 students Well Below
1 student below
Term 4 Year 6s 3 students Well Below, 2 students Below
Page | 9

Implications for future goals

Page | 10