Appraisal Observation tool

Faculty: Science
Teacher: Ims Ali Dates: Initial__05/04/19_________ Follow-up
___________

Year level and subject: yr 11 Biology

Appraiser: Hannah Eyre

Whakapiringatanga: well organised and well managed learning area

Evidence of:
1. Seating and movement
appropriate to the tasks Students able to choose own sitting position and work in groups of their choosing.
2. Relevant curriculum
connections
3. Relevant resources
readily available (Eg
ICT)
4. Learning space shared
and respected
Evidence:
Students with higher needs are seated at the front of the class for more structured
support.
Transpiration is being taught in relation to the living world and the assessment currently
being carried out.
ICT is used in the form of the desktop computer at the back of the classroom. Students
encouraged to use own devices for research help as needed.
Late students addressed on entry, some uniform issues seen - refer to Dean for a pass.

Follow-up evidence:

Manaakitanga: Adult to student, student to student, student to adult

Evidence of: Evidence:
1. Invitational and Evidence of respectful and positive learning relationships seen both between the teacher
respectful and students and students with other students. Ims is confident in her communication with
relationships https://www.ruapehu.co.nz/shop/Browse+by+accommodation/TR2.htmlstudents however
2. Passion and some uniform issues need addressing as well as the entry of students who arrive late. It is
Enthusiasm difficult at present due to the construction taking place. This means students take longer
3. Confidence to sign in and arrive at lessons.Ims displays a keen interest in the BIology and this is
communicated with the students.

Follow-up evidence:

Mana Motuhake: High expectations of both academic achievement and behaviour

Evidence of: Evidence:

1. High learning Scaffolded activity given to students, definitions and paragraph writing. This allows
expectations students to achieve at their own level and extends and supports as needed in the class.
2. High behavioral Some issue with the use of inappropriate language being used and students drinking in
expectations the lab space. Care needs to be taken to address footwear issues with in the science lab.
The wearing of sandals without a back strap poses a health and safety risk. Front table
students on phones with earphones in whilst teaching is taking place.
Follow-up evidence:

Culturally Appropriate Context and Language for Learning

Evidence of: Evidence:

1. Content of lesson
incorporates aspects of The start of the lesson was broken down into a series of short activities which captured
culture that relates to the the learners attention and facilitated learning. Once the students moved on to the
individuals in the room paragraph, an extended period of time was given and some students became distracted.
2. Inclusive practices that
encourage first language Collaborative construction of the paragraph was positive learning experience, this could
use to enhance cognitive have been done after a short period of time. It would be worthwhile ensuring all students
understanding are quiet and listening to other students during this activity. How could have this activity
incorporated learners first languages?

Follow-up evidence:

Culturally Responsive Context for Learning

Evidence of: Evidence:

1. Culturally responsive
learning contexts Students were asked to use prior learning as the start point as the paragraph activity and
2. Students using prior clearly understood why they were learning what they were learning and where the end
knowledge in the point was. Students were encouraged to learn collaboratively and Ims circulated help girls
learning individually throughout lesson. The form of the paragraph was the choice of the students
3. Cultural iconography and could take any form. Students were able to use any examples they choose.
evident
Follow-up evidence:

Wananga: Interactions between the teacher and student

Evidence of: Evidence:
1. Learning intentions LO on board and referred by teacher throughout lesson. Learning activity allowed
clearly given students to write in own words using keywords previous learnt and introduced in other
2. Links to literacy and activities. Writing in own words is key to literacy learning.
numeracy in the learning
3. Working collaboratively
4. Feedback
5. Feed forward
6. Co-construction

Follow-up evidence:

Ako: Strategies to encourage learning from each other

Evidence of: Evidence:

1. Reciprocity in learning
roles Group work clearly seen and students teaching and helping each other.

Follow-up evidence:

Kotahitanga: Reflection and review of learning

1. Learning being set is Evidence:

reviewed and reflected
upon Paragraphs checked and used to inform the posters which were produced.
 Follow-up evidence:

Any other comments:

Great brain breaks and listening to student feedback on the course they would like/ need the lesson to go. Very needs
responsive teaching.

Teacher reflections on lessons:

Co-constructed Goal (ISMART goal setting)

My ISMART goal is…

By term three, I have incorporated different social platforms or websites to better communicate
with students so that students have access to their education on platforms that they are more
comfortable with and have more readily available to them.

(Although Google Classroom is being used, using platforms that students have directly in front
of them may be beneficial in the sense that it is there right in front of them, and they don’t need
to go out of their way to find access to information).

Questions:

What do I need to do to enhance Culturally Responsive, Relational and Linguistic Pedagogy?

Which of the School's Strategic Goals does this relate to?

Consider the Effective Teaching Profile…...

What do I need to focus on for my professional learning?

Who can help me?

What evidence do i need to gather?

What should the impact be when i achieve my goal?

Evidence of inquiry towards this goal must be documented within your E-portfolio.
Date:

Teacher signature:

Appraiser signature: