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 2020. Appraisal Planner: Setting
Goals
3. All students identified in target groups will make more than one year’s progress by the end of the year and/or meet the
School:individual
Malfroy Primary School
learning goals. Appraiser:
The Rotorua Central CoL will aim to reduce theTeina Taute
number of students in specific target groups
or
Year: 5,6 achieve 85% or greater success by 2020. Teacher: Ngareta Te Whau
Think about …
4. Target group – 5 Year 6’s, 4 Year 5’s Learning (theirs and yours!) – Have you
included goals both for improved
Focus Māori students or groups learning for Māori students and for what
1. Year 5 you, the teacher, need to learn and be
able to do in order to facilitate this
learning?
Name Term 1 Term 2 Term 3 Term 4 – End of
Priorities – Are your goals the most year target – 3B
important ones to focus on? How have
Sione Asaeli L1P L1P L2B
you used data to determine them? Do
L2B
WB WB they take account of what your Māori WB
WB
Dani Maney L2B L2B students andL2P
their whānau value? L2A
WB WB Challenge – WB Do your goals provide a B
Charlotte Waiwiri L2P L2A real sense ofL2A
challenge? (They shouldL2A
WB WB be realistic, but
WBnot lacking in challenge.)
B
Kale Grigsby L1A L2B Specificity –L2B
Are your goals specific L2A
WB WB enough that you
WBand others will really B
know if they are achieved? Be specific
about:
2. Year 6
Which Māori learner/s

Name Term 1 Term 2 What aspect of learning

Term 3 Term 4 – End of
How much improvement is sought? year target – 3A
Turuhi Christie L2P L2P L2A
When you anticipate the goal will be
L3B
WB WB WB B
achieved
Te Whetu Tamiana L2P L2A L3B
How you will measure achievement of
L3B
WB WB B B
the goal (What would success look
Teina Mihaka L2P L2P L2A
like, exactly?) L3B
WB WB Timeframes WB – Have you considered the B
Jordan Wiringi L2P L2A possibility of L2A
multiple, sequential short- L3B
WB WB term goals (as WBopposed to goals lastingBa
full year)?

GOALS Criteria for meeting the goals

GOALS Associated professional learning
(Individual or group)

Student learning and achievement

1. Ensure learning is relevant to the needs of students *Classroom Appraisal Planner: Planning
Professional Learning
2. Analyses of a range of texts using different methods
- written
Teacher: (different genre of text)
Te Aroha Year:5,6
- spoken (discussions, oral to text)
3. Ensure that students successes are celebrated and *Classroom
challengers are discussed with others for peer support( an
expert was a beginner to start with)
*Inquiry Learning focus group
* http://nzcurriculum.tki.org.nz/National-Standards/Key-
information/Inquiry-for-accelerated-progress
Evidence of learning
* Seesaw Think about …
* Weebly Will the planned professional learning
* Class discussions examine how your teaching impacts on
*Peer sharing, class discussions your Māori students’ learning?

Will it do so systematically using

inquiry?

Will it engage you with data about your

Teacher learning and practice Māori students?

1 Identify the learning opportunities *Classroom Will the planned learning connect you
with opportunities to build your
- make them relatable to students
professional knowledge?
- develop more strategies
- allow students to explore their interest. Will it enable you to learn from and with
your colleagues?
Promote writing though multi media
Does the planned learning explicitly link
The Literacy Shed
to your goals?
Pobble 365
Will it support and challenge you in
ways that will help you achieve your
goals?
Encourage imagination and love for writing
Success for Boys TKI

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

Ministry of Education 2012

Page | 2
 Think about …
When will observations be most timely to
support improving teaching and learning
Appraisal Planner: Observation for Māori students?

Will the planned observations enable data

Appraiser: Teina Taute Date: 28/3/19 – 21/3/19 to be gathered about your goals?

Teacher: Te Aroha Davis Context: Writing – Rayleen Have you specified the kinds of data to be
Visible Learning – Jo Jenkins gathered? For example:

Relevant goals: photographs or video of teaching

and learning
Focus students: Whole class
verbatim records – what exactly did
Teaching focus: Multiplication/Healthy foods you and your Māori students say?

participation records – what exactly

Data to be collected about teaching Data to be collected about learning did you and your Māori students do?

data specific to the learning goals for

Professional Partnerships – Sarah, Raelyne you and your Māori students – for
Link to Cycle 5 example, work samples,
achievement data, students’
Link to Cycle 6
answers to questions about the
lesson
Visible Learning– Jo Jenkins
Are there plans to gather the same kind of
Data information with team leader information at different times so that
comparisons can be made?

Have you identified both formal

Observer’s summary opportunities for observations and informal
opportunities that might arise?
Refer to links
Have you and the observer arranged to
meet very soon after each observation?

Discussion points / questions

Refer to links

Page | 3
GOALS
Student learning and achievement
Spotlight – Learning Intention, Success Criteria *Year long
Digital Technologies
Teacher: Ngareta Te Whau
Teacher learning and practice
Integrated elements of students’ identity
language and culture into teaching and learning
Used student achievement data to target
resources for optimal effect
Provided early intensive support for those
students at risk of falling behind
Created productive partnerships with parents,
whānau, hapu, iwi, communities and business
focused on educational success
Retained high expectations of students to
succeed in education as Māori.
Date Progress towards goals (with evidence)
Access their own learning pathway Appraisal
See their own progress towards meeting their learning goals
Access digital learning content for each assigned goal Planner: Self-
appraisal
*Year long
https://www.pobble365.com/
* http://www.literacyshed.com/
*http://kidsloveshortfilms.com/portfolio/sidekick-animated-
short-film-children/
*https://youtu.be/badHUNl2HXU
Being aware of the varying cultures within your class, accepting and
valuing the various cultures, being aware that differing cultures view
education in different ways, Treat the children in your class as
individuals, encouraging and supporting them in their learning.
Get to know them as learners and as children, their interests, Think about …
hobbies, strengths and weaknesses.
Have you ensured that self-appraisal is not
a one-off, that it is ongoing and regular?
School leaders/trends implement a coherent whole school plan that
What strategies are in place to make sure
focused on targeted support for students and teachers for
you concentrate on your goals and focus
equitable outcomes.
Māori students throughout the year?
Do your plans for self-appraisal ensure you
Acceleration for small groups of learners who are not meeting
can rigorously examine the relationship
expectation. Growth in professional knowledge, implementation
between what you do and your Māori
of the strategies from ALL to accelerate students. students’ learning?
What data will you use?
Extend learning by designing and putting in place multiple and
aligned learning opportunities where students could learn at school Have you considered your own cultural
location and how it might be affecting your
and at home.
assumptions and beliefs about teaching,
Evaluate how well these learning opportunities support parents and learning, and your Māori students?
whānau and are aligned between home and school.
Accepting professional responsibility for, and making a commitment
to improving Māori students’ educational achievement. Page | 4

Appraiser: Teina Taute
Discussion focus (e.g., particular goals, an observation):
Discussions points / questions
Visible Learning –
What is your goal for next year?
How would you implement the dispositions?
Pact – Learning progression framework
* *
Appraisal Planner: Discussion
Teacher: Te Aroha Davis Date:
Decisions / conclusions
Think about …
Working through the visible learning strand of ‘Inspired and passionate Do discussions use evidence and data to
teacher, while beginning to understand and implement the ideas of focus on your teaching and its impact on
feedback. Māori students’ learning?
Are they informed by data gathered during
Teach students to see themselves as someone who tries new things, observations?
keeps going when it is hard, knows when to stop and ask for help, Do they incorporate self-appraisal,
learns from making mistakes and has good support networks. including your assessment of your
Challenge students to persist, find interest, take responsibility, select progress towards your goals?
and assess their learning goals, and take part in their learning. Create
an online rubric for students to complete. Do discussions emphasise individual
responsibility and accountability?
Continue to develop a greater understanding of the progression Are they “open-to-learning” conversations?
frameworks and annotations. Use these exemplars in class lessons to Do both parties contribute on an equal
support judgement. basis (while recognising the different roles
they have)?
Are discussions serious and rigorous in the
way they examine goal achievement?
Page | 5
 Appraisal Planner: Final Report (page 1 of 2)

School: Malfroy Primary School Appraiser: Teina Taute

Professional learning (see full records attached)
Year: 5,6 Teacher: Te Aroha Davis
Self-appraisal completed? Yes / No
(see attached)

Think about …
Are interim records (e.g., from
observations, self-appraisal, discussions)
and reports honest and specific about
Observations (see full records attached) which aspects of the goals have been
Full records attached achieved?

What was the impact on each of the

Māori learners targeted in the goal?

What aspects of learning were

Discussions (see full records attached)
improved or not?
Records attached
How much improvement was seen?

Was the way of measuring

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

Do interim records and reports draw on

and include data?

Do they signal areas for future

improvement?

Do they capture the richness of

discussions?

Page | 6
 Appraisal Planner: Final Report (page 2 of 2)

GOALS Achievement Comments and evidence

Minimal Partial Full
Student learning and achievement

1. Understanding spotlight and how it supports what Students know where to find their learning intentions, success criteria is written
our learning goals are and what steps we need to in the description box for students to refer to.
take to be successful

2. Planning for writing. Students use prior knowledge, activities they are interested in. Students need
to know where they are going, and how they are going to get there. Break
down their progression into a series of simple achievable targets.

Teacher learning and practice

1. Use the knowledge and strategies from professional Visible learning PD, ALL readings and documentation
development e.g. visible learning, ALL to accelerate
student progression

2. Creating a growth mind-set classroom environment Learning dispositions implemented in class

through the Malfroy School Dispositions. Teaching
students how to be a great learner.

Summary (with reference to focus Māori students and teachers)

1. Visible learning strategies developing and showing progress through student engagement.
2. Growth in professional knowledge and capability in using accelerative strategies with students.

Implications for future goals

Visible Learning pedagogy skills and knowledge will be developed. Appraisal meeting completed –

Page | 7