Quality for Excellence in Teaching and Learning

2021

How to complete your Quality Assurance Document:

● Step 1: Teacher is to colour each box in the correct term column with one of the following colours to self assess their
achievement/completion of each area:

Not yet/Working on Just started/Sometimes Always/Completed

● Step 2: Teacher is to make any notes, comments in the comment boxes if they wish to add any extra information or explanations

● Step 3: TL will go through your QA document and tick each box to confirm they have looked at all areas, as part of appraisal meeting:

● Step 4: AP/DPs will make a final comment on your QA in the final comment box

Name Jodel Kerr

 Classroom Learning Environment

Criteria Term 1 Term 2 Term 3 Term 4

High quality Learning Focussed Relationship metaphor display ✔️

Displays of work are related to current inquiry concept (includes WALT/ SCs)

Displays include Maori language labels

Displayed work (learner and teacher) is of a WBS standard ✔️

Visual Timetable is displayed ✔️
Willowbank Way and Rubric Progressions are displayed

Daily routines are effective, promoting mindful learning ✔️

Evacuation plan, red emergency card, class roll/protocol card next to door ✔️
Mindfulness area set up, orderly and useable ✔️
All exits are clear, room is tidy and clutter free, repairs / maintenance are reported

Comments

Remember to date each comment

Term 1: need to add WALT and blurb/success criteria to displays and get a copy of the junior progressions to print, laminate and put up.
Term 2: still need to get labels printed and laminated in Te Reo Maori.
Term 3: I have Googled and found some Te Reo labels to put in the classroom so I will print and laminate when we are back at school. I need to print and
laminate the new progressions.

Design for Learning (Planning)

Criteria Term 1 Term 2 Term 3 Term 4

Balanced coverage of curriculum areas in weekly planning ✔️

Weekly design for learning (planning) completed to a high standard / always up to date ✔️
Weekly design for learning (planning) completed before Monday of the following week ✔️
Evidence of Progressions, WALHTs and Success Criteria ✔️
Evidence of design for self and peer assessment, active reflection, agency ✔️
Evidence of fluid, flexible grouping (Reading, Writing, Mathematics) as well as a system for
Inquiry based tasks
✔️
Evidence of correlation to long term plan ✔️
Te Reo integrated into planning ✔️
Mindfulness / PB4L integrated into planning ✔️
Comments

Remember to date each comment

Term 1: Include WALT, success criteria and self-assessment/buddy feedback into group planning as well as the whole class.
Term 2: I need to learn how to make a long term plan and use the template to make one (start with writing first).
Term 3: Due to lockdown, more orange areas have popped up. I have not been using self and peer assessment in the same way I would in the classroom,
grouping has been divided by Year 2 and 3. I have been working on long term plans since last term, and now have our Team 2 and 3 writing one as well as
reading and strand that are a work in progress.

Learner Evidence of Learning

Criteria Term 1 Term 2 Term 3 Term 4

Feedback/feedforward is constructive and timely and relates to Progression, learning

target and success criteria

Evidence of self / peer and teacher assessment

Evidence of an appropriate amount of writing each day

High standard of care and presentation in school books / other learning evidence
Evidence of progress

Comments

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Term 1: evidence of progress will come with time through book work and assessment
Term 2: students are self-assessing with blue pen and buddy checking with red pen. I always give oral feedback and sign when this is completed.
Term 3: lockdown has impacted self/peer and teacher assessment. Students haven’t been writing as much everyday as we would in the classroom.

Digital Portfolio - Appraisal for Learning

Criteria Term 1 Term 2 Term 3 Term 4

Necessary steps of the spiral of inquiry are completed in the given timeframes

Education Council evidence - appropriate evidence clearly linked to the new standards
with brief description

One SLT observation in AfL in each of the first three terms (with TL) ✔️
Teacher to record themselves teaching twice a term for own reflection and evaluation

Assessment showing movement

Target children clearly noted and comments about how to accelerate their learning visible

Annotations/comments about professional development

Annotations/comments about professional readings

Digital Portfolio is up to date

Comments

Remember to date each comment

Term 1: assessment not showing movement because of the beginning of the year. Need to record myself teaching for reflection.
Term 2: Spiral of inquiry? Need folder with goals and evidence for target students. What does this look like? Chat to TLs.
Term 3: I have been working on a document for my target students and have updated this so I can see how to accelerate their learning easily. I haven’t
recorded myself this term nor had an AfL observation although SLT have jumped in and out of my Google Meets and given me feedback/feedforward.

Professional Responsibilities

Criteria Term 1 Term 2 Term 3 Term 4

In class at 8:30am and remains in the class until 8:50am when the formal learning day
starts
✔️
Consistently prompt back to class after breaks ✔️
Engaged with learners during learning time (not sitting at the computer) ✔️
Learners released consistently on time ✔️
On time for and active during active supervision ✔️
Deadlines are met ✔️
Punctual and engaged positively in PLD (staff meetings) ✔️
Punctual and engaged during Learning Team Meetings ✔️
Attends all other meetings, participating and contributing positively as required ✔️
Attendance at school functions during the year (discos, community events, fundraisers,
school performances, sports)
✔️
Respect for self and others and collegiality with colleagues nourished the Willowbank Way,
including online presence
✔️
Relationships with parents and community are professional, respectful, loyal to the
Principal and school and mindful of confidentiality
✔️
Comments

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 Assessment and Reporting

Criteria Term 1 Term 2 Term 3 Term 4

Assessment is timely and responsive to learner needs

Assessment is carried out WITH not TO the learner

Assessment informs learning and teaching

All assessments are always entered into eTap correctly and by the given deadline

Evidence of moderation

Benchmarks of each student in Reading, Writing and Mathematics are entered into eTap
correctly and by the given deadline

Reporting is timely, quality and relevant

Comments

Remember to date each comment

Term 1: only below readers have been tested so far

Term 2: reading and writing are into eTap on time - need to continue JAM testing and evolve my OTJ to speed up practice which will come with time.
Term 3: the only assessment I was able to do this term was formative assessment to help create effective and meaningful connected learning. I gathered
information through student voice, the work they produced, and their engagement.

Classroom Admin

Criteria Term 1 Term 2 Term 3 Term 4

Roll marked each morning by 9.00am ✔️

Roll marked each afternoon by 1.45pm ✔️
Relievers folder complete and up to date ✔️
Regular communication to parents (e-mail, Twitter, etc) ✔️
School emails replied to in a timely and professional manner ✔️
Comments

Remember to date each comment

Term 1: need resources in relief teacher folder.

Term 2: Completed relief teacher folder.
Term 3: I have been marking attendance on the Google Sheet and communicating with parents every day to keep the connected learning seamless.

Final Comments (AP/DP/TL to complete)

Remember to date each comment