Early Childhood Education - Appraisal
Annual performance management/appraisal
When reviewing/refining your appraisal system to professional leaders and teachers, it is important to discuss what is most important for you and others in your ECE service. We suggest completing the table for discussion, watching the 15 minute webinar about the Appraisal Conceptual Framework and listening to Cindy talk about how they reviewed their system and brought abour change.
Characteristics and benefits of the effective appraisal [download the .doc]
Appraisal Conceptual Framework/He Kete Whakatipu Ngaio Tangata - a webinar. This webinar refers to the Open to Learning™ approach. Training by accredited facilitators can be accessed via Jacqui Patuawa at Auckland Uniservices.
Effective Appraisal - a video
Requirements for a centre owner/manager/leader's appraisal [download the .pdf]
Example appraisal plan and annual summary report template [download the .doc]
In ECE services where the NZEI collective agreement applies, the matrix below shows how they two sets of standards fit together. In other settings, there will be aspects of appraisal that relate to accountability and also to professional learning and inquiry. The coherence document illustrates how these can be linked into a single appraisal system.
The Tapasā framework will help teachers to contextualise quality teaching and learning by providing a Pacific lens to the Standards for the Teaching Profession. Teachers interpret and refine their own understandings of what each of the standards looks like in their setting. For many teachers in Aotearoa New Zealand, Tapasā will be a key resource for thinking about teachers’ practice and quality learning for Pacific learners.
Tātaiako will be revised to reflect the Standards for the Teaching Profession, however it is still a valuable resource in its current form. It is a lens through which to view and inform your practice across all of the Standards. The Standards, like the Tātaiako cultural competencies, are holistic and the elaborations provide more information about practices that reflect them. As you consider what the Standards look like in your setting, Tātaiako continues to provide examples of practice and outcomes.
Goals and inquiry
It is not a Council requirement to have inquiry as the centrepiece of your appraisal system. These sections of the website contain resources about inquiry, to illustrate what the approach could look like if you decide to use inquiry in that way. However, you may continue to centre your system (and evidence) around the six standards or around a goal or goals. The document Putting together your evidence folder or portfolio provides more information about these options.
Setting goals [download the .doc]
Goal setting and inquiry - a webinar
Goal setting and inquiry - a webinar in NZSL
When thinking about the focus of an inquiry or making decisions about the progress, consider these resources.
Ka Hikitia [.pdf]
Pasifika Education [.pdf]
What is evidence? Part One - a webinar. This webinar is also available in New Zealand Sign Language. Note: The teachers' component diagram is used in this webinar. You may wish to refer to the components diagram for ECE teachers above.
What is evidence? Part One - workbook.
We encourage teachers to centre their appraisal around their goals or inquiry. The following resources ensure your inquiry is robust and systematic. While there are a range of models that you can use, we have used the Spirals of Inquiry or the Ruia model most frequently in our examples.
Standard Supporting Documents [.pdf] This document contains links to resources that can help you think about each standard in practice. We will update it regularly with additional resources
Appraisal discussion guide - what I might talk to my appraiser about [download the .doc]
As participants in an effective appraisal system, teachers, kaiako and professional leaders and tumuaki will have an appraisal summary report that is signed dated and states whether or not their practice reflects all of the Standards for the Teaching Profession. The report marks the end of the cycle, provides affirmation and signals next steps. If one of the standards (or professional standards in the collective agreement is not met) the timeframe and action to be taken will be recorded in the summary report. The template included here indicates what they could look like. The Guidelines to accompany it provide further explanation. Middle and senior leaders may wish to use an appraisal plan with the summary report in it or have a summary report that is a stand-alone document. Both template examples are available below.
A summary report and guidelines [download the .doc]
ECE Professional Leaders Appraisal Workshops
Quality Practice Template [download the .doc]
Quick Reference to the Standards [download the .doc]
Workshop Resource Book [download the .doc]
These webinars cover the ECE professional leaders workshop content. If you attended the workshop, they will help you to revise. If you did not attend, they will help you review your own appraisal processes. In this webinar you will find reference to Appraisal Conceptual Framework/He Kete Whakatipu Ngaio Tangata, a resource that references the Open to Learning™ approach. Training by accredited facilitators for that approach can be accessed via Jacqui Patuawa at Auckland Uniservices.
Summary Sheet of Inquiry [download the .doc]
This inquiry record is documented in a narrative format with evidence inserted using hyperlinks. It uses Google sites but other platforms are also available. A paper-based version of this could be created using a diary/journal to create the narrative, and the evidence kept in a folder or similar.
Mandatory Reporting Requirements [audio]