Ako Linking Professional Standards and PTC Professional Standard PTC Tātaiako Culture Partnerships and Networks 1: Relationships Whanaungatanga Culture Systems 2:Well being Manaakitanga Culture Partnerships and Networks 3: Treaty Tangata whenuatanga Culture Pedagogy 4: Ongoing PD Ako Culture Pedagogy Systems Partnerships and Networks 5: Leadership Wānanga Pedagogy 6: Learning plans Ako Culture 7: Engagement Manaakitanga Pedagogy 8: Learning Ako Culture 9: Diversity Tangata whenuatanga Pedagogy 10: Bicultural Tangata whenuatanga Pedagogy Systems 11:Assessment Wānanga Pedagogy Systems 12: Inquiry Wānanga Ako
Linked to charter targets and individual What will happen throughout the year to make this happen? What evidence will occur throughout the year to show progress and achievement? What will this look like when achieved? What will be the impacts on learners? Standards, PTC, Career Structure Objective 1: Implementation of the board’s annual plan Follow the board’s work plan for reporting progress towards annual targets. Principal’s reports Feedback from chairperson Board survey Achievement of the annual targets Professional Standard Dimensions: Culture, Pedagogy, Systems and Networks and Partnerships Career Structure Criteria Meeting requirements of performance review PTC:1,2,3,4,5,6, 7,8,9, 10,11,12 Objective 2 Cohesive and effective leadership team Induction of new SLT Professional development through CPL Weekly meetings with the SLT Each term the SLT meet and review progress towards achieving annual goals Feedback from SLT Feedback from staff Minutes of SLT meetings Self-review Strategic leadership for all aspects of school operations Professional Standard Dimensions: Culture –Systems Partnerships PTC: 1,2,3,4,5,6, 7,8,9, 10,11,12 Objective 2a (Professional Inquiry) By the end of the year I am leading a strong and effective leadership team through further developing my leadership skills so that the school is being led by a unified team focused on improving outcomes for students. Decisions are talked about fully and there is a unified voice coming from the leadership team to the staff. Evaluation of SLT meetings collaboratively using Peter Senge’s advocacy/ inquiry tool Completion of Masters paper: Coaching and Mentoring ****’s portfolio and coaching notes Leadership team voice – focus group interview Minutes of SLT meetings Feedback from staff – focus group interview Strong and powerful educational leadership that reflects both the values and principles of NZC Professional Standard Dimensions: Culture –Partnerships PTC: 1,2,3,4,5,6, 7,8,9, 10,11,12 Career Structure Criteria Participation in a learning and development plan that demonstrates professional growth, including pedagogical leadership.
My Evidence Shows Focus Sources Of Evidence Outcomes Impact on student learning and achievement Impact on the organisation’ s culture Analysis of Variance Student Voice Parent/whānau voice Teacher voice Colleague voice Observation School environment Leadership Practice Actual Practice Interactions with staff, parents/whānau, students and the board Planning Leadership theory of improvement – what will about the changes we seek? How will we know? Strategic and annual plans What My Evidence SOURCES AND PERSPECTIVES List the sources of evidence you are currently
Principal B: Appraisal Summary Report - Example This report brings together the appraisal findings for ****. This summary report should be read in conjunction with his inquiry plan and record of learning. List of evidence verified by appraiser These aspects are independently verified as being completed during the appraisal period (keep files accessible for review) Evidence sources Observation of and conversations with teachers about the process used for teachers making OTJs Critical friend meetings with appraiser Analysis of student achievement Pasifika parent engagement research project Documentation End of year OTJ moderation process 13th February 21st May 1st September 7th November Midyear NS data End of year NS data NCEA data Summary reports for Phase One and Phase Two Strategic plan and annual plan AoV General Review - appraisee to complete Aspects of the year that were most rewarding or satisfying and why We got a gain in the numbers of children achieving NS. Looking for sustained change and incremental steps. Teachers are now much more articulate about the learning for their children. Teachers are sharing their knowledge with each other. Involvement in Pasifika research made us more aware of how we connect with our community. Teachers speaking out more about what they know. Leadership changes in personnel have meant people can feel safe to contribute and not feel criticised. Middle leaders spending more time together and supporting each other. They are observing in classrooms. Students are able to talk about their learning. Bobby Maths has made a difference. Locus of control has moved to the kids. Teachers taking the skills they have learned across the curriculum. Aspects of the year that were the disappointing and why I thought teachers had built their confidence to make OTJs but we did our last PLD and the facilitator put all the focus back onto the STAR test. 75% of children were at or above but at the end of the year teachers lost confidence to make that judgement.
Professional Standard PTC Tātaiako Sources of Evidence Culture Partnerships and Networks 1: Relationships Whanaungatanga Culture Systems 2:Well being Manaakitanga Culture Partnerships and Networks 3: Treaty Tangata whenuatanga Culture Pedagogy 4: Ongoing PD Ako Culture Pedagogy Systems 5: Leadership Wānanga Pedagogy 6: Learning plans Ako Culture 7: Engagement Manaakitanga Pedagogy 8: Learning Ako Culture 9: Diversity Tangata whenuatanga Pedagogy 10: Bicultural Tangata whenuatanga Pedagogy Systems 11:Assessment Wānanga Systems 12: Inquiry Wānanga Ako PLG Meeting