evidence-based evaluative reflection. There is no evidence of discussion of next steps for improvement or next steps may not be developed with strengthening outcomes for children in mind teaching practices are regularly undertaken. Reviews are more descriptive than evaluative in nature and next steps may be limited in terms of strengthening outcomes for children There is some documented evidence of the identification of next steps in one or more areas of Te Manawa procedures and the development of strategies to strengthen outcomes for children procedures and everyday teaching practices. There is clear documented evidence of the identification of relevant next steps and the development of strategies for strengthening outcomes for children Te Manawa Feedback (Evaluation) significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps)
Intervention required Requires further development On track Excelling Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching There is no evidence of regular team discussions around teaching and learning and there are insufficient or ineffective systems and processes in place to support a shared approach to curriculum decisions The team have some systems and processes in place to support a shared approach to curriculum decisions and their implementation (teaching and learning) The team has systems and processes in place that support a team approach to discussing NRRRR information, planning further teaching strategies and evaluate their practices, routines, systems and learning environments The team has robust systems and processes in that support: the effective use of NRRRR information to plan further teaching strategies formal and informal pedagogical discussions that include the team regular evaluation of practices, routines, systems and learning environments Teachers : responses do not actively support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds provide learning environments that are static rather than potentiating and focus on the provision of activities (rather than as responses to support children’s learning) Teachers: are strengthening their practices to support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds are more prescriptive than responsive in setting up learning contexts that are meaningful for all children and their families have positive relationships with most families and may seek parents’ Teachers: are generally aware of how their practices support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds create interesting learning contexts that are generally meaningful or relevant for all children and their families Teachers: intentionally and effectively support children to develop robust positive learning dispositions and working theories about the natural social physical and material worlds intentionally and effectively create authentic learning contexts that are highly responsive to individual children and their families have developed strong relationships and partnerships with families so their interpretations, aspirations,
do not effectively seek parents’ aspirations or involve families in the learning context do not effectively use or create opportunities for socially constructed learning do not prioritise fostering learning environments that: recognise as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation aspirations but do not effectively incorporate or respond to them in the learning environment are more responsive to, than proactive in creating, opportunities for socially constructed learning are not consistent in fostering learning environments that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation have positive relationships, and are working on developing partnerships with families so their interpretations, aspirations, insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners encourage and create opportunities for socially constructed learning, and utilise some opportunities for addressing/ exploring matters of and diversity foster learning environments that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners Are very effective at encouraging and creating opportunities for socially constructed learning and promoting opportunities to address/explore matters of power and diversity intentionally foster, and effectively use learning environments and everyday practices that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation Te Manawa – Intentional Teaching Feedback (Evaluation) Other significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps)
There is no linking of Internal Evaluation to strategic planning/goals/vision Internal Evaluation is not strongly aligned to strategic planning/goals/vision Internal Evaluation has links to strategic planning/goals/vision Internal Evaluation is clearly linked to the vision or philosophy and informs strategic direction There is no evidence of emergent review Limited evidence of emergent reviews is evidence of emergent reviews informing ongoing improvement Emergent reviews inform ongoing improvements and impact of are clearly evident in the evaluation There is no documented plan to guide the processes of regular and/or strategic internal evaluation The plan is not sufficiently robust to guide the processes of regular and strategic internal evaluation A planned approach is evident - use of a plan or schedule to guide processes of regular and strategic internal evaluation Well established processes that enable robust systematic, planned and deliberate inquiry are clearly evident Processes and outcomes not documented Limited documentation of processes and outcomes is documented evidence of process and outcomes Clear documentation developed to show evidence of process and outcomes Undertaken by an individual and is limited perspectives evident Mostly undertaken by individuals rather than a collaborative activity Most teachers contribute in some way to Internal Evaluation and perspectives of children’s and or whānau are sought Internal Evaluation is a collaborative process where multiple perspectives are evident – children and whānau contribute to Internal Evaluation Indicators may not be developed. If they are, they are not used to support analysis and evaluation Limited use of indicators for analysis and evaluation Indicators provide some direction for analysis and evaluation Indicators are used to guide the gathering and analysis of the evidence, the evaluation of current practice and effectiveness of changes Information is not analysed and any actions are not connected to the Internal Evaluation Limited gathering and analysis of information Actions taken are not clearly informed by Internal Evaluation Information is gathered and analysed to answer the evaluative question, make judgements current practice and inform decision-making Action is taken in response but is not evaluated Wide of information is gathered; information is well-analysed, and used to clearly evaluate the effectiveness of current practices Internal Evaluation outcomes are used for decision-making and improvement. These improvements are evaluated to ensure they are achieving what they were designed to achieve for children and whānau Review processes are largely compliance or focused is primarily on resources and environment Starting to focus review on teaching and learning practice and children’s learning Internal Evaluation includes all aspects of the kindergarten’s operation over time and a strong focus on teaching and learning and outcomes for all children
Feedforward (Next Steps) Professional Relationships Intervention required Requires further development On track Excelling No team agreement and team philosophy has been created to support a collaborative culture and is no regular review or evaluation There is limited understanding of the team agreement and philosophy in practice and limited evidence of regular review or evaluation The team are demonstrating a shared understanding of the team agreement and philosophy in practice and there is regular review or evaluation The team are committed to and demonstrate a shared understanding of the team agreement and philosophy in practice and regularly review and evaluate for consistency and ongoing improvements There is no collaborative culture of inquiry. There is limited collaborative culture of Inquiry. There is a regular collaborative culture of inquiry which supports professional growth There is a strong commitment to collaborative culture of inquiry where professional practice is openly reflected on by the whole team for professional growth do not work together in social and emotional ways with others Teams work inconsistently together in social and emotional ways with others Teams work appropriately together in social and emotional ways with others Teams works consistently and collaboratively together in social and emotional ways with others
mastery of their own physical development mastery of their own physical development Teachers demonstrate no commitment to using children’s indigenous language Teachers show some commitment to using children’s indigenous language such as greetings Teachers are committed to and take responsibility for engaging with children in indigenous language Teachers are strongly committed and actively seek out words and phrases in the child’s indigenous language and use it verbally and interwoven throughout Interactions with Children Feedback (Evaluation) Other significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps) Transitions Intervention required Requires further development On Track Excelling
There are no written procedures for transitioning children and whānau into the kindergarten. are written procedures for transitioning children and whānau into the kindergarten. The procedures need further development in order to guide practice There is a clear written procedures for transitioning children and whānau into the kindergarten that guides practice. There is a clear and comprehensive written induction procedure for transitioning children and whānau into the kindergarten which is effectively followed by all teachers The team have not considered how to best support children’s transitions within the kindergarten. The team have to consider how to best support children’s daily transitions within the kindergarten. The team have in place considered practices on how to best support children’s daily transitions within the kindergarten. The team have well considered and regularly evaluated practices on how to best support children’s daily transitions within the kindergarten The team have no written Transition to School procedure. The team have a written Transition to School procedure but requires further consideration. The team have a current written Transition to School procedure which supports their practice. The team have a current written Transition to School procedure supports their practice and is responsive to the diverse needs of the kindergarten community. The team have not made with their local schools. The team have made links with their local schools. The team has developed relationships local schools and occasionally visits between both are undertaken. The team have made links with their local schools and have developed a strong reciprocal relationship. The team have no information on local schools available for children and whānau The team have some information available for children and whanau about the local schools The team actively provide and display information for children and whanau about the local schools The team actively provide and display information that supports whanau and children to make connections with the transition to school process. Team are not aware of NZ school curriculum. Team know what the NZ school curriculum is but don’t make to it in their documentation. Links are occasionally made between children’s learning dispositions and the key competencies in the NZ school curriculum Links between children’s learning dispositions and the key competencies in the NZ school curriculum are made in learning stories and in group planning