PTCs

Stratford Primary Indicators

PTC Appraisal Indicators

Stratford Primary School Appraisal Indicators Practising Teachers Criteria
Criteria: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga. Key Indicator: i. engage in ethical, respectful, positive and collaborative professional relationships with:		Q: What evidence can we currently use for this PTC?
Teachers have professional regard for all Ākonga across the school.		Observations Video/Photo - relationship building (around a particular child) Student Voice Buddy classes - blogs
Teachers are respectful, positive and proactive in their relationships with akonga or expectant akonga. e.g. Class expectation established reflecting school expectations.		Observations Video/Photo - Student Voice Buddy classes - blogs
Teachers work collaboratively, enhancing learning relationships with teaching colleagues, support staff and other professionals.		Observations Meeting - shared minutes Video/Photo - relationship building (around a particular child) Student Voice Buddy classes - blogs Photos from staff functions LOL PLD notes/photos
Teachers work collaboratively, enhancing learning relationships with whanau and other carers of akonga. For example, working proactively to attain 100% He Haerenga Akoranga interviews.		Observations Video/Photo - relationship building (around a particular child) Student Voice Buddy classes - blogs Etap - anecdotal notes Mutukaroa notes/goals/attendance Parent interviews - data/goals 100%
Teachers work collaboratively, enhancing learning relationships with agencies, groups and individuals in the community.		Observations Video/Photo - relationship building camp, gala, sports day, weekend sport, production, Student Voice Letters from agencies Parent interview feedback Meeting minutes I.E.Ps FGC notes Classroom visitors Return service to community - rest home visits, christmas parade, clean up NZ,
Criteria: Demonstrate commitment to promoting the well-being of all ākonga. Key indicators: i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe. ii. acknowledge and respect the languages, heritages and cultures of all ākonga. iii. comply with relevant regulatory and statutory requirements.		Q: What evidence can we currently use for this PTC?
Teachers model and scaffold a learning culture with akonga in their classroom.		Evidence of modelling books (reading ,writing, math Child voice Video snapshot Classroom Displays Teacher feedback - verbal and written Teacher lesson planning
Students opinions and ideas are listened to, valued and where appropriate promptly acted on.		Playground survey Student voice survey in class Video snapshot
Deficit thinking is not used as an underlying excuse for underachievement		Teaching planning I.E.Ps / B.I.P / Student action plan Student voice Video snapshots Student progress - standards / book work etc.. Etap data
Teachers are proactive in implementing School intervention plans e.g. BIPS. LIPS. IEP’s.		Teaching planning I.E.Ps / B.I.P / Student action plan Student voice Video snapshots Student progress - standards / book work etc.. Etap data Observational data collection
Teachers use tikanga & Te Reo māori in class programmes.		Karakia Daily commands and conversational language Video snapshots
Teachers recognise, value and act on the multicultural makeup of their classes.		Units of work in context Languages Mihis in the morning/wiata Classroom environment
Teachers proactively act on attendance irregularities.		Email joyce/robin when noticed Report writing Letter home from Senior management Observational notes e.g. anecdotal notes about phone calls home etc...
Normal in class behaviour transgressions are recorded in class Etap; Playground behaviour transgressions are recorded in behaviour books in AP offices.		Etap Yellow forms on duty Discussions with senior management Team meetings and recorded in agenda
Teachers establish clear, transparent behaviour expectations in line with school procedures.		AIM Matrixes Verbal reminders Modelling expectations Expectations visible around the classroom
Criteria: Demonstrate commitment to bicultural partnerships in Aotearoa New Zealand. Key Indicators: i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.		Q: What evidence can we currently use for this PTC?
Classroom programmes are reflective of the dual heritage of New Zealand and teachers work proactively to include tikanga and te reo māori in their classroom programmes.		Daily karakia Waiata Commands randomly throughout day Visual representation maori dates/months Common item labelling Integrated unit plans Use of wharenui/ Kopu kai
Teachers validate māori as māori.		Use of te reo maori photos for art/QR codes/ Greeting and farewelling Pictures of children playing traditional maori games/having discussions. Kapa Haka Entry into Puanga Festival. Preforming Pictures of tuakana/teina relationships Buddy classes. Video of child's Mihis Reflections
Criteria: Demonstrate commitment to ongoing professional learning and development of personal professional practice. Key Indicators: i. identify professional learning goals in consultation with colleagues. ii. participate responsively in professional learning opportunities within the learning community. iii. initiate learning opportunities to advance personal professional knowledge and skills.		Q: What evidence can we currently use for this PTC?
Teachers play a constructive, collaborative role in their annual appraisal process.		Appraisal goal. Evidence of meeting next steps? E.g. Circle of inquiry. Video evidence
Teachers take an active part in all programmed school professional development opportunities.		Alim, Heather Bell, Nathan McKare-Wallace. Notes and blog
Teachers initiate professional development opportunities; take responsibility for their own professional growth.		Observations, note taking (reflections) from readings. Online P.D.
Teachers act promptly on advice and guidance and seek feedback.		Video evidence from spiral of inquiry. Progressive group feedback
Teachers use teaching as inquiry to plan next steps teaching and learning. Evidence of this to be seen as per school expectations.		Video evidence from Spiral of inquiry. Progressive group feedback. Modelling Books. Reflections in planning.
5.   Criteria: Show leadership that contributes to effective teaching and learning. Key Indicators: i. actively contribute to the professional learning community. ii. undertake areas of responsibility effectively.		Q: What evidence can we currently use for this PTC?
Teachers actively contributing to focused team planning.
Teachers discharge responsibilities in a professional, informed, timely manner.
Teachers carry out expectations in a concise and timely manner consistent with Job Description / Performance Agreement.
Teachers display initiative relative to areas of responsibility.
Teachers ensure that events are well planned and any issues arising are dealt with in a positive, proactive way.
Teachers records of professional meetings are kept, signed and positively acted on.
Teachers undertake professional development as required & lead school wide initiatives to implement any resultant change.
Teachers are prepared to unlearn and relearn.
6. Criteria: Conceptualise, plan and implement an appropriate learning programme. Key Indicators: i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents		Q: What evidence can we currently use for this PTC?
Clear linkage in planning to evidence of student learning needs: Daily, Weekly and Long Term Plan.
Planning should clearly link to teaching as inquiry and be available to senior leaders on request.
Modeling books provide evidence of learning goals in reading, writing, and mathematics and can articulate signs of success e.g. Reflection books.
A balanced curriculum is planned for and delivered as per Roadmap.
Teachers ensure that they are knowledgeable of and utilize curriculum documents e.g. Literacy Progressions, Revised Number Framework, NZ Math’s website.
7. promote a collaborative, inclusive and supportive learning environment i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga		Q: What evidence can we current use for this PTC?