Appraisals

AIM High: Teacher Observations

Purpose:

• To promote teachers’ professional learning and development
• To appraise teachers against the Registered Teachers Criteria
• To support Stratford School Primary School to achieve the annual plan and strategic goal outcomes.

Guidelines:

1. Classroom observations focus on the following Practising Teacher Criteria:

• PTC 6. Conceptualise, plan and implement an appropriate learning programme
• PTC 7. Promote a collaborative, inclusive and supportive learning environment
• PTC 8. Demonstrate in practice their knowledge and understanding of how ākonga learn.

Note: Observations can also include other Practising Teacher Criteria as agreed between the appraiser and classroom teacher or at the direction of the Leadership Team.

2. Timeframe: Observations are completed in Term 1, 2, 3 and 4 between Weeks 3 and 4.
3. Roles:
1. The Principal moderates the appraisal process to ensure there is consistency amongst the appraisers.
2. The Leadership Team provide guidance as to what is to be appraised.
3. The Associate Principals Appraise the Team Leaders.
4. Team Leaders appraise classroom teachers.
5. Tutor Teachers appraise Beginning Teachers (See the Beginning Teacher Induction Process).
4. Observation cycle:
1. Week before: Appraiser and the classroom teacher meet one week before the observation to identify areas to observe + areas  directed by the Leadership Team.
2. Day of the observation: Appraiser checks in with the classroom teacher. Observation occurs from 9.30 or 11.30am. The Appraiser identifies areas of good performance and areas to develop as future goals. These are briefly shared at the conclusion of the observation.
3. Later that day: The Appraiser and classroom teacher meet to review the observation and plan next steps.
4. Evidence: Appraisers provide a written copy of the observation with agreed next steps with the classroom teacher. A copy is also shared with the leadership team and filed in the Principal's Appraisal Folder. Classroom teachers are responsible for filing their observation feedback as part of their Practising Teacher Criteria evidence.
5. Review of the Observation Process: At the conclusion of the observation cycle the Principal will ask for teacher feedback on the observation process.

Appraisal Process: Classroom Observation

Date: Length: 45-60 minutes

Teacher: Appraiser:

Context (Time of day, learning activity):

Evidence Gathering Process:

• Feedback will be based on ‘descriptive comments’ about what was observed during the lesson
• Evidence will be gathered from observations of teacher feedback to learners, what learners did and said, what was observed in learners books, on the classroom walls and in the teacher's assessment folder.

Practising Teacher Criteria
6. Conceptualise, plan and implement an appropriate learning programme: Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents.
What was the purpose of the lesson? Is there evidence in planning and teaching that the teacher knows? Can the learners articulate why they are learning? Do learners see a purpose to their learning? Are they engaged? Is it in a context that hooks them into learning?		Appraisers notes
Evidence:e. There is a definite link between planning. Group and independent session and their work in their books. Great to see reflective planning with the students needs in mind. Awesome to see the linking of reading and writing goals and students choosing to join a reading lesson to further their knowledge in writing. The learners that I spoke to were able to describe to me what they were learning and could show me what they needed to achieve to be successful. With your guided session your group were keen to be there and participate. You were using strategies to anchor LG and SOS and engaged students. You have great tone which sets the climate for your group and class work. Students identified with you strategies to gain their attention (dancing plant).		Great environment that is very welcoming to students and visiting teachers.
7. Promote a collaborative, inclusive and supportive learning environment: Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga Foster trust, respect and cooperation with and among ākonga.
Have learners had expectations around self managing modelled and scaffolded to them by the teacher? Are learners engaged when away from the teacher? Can the teacher effectively manage a differentiated learning environment?		Appraisers notes
Evidence: All students are settled with gentle background music that sets a calm atmosphere. Reading differentiated through the use of mixed grouping. Furthermore, they get to choose their own novels from the library which also provide engagement. All learners are engaged with their tasks: Teacher acting out LG and SOS by using charades. This is great to see as it will be anchoring their learning. Whole class involved so students are able to dip into a vast amount of prior knowledge. Students develop their own follow up activities (must do, can do) by choosing from a variety of activities. They must complete three before moving onto can do.		Wow! What a wonderful safe environment with modern learning systems in place. I really enjoyed being in you class Julie and learnt so much. I can't wait to try some of these things in my class. What a difference a fantastic teacher can make to a class who have been stalled by other influences. Well done and congratulations.
8. Demonstrate in practice their knowledge and understanding of how ākonga learn: Enable ākonga to make connections between their prior experiences and learning and their current learning activities Provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts Encourage ākonga to take responsibility for their own learning and behaviour Assist ākonga to think critically about information and ideas and to reflect on their learning.
Do learners know the ‘Signs of Success?’ Can they talk about their learning goal(s), show evidence they have been practicing their goals in their books and consider what their next step might be? Is there evidence that the teacher has been providing evidence to learners e.g. Two bullseyes and one arrow? Written feedback that shows there has been a learning conference?		Appraisers notes
Evidence: Students reading goals and SOS were made into bookmarks which students could then refer to. Writing, reading and maths groups are goal orientated and mixed ability allowing students knowledge to build from each other. Really good use of tuakana teina. Students could verbalise LG and refer to their SOS if needed. When asked students could tell me what they needed to move onto next and what they could refer to if they forgot (daily plan). Evidence of positive feedback throughout books and students/teacher highlighting SOS where they have been achieved.		Using two bullseyes and one arrow template to provide feedback to the students.
Inquiry Question for the Leadership Team and Team Leaders:
Describe the flow of the lesson:
Commendations and Next Steps		Follow up (Date)
	Reading differentiated through the use of mixed grouping. Furthermore, they get to choose their own novels from the library which also provide engagement.
	Writing, reading and maths groups are goal orientated and mixed ability allowing students knowledge to build from each other. Really good use of tuakana teina.
	Using two bullseyes and one arrow template to provide feedback to the students.