Te aromihi pouako e puta ai ngā ihu o ngā ākonga Māori

Reviewing appraisal in your school

Te arotake i ngā aromihi i tō kura

This tool will help leaders to identify their schools’ strengths and needs in relation to teacher appraisal that improves outcomes for Māori students. It covers seven areas:

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  • Overview
  • Setting goals
  • Planning professional learning
  • Observations
  • Self-appraisal
  • Discussions
  • Appraisal reports

Leaders can use the tool collaboratively within their schools and with external facilitators as part of their regular self-review processes. 

The tool is not used multiple times by multiple users; rather, it is worked through once. For this reason, users should follow the following steps.

1. Agreeing on a process and deciding on roles

Decide who will take responsibility for leading the review, and identify who will together work through the tool. This will most likely be the principal, 2–3 other school leaders involved in teacher appraisal, and possibly some teacher representatives. Decide how this group might gather the views of other staff.

2. Gathering information

Before working through the tool, it is important to have a full picture of the school’s current appraisal processes and evidence for their effectiveness. To achieve this picture:

  • listen to and record the full range of perspectives among those you are representing
  • use the Word or PDF version of the tool below to collect evidence and suggestions for next steps and professional learning.

3.  Completing the review

The tool covers seven areas – an overview and six areas of appraisal. For each of the areas, there are indicators1 for opposite ends of a continuum. At one end of the continuum, appraisal meets the requirements for basic compliance. At the other end, leaders and teachers collaborative in effective interactions and activities focused on Māori students’ learning. 

Many of the indicators can apply to teaching and learning for all students. Leaders may wish to use them to review the school’s overall appraisal processes as well as looking at those relating to Māori students.

As you work through each area, enter your response for each pair of indicators and the evidence, next steps, and required professional learning for that area.

4.  Conducting subsequent reviews

As leaders work to improve their school’s appraisal processes, they may wish to conduct another review in a following year to see what progress has been made. 

Comparing the reports from two or more reviews will provide information over time on progress and on those areas that need attention. 

 

Downloads

Reviewing appraisal in your school Word document

Ruia Appraisal self review tool Word download (Word, 32 KB)

Reviewing appraisal in your school PDF

Ruia Appraisal self review tool PDF download (PDF, 147 KB)

The interactive tool that was accessed from this page has now been removed.

Footnote

  1. The indicators are based on Ruia’s principles of appraisal for learning. They have also drawn on resources such as TeTātaiako: Cultural Competencies for Teachers of Māori Learners (Ministry of Education, 2011) and the National Standards self-review tools (Ministry of Education, 2009).

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