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

School-whānau partnerships, the companion Ruia website

An inquiry and knowledge-building cycle for appraisal

He hurihanga uiui, whakatupu mātauranga mō ngā aromihi

An inquiry and knowledge-building cycle for appraisal

Appraisal inquiry cycle Māori student learning is the 'touchstone' for appraisal What to think about What it might look like Leaders support teachers to identify professional learning goals that will help progress priorities for Māori students What to think about What it might look like Leaders support teachers to plan and undertake professional learning that will help them meet their appraisal goals What to think about What it might look like Teachers try something new on the basis of their professional learning What to think about What it might look like Teachers and school leaders review the changes in teaching practices and their impact on Māori students Using evidence in inquiry What it might look like What to think about

Figure 4. Teacher Appraisal for Māori learners' success: An inquiry and knowledge-building cycle

This website is structured around an inquiry cycle (Figure 4).

Reflecting on the close connection between whole-school cycles of professional learning and appraisal, teachers to work through the cycle with leaders.

The cycle is founded on the teacher inquiry and knowledge-building cycle presented in the Teacher Professional Learning and Development BES (Timperley, Wilson, Barrar, and Fung, 2007).

It is consistent with all the principles of appraisal for learning.

Schools committed to appraisal for learning will fully integrate appraisal into their ongoing cycles of professional learning. They will also support individual teacher appraisal with whole-school cycles of self-review that are similarly integrated with professional learning.

Each stage of the cycle provides background information (“What to think about”) and case studies (“What it might look like”).

An introductory section (“Using evidence in inquiry”) discusses the use of data when appraisal is integrated with the teacher inquiry and knowledge-building cycle.

Using evidence in inquiry

Identifying priorities for Māori students

Identifying professional learning needs

Professional learning

Making changes

Reviewing the impact of changes

Return to top