Teacher Appraisal 2014 Wānanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Wānanga (RTC 5, 11 and 12) Communication, problem solving, innovation show leadership that contributes to effective teaching and learning analyse and appropriately use assessment information, which has been gathered formally and informally use critical inquiry and problem-solving effectively in their professional practice	SMT unit for leadership in mathematics and ICT Mentors other teachers in the areas of ICT and mathematics Anniversary testing JAM Running record Writing analysis Anecdotal Behavioural analysis	Effective teaching and learning in mathematics and ICT is proactively encouraged and facilitated by Judith.  Judith is always willing to support others and share her comprehensive knowledge with them.   Assessment is an ongoing process in the classroom and children are regularly given feedback on where their learning might need to go next.

Teacher Appraisal 2014 Manaakitanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Manaakitanga (RTC 2, 7) Values, integrity, respect, equity demonstrate commitment to promoting the well-being of all ākonga promote a collaborative, inclusive and supportive learning environment	Classroom reflects learning topics and displays student voice. IYT learning and approach to behaviour. Teaches conflict resolution and management. Supports students and connects with whānau	Students in the class are actively taught to mange their own learning and behaviour.  As a teacher, Judith is constantly questioning teaching approaches and learning, then trying new ways to solve learning puzzles.  The classroom reflects student’s learning and voice.

Teacher Appraisal 2014 Tangata Whenuatanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Tangata Whenuatanga (RTC 3, 9 and 10) Place based, socio-cultural awareness and knowledge demonstrate commitment to bicultural partnership in Aotearoa New Zealand respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga work effectively within the bicultural context of Aotearoa New Zealand	Use of te reo in the classroom .   Daily karakia and waiata. Plans programmes for ELL in the classroom as well as paying special attention to ELL parents so that understanding iand belonging is developed.	In the past Judith has pursued extra learning in tikanga and te reo maori.  This is used in the classroom and incorporated into the daily programme.  ELL students are valued members of the class and are related to sensitively.

Teacher Appraisal 2014 Ako

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Ako (RTC 4,6,8 and 12) Practice in the classroom and beyond demonstrate commitment to ongoing professional learning and development of personal professional practice conceptualise, plan and implement an appropriate learning programme demonstrate in practice their knowledge and understanding of how ākonga learn use critical inquiry and problem-solving effectively in their professional practice	Maths PLC ICT PLC ICT G & T group PD opportunities embraced and used to help others. Classroom programmes clearly differentiated and formed from sound knowledge base. Students challenged.  Uses self and peer teaching and assessment strategies as well as a rubric to check where learning is at.	As a learner, Judith actively participates in professional learning opportunities and then uses that learning to teach others.  Learning programmes are appropriate and underpinned by a strong knowledge and understanding of curriculum content.   Ākonga learn to take responsibility for their own learning and behaviour.

Teacher Appraisal 2014 Whanaungatanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Whanaungatanga (RTC 1) Relationships with high expectations establish and maintain effective professional relationships focused on the learning and well-being of ākonga	Establishes collaborative relationships with support agencies. Supports and collaborates with colleagues with teaching and learning at the forefront.   Using differentiated grouping in literacy and mathematics. Planning teacher aide programmes to maximise improved learning outcomes for learners in need of extra support.   Engages in discussions with parents and teachers with regard to the pastoral care of students in the class.  Using IYT effectively in the classroom.   Knows ākonga and whānau as people	Judith is a proactive advocate for the learning needs of students.  She actively shares her knowledge with other colleagues.  Relationships with whānau are focused on student learning and well being.  Judith ensures that she knows her students and their whānau and that the learning partnerships that she develops are very strong.