2017 Mid-year Appraisal Chat/Focus

Please prepare for this, making written notes, comments or paragraphs.  You will need all records to appear, as evidence of reflection, self-evaluation and discussion on your professional blog.

To be recertified, it is now a requirement that there you have evidence of all Professional Teacher Criteria.  When done well, Teacher Inquiry documentation provides evidence of nearly all of these.  The Principal needs to confirm this (i.e. site your evidence), for you to be re-certified.

Part 1: Professional Standards

P.T.C 3

Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.

i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.

Reflective Question: How do I reflect in my professional work respect for the cultural heritages of both Treaty of Waitangi partners in Aotearoa New Zealand?



Term 2 I planned and taught an visual art unit plan based around Matariki. I also communicated and sourced Matariki picture books for Rachel so drama would work alongside the art unit. I taught the busy bees a Matariki song and the actions and this was helped by inviting students from our buddy class (who I taught the song to in 2016) to perform in a very informal way to motivate the Busy bees to learn it and participate. During the term I read a variety of Maori myths and legends to the class with lots of discussion on different versions and links to land and sea. I also organised a Matariki celebration. Children were invited to bring a vegetable to school instead of a brainfood item throughout Matariki week. On the Thursday some students prepared the soup, cleaning, peeling and cutting up vegetables. On Friday whanau were invited to come to school and listen to us sing our Matariki song, our Taniwha song with the Taniwha masks we made and share our delicious soup we made. We were making connections with the land, the past and home. We had learnt that Matariki in the Maori culture was about harvesting vegetables, sharing a feast and celebrating with stories and music. We got to put this learning into action!

Use of language (hidden meanings)

After the Treaty of Waitangi Professional Development I am more conscious of what I say to students so the correct meaning is being conveyed. The example used was- people  say to children Captain Cook was the first person to discover New Zealand instead of Captain was the first White person to land on New Zealand. I haven’t yet got a personal example of my own but I am always aware of what message and personal value is being portrayed to the children. I realised with my own child how important is when a teacher is explicit with language. Jimi came home after a Maths lesson on money and was telling me all about how Captain Cook was the first white man to land on New Zealand not the first to discover New Zealand as their were already Maoris living in New Zealand. He repeated this a few times to make sure I understood. His teacher was obviously very explicit so in turn he was.

If you know the Te Reo use it

I am consciously using the Te Reo word in place of the English word if I know it. I am hoping this will become automatic in time and I can start integrating new words to increase my Te Reo bank.

Kapa haka-encouraging all to join

When it was time to ask children in the Busy Bees to join Kapa Haka I almost made it an expectation to go once to try it out. I asked to go with the children so the message was being sent that I value it. I always hype up Kapa Haka with lots of excitement. Nearly 2 thirds of the Busy Bees attend Kapa Haka.

 P.T.C 6

Conceptualise, plan and implement an appropriate learning programme.

 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.

 Reflective Question: What do I take into account when planning programmes of work for groups and individuals?


Generally I only plan Art in my teaching role this year. When planning art the two most important things in the forefront are the art elements they are learning (curriculum) and the engagement of ALL children (management).

A recent example is planning an art lesson revisiting and rebuilding (most children some children were new) on prior skills of texture, pattern and colour. With 56 five and six year olds their level of engagement was extremely important along with ensuring all children knew what was expected and the management of resources.

I had to be very organised. I organised resources for 8 different areas to cover a range of opportunities to explore colour, texture and pattern and set these up around the room to ensure the space was maximised. I pre-recorded a video of me going around the areas using self-talk to explain what I was doing, why I was doing it and linking to prior learning. The 2minute video served its purpose perfectly. The children were on the mat for a minimal time therefore no management issues and were engaged and motivated. I placed an emphasis on Tuakana/Teina Expert/Novice to manage the quantity of children and individual children with it being a familiar term used it worked really well. Some children took their role of Tuakana/Expert so seriously pairing up themselves and writing both names on one piece of work (they needed one piece each).

P.T.C. 2 Demonstrate commitment to promoting the well-being of all ākonga.

 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

Reflective Question: How do I show that I actively promote the well-being of all ākonga for whom I am responsible in my practice?


Term 1 and 2 I only taught one day in the classroom and Term 3 I am teaching 2 days in the same classroom. Because of this I needed to make a very conscious effort to build relationships with the children in the classroom when I was at school. I did this through ensuring I introduced myself to new children and their families and to try and establish connections through siblings, sport, culture, pets anything where I could find a link. I also popped into the classroom on my non-teaching days to say hello or sit and have chats with individuals.

Building these relationships is the first step in being able to actively promote the well-being of all children in my care. Once a positive reciprocal relationship is built the children are more likely to see me as someone who they can come to if they need help.

Giving children a sense of belonging promotes well-being and simple actions like greeting all children individually in a positive, energetic way every morning promotes a sense of belonging in the classroom.

Part 2: Coherence –Teacher Self-Check

See (Google Form) survey. Use the scale shown.  When meeting with your Team Leader, table this and lead any discussion that may be important.

In summary:

Part 3: On-line Reflections/Other

Share any other successes from the first half-year (individual's, creative approaches that have had impact, ‘a-ha’ moments?)

In summary:

Part 4: Personal Goal

Share your goal.

Performance Goal:

Complete 6yr Nets and communicate results and findings with stakeholders


Specific: Prepare Alice for beyond Russell Street School with compliance and independence


Actions: Meeting with Families, outside agencies (Prue), staff, TEAM ALICE, SENCO (Mel), Professional Readings, Strategic Planning MEetings (IEPs), RAMs forms/ trips, making and setting up resources,

Relevance: Working with Alice once a week for an afternoon (minimum) or full day (where needed)

Time: 6 monthly review and IEP, by the end of the year.