Katikati College

Teacher Professional Learning and

Appraisal
Date: 2016
Appraisee:

Kieran Te Kurapa

Appraiser:

Lou buckley

Position/Role(s): Teacher of Te Reo Mori year 9-13

7/8 Pourua SCI
9ICT

PTC's and Cultural Competencies

Ttaiako/PTC

Teaching Strategies from Faculty Inquiry

Whanaungatanga (PTC
1,2,7)

Attending Whanau hui to introduce myself and foster relationships

with Whanau (see reflection Whanau Hui).
Gathering student voice about what works best for their
learning. (see reflection Year 10 review)

Relationships
(Students, school,
community)

Having high expectations for my Mori learners. (see

reflection Academic mentoring)
Using peer assessment and group activities (see reflection
classroom and beyond
Year 10 unit)
Using ICT collaboratively in the learning environment
Acknowledging students prior knowledge
Using student data to inform my practice and develop my
differentiation in my class. (See reflection meeting with
Lou)
Differentiation in terms of providing students with different
abilities challenging and engaging work.
Tangata Whenuatanga
Being actively involved in the school Powhiris, learning
(PTC 6,8,9) Cultural
awareness and
whakatau, mihi, school waiata and haka, karakia (see
knowledge
reflection Building Tikanga in the classroom). Actively
Manaakitanga (PTC 1,3) seeking to improve my knowledge and awareness through
Values Integrity, Trust,
consultation with my ATs and students.
Sincerity, Equity
_____________________________ Use of restorative practice in classroom management. (see
reflection restorative practice)
_
Wnanga (PTC 5,7 and
Developing professional positive relationships with my
12)
students and teachers by getting to know them
Communication,
Academic mentoring/requests (see reflection Academic
Problem solving,
mentoring)
Innovation
Collaborating with my associate teachers to reduce barriers
to achievement
Ako (PTC 5,6,7,8,10,11
and 12) Practice in the

Ensuring there are clear learning outcomes and

familiarization of success criteria for each unit.
Actively seeking student feedback on the activities and
tasks.

PLD to Support this: (PTC 4)

Learning Circle: CRRP shadow coaching
Faculty PLD: Inquiry and CRRP
Other: Assessment for Learning
___________________________________________________________________
2016 - Term 2/3
Focus for Lesson Observation: Use of effective strategies for feedback and
feed forward
Other evidence agreed on:
Student voice
As part of
conferencing
feed forward and
feedback process
Gathered as part
of lesson
observation

Analysis of
student
achievement
Pre data
Unit Tests and
assessments/
post data

Inquiry Plan/
Documentation

Relevant selfreviews
see below

Teacher planning
and assessment
documentation
Shared with
faculty

Post Lesson Observation Discussion:

Next Steps (to be completed in discussion with appraiser)
Following my lesson observation with my associate teacher there are some good points to
what she observed and some possible areas of improvement. Lou commented on my
positive relationships with the students and my classroom management as a result of this.
We then talked about my questioning and how I could improve students learning by
structuring my questioning to more open-ended inquiry. This may also help in terms of
differentiation as I can structure my questions to certain students based on basic recall of
knowledge and other students with higher order thinking such as analysis and evaluation.
My second observation was a year 10 class that I have been having a little trouble with.
Fortunately they were extremely well behaved and worked really well. I received some very
positive feedback on my questioning in Te Reo Mori and the students response and
participation. The hook that we talked about in terms of their engagement was that they
were completing level 1 NCEA work.

2016 : Term 3/4

Evaluation of inquiry /goals
Inquiry Goal/Teaching
Strategies trialed

Evaluation / Comment - Self Evaluation and Reflections

Improve my application of
differentiation in the
classroom.

I definitely improved my application of differentiation in

the classroom. I have learned and utilized multiple
strategies to cater for the different learning needs of all of
my students from scaffolding lower level learners to
extending higher level students and students in between.
(please refer to my reflection page.)

Improve my classroom
management.

I used multiple classroom management strategies drawn

from the principles of CRRP and restorative practice that
are relevant to the PTC s highlighted above. I have
multiple reflections and documentation on my website to
refer to this.

Areas for future development - appraisee/appraiser to complete after discussion

Areas that I still feel that I need to improve on is the way that I use my questioning as
formative assessment and differentiation. I need to develop ways to use my questioning as
inquiry into how my students are doing and to stimulate their though processes in different
ways.
I also feel that while I have improved on my classroom management skills, I still would like to
develop my classroom management philosophies and continue to work within the realm of
restorative practices.

Professional Learning to Support Development for 2017:

ATTESTATION 2016
EITHER
With reference to the evidence and discussion between appraisee and
appraiser all Professional Standards and the relevant PTC have been met.
OR

With reference to the evidence and discussion between appraisee and

appraiser the following Professional Standards have not yet been
sufficiently met:

Professional Knowledge

Professional Development

Teaching Techniques

Student Management

Motivation of Students

Te Reo me ona Tikanga

Effective Communication

Support For and Cooperation With Colleagues

Contribution to Wider School Activities

Comments : Appraisee

Comments: Appraiser

Signatures

Appraiser

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Date

Appraisee

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Date