Kieran Rae Full Report 23 Nov 2018

Report Prepared for Kieran Rae
Date: 23 Nov 2018
3 people via 3 appraisals
Interlead Appraisal Connector™ Report

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Guiding Concepts
In developing this self-review we have endeavoured to create a set of items that address the key challenges of a
teaching professional's work; that can operate within guidelines established by the New Zealand Ministry of Education;
that are applicable to the school environment; and which are firmly based on established conceptual frameworks (ways
of thinking about a topic).
The nature of the work we do at InterLEAD means that, over the years, we have had opportunity to examine various
conceptual frameworks, to incorporate them in our teaching and consulting, and to get feedback on their practical
value from teachers and school leaders. Outlined below are some of the key 'Guiding Concepts' upon which the review
items are based.
Prepared for Kieran Rae | 23 Nov 2018

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Our Philosophy
Humans have yet to invent a tool that cannot be misused. The Hammer can be used skilfully to build, violently to injure,
or ineptly so that it bruises your thumb. The same outcomes are possible with a management tool like this. We don't
think people should stop manufacturing hammers because some use them maliciously. And even though we realise that
some people adopt abrasive or abusive approaches to appraisal and review, we don't think that should stop us from
developing tools that good teachers and school leaders can use to promote professional development.
Outlined below are some of the management principles we hope you will apply when using this review tool to build
capability within your school.
This is Not a Test: Because we use tests so often in education, you might be tempted to treat the feedback given in the
review as if it was a mark for a test. That is not the case. With tests, typically the best students in the class will
consistently score high marks. If you have a history of being a "good student" you might expect highly positive feedback
in each area. That will not be the case here. In some areas, such as the section on Competencies, a person would need
to be gifted to achieve a high score in one of the areas. We doubt that anyone will score highly in all four areas
considered: that would not truly reflect the nature of competencies and giftedness.
Taking a Long View: This tool is designed to be used throughout your career. Beginning teachers may find they get
'Novice' ratings in most of the areas of Teaching Practice. That would be an accurate reflection of where they are in
their professional development. They have years of development ahead of them. Plans based on the feedback provided
need to reflect this reality. It takes years to develop mastery. When making developmental plans on the basis of the
feedback given, aim to be realistic and focused. Think about the "next step" that needs to be taken. Attempting to lift
capability across the board would be trying to do the impossible.
Developmental Tool: Sometimes we forget that adults are learners too. We think they should automatically be experts
at everything. Of course this isn't so. One isn't born a fully capable teaching professional. Even 'child prodigies' have to
work hard to develop their talent. So, the review process is not one of 'command and control': demanding that certain
ratings are achieved and disciplining those who fall short of arbitrary standards that have been set. Rather, feedback is
used developmentally: it is the basis for planning further learning and professional growth.
Appreciation: Development works best when people appreciate and build on strengths. Not every teacher has the same
strengths. Not all deficiencies need be of real concern. A child will encounter many teachers: you don't have to do
everything. You will make a greater impact by being extraordinary at some things. Many people set developmental
goals by default. They just work on their area of greatest weakness. They work on that until it is 'OK', then shift to the
next greatest weakness. At its best, this is a recipe for mediocrity. Aim to use the feedback to identify your areas of
strengths. How could you use these more fully? What currently prevents you from using your strengths effectively?
What could become another strength?
Building Developmental Partners: On one's own it is easy to lose sight of the purpose of feedback. You might start to
focus on deficiencies, treat the review as a test, or take a short-term view. What can help? Having a developmental
partner - a trusted colleague - who can help you make sense of the feedback, check the reasonableness of your plans,
and offer an appropriate level of challenge and support. When you find a developmental partner who you know is
interested in your professional development, who speaks to you openly about your developmental needs, and who you
trust, treat this person as a treasure. Make it easy for them to give you the feedback you need by asking for it, and ask
repeatedly if necessary.

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Report Contents
Sections
• Overview of Results Ratings and Levels of Capability

• Effective Pedagogy ( The Big 4 )
• Tātaiako: Cultural Competencies for Teachers of Māori Learners
• Contributing to a Professional Learning Community
• Professional Leadership
• Professional Values
• Special Character School
• Ancillary Vital Practices
• Criteria
Appendix
• Effective Pedagogy ( The Big 4 ) Responses

• Tātaiako: Cultural Competencies for Teachers of Māori Learners Responses
• Contributing to a Professional Learning Community Responses
• Professional Leadership Responses
• Professional Values Responses
• Special Character School Responses
• Ancillary Vital Practices Responses
• Professional Dimensions Matrix

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Overview of Results, Ratings and Levels of Capability

The self-review process is designed to produce rich data that can help you with on-going professional development.
Items and ratings are specifically designed to reflect the levels of capability that you are showing across a wide variety
of areas. We have designed the feedback around 4 levels of capability that are discussed in literature on Adult Learning
and Development.
• Novice: While novices may have been introduced to the area of concern, and may have developed some
ability to talk about the subject using appropriate vocabulary, they can only perform the most basic
operations. They may know what the process is, but do not know how to do it. Even the most experienced
teacher will be a novice in regard to some aspect of teaching practice.
• Advanced beginner: People who are advanced beginners are those who have started to perform basic
operations associated with the subject, but are not yet "proficient". They have to think carefully about what
they are doing at each step. Usually they can reliably produce desired results, as long as conditions are
favourable (e.g. they are not required to do something else at the same time) or they are able to refer to
some with experience when things get tricky. They know what they are doing.
• Proficient: People who are proficient have practised the skill to the point where they can perform the
operations in a relaxed state. With proficiency, people know why they do various elements of the work, so
they can adjust what they do when conditions change or complexity in the environment increases.
• Master: People have obtained mastery when they have the subject deeply embedded in their personal
practice. They intuitively sense when to use the skills associated with the subject and display them with a
degree of "artistic flair". Others, including those who are proficient, recognise their depth of understanding
and turn to them for advise when confronted with difficult challenges.

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Effective Pedagogy ( The Big 4 )
The Big Four is the framework for improving instructional practice developed by the University of Kansas Centre for
Research and Learning. The Big Four are about focussing teachers' attention on high yielding teaching practices. More
specifically it's about asking teachers to:
• Encourage Positive Behaviour

• Focus on Essential Content
• Increase Learning through effective Instruction; and
• Increase Student Motivation through Formative Assessment
The Big Four also provide a useful framework for the provision of tailored professional development and learning for
teachers. In sequence each of the Big Four provides the typical developmental pathway teachers take across their
careers. Typically a novice teacher initially focuses on gaining control in the classroom and reinforcing positive
behaviour. Once achieved the next focus becomes deepening knowledge and understanding of essential content (
Curriculum ) and then in sequence, developing effective instruction before typically looking at increasing student
motivation through Formative Assessment.
This Self Review Instrument is designed to generate feedback across all of the Big Four areas. As teachers and school
leaders take part in developmental conversations based on this feedback, they will be able to discuss where to focus
developmental efforts in the context of individual teachers' careers.
Positive Behaviour Management
Self Appraisal: Proficient
Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

This Appraisal: Proficient (1 appraisal, 1 unique appraiser)

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Other Appraisal: Masterful
This Appraisal: Masterful (2 appraisals, 2 unique appraisers)
Other Appreciative Feedback:
- "Kieran has excellent relationships with the kids "
Other Developmental/Coaching Feedback:
- "Need to get students working at higher level merit and excellences"
Content & Curriculum Knowledge


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Instructional Practice
Self Appraisal: Masterful

This Appraisal: Masterful (1 appraisal, 1 unique appraiser)

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Formative Assessment


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Tātaiako: Cultural Competencies for Teachers of Māori Learners
Research shows when teachers focus on knowing, respecting and working with Māori learners, their whānau and their
iwi, we are able to significantly contribute to ensuring educational success. Teaching in this way we are able to integrate
worldviews, aspirations and knowledge of Māori learners into our programmes and the culture of our school. The
cultural competencies support Māori learners to achieve educational success as Māori.
The 5 Competencies are:
• Wānanga
Participating with learners and their communities in robust dialogue for the benefit of Māori learners’
achievement.
• Whanaungatanga
Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and
the Māori community.
• Manaakitanga
Showing integrity, sincerity and respect towards Māori beliefs, language and culture.
• Tangata Whenuatanga
Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of
Māori learners and their whānau are affirmed.
• Ako
Taking responsibility for their own learning and that of Māori learners.
Unlike the 12 Practising Teachers Criteria, within the framework provided by Tātaiako there are for the purposes of
teacher appraisal and registration three progressive levels (within each Cultural Competency) based on career stage.
• Graduating Teacher Level
Developing an awareness and understanding of one’s own identity, language and culture; developing an
understanding of the relevance of culture in New Zealand’s educational setting; and developing an
understanding and openness to Māori knowledge and expertise.
• Registered Teacher Level
One knows how to validate and affirm Māori and iwi culture and can apply it.
• Leadership Level
One knows how to lead and engage others in validating and affirming Māori and iwi culture.

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Information provided by the Appraisal Connector will support you, through professional reflection and inquiry, to think
about what it takes to successfully teach Māori learners and at what level you and others believe you are working.
More information relating to the levels can be found in the Ministry of Education’s and New Zealand Teachers Council’s
booklet, Tātaiako: Cultural Competencies for Teachers of Māori Students, which can be downloaded from their
websites.
Wānanga

Whanaungatanga

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Previous Appraisal: Masterful (1 appraisal, 1 unique appraiser)

Manaakitanga

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Tangata Whenuatanga

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Ako

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Key Competencies
The New Zealand Curriculum outlines 5 competencies that children need to develop through their education. Work on
competencies by Adult Education expert Douglas Hall encouraged us to apply 4 of these to the review of adults within
schools: they are closely aligned to what he refers to as "meta-competencies". By adopting the terms used within the
NZ Curriculum we hope to encourage teachers and school leaders to see the direct connection between how they
display these competencies personally, and the degree to which learners in the school develop them.
"Thinking" items are based around work by US educationalist Deborah Meier, author of In Schools We Trust. In her work
she encourages 5 different types of thinking, based on 5 key questions: "How do you know?" "What does this look like
from an alternative perspective?" "What would happen if...?" "What patterns can you see?" And "So what?" Each
question provokes a very different kind of thinking.
"Relating to Others" items are based on the work of Sara Lawrence-Lightfoot, Professor of Education at Harvard
University. She has described how productive relationships, both in education and in life generally, are based on the
quality of respect. Further she has identified key elements that contribute to respectful relationships, including
curiosity, attention and dialogue.
"Managing Self" items are based on the work of Emotional Intelligence expert Reuven Bar-On. Dr Bar-On has developed
his own measures of emotional intelligence. We have adopted a framework he has published, in which outlines areas in
which emotional intelligence are expressed.
"Participating and Contributing" items are based on the work of change expert Otto Scharmer, author of Theory U:
Leading from the future as it emerges. In his work he explains how effective contribution to collaboration require
individuals to (1) observe reality as it is, (2) challenge assumptions and stimulate new thinking, (3) express their
thoughts in collaboration with others, and (4) act on commitments they have made.
Managing Self

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Relating to Others

Thinking

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Participating & Contributing


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Management Responsibilities
A number of seminal works on the management process have shaped our thinking on the items that appear in this
section of the review. Robert Fritz, author of The Path of Least Resistance and Creating has outlined the power of the
Tension/Resolution process in guiding behavior. This process is based around three stages:
1. Establishing a vision of the desired result;

2. Assessing current reality; and
3. Working systematically to close the gap between the two
Fritz’s work is directed at the process of managing oneself. However, careful comparison with the work of management
experts show that the same processes are involved when directing the performance of others. We have drawn on the
work of management experts such as Peter Drucker, Walter Mahler, Robert Blake & Jane Mouton, and Joseph Folkman
& Jack Zenger.
These other works emphasize that the basic process outlined by Fritz needs to be applied with a clear focus on results
that matter, and that managers have a responsibility to shape the emotional environment in which people operate, so
that people have the resources and support they need to deal with the tensions involved in performance.
Personal Leadership Qualities

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Contributing to Leading School Improvement (Leading Change)
Contributing to Problem Solving

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Professional Practices
Teaching is a profession and teachers are professionals. It means teachers are connected by professional association,
operate from a cognitive base, have worked and continue to work through processes of institutionalised training and
licensing, have high degrees of work autonomy and are guided by an overarching code of ethics.
In New Zealand all teachers (from Early Learning to Secondary) must be registered to practise teaching. Teacher
registration is contingent on each teacher’s ability to demonstrate commitment to the attainment of the highest
standards of professional service in the promotion of learning. This complex professional task is undertaken in
collaboration with colleagues, learners, parents/guardians and family/whanau, as well as with members of the wider
community.
The Code of Ethics for Registered Teachers states all teachers’ interactions are governed by four fundamental principles:
• Truth to be honest with others and self.

• Responsible Care to do good and minimise harm to others.
• Autonomy to treat people with rights that are to be honoured and defended.
• Justice to share power and prevent the abuse of power.
The extent to which you demonstrate commitment to the four fundamental principles will dictate the extent to which
your school’s culture is a professional one.
Being Honest with Self & Others


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Doing Good & Minimising Harm to Others


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Honouring Defending Peoples’ Rights


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Sharing Power & Preventing the Abuse of It


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Special Character
This section asks teachers to reflect on their contribution to the Special Character of the school. It recognises that the
School's Special Character lies at the heart of our school and that as teachers we must continue to reflect on how best
we can support it.
Special Character School


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Ancillary Vital Practices
In developing this self-review we have endeavoured to create a set of items addressing the key challenges you face in
your ancillary role within a school environment and ones firmly based on established conceptual frameworks (ways of
thinking about a topic).
The nature of the work we do at InterLEAD means over the years we have had the opportunity to examine various
conceptual frameworks. We have incorporated some of these within the Appraisal Connector System™. We wish you to
be able to use this self-review system in ways that allow you to receive reflective information from your colleagues. In
doing so we hope you can make informed choices and decisions around how you can continually improve and grow
within your role. Outlined below are the areas we have based this self review on;
Work on competencies by Adult Education expert Douglas Hall encouraged us to apply four areas to the review and
development of adults within schools: they are closely aligned to what he refers to as "meta-competencies". By
adopting the terms used within the New Zealand Curriculum we hope to encourage everyone working within a school
environment (you in your ancillary roles and teachers and school leaders) to see the direct connection between how
you display these competencies personally, and the degree to which learners in the school develop them.
"Thinking" items are based around work by US educationalist Deborah Meier, author of In Schools We Trust. In her work
she encourages 5 different types of thinking, based on 5 key questions: "How do you know?" "What does this look like
from an alternative perspective?" "What would happen if...?" "What patterns can you see?" And "So what?" Each
question provokes a very different kind of thinking. To be able to problem solve and to be open to new ways of ‘doing’
are critical competencies all successful adults require for continual improvement.
"Relating to Others" items are based on the work of Sara Lawrence-Lightfoot, Professor of Education at Harvard
University. She has described how productive relationships are based on the quality of respect. Further she has
identified key elements that contribute to respectful relationships, including curiosity, attention and dialogue. In your
role your ability to effectively build relationships will determine significantly the extent to which you succeed and
continually improve.
"Managing Self" items are based on the work of Emotional Intelligence expert Reuven Bar-On. Dr Bar-On has developed
his own measures of emotional intelligence. We have adopted a framework he has published, in which he outlines
areas in which emotional intelligence are expressed. Your ability to Manage Self will determine considerably the extent
to which you are able to contribute effectively to your school in your role.
"Participating and Contributing" items are based on the work of change expert Otto Scharmer, author of Theory U:
Leading from the Future as it Emerges. In his work he explains how effective contribution to collaboration requires
individuals to (1) observe reality as it is, (2) challenge assumptions and stimulate new thinking, (3) express their
thoughts in collaboration with others, and (4) act on commitments they have made. In your role you play a critical part
in the successful day-to-day running of your school – the way you Participate and Contribute are essential.
Managing Self

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Building Relationships
Thinking

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Participating and Contributing

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Criteria
Criteria Description Self Grade Others Grade
Tātaiako
Wānanga - Participating with learners and communities

Tātaiako - 1 in robust dialogue for the benefit of Māori learners’ Masterful Masterful
achievement.
Whanaungatanga - Actively engaging in respectful

Tātaiako - 2 working relationships with Māori learners, parents and Masterful Masterful
whānau, hapū, iwi and the Māori Community.
Manaakitanga - Showing integrity, sincerity and respect

Tātaiako - 3 Masterful Masterful
towards Māori beliefs, languages and culture.
Tangata Whenuatanga - Affirming Māori learners as

Māori. Providing contexts for learning where the
Tātaiako - 4 Proficient Masterful
language, identity and culture of Māori learners and
their whānau are affirmed.
Ako - Taking responsibility for their own learning and

Tātaiako - 5 Proficient Masterful
that of Māori learners.
Standards for the Teaching Profession
Te Tiriti o Waitangi partnership - Demonstrate

PS 1 commitment to tangata whenuatanga and Te Tiriti o Masterful Masterful
Waitangi partnership in Aotearoa New Zealand.
Professional Learning - Use inquiry, collaborative

problem solving and professional learning to improve
PS 2 Proficient Masterful
professional capability to impact on the learning and
achievement of all learners.
Professional relationships - Establish and maintain

PS 3 professional relationships and behaviours focused on Masterful Masterful
the learning and well-being of each learner.
Learning-focused culture - Develop a culture that is

PS 4 focused on learning, and is characterised by respect, Proficient Masterful
inclusion, empathy, collaboration and safety.
Design for learning - Design learning based on

PS 5 curriculum and pedagogical knowledge, assessment Proficient Masterful
information and an understanding of each learner’s

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strengths, interests, needs, identity, language and

cultures.
Teaching - Teach and respond to learners in a

PS 6 knowledgeable and adaptive way to progress their Proficient Masterful
learning at an appropriate depth and pace.
Values
Code of WHAKAMANA: Empowering all learners to reach their

Responsibility highest potential through high quality teaching and Masterful Masterful
1 leadership.
Code of MANAAKITANGA: Creating a welcoming, caring and

Responsibility creative learning environment that treats everyone with Masterful Masterful
2 respect and dignity.
Code of
TIKANGA: Showing integrity by doing the right thing in
Responsibility Masterful Masterful
ways that are fair, honest and just.
3
WHANAUNGATANGA: Engaging in positive and

Code of
collaborative relationships with our colleagues,
Responsibility Masterful Proficient
learners, their families/whanau and the wider
4
community.
NZ Catholic Education Office – Catholic School Elaborations on the Standards of the Teaching Profession
Te Tiriti o Waitangi partnership - Demonstrate

Catholic PS 1 commitment to tangata whenuatanga and Te Tiriti o Masterful Masterful
Waitangi partnership in Aotearoa New Zealand.
Professional Learning - Use inquiry, collaborative

problem solving and professional learning to improve
Catholic PS 2 Proficient Masterful
professional capability to impact on the learning and
achievement of all learners.
Professional relationships - Establish and maintain

Catholic PS 3 professional relationships and behaviours focused on Masterful Masterful
the learning and well-being of each learner.
Learning-focused culture - Develop a culture that is

Catholic PS 4 focused on learning, and is characterised by respect, Proficient Masterful
inclusion, empathy, collaboration and safety.
Design for learning - Design learning based on

Catholic PS 5 curriculum and pedagogical knowledge, assessment Proficient Masterful
information and an understanding of each learner’s

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strengths, interests, needs, identity, language and

cultures.
Teaching - Teach and respond to learners in a

Catholic PS 6 knowledgeable and adaptive way to progress their Proficient Masterful
learning at an appropriate depth and pace.

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Appendix
Questions and Answers
Symbol Description
The red background on a question indicates that this question has been
selected for Kieran Rae to give priority to.
A blue ring indicates Kieran Rae's own selection of an answer or question

priority
Indicates the number of appraisers that made this selection of an answer or

3 question priority
Effective Pedagogy ( The Big 4 )
Positive Behaviour Management
- 3 appraisals, 3 unique appraisers
1 Anticipating and minimising disruptive behaviour. 1 1

Seems oblivious to the Deals with disruptive Nips most disruptive Does not experience
causes of disruptive behaviours and issues behaviours in the bud disruptive behaviours.
behaviours. responds as they emerge. by identifying crucial Consistently nips
to them as they Predictive abilities are behaviours and disruptive behaviours
emerge giving the low. interactions. in the bud by
impression of being successfully identifying
blindsided. the crucial behaviours
and interactions
leading to disruptive
behaviour.
2 Applies classroom expectations consistently and fairly to

all students.
2
Applies rules and Applies rules and Students believe they There is a strong sense
protocols randomly protocols consistently are equals because that students are able
and/or seemingly has and fairly most of the they are treated to articulate to their
favourite students and time, but because equally without teacher, with accuracy,
others who are there are a few favouritism or bias in predicted
targetted. occasions when this all situations. consequences of their
does not happen actions before being
students can be told by the teacher
confused. what they would be.
3 Clearly articulates instructions. 2

Students become Students occasionally Students take action Because instructions
easily confused ask clarifying questions almost immediately are consistently
because instructions to allay confusion and without asking for explicit, a culture of
are confusing and/or uncertainty caused by clarification because focus, precision and
changed regularly, the teacher. information is high productivity
causing students to ask conveyed explicitly, fosters students’
clarifying questions. unambiguously and learning.
overtly.
4 Lessons demand students be cognitively and intellectually

engaged.
2
Students are passive Students are actively Lessons are Students are familiar
learners with the engaged in the consistently and comfortable with
teacher doing most if intellectual process yet underpinned by the intellectual process

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not all of the the teacher still does a students actively of learning and have
intellectual work. lot of thinking for engaged in the developed the ability
Students are overly those who remain challenging work of to learn independently
dependent on the reliant on the teacher problem solving, for lengthy periods of
teacher. for answers when they decision-making and time without the
get stuck. critical thinking. teacher’s assistance.
5 Ensures students feel valued, safe and comfortable taking

intellectual risks.
1 1
Students refrain from Students occasionally Students take risks and There is a culture of
stepping outside their take risks but it is not make mistakes, and psychological safety in
comfort zones and the classroom norm. understand they are which students
making mistakes There remains a fear of important steps in encourage each other
because they are being ridiculed and learning and self to step outside their
fearful their being seen as a failure improvement. comfort zones and
contemporaries will by contemporaries. celebrate each others
see them as ignorant, efforts even when their
naive and foolish, and classmates are
concerned they could stretched and fail.
be exposed to hurtful Intelligent failure is
in-class jibes. celebrated.
6 By ensuring interactions between students and teacher

are based on ‘care’ and ‘rapport’ rather than ‘compliance’,
2
learning is complemented with the culture and Students respect for Through words and Through words and Through words and
backgrounds of individual students. the teacher is forced, actions both students actions both students actions both students
based on the inherent and teacher convey and teacher convey and teacher convey
imbalance of power they are genuinely they are genuinely they are genuinely
residing within the interested in and care interested in and care interested in and care
teacher-student about one another about one another. about one another. The
relationship. most of the time, but psychological level of
there are lapses when students safety is such
positive interactions that they are able and
are undermined. willing to hold peers to
account when they are
not mutually
supportive.
7 Reflects, and takes action, on student successes and

failures.
2
Seems oblivious to Acknowledges Doesn’t miss an Has a ‘sixth sense’ as
students’ successes students’ successes opportunity to take the teacher seems able
and failures and and failures most of action on students’ to predict students’
continues without the time but miss successes and failures. successes and failures
acknowledgement or occasional in advance and thus is
action. opportunities to move fully prepared to take
to action. action as and when
required.
8 Makes learning enjoyable for students. 1 1

Students’ curiosity isn’t Students find learning Students’ levels of Discernibly engaged,
provoked; they appear enjoyable on most curiosity are energised and excited,
to be disengaged and, occasions with levels consistently pricked students consistently
at best, just going of curiosity pricked, and maintained. display a passion and
through the motions. but there are times Students enjoy zeal for learning,
when lesson structure, learning and are pushing through
delivery, resources or a energised by the difficulties, barriers
combination of all variety of approaches, and obstacles. The
three, fail to hold materials, and classroom atmosphere
students’ interest. technologies and by is reliably vibrant and
the thinking skills they often joyful.
are asked to deploy to
support their learning.
9 Instills a belief in students that they are, or can be,

successful learners.
1 1
Learning is frequently The teacher has The teacher uses an in- The teacher skilfully
either too hard or too knowledge of students’ depth knowledge of balances levels of
easy for many needs allowing them each students’ needs learning difficulty with
students. Those who to offer relevant, to offer pertinent, each student. Their in-
find learning precise and focused precise and focused depth knowledge of
challenging feel lost encouragement most encouragement each students’ needs
and unsupported, and of the time as relevant to each enabled them to create
those who find difficulties and students’ context as opportunities for
learning easy are not obstacles are they encounter students to develop
stretched. difficulties and high levels of self-

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encountered in their obstacles in their efficacy and the belief

learning. learning. they can be and are
successful learners.
10 Routines and structure ensure purposeful learning is the

norm.
1 1
Instructional time is Some teaching time is Very little teaching No teaching time is
lost frequently; activity lost; routines and time is lost; routines lost; routines and
and interactions are procedures are and procedures are procedures are deeply
haphazard and partially effective; consistently effective; embedded creating a
disorganised; students students need regular student require purposeful learning
spend a lot of time not guidance and minimal guidance. environment; there is
being productively prompting to follow strong sense the class
engaged. routines. ‘runs itself’.

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Content & Curriculum Knowledge
11 Lesson plans reflect crucial ideas, concepts and skills. 1 1

Planning indicates Planning indicates Planning reflects sound Planning reflects
cursory knowledge of some knowledge of knowledge of the more extensive knowledge of
the curriculum and the curriculum and important concepts of crucial concepts and
how best to deliver it. how best to deliver it. the curriculum, familiarity with wide
including approaches ranging pedagogical
to delivering it approaches within
effectively. relevant subject
disciplines.
12 Provides succinct and accurate answers to students’

questions.
2
Answers tend to be Answers mostly Information provided is Information provides
shallow, lacking in provide students with succinct and accurate, students with exactly
detail and/or require the information they and students get what they require. The
additional follow up seek but occasionally exactly the information way answers are
questions from students are left they require. provided promotes
students to obtain wondering and asking additional
information they further questions opportunities for
initially sought. seeking the same dialogue and for
information. students to explore
understandings in
more depth.
13 Choice of materials and resources have a discernible

impact on learning.
1 1
Resources and Resources and Materials and Materials and
materials are used to materials mostly align resources align with resources consistently
keep students busy with learning learning objectives, have a discernible
rather than to deepen objectives, engage engage students, impact on students’
understanding. There students, provide provide suitably learning because they
may be misalignment suitably intellectually intellectually align with learning
between resources and challenging learning challenging learning objectives, engage
materials and stated opportunities for most opportunities for all students, and provide
learning objectives. students and enhance students, and enhance suitably intellectually
student learning. student learning.. challenging learning
opportunities for all.
14 Combines sound up-to-date knowledge of the curriculum

with supporting resources and technologies, connecting
2
students with sources of information and knowledge, to Lacks up-to-date Gaps in knowledge of Has solid up-to-date Knowledge of
allow them to explore ideas, acquire and synthesise knowledge of either the contemporary knowledge of the curriculum, resources
information, and frame and solve problems. the contemporary curriculum, resources contemporary and technologies is
curriculum, resources, or technologies, or a curriculum, resources cutting edge.
or technologies, or a combination of all 3, and technologies and Consistently
combination of all 3, mean that although how best to connect demonstrates how best
and of how to best students are students with them. to connect students
connect students with consistently connected Students are with them so that their
them. with key learning ideas consistently exposed learning is second to
they can miss out on to powerful learning none.
powerful learning opportunities.
opportunities.
15 Uses knowledge of the curriculum in ways honouring

students with different languages and from different
2
cultures. Doesn’t seem to Sometimes takes into Consistently takes into Consistently takes into
account for students’ account students’ account students’ account the needs of
different backgrounds, different backgrounds, needs, adapting and students of differing
ploughing on although this is not modifying curriculum languages and
irrespective of their generally the rule. design and delivery to backgrounds, and this
unique needs. meet a range of drives the way the
backgrounds. curriculum is delivered.
16 In-depth knowledge of the curriculum allows adjustment

of content in ways that ensure students make
2
connections.

Appraisal Connector
23 Nov 2018 39
When students are When students are When students are Extensive curriculum
stuck, the teacher’s stuck, attempts are stuck, the teacher’s and content knowledge
content and curriculum made to deliver depth of content and allows the teacher to
knowledge prevents content in new ways curriculum knowledge adjust mid-stream ‘the
them from identifying but student allows them to deploy parts’ being delivered.
how best to adapt ‘the understanding is different strategies In any one lesson,
parts’ being delivered. compromised because without compromising ‘parts’ of the content
not having in-depth student learning. might be delivered in a
knowledge prevents multitude of different
the teacher helping ways and/or to
students make different students.
connections.
17 Promotes deep learning, requiring students to confront

the complexities of ideas and concepts rather than gain a
2
superficial understanding of them. Coverage of the Coverage of the By focusing both on Learning goes beyond
curriculum is valued curriculum and coverage of the practising to becoming
more highly than the promotion of a depth curriculum and depth an active, authentic
promotion of depth of of understanding are of learning, the intellectual activity.
understanding and the equally valued; teacher enables Students think on their
making of connections. learning focuses both students to gain a own, and amplify
There is more ‘telling’ on gaining knowledge deeper understanding important ideas
than learning and and understanding. by analysing and through evaluation and
practising. applying knowledge. synthesis without
compromising
coverage of the
curriculum.
18 Connects content to a range of curriculum areas. 1 1

Content is taught as if Some times Consistently makes Uses highly relevant
it has no connections connections are made links between other learning scenarios
with or relevance to to other curriculum curriculum areas so which allow students
other curriculum areas. areas but other times that students can see to see for themselves
meaningful the importance of the relevance of their
opportunities are what they are learning. learning to other
missed. curriculum areas.
19 Breaks down concepts and ideas into their individual

components and features, allowing students to describe
2
them in detail. Tends to stick with the On some occasions the On most occasions the Always breaks down
‘big concepts’ failing to teacher breaks down teacher break down concepts into their
break them up into concepts into their concepts into their component parts to
component parts for component parts to component parts to enable students to
students to explore in enable students to enable students to explore them in detail.
detail. explore them in more explore them in detail. In doing so the teacher
detail. In doing so they do not does not compromise
compromise curriculum coverage.
curriculum coverage.
20 Predicts and forward-plans for the types of errors

students are likely to make.
2
Is frequently Can sometimes be Is rarely blindsided by Is never blindsided by
blindsided by the types blindsided, but the types of errors the types of errors
of errors and predicts and plans for students make. students make as the
challenges students most types of errors Forward planning teacher consistently
encounter when students make. generally covers most predicts and plans for
learning and scenarios. them, drawing on their
subsequently does not past experience and
plan for them. store of contingency
plans.

Appraisal Connector
23 Nov 2018 40
Instructional Practice
21 Provides different types of learning - knowledge,

conceptual understanding and thinking – acknowledging
2
students’ differences ( such as attitudes , motivators , Teaching approaches Teaching approaches Teaching approaches Teaching approaches
responses to classroom environments , cultural lack variety. They can change but not are consistently varied are consistently varied
backgrounds ) appear to be the most often enough to and meet the needs of and meet all students’
convenient for the consistently account most students’ learning and/or
teacher and do not for the learning and/or learning and /or cultural needs.
account for individual cultural needs of cultural needs.
student’s learning and/ students.
or cultural needs.
22 Demonstrates flexibility and responsiveness by making

adjustments in lessons due to changing conditions and
1 1
circumstances. Ignores opportunities There is an Through the Through the
to respond to changing understanding it is solicitation of students’ solicitation of students’
conditions and important to seize responses and using a responses and using an
circumstances. There is upon emergent repertoire of teaching extensive repertoire of
no attempt to adjust moments but there is a strategies, emergent teaching strategies the
lessons even when limited repertoire of opportunities are vast majority of
student understanding strategies to enable created and seized emergent
is not present. this to be achieved upon. opportunities are
successfully on a predicted, prepared for
consistent basis. and seized upon.
23 Ensures students develop understanding by being actively

engaged in building explanations with reasoning and
1 1
evidence, by making connections and by looking at things Intellectually, work Occasionally, work Learning is valued by Learning is valued by
from multiple perspectives. undertaken is of undertaken is of most students and all and understood to
limited value and intellectual value. understood to be an be an interactive
learning itself is a There are times when interactive process. process. Students are
mostly passive process. students are engaged Opportunities are provided with ample
The teacher does the in the purposeful provided for students opportunities to
majority of thinking. intellectual work of to experience experience enormous
learning but there are satisfaction and satisfaction and high
times when develop self-efficacy by levels of self-efficacy by
opportunities to do so working through successfully mastering
are missed. challenging learning challenging learning
scenarios. Many scenarios; creates
lessons provide lessons providing
students with students with
opportunities to opportunities to
‘create’ their learning ‘create’ their learning
through shared through shared
experience and hard experience and hard
work. work.
24 Checking for understanding regularly, successfully

identifying when students do not understand, get stuck,
1 1
or lose interest and responds appropriately. Tends to forge ahead, Regularly checks, but Successfully deploys a From a multitude of
driven by urgency to not always at the right multitude of possible ‘platforms’ (a
cover the curriculum time, and does not ‘platforms’ (a combination of teacher
and/or forget to check always read learning combination of teacher driven and student
students’ situations. Thus the driven and student driven) the teacher’s
understanding. teacher does not driven) through which gauging of students’
always respond to gauge students’ understanding is
accordingly. understanding. accurate, and the
Consistently responds responses selected
accordingly. always promote the
right outcomes.
25 Paces lessons suitably, ensuring they move forward

without compromising learning.
2
Without adequate Lessons have a Lessons have a clearly Lessons consistently
structure, lessons are recognisable structure, defined structure so have a structure and
rushed or too slow. but the pacing is that the pace is provide all students
Students are not given irregular. It may not appropriate and with precisely the right
the time needed to be provide students with provides most students amount of time
intellectually engaged, time needed to be needed to be engaged

Appraisal Connector
23 Nov 2018 41
or have considerable intellectually engaged the time required to be intellectually, to make

amounts of or may be so slow intellectually engaged. connections and
‘downtime’. many students have consolidate
‘downtime’. understanding.
26 Lessons have clear structure – a definitive beginning,

middle and end.
2
Lessons don’t have a The three stages are The three stages are Clearly structured
clear structure, visible but focus is lost visible. Learning lessons result in
students are confused when the teacher transitions effectively learning being fully
and the learning that strays from the from stage to stage aligned with
takes place does not planned content or giving the appearance instructional
always meet the when the students get of coherence. outcomes. The ‘ebb
desired outcomes. bogged down or stuck. and flow’ facilitates
learning without
structure being
compromised.
27 The classroom is a ‘learning laboratory’ where learning

goes beyond ‘tell and practice’ to authentic learning
1 1
underpinned by problem solving, decision-making and The majority of Learning tasks and Tasks and activities are Almost all students are
developing new understandings using thinking tools learning tasks and activities require designed to test intellectually engaged
appropriate to that subject’s discipline. activities foster rote minimal thinking. Most students’ thinking in challenging content
responses: few students are passive resulting in active through well-designed
students are and/or compliant, and intellectual learning tasks and
intellectually engaged. some students are engagement by most activities requiring
intellectually engaged. students around complex thinking. With
important and suitable scaffolding,
challenging content students are able to
explain their thinking
and contribute to
inquiry and content.
28 Teaching focuses more on learning about the subject than

learning to do the subject.
1 1
Learning activities and Learning activities and Learning activities and Learning is consistently
tasks focus students’ tasks focus on building tasks mostly focus on designed so students
attention on students’ building students’ develop a full
developing understanding understanding of the appreciation and
understanding of key prompting ‘what’, the ‘how’ and understanding of the
ideas and concepts. understanding of the the ‘why’. discipline itself. Each
Lessons focus on the ‘what’ and the ‘how’. lesson clearly focuses
‘what’. on linking the ‘what,
how and why’
questions.
29 Instills a belief students are, or can be, successful learners. 1 1

Students give up easily Students experience Students consistently Students are driven to
when experiencing success on occasions. experience success. succeed irrespective of
setbacks, and are The teacher strikes a Balances a strike setbacks because the
either saved too early balance between a between a hands-on teacher has perfected
by the teacher hands-on and hands- and a hands-off the art of knowing
providing solutions or off approach to approach which allows exactly when to
because the teacher activities and tasks most students to provide support and
does not support them believe they are when not to. Students
enough. They rarely successful learners. believe that making
experience learning progress is the norm.
success.
30 Students are inspired by the teacher’s passion and energy. 1 1

Shows little to no Passion and energy are Brings passion and Students assume
energy and/or passion, sometimes in energy consistently responsibility for high
and appears to be evidence. Students and successfully to quality work by
going through the appear more teaching, and their initiating
motions. Those interested in attitude generates improvements, making
students who might be completing work tasks energy amongst most revisions, adding detail
motivated are than the subject or students. and assisting peers
motivated despite the curriculum area itself. because the teacher
teaching input. has inspired interest
and personal pride in
their learning and
influenced them to
move beyond the
minimum.

Appraisal Connector
23 Nov 2018 42
Formative Assessment
31 Uses student achievement data as a basis for reflecting on

and making modifications to how curriculum is covered
1 1
and how students are engaged. Student achievement Student achievement Student achievement Student achievement
data exists but little data exists and there is data exists and is data drives curriculum
evidence suggests it is some evidence consistently used in design and lesson
being used in suggesting it is being curriculum design and execution.
curriculum design or used in curriculum lesson execution.
lesson execution. design or lesson
execution.
32 Ensures a suitable balance of ‘monitoring for learning

questions’ and questions designed to build understanding.
2
The majority of the The majority of Some low-level A variety of question
teacher’s questions are questions lead questions are asked types are used to
of low cognitive students through a but the teacher challenge students’
challenge, and they are single path of inquiry successfully promotes thinking and to
asked to establish with answers student thinking and advance high-level
understanding. They seemingly determined understanding. intellectual activity
do not provide a in advance. Some Genuine discussion is through discussion
springboard for questions are asked to created. which promotes meta-
discussion. engage students in cognition. Students
thinking, but few formulate many
become involved. questions, initiate
topics and challenge
each other’s thinking.
33 Elicits evidence of student understanding. 1 1

Little to no effort is The teacher recognises The teacher regularly Consistently uses
made to obtain the importance of elicits information on questions and
information that would eliciting information student learning and extensive formative
allow the teacher to but it is undertaken in uses this to plan and assessment to
identify levels of a haphazard way. execute lessons, but it establish evidence of
student understanding. Evidence of student is not always well learning in individual
understanding is not integrated. students, and fully
integrated into lesson integrates the results
planning and into planning and
execution. instruction.
34 Uses assessment data to create a learning dominated

classroom where the purpose of assessment is to improve
1 1
the quality of teaching and learning rather than to assess Assessment data is The main purpose of The main purpose of Assessment data is
and provide grades. predominantly used to assessment data is to assessment data is to consistently used to
assess students and to enable students to enable students to improve the quality of
provide grades. evaluate their learning evaluate their learning, teaching and learning.
and to identify the to identify the next Reliably and visibly
next steps. steps, and for the modifies their teaching
teacher to reflect on practice after
their practice. thoroughly evaluating
assessment data.
35 Students are able to explain both ‘what’ and ‘why’ they

are learning. They demonstrate that learning has
2
contextual relevance and meaning for them. Students understand Students are able to On most occasions Students never fail to
that learning involves explain what they are students are able to explain exactly what
them in doing things, doing when asked explain what they are they are learning by
but are unable to what they are learning, learning from the doing the things
explain what they are but are unable to fully things they're asked to they're asked to do.
learning. They have no connect the doing and do. They have a lot of They have an in-depth
understanding of ‘why’ the learning. They have understanding of ‘why’ understanding of ‘why’
they are learning. some understanding of they are learning. they are learning.
‘why’ they are
learning.
36 Enables students to develop as independent learners, able

to evaluate their own learning needs accurately.
1 1

Appraisal Connector
23 Nov 2018 43
Students rely almost High expectations for Most students are There is a classroom
solely on the teacher learning are reserved independent and culture of student
to monitor their for those thought to understand their roles independence.
learning, taking little to have natural aptitude. as learners. Most are Students take
no action when this is The majority of committed to learning responsibility for high
required. Students students rely on the and realise that it quality work, initiate
don’t understand, and/ teacher to drive requires effort, so improvements, make
or the teacher has not improvements and consistently expend revisions, add detail
communicated growth. the effort to learn. and assist peers.
expectations around,
the importance of
effort.
37 Students know the criteria for both formative and

summative assessment.
1 1
Assessment Assessment criteria Assessment criteria Assessment criteria are
procedures lack criteria and standards have have been developed clear, and planning
by which student been developed but and been adapted for includes evidence of
performance will be they are not clear. groups of students. student contributions
assessed. There is no Formative assessment Criteria are clear, and to its development.
plan to incorporate is basic in its there are well- Criteria are adapted for
formative assessment application. developed formative individual students as
into lessons. assessment strategies. and when the need
arises. The approach to
using formative
assessment is well-
designed.
38 Is able to articulate an accurate ‘learning profile’ for each

student.
1 1
Knows little about each Knows some things Knows most things Is able to articulate
student’s learning about each student’s about each student’s with clarity and
needs, relying on needs and is able to learning needs and precision exactly what
intuition and articulate how they how they are working each student’s needs
guesswork. might be meeting to ensure those needs are and how they are
those needs, but are met. working to meet them.
without data it lack
precision or accuracy.
39 Closely monitors student learning and understanding.

Where feedback is appropriate, offers it to students.
2
Carries out little to no Monitors student Monitors student Monitors each
monitoring of student learning and learning and individual student’s
learning and understanding across understanding across learning, and a variety
understanding. the class rather than groups. Feedback is of forms of feedback
Feedback is absent or focussing on individual also more group- from both the teacher
of a poor quality. students. Feedback is focussed, but is timely, and peers is provided.
general rather than accurate and specific in It is timely,
explicit. guiding students to the constructive and
next step. substantive, providing
students with explicit
guidance on how to
improve performance.
40 By carefully listening to students, is able to catch their

meaning and provide enriching, unplanned learning
1 1
experiences through learning conversations. Few teacher/student It is only occasionally Teacher/student Teacher/student
conversations occur that teacher/student conversations often go conversations which go
within the learning conversations go beyond the provision beyond the provision
process, and those that beyond baseline of baseline information of baseline information
do take place provide information to include to include rich to include rich
only baseline rich discretionary discretionary material. discretionary material,
information. material. occur naturally as part
of a lesson’s course.

Appraisal Connector
23 Nov 2018 44
Tātaiako: Cultural Competencies for Teachers of Māori Learners
Wānanga
41 Effectively talking openly and honestly about teaching &

learning with Māori learners and Māori stakeholders.
1 1
Understands the Has basic skills that Skills that allow them Highly skilled in this
reasons for doing this; enable them to do this to do this the majority area they seem to be
has been introduced to sometimes. of the time able to perform this
the importance of well with what appears
doing so; has limited to be minimal effort.
skills to enable them to
do this.
42 Using the expertise of Māori parents and key Māori

stakeholders to progress students’ learning.
1 1
do this.

Appraisal Connector
23 Nov 2018 45
Whanaungatanga
43 Demonstrating commitment to enhancing Māori

achievement by establishing respectful relationships with
1 1
Māori learners, their whānau, hapū and iwi. Understands the Has basic skills that Skills that allow them Highly skilled in this
do this.
44 Actively seeking ways to work with whānau to maximise

Māori learner’s success.
1 1
do this.

Appraisal Connector
23 Nov 2018 46
Manaakitanga
45 Acting in respectful ways showing integrity and sincerity

when engaging Māori learners and Māori stakeholders.
2
do this.
46 Caring about Māori learners, wanting to know what they

think and why.
2
do this.
47 Blending Māori culture into planning and teaching

programmes.
2
do this.
48 Being able to describe how the Treaty of Waitangi

influences teaching practice.
1 1
do this.

Appraisal Connector
23 Nov 2018 47
Tangata Whenuatanga
49 Integrating into teaching programmes prior knowledge

Māori learners bring.
2
do this.
50 Incorporating Māori contexts such as whakapapa,

language, environment, history, politics, geography and
1 1
local icons to support learning. Understands the Has basic skills that Skills that allow them Highly skilled in this
do this.

Appraisal Connector
23 Nov 2018 48
Ako
51 Engaging Māori learners using pedagogy effectively

catering for their needs.
1 1
do this.
52 Planning shows how they intend to accelerate the

learning of Māori students’ identified as achieving below
1 1
or well below expected achievement levels. Understands the Has basic skills that Skills that allow them Highly skilled in this
do this.
53 Demonstrating curiosity in Māori learners by initiating

their own personal development and learning in this area.
1 1
do this.

Appraisal Connector
23 Nov 2018 49
Contributing to a Professional Learning Community
Managing Self
- 1 appraisal, 1 unique appraiser
Understanding and accepting who you are, and operating

54 from a position of self-reliance.
Little self-awareness; Occasional indications Consistently manages Shows high levels of
perhaps becomes of resilience and own internal emotional stability
dependent on others. independence, though emotional state in a based on a deep
often depends on the way that enables understanding of
state of others. emotional personal identity.
independence and
resilience.
Handling your emotional state effectively when

55 interacting with others , even when others cause
frustration and pain. Little empathy evident; Occasional efforts Consistent empathy High levels of empathy
perhaps tends to made to take and personal enable healthy
blame others and responsibility for own responsibility exercised relations even with
create frustrations by role in relationships in ways that establish people others find
interactions. and to act with mutually satisfying difficult.
empathy. relationships.
Managing and regulating emotions when under stress.

56
Tends to give in to Occasional effort made Consistently manages Highly capable of
emotions and acts to tolerate stress in emotions and exercises managing their own
inappropriately on high stakes situations, impulse control, even emotions under stress;
impulse, even in and to control urges to when stakes are high. enabling others to also
relatively low stakes act on impulse. feel calm when the
situations. stakes are high.
Thinking and acting effectively when dealing with the

57 tensions associated with change.
Little effort to deal Occasional efforts Consistently effective Shows highly skilful
with the realities of made to be flexible when dealing with efforts to handle the
new situations; resists and ready to adjust change; usually able to emotional challenges
all change or avoids thinking as long as make a positive of change. Flexible in
unless compelled. others take the lead. contribution. finding ways to achieve
shared purposes.
Maintaining a generally positive mood.

58
Shows a generally Occasional efforts be Consistently positive in Shows remarkable
negative, unhappy positive and to feel mood and outlook; it ability in managing
disposition, or allows content with life, even takes a lot to get them their own mood, and
others to easily in difficult situations. down. lifts the spirits of
influence mood. others.

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23 Nov 2018 50
Relating to Others
Empowering others to solve their own problems,

59 providing valuable information and strategies.
Makes little effort to Occasional efforts Regular thought given Highly skilled at
empower; can be over- made to empower on how to help in an empowering people
controlling. people empowering way
Demonstrating curiosity regarding other people's views

60 and experiences.
Gives the impression Occasional effort made Consistent curiosity Highly curious and
of little or no interest to understand other regarding other affirming about other
in other perspectives perspectives perspectives perspectives even
when very different
Paying full attention to what is happening during

61 interactions with others.
Pays little or no Occasional efforts to Consistently gives full Fully present in
attention to work; may focus, though may attention to the work whatever is being
tend to distract others typically try to do too at hand. done. Extraordinary
from what they are many things at once. levels of concentration.
doing.
Nourishing others sense of being a worthy, whole person.

62
Makes little effort to Occasional efforts Consistently Displays great skill and
notice my needs; may made to help or heal compassionate and compassion for me and
even engage in bullying me, with care taken concerned for me and others. I can turn to
or other de- not to cause further others. this person when I am
humanising actions. harm. suffering.
Engaging in genuine, respectful dialogue that enables us

63 to achieve shared purposes.
Tends to withdraw Occasional efforts Consistently ready to Superbly skilful in
from interactions or made to engage engage in skilful helping me (and
quickly resorts to an collaboratively though collaborative talk that others) to move
abrasive primarily in a position generates shared through anger to
argumentative style of of having to learn from understanding. reason.
talk. others.

Appraisal Connector
23 Nov 2018 51
Thinking
Your willingness to examine the evidence that supports,

64 or does not support, what is being considered.
Tends to assert Occasional efforts Consistent thought Highly skilled at using
conclusions, or distort made to support views given to basing rich, real data as the
evidence to support with data. conclusions on basis for decisions and
personal views. evidence. views.
Looking for and discerning meaningful patterns, using

65 thinking tools to map and communicate these to others.
Tends to respond to Occasional efforts Consistent use of Highly skilled at
one-off events; can't made to identify and skilled thought so that detecting patterns and
detect patterns and is explain patterns. patterns are used to communicating these
easily confused by generate shared to others in ways that
complexity. insight and new bring insight.
understanding.
Considering how events and data might appear if viewed

66 from different points of view.
Is not interested or is Occasional effort to Consistently respectful Highly skilled at seeing
hostile toward views understand how things and interested in the things from alternative
that are different to his look from others' viewpoint of others. viewpoints, including
or her own. viewpoints. the perspectives of
those not present in a
conversation.
Testing out ideas and proposals by considering a variety of

67 scenarios; asking "What if...?".
Gives little or no Occasional efforts Consistent and skilful Very skilled at creating
thought to how the made to consider effort made to a rich variety of
future might be alternative future generate alternate possible scenarios and
different from the scenarios. scenarios and use using them in planning.
present. them to improve
planning.
Considering the relevance of what is being discussed;

68 considering the question, "So what?".
Tends to become Occasional efforts Consistently good at Highly skilled at
immersed in activity made to look up from ensuring that effort establishing purpose
without consideration activity to ensure work contributes to our and ensuring work is
of relevance. is purposeful. shared purpose. relevant.

Appraisal Connector
23 Nov 2018 52
Participating & Contributing
Paying attention to what is really going on, and how

69 personal action contributes to the current situation.
Tends to be oblivious Occasional efforts Consistent effort to pay Highly skilled at
to change in the made to give attention attention to how things rigorously scrutinising
current situation or to the current really are. the current situation,
pretends it is great situation. even when it is
when it is not. uncomfortable.
Responding with flexibility when things don't go as

70 expected.
Shows little or no Responds within a Consistent flexibility, Highly capable of
interest in adapting to limited range; shows a attentive to new adopting strategies
the unexpected. moderate degree of situations as they that enable adaptation.
flexibility. emerge.
Contributing the shared understanding by voicing

71 thoughts, even when these are potentially embarrassing
or threatening to others. Withdraws from Occasional effort, Consistently open in Highly capable of
conversations or only though may struggle to expressing views while voicing even the things
says what people want voice concerns tactfully showing concern for that are most difficult
to hear. when stakes are high. others. to talk about in a way
that engages others.
Following through on commitments made, in order to

72 keep things moving forward.
Blocks group action or Occasionally stands by Consistent in following Exceptional levels of
follows through on commitments that are through on commitment to agreed
commitments only difficult. Generally commitments. People action; follows through
when it is convenient. reliable. can rely on what is even when it is
said. personally hard to do
so.
Trying out new actions in order to create new possibilities.

73
Sticks with how things Occasional efforts Consistently Highly skilled at
have always been made to engage in experimental, actively experimentation and
done, even when it experimental action. seeking to create new looking for innovative
does not work. possibilities. ways to move forward.

Appraisal Connector
23 Nov 2018 53
Professional Leadership
Focusing on achieving results that contribute to school

74 success.
Does the opposite: Negligible: While Makes occasional Consistently thinks in
easily becomes concentrating on efforts to realign terms of how best to
distracted by issues routine activities tends activity with the results contribute to the
that have little bearing to forget what these that are needed. results needed, and
on important results. have to do with results. ready to shift activity
when appropriate.
Creating a productive, healthy environment in which

75 people can work.
Does the opposite, Negligible: leaves the Occasional efforts Consistent effort made
personally acting in environment to take made to encourage to keep the
ways that generate an care of itself. Does not unity and good environment healthy
unproductive protect the working relationships. and productive; acts
environment in which environment from decisively to protect
people feel unsafe. negative influences. against undesirable
influences (e.g.
bullying).
Clarify and communicate expectations so that people

76 know what is needed.
Does the opposite: Negligible; leaves Occasional efforts Consistently ensures
confuses people in people to work things made to ensure people know what is
regard to what is out for themselves. expectations are clear. expected; works to
expected. Moves the Leaves some room for provide clarity when
goalposts. confusion. things are chaotic or
confused.
Assessing progress toward goals and providing feedback in

77 a way that encourages progress.
Does the opposite: Negligible; leaves Occasional efforts Consistent and skilful
makes it difficult for people to make their made to assess efforts to ensure
people to know how own estimate of how progress and provide people know how they
they are doing, either they are doing. feedback. Processes are doing in regard to
through refusing to can sometimes go goals. Assessment and
assess or providing wrong, disrupting feedback used in ways
misleading feedback. motivation. that motivate.
Ensuring people have the support they need to get things

78 done.
Does the opposite: Negligible, letting Occasional efforts to Consistently aligns all
puts obstacles in the people "sink or swim" be supportive, though parts of the workplace
way of those needing with little support. in a limited range of to ensure people are
support. areas. supported in what they
do.
Encourages innovative teaching practice linked to

79 students' learning needs and outcomes.
Promotes the tried and Shows some Is quickly mobilised Shows remarkable
true; believes in the reluctance to change when new approaches foresight and ability in
adage "Don’t change if but remains open to are identified. adapting and
it’s not broken." ideas. dovetailing new
practices with our
established ones.
Prioritises & appropriately resources the right areas

80 within delegated areas of responsibility.
Decisions seem Makes some good Generally makes the Has enormous insight
arbitrary; areas decisions but not right decisions. and is consistently
consistently so. targeting exactly the

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selected are often the right areas for

wrong ones. improvement.
Delegates effectively as and when required.

81
Delegating effectively People have Most people feel they Delegates with ease
is problematic; either responsibility for can make their own and confidence
micro-manages or goes systems they oversee mark on the running balancing hands-on
to the other extreme but can feel they have and design of systems with hands-off support
providing no support. little discretion in they oversee. perfectly.
making key decisions.
Establishes contingency strategies for when unforeseen

82 circumstances arise.
Provides little sense of There is a ‘Plan B’ but Has contingency plans Is able and willing to
a ‘Plan B’; we seem to there is often a in place; generally change direction
stay on the same reluctance to change people believe there is quickly; is attuned and
pathway regardless of when change is flexibility to change. in sync with what is
failure. required. happening.
Expectations of others are reasonable.

83
Expectations are Demonstrates Generally understands Unerringly applies
unrealistic and understandings of what realistic looks like realistic expectations in
counter-productive; what is realistic but and consistently all situations; people
people feel swamped can be forgetful and applies this in practice; unquestionably believe
and unable to tend to inconsistent. people are able to they are able to focus
their jobs. focus on their jobs. on their jobs.

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Personal Leadership Qualities
Communicates what others need to hear - not what

84 others want to hear.
Focuses on keeping Focuses mainly on Mostly communicates Values relationships
people happy and keeping people happy what others need to but is not trapped
maintaining and maintaining hear although there within them; they
relationships at the relationships at the are occasions when never deviate from
expense of expense of they could kick delivering messages
organisational organisational themselves for not which are driven by
outcomes. outcomes. doing so. what is best for
students and the
school.
Decisions made are in the best interests of students.

85
Decisions are based on Decisions can be based Decisions are generally Decisions are always
what is best for them on what is best for made based on what is based on what is best
personally and/or students but they find best for students and for students often to
teachers and not it very difficult in doing often to the detriment the detriment of
students. so knowing that they of colleagues’ and their colleagues’ and their
are not always acting own best interests; own best interests;
in their own and/or doing this on all doing this sits
their colleagues’ best occasions does not yet comfortably within
interests. sit comfortably within their leadership.
their leadership.
Values being challenged.

86
Because Kieran closes Because Kieran can By remaining open and By remaining open and
down and becomes show signs of closing not becoming not becoming
defensive quickly, down and becoming defensive Kieran has defensive Kieran has
people don’t feel defensive, people found ways to let found ways to let
psychologically safe don’t feel others know others know
providing views that psychologically safe information information
counter and challenge providing views that contradictory to their contradictory to their
their ideas. counter and challenge world views and world views and
their ideas. agendas are welcomed agendas are welcomed
so that people feel people feel
psychologically safe psychologically safe
challenging their ideas challenging their ideas
and views on most and views in all
occasions. situations.
Stays in touch with what really goes on around here.

87
Kieran lives in a Kieran can lose touch; Kieran demonstrates Kieran has a sixth
fantasyland with no gets caught up with knowledge of sense; demonstrates
perception of reality. other things. situations as they astonishing intuition
arise. for knowing what goes
on.
Values educational outcomes.

88
Kieran bends over Keeping everyone Educational outcomes Kieran values
backwards to keep happy is a key driver are more important to educational outcomes
everyone happy - for Kieran; whilst they Kieran than keeping more than keeping
possibly to their own know it’s not always people happy; they people happy and they
personal detriment. possible to do so when understand these are understand how these
those occasions are not the same thing two things are not the
emerge they can be but it does not yet sit same. It sits
apologetic and/or comfortably within comfortably within
carry guilt. their leadership. their leadership, they
are not apologetic nor
do they carry guilt for
making unpopular
decisions.

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Responsive to feedback and criticism.

89
Kieran strongly dislikes Kieran is able to Kieran welcomes Kieran actively seeks
any feedback; very accommodate feedback, even when critical feedback.
defensive when moderate criticism highly critical, and Responds to criticism
receiving criticism. without defensiveness. responds with efforts and feedback
Care needs to be taken to use it to improve reflectively,
when presenting personal practice. demonstrating wisdom
feedback. in their ability to glean
insights.
Commits to self improvement and learning.

90
There is little or no Kieran shows regular Kieran consistently Kieran is the
evidence of Kieran's efforts to learn, though engages in personal embodiment of a
efforts to improve often limited by lack of development that “lifelong learner”:
personal practice favourable makes a real difference constantly deepening
through learning. circumstances. to the school. and sharing their
practice and
knowledge. Uses new
knowledge and insight
to benefit others.
Has personal integrity and courage.

91
Kieran avoids taking a Kieran occasionally Kieran can be relied Kieran stands up for
personal stand or stands up for what is upon to speak up or what is right, even
demonstrating right, though is take a stand to deal when it involves a high
courage, even when reluctant to confront with serious issues that degree of personal or
the stakes are low, or difficult situations or could undermine the professional risk.
the potential damage intimidating people. well-being of the Ensures others feel
is great. school community. safe.
Enlists the help of others when stuck.

92
Kieran refuses to admit Kieran occasionally Kieran readily enlists Kieran skilfully seeks
to others when seeks guidance of a the help of people help from a rich variety
confused or small group of trusted when dealing with of people. Consistently
overwhelmed. Does confidantes when difficult challenges. puts ego aside to
not seek help. dealing with difficult They are willing to achieve high quality
conceptual challenges. admit when stuck. decisions.
Sets challenging personal goals and outcomes.

93
Kieran operates in Kieran rarely stretches Kieran stretches Kieran perpetually
their comfort zone. themselves or seeks themselves and seeks stretches themselves
challenge. challenges. and seeks challenges in
order to grow.

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Contributing to Leading School Improvement (Leading Change)
Is personally committed to school wide continual

94 improvement.
Is not generally Has been known to Supports change and Brings high levels of
supportive of school support change but improvement because personal energy and
improvement; having mostly continues to they can see things enthusiasm to change
a nostalgia for the past find change personally are not as they should & improvement which
they appear satisfied disruptive and resists. be. rubs off on others.
with the current state They are never
of play. satisfied and are
always seeking and
driving for
improvements.
Deals with others' nostalgia for the past.

95
Seems unable to Has been known to Consistently good at Reorients peoples’
overcome others’ shift peoples’ thinking reorienting peoples’ interests away from
inertia often and get them to interests away from self-interest to what is
contributing to others’ support change but self-interest to what is best for students; has
yearning for the past; most people continue best for students; a reputation for
slows down change. to find change manages to effectively shifting even those
disruptive and resist. shift most peoples’ most resistant
thinking to be members of staff to
supportive of change becoming supporters
and improvement. of change and
improvement.
Articulates compelling clear reasons for change and

96 improvement.
When Kieran To a limited extent Provides a clear Ensures people have a
advocates change they contributes to picture of the nature strong, positive and
confuse people with peoples’ of improvement clear vision of where
vague intentions and/ understanding of efforts and what it improvements are
or brings little where improvement means for individuals. headed, what it means
enthusiasm. efforts are headed. for them personally
and does so in ways
creating energy.
Manages emotions and tensions of transition.

97
Contributes to a Limited ability to help Models resilience, is Helps people
feeling of insecurity people deal with the sensitive to the understand and deal
and impatience during tension of change. emotions associated with their emotions
the change process. Success often depends with change, and is during the change &
People feel more of the emotional skilled at helping improvement
fragile as a result. intelligence of others. people to cope with processes whilst
their feelings. effectively modeling
resilience and
supporting others to
be resilient.
Acknowledges and celebrates success.

98
There is usually little Some Maintains enthusiasm Change processes
sense of acknowledgement of for change by include memorable
accomplishment major milestones, with acknowledging and celebrations that
associated with a limited degree of celebrating success. reflect deep
change. Nothing is celebration. appreciation for effort
good enough. and success.
Supports the creation and maintenance of a climate of

99 readiness for change.
The way they talk Changes are usually Has convinced most Has contributed to the
about change often viewed as separate people that on-going development of a
makes people feel events. People need to change is necessary climate in which
more resistant: be warmed up to each and beneficial; creates change flourishes.
unwilling to shift. one. People are eager to

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a generally positive take part in new

view. initiatives.
Provides teachers with guidance and support to ensure

100 success in their roles.
Typically assumes Shows some thought Thoughtful and A thorough
people can teach as to how best to realistic in planning for understanding of
without support teachers; other teachers’ leadership enables
developmental support tends to be success; provides highly effective
opportunities or hands-off and at a personalised planning processes for
planning; they learn distance. approaches of teachers to experience
on the job. support. success; supporting
other teachers’ to
succeed is a
discernable leadership
trait often to the
detriment of their own
teaching.
Sets expectations all students can experience success in

101 learning.
The vast majority of Some people believe Most people believe Everyone believes all
people remain all of our students can all of our students can of our students can
unconvinced all of our succeed. experience success experience success
students can because it’s a reality.
experience success.
Is able to hold multiple perspectives.

102
Tending to see things Can see things in black When advancing Advancing personal
in black and white and white and whilst personal agendas and agendas and designs
they believe there are finding it difficult to designs they make they always make
right ways and wrong take onboard others’ space for their space for their
ways and find it perspectives or to modification or modification or
difficult to take dovetail them with expansion by expansion by
onboard others’ their own ways of incorporating others’ incorporating others’
perspectives or to thinking they have ideas on most ideas; they realise
dovetail them with been known to do so. occasions, although without the input of
their own ways of this does not always others they
thinking. come naturally to themselves rarely have
them. all answers and they
live this within their
leadership.
Maintains focus and intensity.

103
Quickly loses interest Maintains intensity for Sees change & Uses a range of
in change & a time, though often improvements techniques to ensure
improvement; is easily shifting attention to initiatives through to people feel a sense of
distracted by other other matters before the end. Keeps people urgency and focus
issues. change & interested and focused right to the end.
improvements are most of the time.
embedded.

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Contributing to Problem Solving
Intervenes at the right time.

104
Avoids intervening Shows some Quickly mobilised to Shows remarkable
until problems reach reluctance to identify issues as foresight in dealing
crisis level. intervene, allowing potential problems. with issues while they
problems to become Does not allow them are relatively tame.
serious. to get too serious.
Defines the problem/s to be solved.

105
Does not provide any Provides a broad Effectively defines Defines problems in a
sense of the question sense of what needs problems; sometimes way that ensures they
that needs to be to be answered, is too specific, giving are both meaningful
answered. though often leaves the sense the process and specific. Raises
out crucial is being micro- questions people are
information. managed. motivated to answer.
Engages values, speaks to the heart.

106
Talks to people as if Occasionally explains Consistently uses Makes powerful,
they are objects; is actions in terms of values to explain the effective use of values
dismissive of values their larger purpose or purpose of important to ensure people are
and feelings. the important values actions or initiatives. engaged with and
they represent. emotionally connected
to their work.
Systematic decision maker.

107
Makes impulsive and Occasionally makes Consistently Skilful and effective in
irrational decisions the effort to work systematic when applying a systematic
based on whim or ego. through a sound making decisions, and thorough process
process for making using a process that for achieving quality
decisions. Is prone to others can understand decisions.
taking shortcuts. and work within.
Selects the right people to be involved.

108
Little thought is given Some thought given to Carefully selects and Wisely selects who to
to who best should selection, with a involves those who involve, balancing
solve problems. tendency to rely on a can best contribute to ability to collaborate,
Selections seem limited range of solving problems. expertise and
random. people. developmental
opportunities.
Encourages new ways of looking at problems.

109
Insists that people Allows people with Actively encourages Highly skilled at
view issues the way alternative people to ‘reframe’ generating
they always have; perspectives to issues so they can be breakthrough thinking,
resulting in "wheel- influence the direction seen in new ways. by reframing issues.
spinning". of the process.
Ensures diverse ideas are generated.

110
Typically stops after Generates a few Ensures that a number Systematically and
generating only one or possible solutions; has of options are creatively generates a
two ideas as solutions limited skills to generated. Pushes diverse range of ideas.
to the problem. produce more. beyond the obvious.
Ensures the best ideas are selected.

111
Often makes poor Some effort made to Ensures different Careful thought given
choices of ideas to select the best option views are heard. to criteria for
pursue; perhaps based on sensible Generally ensures that evaluating options.
selecting on the basis criteria. Not all views the best options are Leads selection
selected. process with rigour.

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of who made the considered when

suggestion. making selection.
Holds people accountable for delivery and problems.

112
Their inability to have Holds people People know what Skilfully uses
honest conversations accountable only they are expected to accountability as a
creates many of the when issues reach a deliver and are held to driving force behind
problems we are left crisis levels. account for actions implementation of
to deal with. when they are the solutions; rather than
cause of problems. holding others to
account they have
successfully
established a culture
where colleagues hold
each other to account.
Works collaboratively to solve issues so that the quality of

113 teaching is enhanced.
Tends to be a "one Works collaboratively Allows people with Highly skilled at
man band"; prefers to but has difficulty alternative generating
rely on own ideas yielding on their own perspectives to breakthroughs and
rather than working ideas and possibilities. influence their advancing solutions by
collaboratively. thinking. integrating the
thinking of many.

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Professional Values
Being Honest with Self & Others
114 Is truthful in interactions and statements made. 1 1

Knowingly asserts Can sometimes With an inner ‘moral With an inner ‘moral
conclusions based on knowingly assert compass’ there is compass’ whilst there
convenient untruths conclusions based on never a deviation from is never a deviation
and half truths and/or convenient untruths dealing with the truth, from dealing with the
by distorting and and half truths and/or sharing the truth and truth, sharing the
manipulating by distorting and using information as truth and using
information to support manipulating the basis for information as the
personal views and information to support substantiated, basis for
agendas. personal views and unbiased & informed substantiated,
agendas. decisions and views. unbiased & informed
decisions and views,
others who do not are
encouraged to do so.
115 Is guided by a sense of values and moral purpose. 2

Tends to make Usually well- Articulates and Recognised for their
decisions without intentioned in their generally lives by a integrity, both
reference to personal work, with a general clear sense of moral advocating and living
values or morals desire to do good. purpose. Understands by a strong sense of
purpose. Discounts or Tolerant of the rights and shows respect for moral purpose. Both
ignores the strongly of others. the moral position of respects and positively
held beliefs of others. others. influences the values
of others.
116 Responds positively to critical feedback seeing it as a

growth opportunity.
1 1
Strongly dislikes Is able to Welcomes feedback, Actively seeks honest
honest feedback accommodate even when highly feedback. Responds to
preferring praise; very moderate criticism critical, and responds criticism and feedback
defensive when without with efforts to use it to reflectively,
receiving criticism. defensiveness. Care improve personal demonstrating wisdom
needs to be taken practice. & maturity to glean
when presenting insights.
honest feedback.
117 Is not ‘trapped’ by personal relationships when at work; is

able and willing to be an active participant in open and
1 1
honest conversations when problem solving. Gives in easily to the Occasional effort is Effectively bridges the Is not trapped by the
pull of the safety made to tolerate the professional – professional –
inherent within stress of acting in the personal relationship personal relationship
personal relationships best interests of our by articulating what dilemma being able to
acting in best personal school, it’s students, sits in both head and articulate without fear
interests rather than families and staff but heart for the greater or guilt statements of
the interests of your yields eventually to good of the school and fact for the greater
school, it’s students, the pull of best it’s community good of our school’s
families and staff. interests and safety without carrying the community and
within personal guilt for how others challenges those who
relationships. may feel personally. do not reach the same
standard.
118 Contributes to shared understandings by voicing thoughts,

even when these are potentially embarrassing or
1 1
threatening to others. Withdraws from Occasional effort is Consistently open to Highly capable of
conversations and/or made, though may expressing views while voicing internal
only says what people struggle to voice showing concern for thoughts even the
want to hear. concerns tactfully others. things that are most
when stakes are high. difficult to talk about
in a way that engages
others.

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119 Proactively enlists the help and support of others when

encountering difficulties and performance issues.
2
Refuses to admit to Occasionally seeks Puts students’ Puts students’
others when stuck, guidance of a small interests ahead of interests ahead of
under-performing, group of trusted personal ego by personal ego by
confused or confidantes when readily enlisting the readily enlisting the
overwhelmed. Does dealing with difficult help of others when help of others when
not seek help. challenges. dealing with difficult dealing with difficult
challenges. Admits challenges. Admits
when stuck. when stuck and goes
to those who are most
likely able to help with
each given situation.
120 Demonstrates commitment to continual improvement by

gathering evidence to substantiate contributions to raising
2
standards and growing teaching practice. Does not value the Makes some effort to Routinely evaluates Routinely evaluates
process of critiquing/ gather evidence and teaching practice teaching practice
evaluating practice journal contributions maintaining a maintaining a
and/or gathering but thoughts tend to reflective journal reflective journal
evidence of be superficial, brief, describing the describing the
contributions to shallow and tend to questions raised, questions raised,
raising standards; focus on what paradoxes, dilemmas, paradoxes, dilemmas,
believes they are happened (events and complexities and complexities and
experts having little to things undertaken) solutions to problems solutions to problems
learn and/or finding rather than why and encountered through encountered through
excuses for not how things were done. the process of the process of
undertaking journal continual continual
reflections; statements improvement. improvement and
made about teaching Reflections and shares with colleagues
practice do not reflect statements reflect to expedite their
accurately. reality. development.
Statements and
reflections reflect
reaity.
121 Examines evidence without bias and is able to hold

multiple-perspectives.
2
Tends to assert Occasional efforts Thought is given to Unerringly seeks out
conclusions, or distort made to support views basing conclusions on and uses rich, real data
evidence to support with data. evidence and taking as the basis for taking
personal views. informed decisions informed decisions
most of the time. and views.

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Doing Good & Minimising Harm to Others
122 Puts personal differences with others aside for the greater
good.
1 1
Unable to let things go Occasional effort Consistently effective Has the ability to hold
taking differences of made to let things go, when dealing with multiple-perspectives
opinion personally and adjust thinking and to differences of opinion and deal with the
letting personality be flexible of thought and personality complexities of
differences impact when differences of differences; remains relationships without
negatively on their opinion and positive and able to these tensions ever
and/or others’ personality differences continue to work having a negative
workplace occur and it impacts without tensions impact on their
effectiveness. on their effectiveness impacting on their and effectiveness and/or
and others in the others’ workplace others’ effectiveness in
workplace. effectiveness. the workplace.
123 Follows through on commitments and meets expectations

in order to keep things moving forward.
2
Blocks group action or Occasionally stands by Consistent in following Exceptional levels of
follows through on commitments that are through on commitment to
commitments only if it difficult. Generally commitments. People agreed action; follows
suits them. reliable. can rely on what is through even when it
said. is personally hard to
do so.
124 Speaks out (or would do) if the behavior of a colleague is

seriously in breach of the Code of Professional
1 1
Responsibility. Makes little effort to Is able to speak up as Displays an awareness Displays a heightened
notice what goes on; and when breaches of others’ actions and awareness of others’
ignores breaches by occur but on most communicates actions by moving to
others and may even occasions is unwilling concerns as and when action before they
engage in actions to do so. they arise. believe a Breach may
themselves which occur.
breach the Code of
Professional
Responsibility.
125 Contributes to a culture of experimentation and

improvement by encouraging and supporting colleagues
1 1
to innovate. Promotes the tried Shows some Quickly mobilises Shows remarkable
and true; believes in reluctance to others when new foresight and ability in
the adage “Don’t contribute to change approaches are encouraging others to
change if it’s not but remains open to identified. adapt and dovetail
broken.” ideas. new practices with our
established ones in
ways influencing the
school’s culture.
126 Is future orientated embracing new ideas and

methodologies with optimism.
1 1
Is often trapped by Can commit to Is an innovator and Is an innovator and
nostalgia for the past change. Sometimes visionary always visionary always
and slows down helps people in the seeking to adapt and seeking to adapt and
change. process of dealing continually improve continually improve
with nostalgia as most own practice and own practice and
people find change pedagogy. pedagogy whilst
disruptive. leading & contributing
to innovative efforts in
others’ classrooms
too.
127 Commits to continuous professional learning based on the

best knowledge available about curriculum content and
1 1
pedagogy together with knowledge on those they teach. Little or no evidence Efforts to learn are Consistently engages Embodiment of a
of efforts to improve made though in personal & “lifelong learner”:
personal practice outcomes are professional constantly deepening
through learning. questionable because development that and sharing their
Might undertake of limited movement makes a real practice and
professional to action new ideas. difference to students knowledge. Uses new

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development but Undertakes outcomes and the knowledge and insight

little/no new learning professional school. Consistently to benefit others.
is put into action or development; some moves to action new Moves quickly to
embedded in practice. new learning is put approaches quickly. actioning new ideas
into action and often generating new
embedded in practice. approaches for others
to benefit from.
128 Demonstrates a readiness to learn from others by being

curious about others’ views and experiences.
1 1
Gives the impression Makes an occasional Consistent curiosity is Highly curious and
of having little or no effort to find out demonstrated affirming about others
interest in others’ about others’ views regarding others’ perspectives even
perspectives. and perspectives. views and experiences when very different.
129 Engages in experimentation and innovation in order to

create new and improved possibilities.
2
Sticks with how things Occasional efforts Consistently Highly skilled at
have always been made to engage in experimental, actively experimentation and
done, even when it experimental action. seeking to create new looking for innovative
does not work. possibilities. ways to move forward.
130 Commits to developing & maintaining a “state of the art

awareness”; keeps abreast of what is possible technically,
1 1
operationally and professionally within teaching practice. Makes no effort to Makes some effort to Stays in touch; Is exceptionally
seek out ‘the new’; seek out ‘the new’ but possibilities and attuned to external
seems stuck in a time innovation is slow to options consistently developments &
warp. take shape. follow a process of possibilities; sees
continual options and pathways
improvement. others don’t see.
131 Empowers colleagues to solve problems, providing

valuable information and strategies
2
Makes little effort to Occasional efforts Regular effort is given Highly skilled at
empower colleagues; made to empower to empower empowering
can be over- colleagues; slips back colleagues in colleagues giving
controlling and/or to a focus on self. empowering ways. careful thought to how
focuses on self. best to meet
individuals’ needs.

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Honouring Defending Peoples’ Rights
132 Acts with personal integrity and courage. 1 1

Avoids taking a Occasionally stands up Can be relied upon to Stands up for what is
personal stand or for what is right, speak up or take a right, even when it
demonstrating though is reluctant to stand to deal with involves a high degree
courage, even when confront difficult serious issues that of personal or
the stakes are low, or situations or could undermine the professional risk.
the potential damage intimidating people. well-being of the Ensures others feel
is great. school community. safe.
133 Respect the rights to information about students, unless

judged to be not in the best interests of the students.
2
Sometimes uses their Respects the rights of Contributes to a Contributes to a
position and students on most richness of richness of
information they have occasions though can information about information about
access to for personal let standards slip and students always using students using it as a
gain. use information on it as a basis to honour basis to honour them
students in ways that them as individuals as individuals with
don’t honour their with rights. rights whilst
rights. influencing colleagues
to reach the same
standard.
134 Creates and maintains open, honest and respectful

relationships with colleagues, students and their families/
1 1
whanau. Tends to withdraw Occasional efforts Consistently ready to Superbly skillful in
from interactions or made to engage engage in skillful helping developing
quickly resorts to an collaboratively though collaborative talk that and maintaining open,
abrasive, defensive, primarily in response generates shared honest and respectful
argumentative style of to the initiative of understanding. relationships whilst
talk. others. supporting others to
do the same.
135 Supports new teachers to the school. 1 1

Tends to ignore needs Gives time to support Gives time generously Gives time generously
of new teachers. new teachers but can to ensure new staff to ensure new staff
also miss have information and have information and
opportunities. resources to quickly resources to quickly
settle. settle whilst
encouraging others to
do the same.

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Sharing Power & Preventing the Abuse of It
136 Thinks and acts effectively when dealing with tensions

associated with change.
1 1
Little effort to deal Occasional efforts Consistently effective Shows highly skillful
with the realities of made to be flexible when dealing with efforts to handle the
new situations; resists and ready to adjust change; usually able to emotional challenges
all change or avoids thinking as long as make a positive of change. Flexible in
unless compelled. others take the lead. contribution. finding ways to
achieve shared
purposes.
137 Considers how events or data might appear if viewed

from different points of view.
2
Is not interested or is Occasional effort to Consistently respectful Highly skilled at seeing
hostile toward views understand how and interested in the things from alternative
that are different to things look from viewpoint of others. viewpoints, including
his or their own. others’ viewpoints. the perspectives of
those not present in a
conversation.
138 Contributes to a well organised school. 2

Causes consternation Demonstrates a broad Generally plans are Can be relied on by
& frustration by sense of being followed through others with great
regularly leaving organised but there meaning others do not certainty; proactively
things to the last remains at times need to worry about ensures things/events
minute and/or frustration because last minute changes will not interfere with
contributes to they can cause last and delays. organisation or safety
confusion and delay minute changes and because detailed
because they delays. planning mitiates risk.
contribute to things
happening without
notice.
139 Protects the confidentiality of information about learners

and colleagues.
2
Discloses information Withholds information Can be trusted to Can be trusted to
which should not be generally but can be withhold information withhold information
shared with others. influenced by others from others as and from others as and
to disclose. when required. when required and
challenges those who
are unable to do so, to
do so.
140 Actively contributes to the development of an open and

reflective professional culture.
2
Strongly dislikes Willing to evaluate Willingly and regularly Actively critiques
evaluating practice practice sharing evaluates practice lessons, seeks
and sharing thoughts thoughts and to learn acting as a learner, colleagues to critique
and learnings with from others if it is ready to benefit from their lessons, seeks
colleagues and being clear they have special the knowledge and opportunities to learn
put in a position knowledge or perspectives of a wide from others realising it
where they have to expertise. range of people. is only through honest
learn from others; contributions made by
always prefers to be others they will grow,
‘the expert’. and promotes
knowledge sharing
amongst diverse
parties. Expects
to—and does—learn
from ‘unlikely’
sources.
141 Contributes to a safe school. 2

Contributes to the Puts aside what is best Puts aside what is best Puts aside what is best
creation of a personally for the personally for the personally for the
psychologically unsafe greater good of the greater good of the greater good of the

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environment by school in most school in all situations school in all situations

working in ways situations and and contexts; and contexts;
engendering contexts; knows they engenders high trust engenders high trust
interpersonal fear (e.g. should work in ways relationships by relationships by
playing games, talking engendering tolerance welcoming the truth, welcoming the truth,
about others behind and truth but does not tolerating dissenting tolerating dissenting
their backs, being consistently follow views and not views and not
dishonest and acting through on actioning penalising others for penalising others for
out of personal these. making mistakes. making mistakes. Able
interest). & willing to hold to
account those who
don’t meet these
standards and
expectations.

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23 Nov 2018 68
Our Special Character is reflected within interactions with

142 others.
has been introduced sometimes. of the time able to perform this
to the importance of well with what
doing so; has limited appears to be minimal
skills to enable them effort.
to do this.
Actively supporting and promoting our Special Character

143 by contributing positively to significant events.
to do this.
Being knowledgeable and understanding all aspects of our

144 Special Character.
to do this.
Able and willing to take leadership roles to support our

145 Special Character.
to do this.
Works effectively with staff and students to actively

146 nurture our Special Character.
to do this.

Appraisal Connector
23 Nov 2018 69
Ancillary Vital Practices
Managing Self
Shows total commitment to our school.

147
Makes little sacrifice Can and does make Makes sacrifices to Goes far beyond what
to advance the sacrifices to advance advance the interests would be deemed
interests of our the interests of our of our school as and ‘normal’ to advance
school; undertakes the school but because when required; is able the interests of our
‘job’ but in ways opportunities are also and willing to place school; contributes in
suiting own personal missed there is a the needs of our ways advancing our
interests and needs sense that self interest school ahead of school’s interests
more and sometimes can be, or is, more personal need on a requiring considerable
at the expense of what important. consistent basis. personal sacrifice.
is best for our school.
Commits to self improvement and learning.

148
Demonstrates little or Effort is made to Understands the Is the embodiment of
no commitment to improve; knows what importance of a “lifelong learner”:
improve personal needs to improve but improvement and constantly deepens
practice. commitment to growth and and shares practice
executing on new consistently makes the and knowledge. Uses
practices and effort to progress and new knowledge and
behaviours to some to expand skills and insight to go beyond
extent remain missing. knowledge. self improvement to
the benefit of others.
Maintains a positive demeanour and outlook.

149
Shows a generally Some effort is made to Consistently brings a Shows remarkable
negative, unhappy be positive and to feel positive and upbeat ability in managing
disposition; can allow content even in attitude and outlook their own mood and
others to easily difficult situations. to their role; it takes a lifting the spirits of
influence a negatively lot to get them down. others.
spiralling mood
change.
Achieves high quality work and outcomes.

150
Quality of work is The quality of work The quality of work The quality of work
consistently below and outcomes are and outcomes and outcomes are
standards and inconsistent; generally meets consistently higher
expectations. sometimes above expectations most, if than the norm.
expectations, not all of the time.
sometimes at
expectations and
sometimes below
expectations.
Works in an organised way.

151
Brings a disorganised Systems and daily Systems, daily Systems, daily
approach; absence of work routines exist discipline and routines discipline and routines
systems, daily but some enables time to be enables high quality
discipline and work inefficiencies remain utilised effectively and outcomes and super
routines hinders which hinder the desired outcomes to levels of effectiveness
achieving desired achievement of some be achieved. even in the most
results and outcomes. desired results and challenging time
outcomes. constrained situations.
Can be relied on; follows through on commitments in

152 order to keep things moving forward.
Lets others down; Generally stands by Consistently follows Exceptional levels of
tends to follow commitments but due through on commitment to

Appraisal Connector
23 Nov 2018 70
through on to let downs in the commitments. People agreed action; follows

commitments only if it past there can be a can rely on what is through even when
suits them. Can be sense of doubt. said. doing so is personally
perceived by others to hard to do so.
be driven by self
interest.
Manages and regulates emotions when under stress.

153
Tends to give in to Occasional effort Consistently manages Highly capable of
emotions and acts made to tolerate emotions and managing their own
inappropriately on stress in high stakes exercises impulse emotions under stress;
impulse, even in situations, and to control, even when enabling others to also
relatively low stakes control urges to act on stakes are high. feel calm when the
situations. impulse. stakes are high.
Approaches work with honesty and integrity.

154
Habitually knowingly Can sometimes With an inner ‘moral With an inner ‘moral
asserts conclusions knowingly assert compass’ there is compass’ whilst there
based on convenient conclusions based on never a deviation from is never a deviation
untruths and half convenient untruths dealing with the truth, from dealing with the
truths and/or by and half truths and/or sharing the truth and truth, sharing the
distorting and by distorting and using information as truth and using
manipulating manipulating the basis for information as the
information to support information to support substantiated, basis for
personal views and personal views and unbiased & informed substantiated,
agendas. agendas. decisions and views. unbiased & informed
decisions and views,
others who do not are
encouraged to do so.
Contributes as a team player.

155
Prefers to work in Works within a team Uses the team and/or Generously sacrifices
isolation and environment but there members within the time to contribute to
independently of is a strong urge to team to solve issues in others; understands
others because there work in isolation and order to create and/or many issues are so
is a focus on ‘self’; autonomously outside maintain forward complex that only a
doesn’t connect the team to focus on momentum. team based
personal contributions ‘self’. approaches provide
to broader team effective solutions;
context. inspires everyone to
commit
unconditionally to
team decisions.
Able and willing to acknowledge when not producing

156 desired results.
Refuses to admit to Can acknowledge Readily enlists the Skilfully seeks help
others when confused, when desired results help of people when from a rich variety of
overwhelmed or not are not being achieved dealing with difficult people. Consistently
producing desired but in finding it challenges and when puts ego aside to
results. Does not seek difficult to do so, often results are not achieve high quality
help and might mask delays taking action. forthcoming. Willing decisions for the best
inadequacies. to admit when stuck. interest of team and
school.

Appraisal Connector
23 Nov 2018 71
Building Relationships
Supports and trusts others even when others make

157 mistakes.
Tends to have a low Tends to take time to Forgives the past Quickly forgives the
trust in others; finds it forgive past wrongs of wrongs of others, past wrongs of others,
hard to let go of others and to re- moving on without moving on without
others’ past wrongs establish effective holding grudges to re- holding grudges to re-
which can get in the trustworthy establish effective establish effective
way of rebuilding relationships. trustworthy trustworthy
relationships. relationships. relationships and
encourages and
supports others to do
the same.
Is generous with praise and encouragement to others.

158
Consistently focuses Occasionally uses Consistently uses Shows an exceptional
on problems and relies praise and praise and ability to use praise
on criticism and/or encouragement with encouragement to and encouragement
because they appear good effect. Efforts draw out the best authentically, getting
oblivious to the efforts may be non-specific or from colleagues. the best from all when
of others do not half-hearted. collaborating.
encourage colleagues.
Is able and willing to build on the ideas of others.

159
Finds it extremely Is able and willing to Is comfortable yielding Operates on the basis
challenging to yield yield and acknowledge and accepting others that there is always a
and acknowledge when other’s ideas may have better ideas better idea than their
when other’s ideas may be better than than their own own; actively
may be better than their own but recognising the encourage others to
their own. opportunities to do so greater good is the critique and challenge
are also missed. school. identified ideas and
pathways.
Is someone whom people feel they can go to with

160 concerns.
Is not someone who Demonstrates enough Demonstrates high Demonstrates
others would naturally empathy, integrity and levels of empathy, giftedness in offering
orientate to, to share trust to make it easy integrity and trust high levels of empathy,
concerns and for some to share making it easy for integrity and trust
problems. concerns and most to share within relationships
problems. concerns and thus making it easy for
problems. everyone to share
concerns and
problems.
Demonstrates curiosity around others’ ideas, views and

161 experiences.
Gives the impression Occasional efforts Consistently Demonstrates
of little or no interest made to find out demonstrates curiosity curiosity in others’
in others’ about others’ views regarding others’ ideas and perspectives
perspectives. and perspectives. views and by asking generative as
perspectives. opposed to destructive
questions; affirms
others’ perspectives
even when they are
very different.
Listens to others with genuine care and concern.

162
Makes little effort to Effort is made to listen Demonstrates Displays great skill and
show interest in but the impression consistently compassion for others
others preferring to given is that it is not compassion and by going beyond
take control of listening to concern for others by listening for
conversations and to understand but asking appropriate understanding to
do most of the talking. listening for the gap in questions and building listening in ways that
Gives the impression the conversation so as on their ideas. help others

Appraisal Connector
23 Nov 2018 72
of having little or no to start talking and to understand; has the

interest in others’ regain an element of ability to connect
views. control. others’ ideas and to
ask the profound
question that will
unlock areas for others
to explore which were
previously unseen.
Is able to put the interests of others ahead of personal

163 interest.
Can come across as Can make choices and Consistently puts the Selflessly puts the
self-absorbed; could decisions beneficial to interests of others interests of others and
be accused of making others and not in ahead of personal best the school ahead of
too many decisions personal best interest interest; can be relied personal best interest
based more on what is but occasionally upon to work in ways when others may not;
best for self as misses opportunities not advantageous to whatever the norm
opposed to others and to do so. personal best interest might be in terms of
our school. but in ways benefiting acting selflessly for the
others and to the school’s interest, they
school. consistently go beyond
it.
Is able to be trusted.
164
Can not be trusted; Trust is an issue; Can be trusted to Can be trusted to
discloses information withholds information withhold information withhold information
which should not be generally but can be from others as and from others as and
shared with others. influenced by others when required. when required and
to disclose. challenges those who
are unable to do so, to
do so.
Successfully works through conflict involving others.

165
Suffers from paralysis Understands conflict Understands conflict Understands conflict
when embroiled in and tension are part of and tension are part of and tension are part of
relational difficulties; a healthy organisation a healthy productive a healthy productive
associated stress and has some skill to learning organisation; learning organisation;
associated with deal with conflict, but works through such demonstrates
conflict and opportunities to learn situations effectively enormous skill using
disagreement directly and improve through but does not feel these situations as
impacts negatively on such situations are entirely secure when opportunities to
work performance. seen more as threats doing so. engage and learn
than opportunities. about self and others
whilst feeling
completely secure in
doing so.
Communicates openly and honestly.

166
Finds it extremely Occasional effort is Generally effectively Has an extremely high
challenging and made to tolerate the articulates what sits in tolerance for the
difficult to be honest; stress of both head and heart stresses associated
tends to communicate communicating what for the greater good of with being honest;
those things people others need to hear the school without articulates without
want to hear as but the pull of carrying the guilt for fear or guilt
opposed to what they communicating what how others may feel statements of fact for
should hear or says people want to hear personally. the greater good of
nothing at all. often dominates. the school and
Withholds encourages those who
information. do not reach the same
standard of honesty to
speak up.

Appraisal Connector
23 Nov 2018 73
Thinking
Uses initiative predicting issues before they arise.

167
Seems oblivious to Can predict some Nips most issues in the Does not experience
emergent issues; issues dealing with bud by making crucial many issues at all;
responds to them as them before they arise connections and consistently nips them
they emerge giving but because predictive identifying crucial in the bud by
the impression of qualities are low this is behaviours and successfully making
being blindsided. not the norm. interactions. crucial connections
and identifying crucial
behaviours &
interactions leading to
issues before they
arise.
Considers how events and things might appear if viewed

168 from different points of view.
Is not interested in or Occasional effort is Demonstrates Highly skilled at seeing
is hostile toward views made to understand consistently respectful things from alternative
that are different to how the world looks interest in how the viewpoints, including
their own. from others’ world looks from the perspectives of
perspectives. others’ perspectives. those not present in a
conversation.
Is able to work independently without feedback for

169 lengthy periods of time.
Lacks self confidence Can work for lengthy Produces work of a Consistently produces
and fears making periods of time high quality outstanding results
errors; seeks regular without feedback but irrespective of and high quality work
affirmation, it is not the norm. receiving feedback or irrespective of
assurances & not. receiving feedback or
guarantees. not.
Successfully prioritises areas of need.

170
Creates unnecessary Makes good choices Rarely errs when Demonstrates an
stress for self and and decisions on what making choices and uncanny sixth sense in
others by making poor needs to be done and decisions relating to consistently making
choices and decisions when most of the what needs to be the right choices and
on what needs to be time; occasionally gets done and when. decisions in doing the
done and when which this wrong creating Contributes to the right things in the right
impacts negatively on stress for others and effectiveness of ways at the right
performance. self. others. times; explicitly makes
the working lives of
others easier.
Pushes beyond personal comfort zones to improve

171 performance.
Values current success Can value Is committed to Demonstrates an
more than improvement and continual insatiable appetite to
improvement over growth over time improvement; seizes continually improve;
time; fearing failure more than current most opportunities to constantly tweaks and
and believing success but because grow and improve job modifies how work is
everything has to be opportunities to risk performance and is undertaken and
done perfectly risks intelligent failure in comfortable with the understands intelligent
are rarely taken to the pursuit of notion that intelligent failure is part of this
improve and grow continual failure is part of this process; is secure
performance; ways of improvement are process. working in a zone of
working have not missed, it is not the discomfort in the
changed markedly for norm. pursuit of
some time. improvement.
Invites others to challenge and question their views and

172 work in order to improve.
Isn’t interested in Occasionally shows Invites critique of Invites regular critique
others’ views about interest in own performance of performance from a
own performance and performance how to preferring a balance of wide range of
refrains from engaging improve; tends to colleagues; places a

Appraisal Connector
23 Nov 2018 74
in talk about personal prefer to refrain from critique and greater value on
performance believing engaging in talk about affirmation. developmental areas
it’s at or above personal performance than those things
standard unless it’s believing it’s at or done well and has
praise, which is above standard. found ways to make it
gleefully accepted. safe for others to
share these things.
Is able and willing to acknowledge personal contributions

173 when things go wrong.
Fails to recognise Can recognise when Recognises when Recognises when
when things go wrong things go wrong and/ things go wrong things go wrong and in
and/or when things go or when things go balancing personal the first instance looks
wrong blame is wrong they can contribution with inward to identify
externalised. identify contributions factors outside their personal contributions
but it is not the norm. control. rather than outwards
to other factors
beyond their control.
Enlists the help of others when ‘stuck’.

174
Refuses to admit to Occasionally seeks Readily enlists the Skilfully seeks help
others when confused guidance of a small help of people when from a rich variety of
or overwhelmed. Does group of trusted dealing with difficult people. Consistently
not seek help. confidantes when challenges. Willing to puts ego aside to
dealing with difficult admit when stuck. achieve high quality
conceptual challenges. decisions.
Follows instructions from line manager.

175
Doesn’t like to follow Follows instructions Knows when and how Knows when and how
instructions preferring most of the time but to follow instructions to follow instructions
to do things occasionally acts to optimise work to optimise work
autonomously and in autonomously in ways productivity for self productivity for self
personally preferred inhibiting the and others. and others and
ways inhibiting the productivity and challenges others who
productivity and output of self and don’t, to lift their
output of self and others. standards particularly
others. when their actions
inhibit others’
productivity.
Is responsive to feedback and criticism.

176
Strongly dislikes Can take moderate Welcomes Actively seeks
feedback with a levels of developmental developmental
developmental intent; developmental feedback seeing it as a feedback and
can get defensive and feedback. They can necessity to growing responds extremely
make things difficult make it difficult to and improving rather well to criticism
when receiving provide than dangerous because they
potentially helpful developmental criticism. consistently see all
criticism and because feedback because of a forms of criticism as
of this, people avoid tendency to being potentially
offering it. personalise areas helpful to their growth
identified. One has to and improvement.
tread carefully
because they can be
sensitive and
mistakenly perceive
developmental
feedback as dangerous
criticism.

Appraisal Connector
23 Nov 2018 75
Participating and Contributing
Contributes to shared understandings by voicing thoughts

177 even when these are potentially embarrassing or
threatening to others. Tends to withdraw Occasional effort is Consistently open in Highly capable of
from conversations or made, though may expressing views while voicing even the things
communicate what struggle to voice showing concern for that are most difficult
others want to hear. concerns tactfully others. to talk about in a way
when stakes are high. that engages others.
Sets clear targets and challenges for self.

178
Operates in a comfort Rarely stretches Stretches themselves Perpetually stretching
zone. themselves or seeks and seeks challenges. themselves and
challenge. seeking challenges in
order to grow.
Follows through on commitments made, in order to keep

179 things moving forward.
Can block group action Stands by Consistently follows Exceptional levels of
or follow through on commitments that are through on commitment to
commitments only if it difficult and is commitments; people agreed action; follows
suits them. generally reliable can rely on follow through even when it
although because in through and is personally hard to
the past commitments accomplishment of do so.
have been broken agreed upon
their remains some commitments.
caution.
Systematic decision maker.

180
Can make impulsive Can make the effort to Is consistently Skilfully and effectively
and irrational work through a sound systematic when uses sound logical and
decisions based on process for making making decisions, rational thinking and
whim or ego. decisions but can also using a process that thorough processes
be prone to taking others can generally when decision-making
shortcuts. understand and work which everyone
within. understands.
Flexible and able to engage in experimentation, try out

181 new actions and work in different roles for the betterment
of our school. Tends to stick with Occasional effort is Motivated to Highly skilled and
how things have made to engage in experiment and to motivated at
always been done, experimental action actively seek new experimentation and
even when other and to try new possibilities; tends to looking for innovative
methods produce approaches; it is not a seek out better ways ways to move forward
better outcomes. natural default of doing things. and encouraging of
position. others to do the same.
Responds with flexibility when things don’t go as

182 expected.
Shows little or no Responds within a Consistent flexibility, Highly capable of
interest in adapting to limited range; shows a attentive to new adopting strategies
the unexpected. moderate degree of situations as they that enable
flexibility. emerge. adaptation.
Deals with tough issues effectively – those others may see

183 as being in the too-hard basket.
Withdraws from Begrudgingly deals Deals with difficult and Seizes upon
challenging and with challenging and challenging situations challenging and
difficult situations difficult situations effectively and difficult situations,
seeing them as a appearing to be without fuss seeing relishing them as
threat to themselves uncomfortable and them as part of the opportunities to be
and others. operating outside a job. extended and to grow
comfort zone. and develop.

Appraisal Connector
23 Nov 2018 76
Meets baseline work expectations.

184
Work quality tends to Work quality waivers Work quality is Work quality is
be consistently below between the consistently of a high consistently of an
the acceptable acceptable and quality in most areas exceptional standard;
standard lacking one unacceptable because because thought and the attention given to
or a combination of there are lapses in one attention have been planning &
effort, thought, of or a combination of paid to planning & management,
planning & effort, thought, management, clarification,
management, planning & clarification, discussion and
clarification, management, discussion and presentation of work
discussion and clarification, presentation. consistently exceeds
presentation. discussion and the norm in every
presentation. area.
Values being part of a broader team.

185
Prefers to contribute Contributes as part of Consistently Consistently
in isolation; can give the team but on contributes as part of contributes as part of
the impression that occasion chooses not the team solving the team solving
collaboration is an to when they should issues and supporting issues and supporting
inconvenience. have. the school to move the school to move
forward. to team ahead and challenges
decisions. those who are more
autonomous to do the
same.
Demonstrates courage.
186
Avoids taking a Reluctantly and Can be relied upon to Can be relied upon to
personal stand or infrequently confronts speak up or take a stand up for what is
demonstrating issues arising that stand to deal with right, even when
courage when serious could undermine the serious issues that situations involve a
issues arise that could well-being of could undermine the high degree of
undermine the well- colleagues (as well as well-being of personal or
being of colleagues (as teachers, students and colleagues (as well as professional risk and
well as teachers, the school teachers, students and encourages others to
students and the community). the school do the same.
school community). community).

Appraisal Connector
23 Nov 2018 77
Professional Dimensions Matrix - Primary Teachers
Professional Dimension Question Sections Related Questions
Teaching Practice Section

Items 11, 12, 14, 15, 16, 18, 19, 21, 23, 27, 31,
Contributing to a Learning 34
1 PROFESSIONAL KNOWLEDGE
Community Not Applicable
Professional Practices Section Not Applicable
Items

Items
1 - 8, 10, 11 – 40
Contributing to a Learning
2 TEACHING TECHNIQUES 11 - 15
Community
Not Applicable
Professional Practices Section
Items

Items 2 – 6, 8, 9, 10, 14, 16 – 27, 29, 30, 32, 34
Contributing to a Learning – 37, 39, 40
3 MOTIVATION OF STUDENTS
Items

Items
1 – 6, 8 – 10, 14, 22, 24, 25, 29, 30, 39
4 CLASSROOM MANAGEMENT Not Applicable
Community
Not Applicable
Items

Items 3, 12, 15, 19, 23, 24, 30, 32, 33, 34, 35,
Contributing to a Learning 37, 40
5 COMMUNICATION
Community 3, 5, 7, 8, 10, 16, 17, 18
Professional Practices Section 1, 3, 4, 5, 8, 12, 22
Items

Not Applicable
SUPPORT FOR & CO-OPERATION WITH Items
6 5 - 10
COLLEAGUES Contributing to a Learning
3, 4, 10, 21, 22, 24
Community

Appraisal Connector
23 Nov 2018 78

Items

Items
Not Applicable
CONTRIBUTION TO WIDER SCHOOL Contributing to a Learning
7 1 - 5, 16 - 20
ACTIVITIES Community
25, 27, 28
Items
Management Responsibility
MANAGEMENT UNIT HOLDERS 1-5
Section
Note: Question numbers are relative to their question section, and may differ from the question numbering in this
report.
Professional Dimensions Matrix - Secondary Teachers

Items 11, 12, 14, 15, 16, 18, 19, 21, 23, 27, 31,
Contributing to a Learning 34
1 PROFESSIONAL KNOWLEDGE
Items

Items
Not Applicable
2 PROFESSIONAL DEVELOPMENT 20
Community
3, 6, 7, 13, 14, 15, 16, 17, 18
Items

Items
1 - 8, 10, 11 – 40
3 TEACHING TECHNIQUES 11 - 15
Community
Not Applicable
Items

Appraisal Connector
23 Nov 2018 79

Items
1 – 6, 8 – 10, 14, 22, 24, 25, 29, 30, 39
4 STUDENT MANAGEMENT Not Applicable
Community
Not Applicable
Items

Items 2 – 6, 8, 9, 10, 14, 16 – 27, 29, 30, 32, 34
Contributing to a Learning – 37, 39, 40
5 MOTIVATION OF STUDENTS
Items

Items
6, 15, 21
Not Applicable
6 TE REO ME ONA TIKANGA Community
2, 8, 10, 25
All 13 items
Items
Tataiako Section

Items 3, 12, 15, 19, 23, 24, 30, 32, 33, 34, 35,
Contributing to a Learning 37, 40
7 EFFECTIVE COMMUNICATION
Community 3, 5, 7, 8, 10, 16, 17, 18
Professional Practices Section 1, 3, 4, 5, 8, 12, 22
Items

Items
Not Applicable
SUPPORT FOR & CO-OPERATION WITH Contributing to a Learning
8 6 - 10
COLLEAGUES Community
4, 5, 11, 22, 23, 25
Items

Items
Not Applicable
CONTRIBUTION TO WIDER SCHOOL Contributing to a Learning
9 1 - 5, 16 - 20
ACTIVITIES Community
25, 27, 28
Items
Management Responsibility
MANAGEMENT UNIT HOLDERS 1-5
Section

Appraisal Connector
23 Nov 2018 80
Note: Question numbers are relative to their question section, and may differ from the question numbering in this
report.

Appraisal Connector

Kieran Rae Full Report 23 Nov 2018

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Kieran Rae Full Report 23 Nov 2018

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Report Prepared for Kieran Rae

Date: 23 Nov 2018

3 people via 3 appraisals

Interlead Appraisal Connector™ Report

Prepared for Kieran Rae | 23 Nov 2018

Prepared for Kieran Rae | 23 Nov 2018

• Overview of Results Ratings and Levels of Capability

• Effective Pedagogy ( The Big 4 ) Responses

Prepared for Kieran Rae | 23 Nov 2018

Overview of Results, Ratings and Levels of Capability

Prepared for Kieran Rae | 23 Nov 2018

Effective Pedagogy ( The Big 4 )

• Encourage Positive Behaviour

Positive Behaviour Management

Self Appraisal: Proficient

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Prepared for Kieran Rae | 23 Nov 2018

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Other Appreciative Feedback:

- "Kieran has excellent relationships with the kids "

Other Developmental/Coaching Feedback:

- "Need to get students working at higher level merit and excellences"

Content & Curriculum Knowledge

Self Appraisal: Proficient

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Prepared for Kieran Rae | 23 Nov 2018

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Self Appraisal: Masterful

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Prepared for Kieran Rae | 23 Nov 2018

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Self Appraisal: Proficient

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Prepared for Kieran Rae | 23 Nov 2018

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Prepared for Kieran Rae | 23 Nov 2018

Tātaiako: Cultural Competencies for Teachers of Māori Learners

The 5 Competencies are:

• Graduating Teacher Level

• Registered Teacher Level

Prepared for Kieran Rae | 23 Nov 2018

Self Appraisal: Masterful

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Prepared for Kieran Rae | 23 Nov 2018

Self Appraisal: Masterful

Previous Appraisal: Masterful (1 appraisal, 1 unique appraiser)

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Prepared for Kieran Rae | 23 Nov 2018

Self Appraisal: Masterful

Previous Appraisal: Masterful (1 appraisal, 1 unique appraiser)

Other Appraisal: Masterful

This Appraisal: Masterful (2 appraisals, 2 unique appraisers)

Prepared for Kieran Rae | 23 Nov 2018

Self Appraisal: Proficient

Previous Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Other Appraisal: Masterful