HILLCREST PRIMARY SCHOOL

Our caring and cooperative learning community works to develop resilient, successful individuals.

2015
Term 1

Date
At beginning of
week 1

Specific Objectives

By end of week 1

Review and agree on Job Description.

Performance expectations and goals agreed.
Development support (where necessary) agreed.
Appraiser known/identified.
Planning viewed

By end of term

Classroom observation:

Learning tasks are within the capabilities of the students, recognising individual

differences and prior knowledge, and providing for a variety of learning modes and
groupings. Planning reflects this. (RTC 8i)
Akonga are encouraged to take responsibility for their own learning and behaviour.
They are encouraged to think critically about information and ideas and to reflect on
their learning. (RTC 8 iii and iv)
The school culture supports and promotes the development of a multi-cultural
environment through practices that celebrate and enhance language and culture of its
akonga. The classroom reflects this (e.g. te reo me ona tikanga). (RTC 3i)
Planning and teaching, demonstrates knowledge and understanding of relevant
content, disciplines and curriculum documents. (RTC 6ii)
The classroom reflects a respectful environment where trust and cooperation is
fostered and akonga feel safe, relaxed, and able to focus on their learning. (RTC 2i)
The classroom is an attractive, orderly place, where equipment and resources are well
managed. (RTC 2i)
All relevant documentation is up to date (eg attendance register, behaviour logs,
IEPs, Meeting notes, Teacher Digital Portfolio, Teaching as Inquiry via google-docs))

Evidenced by
Signed Job Description

Planning reflects:
The schools curriculum .

Students fully engaged in their learning.

Students able to articulate their learning

goals.
Observable integration of te reo me ona
tikanga in the classroom (along with
other relevant cultures reflected depending on the culture of akonga).
Relevant planning.
Good classroom and behaviour
management systems operating that
reflect expectations.
Learning environment is conducive to
learning (resources, space, culture).
All documentation up to date.

HILLCREST PRIMARY SCHOOL

Our caring and cooperative learning community works to develop resilient, successful individuals.

Term 2

By the end of week

1

By the end of term

Review and agree on Job Description.

Performance expectations and goals agreed.
Development support (where necessary) agreed.
Appraiser known/identified.
Planning viewed
Student Achievement Data reviewed

Planning reflects:
The schools curriculum

Planning will reflect student

achievement results from term 1.

Classroom observation:

The school culture supports and promotes the development of a multi-cultural

environment through practices that celebrate and enhance language and culture of its
akonga. The classroom reflects this (e.g. te reo me ona tikanga). (RTC 3i)
Kristie is ensuring that the use of Te Reo Maori is daily practice i.e., Karakia in
morning, before morning tea and lunch, end of day. Basic commands given in Te Reo
Maori. When Kristie is unsure of words or phrases she will always check with myself
or even ask the children.
Relevant assessment utilised to inform planning for individuals, groups and whole
class. Entry levels for individuals are clearly identified.
Kristie has used informal assessment to inform her planning and teaching. Formal
assessments have been carried out by me due to Kristie only starting this term and for
only 2 days a week.
Maintenance programmes are planned for and any re-teaching is undertaken to
ensure mastery.
Kristie has taken on board the help of the Maths Advisor and this is evident in her
planning and teaching. RTLit provider has modelled shared writing which Kristie has
now incorporated in her own teaching practices.
The learning environment is effectively managed, ensuring strategies to successfully
engage and motivate akonga are considered and implemented. Praise and positive
reinforcement predominate as part of the schoolwide behavior management
programme. (RTC 7i)
Kristie uses a lot of praise and positive reinforcement to engage the children. The
classroom has quite a few dynamics and has been challenging at times but this has not
deterred Kristie in the least. Kristie has asked for some ideas from both Brenda and I
and has tried them out. Classroom management is becoming easier for Kristie to deal
with.

Observable integration of te reo me ona

tikanga in the classroom (along with
other relevant cultures reflected depending on the culture of akonga).
Relevant assessment tools and practices
are used to enable accurate recording
of achievement data. Pre and post
learning data is collected and analysed
where relevant.
Planning reflects use of maintenance
programmes.
Individual needs are well catered for (eg
teaching approaches, resources,..).
All documentation up to date.

HILLCREST PRIMARY SCHOOL

Our caring and cooperative learning community works to develop resilient, successful individuals.

Teaching approaches, resources, technologies and learning and assessment activities

have been selected that are inclusive and effective for diverse akonga.
Kristie is using computer technology to motivate students to write.
PLD Maths facilitator has offered guidance showing how to level the questions that
are inclusive and effective for all students. Kristie has also taken the initiative to
further challenge students with their learning.

All relevant documentation is up to date (eg attendance register, behaviour logs,

IEPs, Meeting notes, Teacher Digital Portfolio,Teaching as Inquiry via google-docs)
Yes

Term 3

By the end of week

1

By the end of term

Planning viewed

Planning reflects:
The schools curriculum

Student Achievement Data reviewed

Planning will reflect student

achievement results from term 2

Classroom observation:

The school culture supports and promotes the development of a multi-cultural

environment through practices that celebrate and enhance language and culture of its
akonga. The classroom reflects this (e.g. te reo me ona tikanga). (RTC 3i) Relevant
assessment utilised to inform planning for individuals, groups and whole class. Entry
levels for individuals are clearly identified.
Maintenance programmes are planned for and any re-teaching is undertaken to
ensure mastery.
The learning environment is effectively managed, ensuring strategies

to successfully engage and motivate akonga are considered and implemented. Praise
and positive reinforcement predominate as part of the schoolwide behavior
management programme. (RTC 7i)
Teaching approaches, resources, technologies and learning and assessment activities
have been selected that are inclusive and effective for diverse akonga. All relevant
documentation is up to date (eg attendance register, behaviour logs, IEPs, Meeting
notes, Teacher Digital Portfolio,Teaching as Inquiry via google-docs)

Observable integration of te reo me ona

tikanga in the classroom (along with
other relevant cultures reflected depending on the culture of akonga).
Relevant assessment tools and practices
are used to enable accurate recording
of achievement data. Pre and post
learning data is collected and analysed
where relevant.
Planning reflects use of maintenance
programmes.

HILLCREST PRIMARY SCHOOL

Our caring and cooperative learning community works to develop resilient, successful individuals.

*Term 2s objectives monitored to ensure they are maintained.

Individual needs are well catered for (eg

teaching approaches, resources,..).
All documentation up to date

Term 4

By the end of week

1

By the end of term

Planning viewed

Planning reflects:
The schools curriculum (based from 2Yr
Curriculum Delivery Overview).

Student Achievement Data reviewed

Planning will reflect student

achievement results from term 1.

Classroom observation:

Observable integration of te reo me ona

tikanga in the classroom (along with
other relevant cultures reflected depending on the culture of akonga).

The school culture supports and promotes the development of a multi-cultural

environment through practices that celebrate and enhance language and culture of its
akonga. The classroom reflects this (e.g. te reo me ona tikanga). (RTC 3i)
Relevant assessment utilised to inform planning for individuals, groups and whole
class. Entry levels for individuals are clearly identified.
Maintenance programmes are planned for and any re-teaching is undertaken to
ensure mastery.
The learning environment is effectively managed, ensuring strategies to successfully
engage and motivate akonga are considered and implemented. Praise and positive
reinforcement predominate as part of the schoolwide behavior management
programme. (RTC 7i)
Teaching approaches, resources, technologies and learning and assessment activities
have been selected that are inclusive and effective for diverse akonga.
Learning experiences and outcomes are evaluated, with information being utilized to
inform future teaching and learning as relevant. (RTC 11)
Opportunities are provided for akonga to engage with, practice and apply new
learning in different contexts. (RTC 8ii)
All relevant documentation is up to date (eg attendance register, behaviour logs,
IEPs, Meeting notes, Teacher Digital Portfolio,)

*All objectives from terms 1-3 also monitored to ensure they are maintained. Appraisal
interviews held.

Relevant assessment tools and practices

are used to enable accurate recording
of achievement data. Pre and post
learning data is collected and analysed
where relevant.
Planning reflects use of maintenance
programmes.
Individual needs are well catered for (eg
teaching approaches, resources,..).
Learning is being transferred where
able.
All documentation up to date.

HILLCREST PRIMARY SCHOOL

Our caring and cooperative learning community works to develop resilient, successful individuals.