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APPRAISAL SUMMARY NOTES: KATHRYN HOGG

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES


Fully registered teachers engage in appropriate professional relationships and demonstrate commitment
to professional values.
RTC Criteria

Indicators

1. establish and
maintain
effective
professional
relationships
focused on
the learning
and well-being
of
konga/learner
s

engage in ethical,
respectful, positive and
collaborative
professional
relationships with:
o konga
o teaching
colleagues, support
staff and other
professionals
o whnau and other
carers of konga
o agencies, groups
and individuals in
the community

2. demonstrate
commitment
to promoting
the well-being
of all konga

3. demonstrate
commitment
to bicultural
partnership in
Aotearoa New

Professional Standards
Experienced Teacher
Communication
demonstrate highly
effective
communication skills
when interacting with
students, colleagues
and families/whanau
(also RTC 11)

Evidence and Next Steps

take all reasonable


steps to provide and
maintain a teaching and
learning environment
that is physically,
socially, culturally and
emotionally safe
acknowledge and
respect the languages,
heritages and cultures
of all konga
comply with relevant
regulatory and
statutory requirements

Classroom Management
demonstrate a high level
of commitment to
student welfare and
learning

demonstrate respect for


the heritages,
languages and cultures
of both partners to the
Treaty of Waitangi

Professional Knowledge
demonstrate knowledge
of the Treaty of Waitangi
and te reo me ona
tikanga as for Fully

Strong communication systems in place between home and


school - including regularly emailing, has a successful class blog
running
Willingly shares resources and ideas with colleagues
Student led conferences well prepared and helped prepare
students from across the team
Student and teacher communication goes two ways students
will seek Kathryn out when they face difficulties and Kathryn
shares their progress with them

Has a strong sense of duty of care for her students will seek
support when needed, always keeping the students wellbeing at
the forefront of all that she does.
Reflects on her teaching with the view to make improvements
Keeps abreast with latest trends through professional readings
and research
Aware of cultural and social factors respect is a very important
part of her class and relationships she builds.

Demonstrates a good understanding of the Treaty of Waitangi


Involved in the up-skilling in teaching Te reo Mori is able to
bring her experiences and understanding of language teaching /
pedagogy to help with this

Zealand
4. demonstrate
commitment
to ongoing
professional
learning and
development
of personal
professional
practice

5. show
leadership that
contributes to
effective
teaching and
learning

Registered Teacher IPS


(also RTC 10)
identify professional
learning goals in
consultation with
colleagues
participate responsively
in professional learning
opportunities within the
learning community
initiate learning
opportunities to
advance personal
professional knowledge
and skills

actively contribute to
the professional learning
community
undertake areas of
responsibility effectively

Professional Knowledge
demonstrate a
commitment to their
own on-going learning
(also RTC 12)
Support for & cooperation with
colleagues
support and provide
effective assistance to
colleagues in improving
teaching and learning
(see also RTC 5)

School PD includes
Gail Loane writing monitoring and assistance with Short story
writing
In pursuit of excellence Jennifer Myers
Assessment in the PYP Anna-Marie McAleer
ICT helped with up-skilling sessions for all staff
PD outside of school
CORE Teaching and learning in a collaborative Google world
ULEARN 2014
Self initiated Learning opportunities:
CORE Modern Learning Environments: Machines for Learning
Auckland school observations
Professional readings
Next steps: Find a cluster group to join for professional
discussions regarding MLP and MLE

Mentored Trinity Ahie as his Tutor Teacher ensured he met


deadlines and was well prepared for the demands of our school.
Has provided mentoring in developing his professional practice
Supporting teachers within our school with up-skilling them
regarding ICT tools in particular GAFE (Google apps for
education)
Next steps: Collaborate with colleagues, inquiring into our
practice as we look at implementing MLP and MLE into our
school. Help lead this within our school.

PROFESSIONAL KNOWLEDGE IN PRACTICE


Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning
environment that promotes learning and success for all konga.

6. conceptualise,
plan and
implement an
appropriate
learning
programme

articulate clearly the


aims of their teaching,
give sound professional
reasons for adopting
these aims, and
implement them in their
practice
through their planning
and teaching,
demonstrate their
knowledge and
understanding of
relevant content,
disciplines and
curriculum documents

7. promote a
collaborative,
inclusive and
supportive
learning
environment

demonstrate effective
management of the
learning setting which
incorporates successful
strategies to engage
and motivate konga
foster trust, respect and
cooperation with and
among konga

enable konga to make


connections between
their prior experiences
and learning and their
current learning
activities
provide opportunities
and support for konga
to engage with, practise
and apply new learning
to different contexts
encourage konga to
take responsibility for
their own learning and
behaviour

8. demonstrate
in practice
their
knowledge
and
understanding
of how konga
learn

Has a strong understanding of the PYP framework and is using


the summative task to help drive the inquiry.
Is undergoing a reflection into her own teaching practice,
researching current pedagogies and making changes to her
practice where shes identified a need
Next step: Lighthouse class?? (GATE)

Kathryns engagement with her class through the context of the


IB Framework have allowed her to build a collaborative, inclusive
and supportive learning environment in Room 16. This was
especially evident in the summative task for UoI 5, where
students designed this themselves. Students were able to choose
the direction this took and it suited the varied learning styles.
Classroom programme is differentiated, catering for the diverse
needs of her students. Planning is detailed and at an appropriate
level, and she uses assessment data to help inform her planning.
Has built a collaborative, positive working environment within her
class. This has been noted by Specialist Teachers.
Kathryn is knowledgeable about her students and their needs
This knowledge is evident in her planning and teaching
Students set goals and reflect regularly on their progress.

assist konga to think


critically about
information and ideas
and to reflect on their
learning

9. respond
effectively to
the diverse
language and
cultural
experiences,
and the varied
strengths,
interests and
needs of
individuals and
groups of
konga

10. work
effectively
within the
bicultural
context of
Aotearoa New
Zealand

demonstrate knowledge
and understanding of
social and cultural
influences on learning,
by working effectively in
the bicultural and
multicultural contexts of
learning in Aotearoa
New Zealand
select teaching
approaches, resources,
technologies and
learning and
assessment activities
that are inclusive and
effective for diverse
konga
modify teaching
approaches to address
the needs of individuals
and groups of konga
practise and develop
the relevant use of te
reo Mori me ng
tikanga-a-iwi in context
specifically and
effectively address the
educational aspirations
of konga Mori,
displaying high

Easily able to accommodate a range of learners in her class


through planning and presenting a differentiated programme
across core curriculum areas
Able to respond to the ever changing needs of her learners
Looks for ways to provoke and inspire students learning
PLR ensures target and focus target students are catered for.
Works with the ELC to help ensure her students needs are being
met.
Area of focus for 2014 was developing systems for effective use
of iPads, in order to lift achievement for target students. Kathryn
has encouraged the students to use these as a collaborative tool.
Examples include -ipads for filming, photgraphing, learning apps,
research and working on collaborative documents.

The expectation I have for all my students is that they will do the
best they are capable of, I dont expect more or less based on
background, race or parents.
Next step: Develop class Te Reo Mori programme , or look
for ways to include formulaic language in her classroom
programme??

expectations for their


learning

11. analyse and


appropriately
use
assessment
information,
which has
been gathered
formally and
informally

12. use critical


inquiry and
problemsolving
effectively in
their
professional
practice

analyse assessment
information to identify
progress and ongoing
learning needs of
konga
use assessment
information to give
regular and ongoing
feedback to guide and
support further learning
analyse assessment
information to reflect on
and evaluate the
effectiveness of the
teaching
communicate
assessment and
achievement
information to relevant
members of the learning
community
foster involvement of
whnau in the collection
and use of information
about the learning of
konga
systematically and
critically engage with
evidence and
professional literature to
reflect on and refine
practice
respond professionally
to feedback from
members of the learning
community
critically examine their
own beliefs, including
cultural beliefs, and how
they impact on their

Programmes differentiated, uses assessment data to inform


planning
Caters for variety of learning styles evident in UoI summative
tasks.
Students and parents well informed as to where students are at
in their learning.
Students are aware of their next learning step.
Area of focus for 2014 was guiding her students to give
constructive feedback and feedforward based on the learning
intentions and success criteria. Kathryn has been working on this
and there is evidence in students UoI books supporting this. Peer
tutoring and peer assessment is used.

Next step: Incorporating ideas from Auckland school visit


where students have been giving constructive feedback and
feedforward.

Kathryn regularly engages in true reflection / inquiry into her own


practice, with the view to make improvements to her practice.
Her current research into MLE and MLP has seen her closely
examining the way in which she teaches and why. She is
examining ways in which she could make changes, but ensuring
that she is certain as to why she is doing this.

Next steps: Collaborate with colleagues, inquiring into our


practice as we look at implementing MLP into our school.
Help lead this within our school.
Critically engage with evidence and professional literature to
reflect on and refine practice when working with GATE students

professional practice
and the achievement of
konga

Global Reflection
Things you need
to, or would
like to work on
for future
improvement.

I really want to be a part of our schools move into using MLEs and MLP because intuitively, this seems to be a better way to
prepare students for the future.

Contribution to
wider school
activities

I like to be involved with what is happening around the school, and with supporting my colleagues.

Opportunities you
would like to
be offered in
the future

I could like to be involved in a MLE and MLP classroom, and then help the school and colleagues moving in this direction (the
Government has indicated that it wants all schools to be MLE by 2020).

I also have a passion for working with lighthouse learners.

I would like to teach the lighthouse class.

Goal reflection
2014

1. To develop systems for effective use of iPads, in order to lift achievement for target students.
I have made the iPads for students to use in a variety of days. Students have been using the ipads for filming,
photgraphing, learning apps, research and working on collaborative documents.
2. PYP: Guide my class to give constructive feedback and feedforward based on the Learning Intentions and success criteria
I have been working with students for give appropriate and constructive feedback and feedforward. Ive done this in writing,
and have been experimneting in doing this with their UoI summative tasks. I have seen a good model of students doing this
well duing my observations in Auckland.

Goal for 2015

This will depend on what opportunities I get next year.