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Alex Le'long
Western Heights High School
31 Jul 2014
2 people via 2 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.
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 schoolleaders 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 ifit 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 theirtalent. 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 areaof greatest weakness. They work on that until i t 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 levelof 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
The Classroom ( 4 Vital Teaching Practices )
Contributing to a Professional Learning Community
Criteria
Appendix
The Classroom ( 4 Vital Teaching Practices ) Responses
Contributing to a Professional Learning Community 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 havedesigned 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 ofteaching practice.
Capable: People who are capable are those who have started to perform basic operations associated with the subject, but
are not yet "skilled". 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 practiced the skill to the point where they can perform the operations in a relaxedstate. 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.
The answers in this report are based on:
Self appraisals: Available supporting data?
Most ratings are supported by existing data that can be readily provided.
The Classroom ( 4 Vital Practices of Teaching )
The Big Four is the framework for improving instructional practice developed by the University of Kansas Centre for Research andLearning. 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. Insequence 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.
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Classroom Management
Self Appraisal: Masterful
Current: Masterful (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
Self Comments:
- "http://evolutionandimagination.blogspot.co.nz/2014/06/making-and-creating-and-continuing-to.html
http://evolutionandimagination.blogspot.co.nz/2014/04/talkin-bout-revolution.html http://evolutionandimagination.blogspot.co.nz/
2014/05/observations-ero-and-our-amazing-mentor.html http://evolutionandimagination.blogspot.co.nz/2014/05/who-i-am-and-what-
i-do.html"
Content Knowledge
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Masterful
Current: Masterful (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
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Instructional Practice
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
Formative Assessment
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Masterful (1 appraisal, 1 unique appraiser)
Self Comments:
- "Solo and reflection posts on blog"
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Key Competencies
The New Zealand Curriculum outlines 5 competencies that children need to develop through their education. Work oncompetencies 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
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Masterful (1 appraisal, 1 unique appraiser)
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Relating to Others
Self Appraisal: Masterful
Current: Masterful (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
Thinking
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Previous: Masterful (1 appraisal, 1 unique appraiser)
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Participating & Contributing
Self Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)
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Criteria
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Teachers Criteria and the New Zealand Teacher's Council
The New Zealand Teacher's Council in 2010 ratified 12 Teacher's Criteria against which teachers in all New Zealand Schools and
Early Childhood Education need to be reviewed. This self-review instrument has been designed to ensure data is provided for
teacher registration. Each of the 40 questions in the Teaching Practice section also relates directly to one or more of the Teacher
Criteria. The relationship between the questions, the Big Four and the Teacher Criteria are shown in the table below.
Teacher Criteria Matrix:
The Big Four
Positive Behaviour Essential Content Effective Instruction Formative Assessment
Criteria - 1 (Question 5) Criteria - 3 (Question 19) Criteria - 2 (Question 27) Criteria - 8 (Question 34)
Criteria - 1 (Question 7) Criteria - 4 (Question 20) Criteria - 7 (Question 22) Criteria - 8 (Question 37)
Criteria - 1 (Question 10) Criteria - 6 (Question 16) Criteria - 7 (Question 23) Criteria - 8 (Question 39)
Criteria - 2 (Question 1) Criteria - 6 (Question 17) Criteria - 7 (Question 24) Criteria - 8 (Question 40)
Criteria - 3 (Question 6) Criteria - 8 (Question 12) Criteria - 8 (Question 21) Criteria - 11 (Question 31)
Criteria - 7 (Question 2) Criteria - 8 (Question 14) Criteria - 8 (Question 26) Criteria - 11 (Question 36)
Criteria - 7 (Question 3) Criteria - 9 (Question 13) Criteria - 9 (Question 25) Criteria - 12 (Question 32)
Criteria - 7 (Question 4) Criteria - 9 (Question 15) Criteria - 9 (Question 28) Criteria - 12 (Question 33)
Criteria - 8 (Question 8) Criteria - 9 (Question 18) Criteria - 9 (Question 29) Criteria - 12 (Question 35)
Criteria - 8 (Question 9) Criteria - 10 (Question 11) Criteria - 10 (Question 28) Criteria - 12 (Question 38)
Criteria - 10 (Question 29)
Criteria - 10 (Question 30)
Criteria 5 has a Leadership focus and is for those teachers who also have leadership responsibilities. These fall outside the Big
Four. For the sake of registration and appraisal purposes Criteria 5 data relates to questions in the 'Management' section.
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Criteria Description Self Grade Others Grade
Criteria - 1Establish and maintain effective professional relationships focused
on the learning and well-being of akonga.Masterful Proficient
Criteria - 2Demonstrate commitment to promoting the well-being of all
akonga.Proficient Proficient
Criteria - 3 Demonstrate commitment to bicultural partnership in AotearoaNew Zealand.
Masterful Proficient
Criteria - 4Demonstrate commitment to on-going professional learning and
development of personal professional practice.Proficient Proficient
Criteria - 5 Show leadership that contributes to effective teaching and learning Proficient Proficient
Criteria - 6Conceptualise, plan and implement an appropriate learning
programme.Proficient Proficient
Criteria - 7Promote a collaborative, inclusive and supportive learning
environment. Proficient Proficient
Criteria - 8Demonstrate in practice their knowledge and understanding of how
akonga learnProficient Proficient
Criteria - 9Respond effectively to the diverse language and culturalexperiences, and the varied strengths, interests and needs of
individuals and groups of akonga.
Proficient Masterful
Criteria - 10Work effectively within the bicultural context of Aotearoa New
ZealandMasterful Masterful
Criteria - 11 Analyse and appropriately use assessment information, which hasbeen gathered formally and informally Proficient Proficient
Criteria - 12Use critical inquiry and problem-solving effectively in their
professional practiceProficient Proficient
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Classroom Management
Appendix
Questions and Answers
Symbol Description
The red background on a question indicates that this question has been
selected for Alex Le'long to give priority to.
A blue ring indicates Alex Le'long's own selection of an answer or questionpriority
3Indicates the number of appraisers that made this selection of an answer orquestion priority
The Classroom ( 4 Vital Teaching Practices )
- 2 appraisals, 2 unique appraisers
1 Classroom practice that focuses on the individual but not to thedetriment of the whole class.
1Skills that allow them
to do this the majorityof the time
2 Establishing and applying appropriate boundaries ofacceptable behaviour.
1Skills that allow themto do this the majorityof the time
3 Identifying how the environment is shaping behaviour. 1Skills that allow them
to do this the majorityof the time
4 Anticipating and minimising disruptive events. 1Skills that allow themto do this the majority
of the time
5 Treating students with respect. 1Skills that allow themto do this the majority
of the time
Highly skilled in thisarea they seem to be
able to perform thiswell with whatappears to be
minimal effort.
6 Adapting classroom management to fit the culture andbackground of individual children.
1Skills that allow themto do this the majority
of the time
Highly skilled in thisarea they seem to be
able to perform thiswell with what
appears to beminimal effort.
7 Reflecting, and taking action, on student successes andfailures.
1Skills that allow them
to do this the majorityof the time
Highly skilled in this
area they seem to beable to perform this
well with whatappears to be
minimal effort.
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8 Making learning challenging for students. 1Skills that allow them
to do this the majorityof the time
Highly skilled in this
area they seem to beable to perform this
well with whatappears to beminimal effort.
9 Making learning enjoyable for your students. 1Skills that allow themto do this the majority
of the time
10 Keeping interactions with your students positive. 1Skills that allow themto do this the majority
of the time
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Content Knowledge
- 2 appraisals, 2 unique appraisers
11 Making sure lessons feel unique by adjusting content to suityour student's needs.
Skills that allow themto do this the majority
of the time
1Highly skilled in thisarea they seem to be
able to perform thiswell with whatappears to be
minimal effort.
12 Relating lesson content to a range of curriculum areas.
Skills that allow themto do this the majority
of the time
1Highly skilled in thisarea they seem to be
able to perform thiswell with what
appears to beminimal effort.
13 Focusing on content that adds significant value to studentlearning.
Skills that allow them
to do this the majorityof the time
1Highly skilled in this
area they seem to beable to perform this
well with whatappears to be
minimal effort.
14 Predicting and planning for the types of errors your studentsare most likely to make.
1Skills that allow themto do this the majorityof the time
15 Taking advantage of opportunities that arise in the classroom,using them to enhance student understanding of content.
Skills that allow themto do this the majorityof the time
1Highly skilled in thisarea they seem to beable to perform this
well with whatappears to be
minimal effort.
16 Planning contingencies to deal with different levels of studentperformance that emerge during lessons.
1Skills that allow themto do this the majority
of the time
17 Planning how you will cover the required curriculum. 1Skills that allow themto do this the majority
of the time
18 Modifying plans to take into account students' needs as theychange through the year.
1Skills that allow themto do this the majority
of the time
19 Using curriculum and content knowledge in ways that showrespect for different languages and cultures.
1Skills that allow them
to do this the majorityof the time
Highly skilled in this
area they seem to beable to perform thiswell with what
appears to beminimal effort.
20 Engaging in professional learning that seeks to developcapability as a teacher.
1Skills that allow them
to do this the majorityof the time
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Instructional Practice
- 2 appraisals, 2 unique appraisers
21 Taking advantage of "teachable moments", adjusting plansaccordingly.
1Skills that allow themto do this the majority
of the time
22Keeping lessons on track while using student questions and
comments as springboards for discussion. 1Skills that allow themto do this the majority
of the time
23 Maintaining a healthy balance between content-centred andstudent-centred instruction.
1Skills that allow themto do this the majority
of the time
24 Maintaining a climate where there is a high level of productivestudent-teacher interaction.
1Skills that allow themto do this the majority
of the time
25 Recognising when students lose interest or do not understand,and responding appropriately .
1Skills that allow themto do this the majority
of the time
26 Differentiating lessons to meet the needs of students based ontheir ability levels.
1Skills that allow them
to do this the majorityof the time
27 Getting involved in the students' learning, making their needsthe focus of the learning situation.
1Skills that allow them
to do this the majority
of the time
28 Instilling a belief in the students that they are, or can be,successful learners.
1Skills that allow them
to do this the majorityof the time
Highly skilled in this
area they seem to beable to perform this
well with whatappears to beminimal effort.
29 Encouraging students to achieve mastery; to go beyond theminimum required by achievement goals.
1Skills that allow themto do this the majorityof the time
30 Applying a range of differing teaching strategies andtechniques to meet the needs of students from diverse culturesand backgrounds.
1Skills that allow themto do this the majorityof the time
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Formative Assessment
- 2 appraisals, 2 unique appraisers
31 Using student assessment data as a basis for reflection onhow to improve teaching practice.
Has basic skills thatenable them to do
this sometimes.
1Skills that allow themto do this the majority
of the time
32Testing teaching strategies and evaluating them to see if they
improve your effectiveness as a teacher.Has basic skills thatenable them to do
this sometimes.
1Skills that allow themto do this the majority
of the time
33 Ensuring that everyone in the class, including you, is held toaccount for responsibilities.
1Skills that allow themto do this the majority
of the time
34 Helping students understand the purpose and value ofassessment, and how to use assessment to manage their ownlearning.
1Skills that allow themto do this the majority
of the time
35 Engaging individual students in reflective conversation about"where to go next" with their learning.
1Skills that allow themto do this the majority
of the time
36 Helping students to articulate what they find difficult and wherethey need help with their learning.
1Skills that allow them
to do this the majorityof the time
37 Maintaining a classroom where students can initiate and fullyparticipate in learning conversations with you.
1Skills that allow them
to do this the majority
of the time
38 Being able to receive feedback from students and colleagueswithout reacting defensively.
1Skills that allow them
to do this the majorityof the time
39 Enabling students to develop as independent learners. 1Skills that allow them
to do this the majorityof the time
40 Enabling your students to understand and explain what theyare learning and why.
1Skills that allow them
to do this the majorityof the time
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Managing Self
Contributing to a Professional Learning Community
- 2 appraisals, 2 unique appraisers
41 Understanding and accepting who you are, and operating froma position of self-reliance.
1Consistentlymanages own
internal emotionalstate in a way that
enables emotionalindependence andresilience.
Shows high levels ofemotional stability
based on a deepunderstanding of
personal identity.
42 Handling your emotional state effectively when interacting withothers , even when others cause frustration and pain.
1Consistent empathyand personalresponsibility
exercised in waysthat establish
mutually satisfyingrelationships.
43 Managing and regulating emotions when under stress. 1Consistently
manages emotionsand exercisesimpulse control, even
when stakes arehigh.
44 Thinking and acting effectively when dealing with the tensionsassociated with change.
1Consistently effectivewhen dealing withchange; usually able
to make a positivecontribution.
45 Maintaining a generally positive mood. 1Consistently positive
in mood and outlook;it takes a lot to get
them down.
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Relating to Others
- 2 appraisals, 2 unique appraisers
46 Empowering others to solve their own problems, providingvaluable information and strategies.
1Regular thoughtgiven on how to help
in an empoweringway
47 Demonstrating curiosity regarding other people's views andexperiences. 1
Consistent curiosity
regarding otherperspectives
Highly curious and
affirming about otherperspectives evenwhen very different
48 Paying full attention to what is happening during interactionswith others.
1Consistently givesfull attention to the
work at hand.
49 Nourishing others sense of being a worthy, whole person. 1Consistentlycompassionate and
concerned for meand others.
Displays great skilland compassion for
me and others. I canturn to this personwhen I am suffering.
50 Engaging in genuine, respectful dialogue that enables us toachieve shared purposes.
1Consistently ready toengage in skilfulcollaborative talk that
generates sharedunderstanding.
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Thinking
- 2 appraisals, 2 unique appraisers
51 Your willingness to examine the evidence that supports, ordoes not support, what is being considered.
1Consistent thoughtgiven to basing
conclusions onevidence.
52 Looking for and discerning meaningful patterns, using thinkingtools to map and communicate these to others. 1
Consistent use of
skilled thought sothat patterns areused to generate
shared insight andnew understanding.
53 Considering how events and data might appear if viewed fromdifferent points of view.
1Consistentlyrespectful andinterested in the
viewpoint of others.
Highly skilled atseeing things fromalternative
viewpoints, includingthe perspectives of
those not present ina conversation.
54 Testing out ideas and proposals by considering a variety ofscenarios; asking "What if...?".
1Consistent and skilful
effort made togenerate alternatescenarios and use
them to improveplanning.
55 Considering the relevance of what is being discussed;considering the question, "So what?".
1Consistently good at
ensuring that effortcontributes to our
shared purpose.
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Participating & Contributing
- 2 appraisals, 2 unique appraisers
56 Paying attention to what is really going on, and how personalaction contributes to the current situation.
1Consistent effort topay attention to how
things really are.
57Responding with flexibility when things don't go as expected.
1Consistent flexibility,attentive to new
situations as theyemerge.
58 Contributing the shared understanding by voicing thoughts,even when these are potentially embarrassing or threatening
to others.
1Consistently open in
expressing viewswhile showing
concern for others.
Highly capable of
voicing even thethings that are most
difficult to talk aboutin a way thatengages others.
59 Following through on commitments made, in order to keepthings moving forward.
1Consistent infollowing through oncommitments.
People can rely onwhat is said.
60 Trying out new actions in order to create new possibilities. 1Consistently
experimental,actively seeking to
create newpossibilities.
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Professional Dimensions Matrix - Primary and secondary Teachers
Classroom
Management
Content/Curriculum
Knowledge
Instructional
Practice
Formative
Assessment
Question 1PD3(PT)/
PD5(ST)Question 11PD2(PT)/PD3(ST)
Question 21PD2(PT)/
PD3(ST)
Question 31PD2(PT)/
PD3(ST)
Question 2PD4 Question 12PD1Question 22PD5(PT)/
PD7(ST)Question 32PD1
Question 3PD4 Question 13PD1Question 23PD2(PT)/
PD3(ST)
Question 33PD5(PT)/
PD7(ST)
Question 4PD4 Question 14PD1 Question 24PD5(PT)/PD7(ST)
Question 34PD2(PT)/PD3(ST)
Question 5PD4 Question 15PD3(PT)/PD4(ST)Question 25PD3(PT)/
PD5(ST)
Question 35PD5(PT)/
PD7(ST)
Question 6PD1(PT)/
PD6(ST)Question 16PD2(PT)/PD3(ST)
Question 26PD3(PT)/
PD5(ST)
Question 36PD5(PT)/
PD7(ST)
Question 7PD4 Question 17PD2(PT)/PD3(ST)Question 27PD2(PT)/
PD3(ST)
Question 37PD5(PT)/
PD7(ST)
Question 8PD3(PT)/
PD5(ST)Question 18PD2(PT)/PD3(ST)
Question 28PD3(PT)/
PD5(ST)
Question 38PD5(PT)/
PD7(ST)
Question 9PD3(PT)/
PD5(ST)Question 19PD1
Question 29PD3(PT)/
PD5(ST)
Question 39PD3(PT)/
PD5(ST)
Question 10PD4 Question 20PD1Question 30PD2(PT)/
PD3(ST)
Question 40PD5(PT)/
PD7(ST)
Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.
Social Competencies
Managing Self Relating to Others ThinkingParticipating and
Contributing
Question 1PD5(PT)/
PD7(ST)
Question 6PD6(PT)/
PD8(ST)
Question 11PD1(PT)/
PD2(ST)Question 16PD2(PT)/PD3(ST)
Alex Le'long
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Managing Self Relating to Others ThinkingParticipating and
Contributing
Question 2PD6(PT)/
PD8(ST)
Question 7PD6(PT)/
PD8(ST)
Question 12PD1(PT)/
PD2(ST)Question 17PD2(PT)/PD3(ST)
Question 3PD6(PT)/
PD8(ST)
Question 8PD5(PT)/
PD7(ST)
Question 13PD1(PT)/
PD2(ST)Question 18PD5(PT)/PD7(ST)
Question 4PD6(PT)/
PD8(ST)
Question 9PD6(PT)/
PD8(ST)
Question 14PD1(PT)/
PD2(ST)Question 19PD7(PT)/PD9(ST)
Question 5PD7(PT)/
PD9(ST)
Question 10PD5(PT)/
PD7(ST)
Question 15PD1(PT)/
PD2(ST)Question 20PD2(PT)/PD3(ST)
Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.
Key
Professional
DimensionPrimary Teachers (PT) Secondary Teachers (ST)
PD 1 Professional knowledge Professional Knowledge
PD 2 Teaching Techniques Professional Development/Professional
Learning
PD 3 Motivation of students Teaching Techniques
PD4 Classroom Management Student Management
PD5 Communication Motivation of Students
PD 6 Support for and co-operation with
colleagues Te Reo me ona Tikanga
PD7 Contribution to wider school activities Effective Communication
PD8 Support For and Co-Operation with
Colleagues
PD9 Contribution to Wider School Activities
Alex Le'long