KVC Appraisal 2016 - Matt Hooper

He manu whai huruhuru
Opportunity and Success for All
Kaikorai Valley College

REGISTERED TEACHER CRITERIA 2016
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
Fully registered teachers:
Criteria Key Indicators Professional Evidence to demonstrate this
Standards
{Secondary: Fully
Registered
Teacher)
1. establish and i. engage in ethical, communicate -Anonymous question system in the class so they feel like their voice is
respectful, positive and heard. (ASK Boris pink pig on teachers desk)
maintain effectively with -Giving out leadership roles in the class (named on the board, examples
effective collaborative professional
relationships with:
families, whanau include writing the date, tidying the class) and having wall displays made by
professional the class so they can take ownership of their space and feel part of the class.
konga and caregivers -Calling home when necessary, responding to all emails ASAP from parents
relationships teaching colleagues, share information and staff.
focused on support staff and other with colleagues -Knowing the children, staff and whanau by name.
the learning -Spending quality time with the children and staff at breaks, hearing their
professionals establish story, listening, asking questions, telling them about myself.
and well- whnau and other carers constructive -Sharing who I am with the class. Being open and vulnerable when
being of of konga
relationships with appropriate. Relating learning situations to our world.
konga agencies, groups and -Listening to children, what they are telling me about their own wellbeing and
students learning. Then putting what they have said into practice.
individuals in the
-Openly talking with Damian or other staff about any student conflict and
community looking to resolve ASAP.
-Continually ask students and staff about information they have told me. For
example, I have a game coming up this weekend. (On Monday) How was
your game? Following up what I have been told, showing a continual interest
in their lives.
APPRAISERS COMMENTS AND RECOMMENDATIONS:
Matt has actively created a class culture that is incredibly inclusive, supportive and encouraging. The children in his class are
encouraged to take risks and have had excellent morals and behaviours modeled to them. Matt is very professional in all his
interactions with staff and students. He is developing his skills when delivering feedback to students and support staff and is
learning more ways of doing this. Matt actively engages with all members of the school community and is forming strong
relationships with parents and students. He recognises that relationships set the foundation on which effective teaching is built.
SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET
APPRAISER ASSESSMENT MET NEEDS DEVELOPMENT NOT MET
1
Participation Respect Inquiry Diversity Environment

Criteria Key Indicators Professional Standards Evidence to demonstrate this
{Secondary: Fully
Registered Teacher)
2. demonstrate i. take all reasonable develop and maintain a -Having the two goals displayed on the wall of Our goal is family
and love allows for a very safe classroom culture, as well as
commitment steps to provide and positive and safe encouraging values, and the mottos that cover the walls.
to promoting maintain a teaching physical and emotional -Our inclusion unit allowed for all people and all cultures to feel safe
the and learning environment and valued. Openly discussing as a class topics like racism, sexism,
well-being of environment that is discrimination, bullying and how we can change it by starting in our
create an environment class right now. This can be seen in how the class members treat
all konga physically, socially, which encourages each other.
culturally and respect and -PLD session on transgender, bisexual, gay, lesbian and intersex.
emotionally safe understanding Because of this, I now never assuming or expect children to act in
ii. acknowledge and one way because of their apparent identity.
-Thankfulness Saying what we are thankful for every morning as a
respect the languages, class, encourages a positive and safe environment. Writing in a
heritages and cultures book called thankfulness.
of all konga -Letting student voice determine the choice of unit for learning
iii. comply with relevant through surveys and class discussions.
-When a student is absent, leaving the school, sick or grieving,
regulatory and professionally letting the class know how we can support them as a
iv. statutory class. For example Claire leaving, writing letters to her saying
requirements goodbye.
-Remain consistently professional with the children at all times,
letting them know that I am their teacher, not their friend.
-Always protecting student confidentially in all circumstances. For
example not reading notes passed onto students from the councillor,
having one on one discussions with students, never being alone
with them.
Matt is incredibly diligent when catering for the needs of all learners in his class. He has worked extensively with the learning centre
and did a wonderful unit on disabilities. He will ask questions about hoe to better his practice and seeks new ways to engage with
and accelerate all learners. He is developing his skills for teaching numeracy and has worked with Teachers Aides to help develop
the skills of priority learners. Matt is consistent and fair when dealing with students and take a genuine interest in their hobbies and
interests. Knowing his students particularly well has helped Matt to better cater for ALL of their learning needs.
2

{Secondary: Fully
Registered Teacher)
3. demonstrate i. demonstrate respect for the continue to develop -Who knows me posters. Allowing the
commitment to heritages, languages and understandings of the children to have a poster in the class
bicultural partnership in cultures of both partners to Treaty of Waitangi that says who they are. Allowing them
Aotearoa New Zealand the Treaty of Waitangi to talk to the class and share that
Awareness of NZ Society information.
Bicultural -Creating a class shield that is
displayed on the front wall of the class.
Honouring a set of values as a class
that we will all abide by, similar to a
class treaty. Constantly referred to
throughout my teaching.
-Read Ka Hikitia and Tataiako,
incorporating the new knowledge into
my teaching practice.
-Practicing Mihis in class with partners.
-Treaty of Waitangi readings that John
has passed on to me. Reflected on,
then put into practice. Updating my
current knowledge.
Matt has engaged regularly with our Kaiarahi when he has been teaching mori to 7Hm. He participates in mihi, haka and waiata
and models respect, understanding and empathy towards all bicultural issues. He has read professionally about the Treaty and has
participated in PLD on Ka Hikitia and Tataiako.

3

{Secondary: Fully
Registered Teacher)
4. demonstrate i. identify professional demonstrate a -Damian and I, sitting down and writing goals to work on
each term. Knowing my strengths and weaknesses,
commitment to learning goals in commitment to their constantly evaluating these through fortnightly reviews.
ongoing professional consultation with own ongoing learning -NYLD Taking five year 7 & 8 Students to this
learning and colleagues participate individually conference and learning about how to become a better
leader. Held in the town hall.
development of ii. participate responsively in and collaboratively in -PTC Beginning Teacher workshops. Connecting with
personal professional professional learning professional other teachers in Dunedin and New Zealand, sharing
practice opportunities within the development activities ideas.
-Set my own personal goals to achieve on my appraisal
learning community document.
iii. initiate learning -Many PLD (Google Docs, Differentiation,
opportunities to advance Enviroschools, Google Classroom, Active Education)
sessions after school and Junior College meetings. I
personal professional have put many of the ideas discussed into practice. TTG
knowledge and skills with Steve, counting to 3 with Marg, Google classroom
for an assignment.
-Observations of other teachers. Rod, Simon, Damian
and Karina. Updating my teaching philosophy, exposing
myself to other ways of teaching.
-Fortnightly meetings with Marg & John. Weekly
meetings with Damian.
-Fortnightly reviews Critically reflecting on my practice,
what is going well and how I know that.
A strength of Matts teaching is his reflective approach. He will ask questions and seek guidance to further his practice. He is
incredibly diligent in trying to be the best possible teacher that he can be. He sets regular goals and works towards achieving these.
He will try new ideas and initiatives and has been engaging regularly in the PRT workshops provided through the College. Matt
uses staff expertise to help develop his own practice and has held regular meetings with Bd, Bm and Do.

4

{Secondary: Fully
Registered Teacher)
5. show leadership i. actively contribute to the support and provide -Going for weekly visits to the Braithwaite
that contributes to professional learning assistance to colleagues Centre. Knowing the students from the
effective teaching community in improving teaching centre, spending time with them.
and learning ii. undertake areas of and learning -Involving the Braithwaite Centre in our
responsibility effectively contribute positively to class games, combined with the Physical
the life of the school and Education staff, and peer supports to
its community create a confidence course, and finally
watching them perform a dance to us.
-PALs training with 5 students. Organising
times to meet up and think about how we
can get the school more active.
-Lunchtime games with a wide range of
students.
-NYLD Taking 5 students to a leadership
training day.
-Supporting the interform Hockey
tournament
As Matts confidence has grown he has run more and more initiatives that benefit the students in his classes and the school. His
work with the Centre and his creative planning show a forward thinking approach and model many excellent ideas to his peers. He
actively promotes a healthy lifestyle with the students, regularly getting out and participating in games and activities with them.
Matts greatest leadership skill is his ability to lead through his actions. He is an excellent example to students and his more
experienced peers. His enthusiasm and energy are assets.

5

REGISTERED TEACHER CRITERIA
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.
Fully registered teachers:

Standards
{Secondary:
Fully
Registered
Teacher)
6. conceptualise, i. articulate clearly the aims of their are -Appropriate unit planning according to the interests of the
plan and teaching, give sound professional competent class through student surveys and conversations.
implement an reasons for adopting these aims, -Well resourced and researched unit plans combined with
in relevant and each individual lesson plan in the unit.
appropriate and implement them in their curricula -Having clear AOs and Key competencies within the unit.
learning practice -Unit reflections are recorded after the learning has finished.
programme ii. through their planning and -Displaying a WALT on the board at the beginning of every
teaching, demonstrate their lesson.
knowledge and understanding of -Differentiated Learning Extension in my units and content
relevant content, disciplines and for priority learners
curriculum documents -Units that are created by my own initiative, as apposed to
using pre-existing units.
-Integrating key competencies and curriculum areas.
Matt has thoroughly planned and taught differentiated units that cater for a wide range of learning and behaviour needs. He reflects
on his units and incorporates a range of activities in to all his teaching that allow for students to work at their level.
6

Criteria Key Indicators Professional Standards {Secondary: Fully Evidence to demonstrate this
Registered Teacher)
7. promote a i. demonstrate manage student -Conflict resolution Matters of conflict between students are
collaborativ effective behaviour dealt in a calm manner after the lesson one of one, as apposed
e, inclusive management of effectively to arguing with the student in front of the class.
and the learning establish -Constructive feedback given in written form as well as audible.
supportive setting which constructive -Successful Strategies - Everything we do is purposeful,
learning incorporates relationships with whether it is a game to give a break, or a time of sharing stories
environment successful students to foster relationship.
strategies to develop and -Engage and motivate Differentiated Learning. Below
engage and maintain a positive standard group with Mrs Parsons, reading group with Val,
motivate konga and safe physical extension maths, all these groups allow me to specifically target
ii. foster trust, and emotional the gaps in the classes learning and bringing clarity who need
respect and environment it, to stop boredom or confusion.
cooperation with -Varying how information is presented and discussed. Visually,
create an
and among audibly, kinaesthetically, individually, group, whole class,
environment which
konga written. Google Slides, whiteboard, using props, changing my
encourages
tone of voice, the position of where I teach.
respect and
-Changing desk groups every five weeks, rows to groups.
understanding
Where and who the students work with, everyone is able to
maintain a collaborate with everyone.
purposeful working -See three before you see me. Working with each other as well
environment as me to get to the solutions.

Matt has actively created a class culture that is incredibly inclusive, supportive and encouraging. The children in his class are
encouraged to take risks and have ample opportunities to learn, succeed and fail in a safe environment. This is a strength of Matts
practice and of his character. He realises that culture is actively built and doesnt happen. It is due to this, that he has very few
management issues to deal with.
7

8

Criteria Key Indicators Professional Standards {Secondary: Evidence to demonstrate
Fully Registered Teacher) this
8. demonstrate in i. enable konga to make plan and use appropriate -Graphic Organisers- Multiple Intelligences,
practice their connections between their teaching programmes, Blooms Taxonomy, Thinkers Keys. Referred
knowledge and prior experiences and strategies, learning to and used constantly throughout teaching.
understanding of learning and their current activities and assessments -Displaying information in many ways.
how konga learning activities Flexibility Visual, Audible, Kinaesthetic,
demonstrate flexibility in a Written. Instructions written on the board as
learn ii. provide opportunities and range of effective teaching well as spoken.
support for konga to engage techniques -Making connections through introductory
with, practise and apply new make use of appropriate lessons, what do you know about this
learning to different contexts technologies and already? What would you like to know? Prior
iii. encourage konga to take resources knowledge engaged.
responsibility for their own -Class goals, as well as personal goals that
impart subject content
learning and behaviour they can tick off as we go throughout the
effectively year.
iv. assist konga to think
critically about information -Updating what I teach through, using Ipads,
and ideas and to reflect on Google Classroom.
their learning -Allowing class games to break up learning.
Getting fresh air, moving and stimulated.
-Keeping lessons short, sharp and
engaging. For example, seeing two reading
groups in one hour.
Matt is constantly developing his knowledge and understanding of how to best cater for the learning needs of the students in his
class. He uses a range of activities and caters for all learning styles. He utilises many of the concepts of Active Education in his
practice and allows for movement and stimulation.

9

{Secondary: Fully
Registered Teacher)
9. respond i. demonstrate knowledge and Engage student -Expectations clearly discussed with the class
effectively understanding of social and positively in learning very early on. Reinforced everyday through
to the cultural influences on Establish expectations conversation.
diverse learning, by working which value and -Knowing the needs of each child, keeping an
language effectively in the bicultural promote learning individual record of their achievement and who
and cultural and multicultural contexts of be responsive to they want to become. 7Hm dreams book is an
experiences, learning in Aotearoa New individual student example of this. Helps to show what the
and the Zealand needs children want to become.
varied ii. select teaching approaches, -Moving students closer to the board who cant
strengths, resources, technologies and see. Writing with bigger handwriting.
interests and learning and assessment -Speaking slowly for those who cant hear as
needs of activities that are inclusive well, Blade Melrose.
individuals and effective for diverse -Speaking clearly for those with language
and groups konga difficulties. International students, giving visual
of konga iii. modify teaching approaches aides.
to address the needs of -General conversation, knowing my learners,
individuals and groups of asking them questions to understand what
konga makes them diverse and unique.
Matt values the challenges facing students and their strengths and individuality. He has worked with students from a range of
backgrounds and cultures and has developed his skills when teaching a student with hearing difficulties. Again, he gets to know all
students in his class and forms strong relationships and an excellent class culture.

10

{Secondary: Fully Registered
Teacher)
10. work i. practise and develop the demonstrate a sound -Using Te Reo in the classroom. Saying
effectively relevant use of te reo knowledge of current issues Kia Ora on the roll everyday.
within the Mori meng tikanga-a-iwi and initiatives in education, -Practising their Mihis.
bicultural in context including Mori education -Playing Maori card games with the
context of ii. specifically and effectively continue to develop class.
Aotearoa New address the educational understandings and skills in -One on one time with priority learners
Zealand aspirations of konga the appropriate usage and to get them to above national standard,
Mori, displaying high accurate pronunciation of te either with myself or a teacher aide.
expectations for their reo Mori Example Jasmine Carran with Mrs
learning demonstrate an understanding Parsons.
of basic Mori protocols when -Knowing their learning needs
opportunities arise Tracking records kept of all learners.
Knowing where they are and where
they need to be.
Matt actively incorporates te reo and tikanga mori into his class. He idenitifies priority learners and values their cultural
contributions to both the classroom and the school. He models respect and cultural understanding for all people.

11

Standards
{Secondary:
Fully Registered
Teacher)
11. analyse and i. analyse assessment information to demonstrate a -Formative and Summative assessment on units.
appropriately identify progress and ongoing sound -Wall displays
use assessment learning needs of konga knowledge of -Weekly Homework
information, which ii. use assessment information to give -Written and verbal feedback given in books.
current
-Using pre-tests to identify gaps to fill in ability
has been regular and ongoing feedback to learning and groupings. Then using ability groupings to target
gathered formally guide and support further learning assessment the gaps of the whole class.
and informally iii. analyse assessment information to theory -Student/Class Surveys. Using that information
reflect on and evaluate the provide to update my teacher practice.
effectiveness of the teaching appropriate -Three Way conferences and emails to whanau
iv. communicate assessment and feedback to about student assessment.
achievement information to relevant students -Discussion with colleagues as what Level
members of the learning community students and placed at and how to help them
share
v. foster involvement of whnau in the best.
information -KWL charts to spark questions to answer in the
collection and use of information with
about the learning of konga unit.
colleagues -Student tracking sheets. Knowing where my
learners are placed against the national
standards.
Matt is developing his skills when using assessment data and making judgements about students. He has worked collaboratively
with peers and will continue to develop skills when assessing and using assessment data in 2017.

12

{Secondary: Fully
Registered Teacher)
12. use critical i. systematically and critically evaluate and reflect on -Fortnightly PLD readings given to me by
inquiry and engage with evidence and teaching techniques John, that I read and we discuss any important
problem-solving professional literature to reflect and strategies with a points raised. Many take away points that I am
effectively in their on and refine practice happy do discuss, such as starting and ending
view to improvement a lesson.
professional ii. respond professionally to -Three Way Conference - Feedback about my
practice feedback from members of the written feedback was taken on board
learning community professionally and since then I have improved
iii. critically examine their own in that area.
beliefs, including cultural -Asking questions of all teachers to refine and
beliefs, and how they impact on update my own emerging teacher philosophy.
their professional practice and Example How would you do this?
-Unit reflections and Junior College meetings.
the achievement of konga Meetings with Damian and Margaret.
-Observations of other teachers, challenges
what I do and why I do it. I think to myself Is
this the best way to teach this? Do I need to
change?
A strength of Matts teaching is his reflective approach. He will ask questions and seek guidance to further his practice. He is
incredibly diligent in trying to be the best possible teacher that he can be. He sets regular goals and works towards achieving these.
He will try new ideas and initiatives and has been engaging regularly in the PRT workshops provided through the College. Matt
uses staff expertise to help develop his own practice and has held regular meetings with Bd, Bm and Do. He operates a blog that
he regularly updates.

13
Matt you are an incredible asset to our Junior College. Working with you has been a breath of fresh air for me
professionally and the way you have engaged your class and created a strong culture is a real credit to you. It isnt by
accident that you have formed strong relationships with the students. You have fostered respect, empathy, risk taking
and diligence with your class. These are all things you actively model every day.
I look forward to working with you in 2017 and helping you develop your practice further. You are an excellent young
teacher and you have enriched the lives of the children in your classes. Well done!
Signed ____________________ (Appraisee) ____________ (Date ) 7.12.12
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KVC Appraisal 2016 - Matt Hooper

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He manu whai huruhuru

Opportunity and Success for All

Kaikorai Valley College

Kaikorai Valley College

Kaikorai Valley College

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

APPRAISERS COMMENTS AND RECOMMENDATIONS:

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully registered teachers:

Kaikorai Valley College

APPRAISERS COMMENTS AND RECOMMENDATIONS:

Kaikorai Valley College

Kaikorai Valley College

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

APPRAISERS COMMENTS AND RECOMMENDATIONS:

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

APPRAISERS COMMENTS AND RECOMMENDATIONS:

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

SELF ASSESSMENT MET NEEDS DEVELOPMENT NOT MET

Kaikorai Valley College

Signed ____________________ (Appraisee) ____________ (Date ) 7.12.12

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Signed ________ (Appraisee) (Date ) 7.12.12