Windsor Montessori Policies

Kaiako Professional Growth Cycle Policy

References:

The Ministry of Education’s Licensing Criteria for Early Childhood Education and Care Centres 2008 section on Governance, Management and Administration requires that early childhood services demonstrate they have a number of professional practices in place, including GMA and Licensing Criteria C101-014

 

Statement of Intent:                                                                                                                                                      Professional Growth Cycle (PGC) – formally known as ‘Appraisal’ - is about encouraging reflective, highly trusted professional growth that will benefit all ākonga. It is a process for review of current work and achievements undertaken by kaiako. At Windsor Montessori Preschool, kaiako will engage in individual PGC so that over time, they will systematically affirm and improve professional practices with the goal to improve both their teaching practices and the learning outcomes of all tamariki. The aim of the process is to identify professional growth, achievement and responsibility for each team member.       

               

What Professional Growth Cycle Looks Like:                                                     

Professional Growth Cycle is part of the kaiako recertification process. The appraisal will be undertaken by a fully registered and certificated kaiako and will focus on the Standards for the Teaching Profession and the Code of Professional Responsibility. Responsible PGC is a process of looking backward and moving forwards. Through this process we will review performance over the past period, and look forward to planning for future personal/professional development.

 

Kaiako will work to develop a culture of “being open to learning and change” so that any new practices that are developed will have a long term, positive impact on the learning outcomes of all tamariki. Kaiako will inquire into individual goals for their own teaching practices, as well as a team goal which will be part of an internal evaluation process. Both of these goals will be meaningful and will reflect on what is happening within the preschool at the present time and how these goals will improve practice, challenge thinking, empower kaiako and improve learning outcomes for all tamariki.   

                                                                                                           

The Objectives of the PGC are to:

• provide a development programme for future growth for kaiako        

• stimulate interest and involvement in the job    

• improve communication between the head kaiako and team members

• improve future job performance and competence        

• identify needs for training, both internally and externally

• determine what action is needed to improve weaker skills

• allow discussions of what team members see as barriers to their performance

• have better insight as to what is currently happening for tamariki and identify the needs within the culture of our preschool.         

                                                                                               

Windsor Montessori Preschool is committed to providing kaiako a process with which to review their performance. This will include:                     

1. Valuing kaiako contributions to the relationships within the preschool, working together as a team and with tamariki/whānau

2. Identifying aspects of practice which kaiako wish to strengthen    

3. Kaiako contribution to the vision, philosophy and strategic plan of the preschool

4. Encouraging kaiako to see themselves as a part of the professional learning community by working collaboratively to improve their own teaching and bring about positive learning and changes for all

5. Placing great value on the importance of relationships, communication skills and to see each learner (tamariki and kaiako) holistically

6. Facilitating a culture of respect and trust in an environment that is safe for learning.                                                                                                                                                                                                   

The Role of the Mentor:

1. When working together as a team, the mentor will, as a leader, step back and lead from behind allowing each team member to have opportunities to share their own thoughts and ideas as well as explore new thinking

2. Provide a relationship that is supportive, motivating, shaping, guiding and encouraging with the purpose of helping kaiako reach their full potential

3. Facilitate evidence informed reflective learning conversations that build confidence and create trusting relationships built on empathy and support

4. Question and challenge kaiako to encourage reflective practice and leadership learning

5. Provide a place that supports and challenges both the mentor and mentee. Both are seen as learners in this process

6. Promote professional learning that models and encourages a culture of continual growth and professional responsibility that will lead to positive learning outcomes for all tamariki

7. Actively inquire into their own learning, both teaching and mentoring, in order to provide a strong model of inquiry mindedness for others

8. Set a culture for all kaiako to be willing to be open to positive criticism and to acknowledge and share imperfections whilst being open to change

9. Give formal feedback about kaiako performance against key performance indicators in a professional context and in a manner that is transparent

10. Clarify the process of PGC and make explicit the roles of the ‘mentor’ and the ‘mentee’

11. Set meetings for kaiako throughout the year in agreement with kaiako. A formal PGC meeting will occur annually where kaiako performance is attested to, key performance indicators as outlined in the kaiako job description and satisfactory kaiako dimensions (as outlined by the NZTC) are met. Information gathered for attestation by the mentor could include reviews from colleagues, head kaiako, and/or internal evaluation

12. Meet with kaiako each term to plan and discuss their individual learning and development.

                                                                                                                                                                           

Both the mentor and the mentee need to sign and date the final PGC documentation. The PGC documentation will be filed in individual staff folders.

 

The Role of the Appraisee:

1. See themselves on a continual journey of learning and that through this process they are empowered to make positive changes for themselves and those around them

2. Always have tamariki at the very heart of what they do

3. Be committed to putting time and effort into their PGC process with the goal to always be improving and growing as a kaiako

4. Come to every meeting prepared. Reflect on and discuss performance, future goals and plans, to be honest about professional learning needs and have an open mind for learning

5. Be proactive in their PGC process, seeking to gather evidence and be willing to approach other kaiako for support

6. Work alongside the team to gain better insight and understandings of the Standards of Teaching

7. Align PGC goals with the vision, philosophy and strategic plan of the preschool.

 

Professional Development

Professional development is a term used which includes, workshops, conferences, in-services, training sessions, formal studying, readings and research. Engaging in professional development helps to identify areas of strengths and areas requiring improvement. Kaiako are expected to develop their skills and knowledge to enhance their own teaching practices and grow and deepen their understanding of children’s development and learning. A commitment to professional development is the key to effective continuous improvement and the provision of quality education at the preschool. The preschool will encourage and support all Kaiako to investigate ideas and practices that will enhance and improve the learning outcomes of all our learners.

 

Date:

Signed:

 

Review Date:

 

Consultation: