Appendix 1

Indicators of good practice: Appraisal and endorsement for issue/renewal of practising certificates


Individual teacher level:  Are the endorsements in the sample audited (those endorsed in the previous 6 months) based on “meaningful” appraisal?

*Appraisal evidence linked to PTCs

*Evidence that each PTC is being met is “necessary and sufficient”

Personalised appraisal process 

Targeted observation of teaching and links between teaching practices and student/ākonga learning

Appraisal includes reflection about practice and outcomes for learners

Teaching as Inquiry

Range of robust information used, including perspectives of students/ākonga and parents

High quality feedback about teaching practice and next steps provided

Appraisal goals linked to ākonga learning/outcomes/wellbeing and the school’s/service’s strategic goals

Appraisal goals are specific and can be verified by objective measures or indicators

Appraisal identifies support and PLD needed

Opportunities for data-based discussion between teachers and leaders about student/ākonga learning and its relationship to teaching

Endorsement of leaders’ performance based on appropriate appraisal using PTCs

System level:  Do the appraisals by professional leaders in this school or early childhood service for all categories of certification achieve a “reasonable and consistent” standard overall?

Senior leader responsible for both completion and quality of appraisals

Senior leader who makes final endorsement decision is assured of the quality and breadth of appraisal process and evidence

Processes are well documented to support the teacher’s application for the practising certificate

Clear comprehensive procedures guide appraisal practice, including using the PTCs. These might include, for example, developing worthwhile and specific goals, indicators,  robust evidence including achievement information, classroom observations, self-appraisal and the final report

Effective processes are used for induction and mentoring of teachers to be recommended for the issue of a full practising certificate and for those working towards full certification 

Templates and observation schedules provide guidance about goals, process, evidence, observation of teaching

Time is allocated for goal setting, appraisal observations and discussions

PLD on effective appraisal processes and evidence, using PTC, providing constructive feedback, and coaching, promoting consistent understanding of expectations for teaching

Board is assured about teacher status - certification/endorsement and completion of appraisal

Endorsement and appraisal procedures and practices reviewed and improved regularly