Regular Evaluation (Planned)Improving our practice for children’s learning

Regular evaluations are planned evaluations or inquiries, where kindergartens gather data, monitor progress towards goals, and assess the effectiveness of programmes or teaching practices.

Focus:

Date Commenced:

Lead Evaluator:

People involved:

Noti

cing

What have we noticed in our practice?

What is the current reality: in this area of focus? for which learners? Is this what we expected?

(Brainstorm- what is going on here)

Look at what you: Do Say Believe Know

in this area of evaluative focus

Noti

cing

Write an evaluative question that our investigation will find an answer to.

In what ways…. How best could we… Where could we...

….. to better support children’s learning

Evaluative Question:

1

Inve

stiga

ting

What do we already know about this area of practice? Use research and readings to investigate to find out about ‘good/effective’ practice in your focus area. (ie. He Pou Tataki, Te Whariki, ERO publications)……………………………………………………..Seek other perspectives eg: other professionals, colleagues, whānau and children.Gather data about your current practice in this area? (ie, profile samples, surveys, minutes of meeting, etc)Ensure a mixture of qualitative and quantitative data gathering.

Date:

C

olla

bora

tive

sens

e m

akin

g

Compare data – what has it told you about what good practice looks like? What is known as quality/good practice?

Set and document your indicators of good/quality practice in relation to your evaluative question, based on the research/literature.

What does our information tell us about our current practice?

Is this good enough? What might we need to explore further? What did we learn?

Compare and analyse the data you have collected about your practice in the investigation, against research/indicators of quality/good practice to make meaning.

What can we learn from research evidence about what ‘good’ looks like?How close are we to that?

Needs to include an element of critique of current practice, rather than justifying practice

We want to know what’s good and what’s not good enough.What are we doing well? What can we improve on?

How can we enrich and accelerate the learning of our children?

It’s about doing it better

Date:

Indicators:

2

P

rioriti

sing

to ta

ke a

ction

What actions do we need to take to improve our practice in this focus area?

What changes do we need to make: Steps to Achieve the action/ goal:Person responsible/ Time Frame

Your actions here will help answer your evaluative question developed in the ‘Noticing’ stage.

Set clear improvement actions/ learning goals with measurable steps to reach the goal.

Set realistic time frames and determine who will lead the different actions.

Identify any external support that might be needed (ie, Senior Teacher, New entrant teacher, literature).

3

Date:

M

onito

ring

and

eval

uatin

g im

pact

What actual outcomes did those actions have to our practice?

What evidence do we have?Is this good enough? Do we need to adjust what we are doing?

To ensure sustainability of changes to practice, monitoring and evaluation processes need to be scheduled.

Have we achieved what we set out to do?What changes have we made to our practise? Have we met our quality indicators?

Action/Goal:

Cut and paste from Prioritising to take Action boxes

Impact on Professional Practice:What improvements has there been to our teaching practice as a result of our actions?

Outcome for Children’s Learning:What have been the improvements to children’s learning?What is working for which children?What’s not working for which children?

How do we Monitor and Sustain Changes to Practice? What ongoing monitoring may we need to put in place to ensure equity and excellence for all children’s learning?

4

Date:

5

6