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Appraisal Professional Learning and Resources


The Practising Teacher Criteria were introduced following a series of workshops and surveys. Our profession told us the criteria had the potential to improve teaching practice and student learning. The need to determine how these criteria could be used within an effective appraisal system for teachers, kaiako, professional leaders, tumuaki and principals was also recognised.Since 2013, the Council has been implementing the professional learning programme to:

  • build a national understanding of how to use the Practising Teacher Criteria for certification
  • improve appraisal practices in ECE settings, schools and kura to benefit learning, achievement and well-being of learners·    
  • strengthen evaluative capability
  • develop a culture of self-responsibility, accountability and professional growth
  • increase the ability of teachers, professional leaders and principals to engage in a range of appraisal conversations, including those needed to address any gap between current practice and agreed elements of practice to enhance learner  outcomes

Ask us a question about the project

If you would like to learn more about the the project you can ask one of our project co-ordinators a question using this form.

Phase One: developing robust, manageable appraisal systems

The materials in this section were developed as part of the 18 month professional learning programme for professional leaders. Through a series of three workshops, webinars and professional learning group meetings, facilitators worked with participants to create an Appraisal Conceptual Framework and the Appraisal Components Diagram (teachers)

You are invited to use the materials developed from workshops and webinars.  There were 1500 professional leaders and principal participants who engaged with:

Workshops - to clarify understandings about robust appraisal, find out about open to learning conversations, and set goals that link appraisal with practice outcomes for teaching and learning.

Webinars/online resources - to deepen understanding of the conceptual framework, appraisal processes and resources to support understanding/ use of the Practising Teacher Criteria and Tātaiako.

You will also find useful materials under the Resources tab.

Stage 1 Pre-workshop preparation by participants
Stage 2 Workshop One
Workshop One Powerpoint: Strengthening understanding of appraisal processes (PDF, 1.70MB)
Stage 3
Stage 4
Stage 5 Webinar Two 
Stage 6 Workshop Three
Workshop Three Powerpoint: Strengthening strategies to implement effective appraisal processes (PDF, 526KB)
Waikirikiri School - Inquiry, appraisal and student learning (Video)
Stage 7
Webinar Three
Underpinning all phases – Understanding the Practising Teacher Criteria and Tātaiako


Information for teachers taking part in the Appraisal of Teachers Project phase two: What is Evidence?

We're delighted that so many teachers are eager to take part in phase two. This phase of the project begins in July 2014 and is available to teachers in English and Māori medium, school and early childhood education (ECE) settings.

It comprises two full day workshops (approximately 6 weeks apart) with follow up Professional Learning Group (PLG) activities using webinars and online resources.

Stage 1

Pre-workshop preparation by participants

A Teacher's Voice (PDF, 577KB)

Stage 2

Workshop One

Workshop One powerpoint (PDF, 717KB)
Workshop One resource book (PDF, 463KB)
Examples of practice resource (PDF, 471KB)
Knowing and Working with the Practising Teacher Criteria in your setting template (Word, 57KB)
Practising Teacher Criteria/Professional Standards Matrices
Self Assessment tools for ECE (PDF, 367KB), Primary (PDF, 282KB) and Secondary (Word, 1.20MB)

Stage 3 
Stage 4

Workshop Two

Workshop Two powerpoint (PDF, 1.76MB)​​
Workshop Two resource book (PDF, 394KB)
Workshop Two resource book (Word, 6.56MB)

Stage 5

Webinar Two: What is Evidence? (Video) Webinar 2 NZSL (Video)
Webinar Two: Workbook (PDF, 404KB)
Webinar Two: Workbook (Word, 276KB) 

Webinar Two Powerpoint (PDF, 266KB)

Appraisal Annual Summary Report (Word, 43KB)

Underpinning all phases – Understanding the Practising Teacher Criteria and Tātaiako


Tēnā koe, welcome to this information for principals and tumuaki

Appraisal of Principals and Tumuaki: PLD resources


Leadership Inquiry 

Education Council (Council) and New Zealand School Trustees Association (NZSTA)

We have worked with NZSTA to align our requirements and  templates and communications for principal and tumuaki appraisal. The template for Performance Agreements has been revised based on the feedback received in 2016. 

The Principal Performance Agreement template examples for primary, area and secondary school principals have been developed in consultation with education sector group representatives. These are designed as examples that illustrate how performance agreement and summary report requirements can be recorded.  Please feel free to amend the template to reflect your processes as they meet the requirements.  While these templates are ready for use in 2016, we welcome feedback from principals and boards who use them so that they can be revised and enhanced for future years.

Principals have found this Appraisal Components Diagram helpful as they review appraisal systems in their schools.

Additional information in the Māori medium tab above will also be helpful for tumuaki in kura.

The FAQ tab on this page will also help clarify some aspects of appraisal for you and your teachers.


Other helpful links

The Council’s:

Appraisal of Teachers Phase 1: Appraisal systems - tab above

Appraisal of Teachers Phase 2: What is evidence? - tab above


NZSTA has information to support principals in thinking about the evidence they could use for their appraisal available on their website.


Appraisal Components Diagram

Appraisal Components Diagram - Analysis Tool

Practising Teacher Criteria Resources

Knowing and Working with the Practising Teacher Criteria in your setting

Practising Teacher Criteria and Professional Standards Comparative Matrices for kindergarten, primary, area and secondary teachers and professional leaders.

Self Assessment tools -  Schooling (Word, 869KB)

Self Assessment tools - ECE (Word, 503KB)

Self Assessment tools - School Guidance Counsellors (Word, 624KB)

Draft Evidence Guide (Word, 391KB)

Tātaiako: Cultural Competencies for Teachers of Māori Learners (PDF, 1.76MB)

Tātaiako: Cultural Competencies for Teachers of Māori Learners: A resource for use with the Graduating Teacher Standards and Registered Teacher Criteria (PDF, 843KB)

Careers Development Practice and the PTC

Careers New Zealand have worked with us at the Education Council to show how their teaching practice and benchmarks align to the PTC. Listen to the teachers talking about this in their programmes and read their examples.

PTC CDB Comparison Table

Case Study Yr 7 - 8

Case Study Yr 7 - 8 mp3

Case Study Yr 9 - 13

Case study Yr 9 - 13 mp3


Observations for Appraisal Purposes

Appraisal Annual Summary Reporting

Here you will find guidelines and template examples that you can use for appraisal annual summary reporting in early childhood education services and schools.

Appraisal Annual Summary Report Guidelines ECE.docx

Appraisal Annual Summary Report Guidelines School.docx

Appraisal Annual Summary Report Template Example ECE.docx

Appraisal Annual Summary Report Template Example School.doc

Using Student Voice in Appraisal

Using Student Voice in Teacher Appraisal (schooling) (PDF, 187KB)

Using Student Voice in Principal and Teacher Appraisal

Refining an Appraisal System: using student voice

Video Resources

A School-wide appraisal system (Video)

One Team’s Journey (Video)

Open to Learning in ECE (Video)

Conducting inquiry in a primary school (Video)

Coaching as a tool for professional learning and leading (Video)

Becoming a coach (Video)

Peer observations in appraisal (Video)

Discussing student learning and achievement in appraisal conversations (Video)

Buildling a Robust Appraisal System

Sample Electronic Portfolio

Creating a teacher appraisal portfolio: ECE (Blog)

Creating Successful Professional Learning Groups

PLG Resources


“Ehara taku toa i te toa takitahi, engari he toa takitini.”

Te Aromihi me te Arotake i ngā Mahi a te Kaiako

Nau mai, e rere atu te mihi ki a tātou e tau nei ki te kōrero, ki te wānanga i tēnei mea te aromihi me te arotake i ngā mahi a te kaiako. I roto i tēnei wānanga, ka kōrerohia ētahi tūāhuatanga o tēnei mea te aromihi  me te wāhi ki te aromihi i roto i te kura. 


This resource outlines some of the key considerations in setting up or reviewing your kaiako appraisal system. You might like to listen to the whole webinar at one time, and then discuss key parts with your staff. Alternatively you can listen to it in sections and consider the key messages within each section. There are four main sections as outlined below. For each section we have suggested a reflective question that you might like to use to generate discussion and thinking.

Part 1: Tikanga Whakahaere (slide 1) 00:00-2:13

This slide outlines some underlying premises on which appraisal can be viewed and the key role that leaders have in setting a context which enables kaiako to be the best teachers they can. 

Hei whakaarotanga, hei wānanga: What can you do better to encourage the best performance from each staff member?


Part 2: Te Tūāpapa (slides 2, 3, 4) 02:14-05:54

This set of slides outlines the purposes of appraisal.  Appraisal is not merely about compliance but can be a key lever for enhancing both individual and organisational performance. However, the extent to which this is possible can be dependent on how you are setting your appraisal system up – is it just about compliance or is it driven by improving outcomes for learners? These slides help you to review your current system and think about the type of appraisal system you would like to implement.

Hei whakaarotanga, hei wānanga: To what extent is your current system driving improvement in learner outcomes? What would need to happen in order for appraisal of teachers to be aligned to your organisation’s goals/targets for learners?


Part 3: Te Taunakitanga (slides 5, 6) 05:55-09:49

These slides cover the types of evidence that kaiako need to gather. Some key considerations are outlined in order for kaiako to decide what evidence is worthwhile.

Hei whakaarotanga, hei wānanga: Have you discussed and agreed what “good” practice looks like at your place, and what is worthwhile, purposeful and necessary evidence?


Part 4: Te Punaha Aromihi (slides 7, 8) 09:50-14:14

In practice, a robust appraisal system will have several components from discussing and setting goals, gathering evidence, discussing that evidence, and making and documenting a judgement about a kaiako’s performance. When and how these things are done is up to each organisation. The slides help to clarify the core components of an appraisal system as well as outlining some things to discuss during an appraisal meeting. 

Hei whakaarotanga, hei wānanga: How effectively are you currently carrying out these components? How can each component of your system be better aligned to your key priorities for the year

Tumuaki Appraisal workshops 2016

Tumuaki Appraisal 2016 powerpoint.pdf

Tumuaki Appraisal 2016 Workbook.pdf

Summary of Wānanga/Workshops

30 Mahuru - 1 Whiringa-ā-nuku 2013

Phase One for tumuaki

Māori medium professional leaders from around the country met for a two day wānanga in Auckland (30 Sept - 1 Oct 2013). Together they collaborated as they developed:

  • appropriate models of kaiako appraisal in their Māori-medium settings,
  • modified and created appraisal resources for use in Māori-medium appraisal systems,
  • discussed what constitutes evidence of practice that reflects the Practising Teacher Criteria; and
  • developed their own skills in undertaking and managing the appraisal process.

Hineihaea Murphy of Haemata Ltd facilitated this wānanga and developed the power point that is available here

21 -22 Whiringa-ā-rangi 2014

Māori medium professional leaders from around the country met for a two day wānanga in Auckland (21-22 November 2014) to:

  • review their current appraisal systems
  • develop models of kaiako appraisal, appropriate for their Māori-medium settings
  • discuss what constitutes evidence of practice that reflects the Practising Teacher Criteria; and
  • develop their own skills in undertaking and managing the appraisal process.

Hineihaea Murphy of Haemata Ltd facilitated this wānanga and developed the power point that is available here

22-23 Kohi-tātea 2015

Māori medium kaiako (along with some professional leaders) from around the country met for a two day wānanga in Auckland where they had the opportunity to:

  • engage with models of kaiako appraisal that had been effectively used in Māori-medium settings
  • discuss further development of these models from the kaiako perspective
  • discuss and develop their understandings of what constitutes evidence of practice that reflects the Practising Teacher Criteria 

Hineihaea Murphy of Haemata Ltd facilitated this wānanga and developed the powerpoint that is available here.

11 - 12 Pipiri 2015

Māori medium professional leaders and kaiako met for a two day wānanga in Rotorua (11-12 June 2015) to:

  • develop key understandings about teacher appraisal
  • identify an appropriate approach to appraisal
  • strengthen their understanding of the Practising Teacher Criteria
  • ensure kaiako appraisal evidence is relevant
  • develop an understanding of the responsibilities of an appraiser and an appraisee

Hineihaea Murphy of Haemata Ltd facilitated this wānanga and developed the powerpoint that is available here.


Research by Appraisal of Teachers Project Participants

The Council applauds teacher research and is pleased to provide links to the studies below. While some findings may not necessarily reflect the Council’s position on appraisal, it is recognised that the opportunity to engage in academic and professional debate is enhanced through such projects. 

Appraisal of Teachers project participants who have previously undertaken research related to this area in their settings are:

Dr Bilinda Offen

Lecturer, University of Otago College of Education

Factors that influence teacher appraisal in primary schools: making appraisal meaningful for teachers:

Tanya Shorter

Tauranga Region Kindergartens

Teacher appraisal - its relationship to motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand

Dr Janelle McKenzie

Principal, Collingwood Area School

Redefining Appraisal-Giving teachers ownership of their practice

Martin Bassett

Teacher, Hobsonville Point Secondary School, Auckland

Developing middle leaders in New Zealand secondary schools

Juliette Hayes

Principal, Geraldine High School

Professional Learning Communities: Beyond the Boundaries

Other teacher research

Joanne Robson

Head of English, Albany Junior High School, Auckland

The appraisal of middle leaders in New Zealand secondary schools


Development of the Registered Teacher Criteria

In 2006, the Teachers Council began a project to develop new standards for use when teachers are gaining and maintaining full registration.

The Criteria:

  • were designed to be more relevant to teachers in all education settings in New Zealand
  • aim to provide a more rigorous description of quality teaching than the Satisfactory Teacher Dimensions.

Key steps in the development and implementation of the Registered Teacher Criteria are shown below:


2013 Registered Teacher Criteria in use by all teachers
2010 Registered Teacher Criteria gazetted
Voluntary uptake of the Registered Teacher Criteria. Profession starts to get familiar with new criteria.
2009 Pilot 
Feedback from pilot is used to finalise the Registered Teacher Criteria.
2009 University of canterbury pilot the Registered Teacher Criteria across sectors
Professional leaders and teachers in 19 schools and ECE settings take part in pilot over a 6 month period. Participants are visited by advisors and participate in workshops.
Is the criteria relevant to teachers in early childhood, primary, secondary and Māori medium settings?
2008 Council runs consultation with the sector on the draft Registered Teacher Criteria
Online survey of teachers, postal survey of stakeholders and consultation packs provided to schools and ECE services.
Council uses feedback from consultation to further refine the criteria.
Does the Draft Registered Teacher Criteria describe the essential knowledge, relationships and values required for successful teaching?
2008 Draft evidence guide developed providing examples of practice for each criterion
Council convenes working groups of teachers and professional leaders to develop a Draft Evidence Guide.
What do the criteria and indicators look like in practice?
2007 Writing Group
Writing Group provides the first draft of the new criteria. Stakeholders provide feedback on draft.
2006 Reference Group 
Reference Group of key stakeholders formed to provide advice over the course of the project.
2006 - 2007 Standards for Teaching
What teaching standards are used nationally and internationally? How do standards support teacher learning?
2006 Council commissions literature review
What are the essential knowledge and capabilities needed for quality teaching in Aotearoa New Zealand?

Implementation of the Registered Teacher Criteria

2012-2014 Evaluation on Guidelines for Induction and Mentoring and Mentor Teachers
Council begins evaluation project to assess the impact of the Guidelines for Induction and Mentoring and Mentor Teachers. The evaluation also gathers data on how provisionally registered teachers and mentor teachers are using the Registered Teacher Criteria.
2012 Appraisal of Teachers project
Council begins appraisal of teachers project
Feedback from the workshops shows that professional leaders want more support for using the Registered Teacher Criteria for teacher appraisal.
2012 Survey
How are professional leaders working with the Registered Teacher Criteria in their setting? Is the Registered Teacher Criteria improving learning outcomes?
Council runs online survey of professional leaders seeking feedback on the Registered Teacher Criteria.
2012 Council publishes registration policy
Council launches website with all the policies, processes and requirements teachers need to register and to continue to hold a practising certificate.
Registration Policy contains information about the Registered Teacher Criteria.
2011 Council Workshops
Council runs another 15 workshops across New Zealand on the Registered Teacher Criteria.
2011 Tātaiako resource aligned to the Registered Teacher Criteria
Ministry of Education and Council work together to develop a resource to help teachers think about what it takes to successfully teach Māori learners
Each criterion links to a framework of cultural competencies for teachers of Māori learners.
How can the Registered Teacher Criteria support teachers to be culturally responsive to Māori learners?
2010 Council Workshops
Council runs 40 workshops across New Zealand to support professional leaders to implement the new criteria.
Resources to support teachers to use the criteria are published on the website.