There is no linking of Internal Evaluation Internal Evaluation is not strongly aligned Internal Evaluation has links to strategic Internal Evaluation is clearly linked to the to strategic planning/goals/vision to strategic planning/goals/vision planning/goals/vision vision or philosophy and informs strategic direction There is no evidence of emergent review Limited evidence of emergent reviews is evidence of emergent reviews Emergent reviews inform ongoing informing ongoing improvement improvements and impact of are clearly evident in the evaluation There is no documented plan to guide The plan is not sufficiently robust to A planned approach is evident - use of a Well established processes that enable the processes of regular and/or strategic guide the processes of regular and plan or schedule to guide processes of robust systematic, planned and internal evaluation strategic internal evaluation regular and strategic internal evaluation deliberate inquiry are clearly evident Processes and outcomes not Limited documentation of processes and is documented evidence of process Clear documentation developed to show documented outcomes and outcomes evidence of process and outcomes Undertaken by an individual and is Mostly undertaken by individuals rather Most teachers contribute in some way to Internal Evaluation is a collaborative limited perspectives evident than a collaborative activity Internal Evaluation and perspectives of process where multiple perspectives are children’s and or whānau are sought evident children and whānau – contribute to Internal Evaluation Indicators may not be developed. If they Limited use of indicators for analysis and Indicators provide some direction for Indicators are used to guide the are, they are not used to support analysis evaluation analysis and evaluation gathering and analysis of the evidence, and evaluation the evaluation of current practice and effectiveness of changes Information is not analysed and any Limited gathering and analysis of Information is gathered and analysed to Wide of information is gathered; actions are not connected to the information answer the evaluative question, make information is well-analysed, and used to Internal Evaluation Actions taken are not clearly informed by judgements current practice and clearly evaluate the effectiveness of Internal Evaluation inform decision-making current practices Action is taken in response but is not Internal Evaluation outcomes are used evaluated for decision-making and improvement. These improvements are evaluated to ensure they are achieving what they were designed to achieve for children and whānau Review processes are largely compliance is primarily on resources and Starting to focus review on teaching and Internal Evaluation includes all aspects of or focused environment learning practice and children’s learning the kindergarten’s operation over time and a strong focus on teaching and learning and outcomes for all children
There is no linking of Internal Evaluation to strategic planning/goals/vision Internal Evaluation is not strongly aligned to strategic planning/goals/vision Internal Evaluation has links to strategic planning/goals/vision Internal Evaluation is clearly linked to the vision or philosophy and informs strategic direction There is no evidence of emergent review Limited evidence of emergent reviews is evidence of emergent reviews informing ongoing improvement Emergent reviews inform ongoing improvements and impact of are clearly evident in the evaluation There is no documented plan to guide the processes of regular and/or strategic internal evaluation The plan is not sufficiently robust to guide the processes of regular and strategic internal evaluation A planned approach is evident - use of a plan or schedule to guide processes of regular and strategic internal evaluation Well established processes that enable robust systematic, planned and deliberate inquiry are clearly evident Processes and outcomes not documented Limited documentation of processes and outcomes is documented evidence of process and outcomes Clear documentation developed to show evidence of process and outcomes Undertaken by an individual and is limited perspectives evident Mostly undertaken by individuals rather than a collaborative activity Most teachers contribute in some way to Internal Evaluation and perspectives of children’s and or whānau are sought Internal Evaluation is a collaborative process where multiple perspectives are evident – children and whānau contribute to Internal Evaluation Indicators may not be developed. If they are, they are not used to support analysis and evaluation Limited use of indicators for analysis and evaluation Indicators provide some direction for analysis and evaluation Indicators are used to guide the gathering and analysis of the evidence, the evaluation of current practice and effectiveness of changes Information is not analysed and any actions are not connected to the Internal Evaluation Limited gathering and analysis of information Actions taken are not clearly informed by Internal Evaluation Information is gathered and analysed to answer the evaluative question, make judgements current practice and inform decision-making Action is taken in response but is not evaluated Wide of information is gathered; information is well-analysed, and used to clearly evaluate the effectiveness of current practices Internal Evaluation outcomes are used for decision-making and improvement. These improvements are evaluated to ensure they are achieving what they were designed to achieve for children and whānau Review processes are largely compliance or focused is primarily on resources and environment Starting to focus review on teaching and learning practice and children’s learning Internal Evaluation includes all aspects of the kindergarten’s operation over time and a strong focus on teaching and learning and outcomes for all children
Annual-Review-Final-November-2017-to-2018_30857_1-2-_38538_1.docx