Journal article

We describe new PAT: Mathematics assessment items that focus on students’ maths self-efficacy (students’ belief in their ability to correctly solve particular maths problems). In 2017, schools using PAT: Mathematics online will be able to give their students an opportunity to respond to these items to help build a picture of New Zealand students’ maths self-efficacy and achievement.

A performance-appraisal system is often fraught with tensions between the dual purposes of accountability and development. In practice, the nominated appraiser is responsible for evaluating the performance of a colleague and at the same time building a relationship that fosters development. Appraisal systems in New Zealand schools have been criticised for being nothing more than tick-box exercises with a heavy emphasis on compliance. Furthermore, development initiatives have often centred on professional goal setting that is not directly related to student-learning outcomes.

Creating the conditions for effective teacher collaboration has been seen as a critical component of the work that leaders have been engaged in at Stonefields School since it opened in 2011. Acknowledgement that collaboration can be an opportunity, but also be challenging at times, has informed elements of ongoing professional learning. One of these has been in growing teacher capacity to have sensemaking conversations, a disposition seen as especially relevant when teachers are working together in shared innovative learning environments.

This article supports teachers to think about their students’ acts of learning, as well as their own as teachers. It draws on research about young adults’ most profound learning during their apprenticeships, cadetships, and vocational immersion programmes. The experiences of GP registrars, carpentry apprentices, and engineering technician cadets, and the perspectives of their workplace teachers and mentors, provide insights about how people can move through a kind of portal to a new level of understanding and capability.

Victoria University Associate Professor Liz Jones is passionate about helping a range of professionals harness the potential of portfolios to improve their practice. Teacher portfolios are especially dear to her heart given Liz’s long career in education as a primary school teacher, principal, educational psychologist, teacher educator, and university academic. Liz entices readers to her publications through curly and alliterative titles, such as “Practice based evidence of evidence based practice” and “Enhancing professionalism through a professional practice portfolio”.