Section 5: How Do I Record, Evaluate and Report?

5.1        Purpose. 13

5.2        Guiding Principles. 13

5.3        Recording. 13

5.4        Evaluation. 14

5.5        Reporting. 15

5.6        Wellbeing & Sustainability. 16

5.7        Reflection: SCT/ST as a Learner 16

5.8        Evaluating Professional Learning. 16

5.9        Summary: Effective SCT/ST reporting and evaluation: 16

 

5.1            Purpose

Reporting and evaluation within the SCT/ST role serve two key purposes:

1.     Improvement – supporting better outcomes for learners through reflective, evidence-informed practice

2.     Accountability – demonstrating the impact of the SCT/ST role to school leadership while maintaining trust

Evaluation and reporting must remain aligned with the core principles of the role:

·         Non-judgmental

·         Confidential

·         Focused on student outcomes and teacher growth

·         Separate from appraisal and performance management

5.2            Guiding Principles

·    Work with teachers, not on teachers

·         Ensure teachers have agency and ownership of their learning

·         Uphold mana, professional dignity, and cultural identity

·         Maintain strict confidentiality of individual coaching conversations

·         Protect safe spaces for risk-taking and vulnerability

·         Ensure equitable access to SCT/ST support across staff

·         Use inclusive, culturally responsive evaluation approaches

·         Consider the impact on priority learners

5.3            Recording

SCT /STs are not required to document everything, only what supports reflection, evaluation, and reporting.

Should be:

·         Simple

·         Consistent

·         Manageable within workload

·         Focused on patterns, not paperwork

1. Activity Log

·         Date

·         Type of activity (e.g. coaching, observation, PLD)

·         Time (approximate)

·         General focus (not teacher identifiable)

See here for an example of a downloadable Activity Log

2. Coaching / Support Notes

·         Can be minimal prompts or reflections

·         Must respect teacher ownership

·         Avoid detailed records that could compromise confidentiality

See here for an example of Coaching /Support notes

3. Reflective Journal

·         What am I noticing across the school?

·         What is having the greatest impact?

·         Where are the gaps or inequities?

See here for an example of a downloadable Reflective Journal

4. Evidence of Impact

·         Student voice

·         Teacher reflection

·         Samples of changed practice

·         School-wide trends (not individuals)

Recording enables reflection and evaluation, not surveillance

See here for an example of Evidence of Impact

5.4            Evaluation

1. Evaluation should be ongoing and cyclical, aligned with your school’s strategic direction.

·         Student outcomes (engagement, achievement, voice)

·         Teacher practice (strategies used, classroom change)

·         Teacher philosophy and confidence

·         Professional learning culture

·         Evidence should be used collaboratively, not imposed.

2. Practical Questions to Ask as a SCT /ST

·         What changes are evident in student learning?

·         What changes are evident in teaching practice?

·         What has been most helpful / least helpful?

·         Whose voices are missing?

·         How is this impacting priority learners?

3. Sources of Evidence

Use a balance of:

Quantitative

·         Achievement or assessment data

·         Attendance / engagement indicators

Qualitative

·         Student voice

·         Teacher reflections

·         Observations (before/after)

·         Learning conversations

5.5            Reporting

Reporting will vary from school to school and will be established in collaboration with the SCT/ST and Senior Leadership, it must be proportional to the time allowance the role receives. What follows are guidelines to help you navigate the reporting process.

1. Key Principle

Report the impact of the role, not individual teachers.

Reporting must:

·         Maintain confidentiality

·         Avoid identifying individuals

·         Represent patterns, themes, and shifts

2. Suggested Reporting Structure

Term Report  

·         Summary of key areas of support (e.g. engagement, assessment)

·         Approximate range of activities undertaken

·         Emerging themes across staff

·         Examples of impact (anonymised)

·         Next steps

See here for an example of a Team Report

Annual Report

·         Overview of the year’s focus areas

·         Evidence of impact on:

o    Teaching practice

o    Student learning outcomes

o    Professional learning culture

·         Alignment with school strategic goals

·         Identified priorities moving forward

See here for for an Annual Report Example

3. What Good Reporting Looks Like

Focuses on:

Trends and shifts across the school

·         Impact on learners

·         Growth in professional practice

Uses:

·         Clear, simple language

·         Selected evidence (not excessive data)

Avoids:

·         Naming individuals

·         Evaluative judgement of teachers

·         Excessive compliance workload

5.6            Wellbeing & Sustainability

SCT /ST reporting and evaluation must be

·         Manageable within allocated time

·         Designed to reduce teacher workload

·         Grounded in care, trust and relational practice

·         Reducing duplication

·         Supporting teachers without overwhelming the SCT/ST

·         Not a replication of appraisals systems

5.7            Reflection: SCT/ST as a Learner

Regular reflection enhances effectiveness:

·         What am I learning about coaching and support?

·         How am I enacting partnership and care?

·         How is my practice supporting equitable outcomes?

Reflection should be ongoing but light-touch, embedded in practice

5.8            Evaluating Professional Learning

All SCT/ST-led or supported PLD should include:

·         A clear goal linked to student outcomes

·         Defined success indicators

·         Opportunities for teacher voice and feedback

·         Follow-up to assess impact in practice

5.9            Summary: Effective SCT/ST reporting and evaluation:

·    ·         Prioritise impact over activity

·         Maintain high-trust relationships

·         Balance accountability with care

·         Honour Te Tiriti through active partnership, protection, and participation

·         Remain manageable and purposeful within role constraints

·         Planned at the start of the year, term, project or initiative

·         Through collaboration and negotiated is agreed upon

·         Subjected to regular review

 

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