Why should we document self-review? - He aha te take me tuhi te arohaehae?
Documenting self-review is helpful for a number of reasons:
- It makes our review process transparent for everyone.
- It helps us to keep a record of our reviews over time.
- It serves as a reminder of our intentions and discoveries in review.
- It enables us to share our reviews with others (including external reviewers).
Both planned and spontaneous reviews can be documented.
Documenting planned reviews involves developing a formal procedure for review. This can be expressed in a policy/procedural statement.
Documentation includes:
Documenting spontaneous reviews involves recording happenings and events that trigger a review as well as the review process and outcomes. Spontaneous reviews are often documented after the actual review has taken place.
Documenting planned and spontaneous reviews allows us to keep a record of the process, information gathered, and outcome of each review and to monitor the implementation of our action plan. Appendix 1 provides some examples of documented self-review from a range of early childhood education services.
You can also use the links below to view samples of documented review:
- Sample 1 - A systematic review schedule
Our vision: We aspire for children to be confident explorers, keen inquirers, and creative thinkers. Our learning environment will enrich and enhance the knowledge, skills, and dispositions children bring to the learning experience. Through collaborative relationships, we will work with children and their families/whānau to promote positive learning outcomes for all children.
| How we will achieve this vision (direction) |
Links to legislative requirements |
Key practices for review focus |
When review will take place |
Goal 1
Children will have access to a wide range of appropriate resources (that promote meaningful exploration). |
DOP 1(c) (d), 5(e)
Regulations 24 (a)-(d), 31 and 32 |
Learning and teaching practice |
May-June 2005 |
Goal 2
Adults will be responsive to children's questions and cues (to promote inquiry). |
DOP 1(a) (b), 2, 3, 5(c)
Regulation 32 (a) (b) |
Learning and teaching practice |
August-November 2005 |
Goal 3
Adults will actively encourage and acknowledge children's ideas and suggestions in the learning and teaching context. |
DOP (3), 4(d), 5(d) (e)
Regulation 32 (c) |
Learning and teaching practice |
August-November 2005 |
Goal 4
Adults will provide a diverse range of opportunities for families, whānau, and the wider community to be involved in children's learning. |
DOP 6,7, 8, 10 (b) (c)
Regulations 32 (c) (f) |
Collaborative practice
Learning and teaching practice |
March-October 2005 |
| Meeting accountabilities |
DOP 10 (a) (e) 9, 11, 12 |
Governance and management practice |
January-September 2005 |
- Sample 2 - Example of a review plan
|
Review Plan: May-June 2005 |
|
| Indicators (linked to goal) |
Key practice for focus |
Focus for review |
Children will use resources to:
solve problems
classify
look for patterns
make comparisons
explain to others
(Te Whariki, page 88) |
Learning and teaching practice
|
To what extent our current range of resources (equipment and materials) promote exploration for our 4-year-old children?
| |
|
| Timeframe |
Gathering Information |
| May-June 2005 |
Over a two-week period, gather information about children (4 year olds) using resources in the centre.
Staff member X will code children's (4 year olds') use of resources in existing learning stories documented over the past six months, using indicator criteria.
Staff member Y will video children (4 year olds) using resources for a total of 15 minutes daily (staggered throughout the day) over a period of one week.
Staff member Z will support children (4 year olds) to take photographs of resources that promote exploration.
Children (4 year olds) will be invited to share and discuss photographs.
Teachers will view and code video footage and photographs at the next staff meeting. |
| Tools |
Ethical Considerations |
Existing learning stories
Video and photographs (existing and new) |
Do we have consent of children (4 year olds) and parents for use of existing learning stories/photographs?
Have we got consent for videoing and photographing children?
How will we ensure that children have a choice about the extent of their involvement?
How will we let parents know what we are doing and why?
How will we share the findings of this review and with whom? |