NZ
1-059 Webinar

How to conduct a PGC summary

Although teacher certification is a three yearly attestation, we are still required to keep a record every year for registered teachers that confirms they have met the teacher standards requirements.
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Conducting a PGC summary

In this webinar, you’ll learn how to conduct a PGC summary conversation, cover the essential key points, and evaluate your teachers’ practice. We'll guide you in setting clear, agreed intentions for the year ahead. Join us for practical insights and support in fostering growth!

Presented By

Barbara Watson (PhD)

Webinar Duration

Approximately 45 minutes

Skill Level

Suitable for Managers, centre owners, leaders

What will you learn?

It is that time of year again when we are looking to round up professional growth cycles with our educators. Although teacher certification is a three yearly attestation, we are still required to keep a record every year for registered teachers that confirms they have met the teacher standards requirements. This is not only good practice, but also a valuable opportunity to summarise how effectively your teachers have met their PGC goals or inquiries for the year.

In this quick webinar for ECE leaders, you will learn;

  • How to conduct a PGC summary conversation.
  • The key points to cover in a PGC summary.
  • How to evaluate your teacher's practice and create agreed intentions for the year ahead.


Certificate of completion provided
for your professional learning records
About the presenter

Barbara Watson (PhD)

PhD; MEdAdmin; BEd (ECE); Dip.Tchg (Primary)

Barbara is a qualified early childhood and primary teacher and has owned and managed early childhood centres. Having worked as part of the EC Professional Support team at the Faculty of Education for 7 years, she has strong links with The University of Auckland. While in this role Barbara facilitated a variety of workshops and programmes for a wide range of ECE services and also lectured on a number of ECE papers.

Barbara has a passion for supporting teachers to make effective links between theory and practice. Her Masters thesis focused on leadership and adult education and her PhD investigated how induction and mentoring programmes are enacted in education and care services. Barbara works with centre leaders as a mentor, coach and external appraiser. 
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