Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding...

Appraisal for teachers: Support for professional leadersWorkshop One: Strengthening understanding of appraisal

Welcome!E ngā mana, e ngā reo, e rau rangatira mā, Nau mai, haere mai!A warm welcome to you all!

Project aims

• To make the RTC and Tātaiako come alive!• To support you, as a professional leader, to build your knowledge

and confidence in appraising teachers: • across the Registered Teacher Criteria to gain full registration• to renew their practising certificate• to improve ākonga learning and achievement.

Why is this project necessary?

• to extend understanding of the RTC and Tātaiako, so that national understanding of what they look like in action emerges

• to build capability and confidence of all leaders to ensure that appraisal against the RTC is rigorous and fair

• Huge demand for places on the project shows the desire of the profession to ‘get it right’.

Workshop One Aim

To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes

Overview of the day

• Evaluating your current System – part 1• Project Overview• Conceptual framework for the project• Scenarios of appraisal issues• Evaluating your current System – part 2• Review of day and next steps

Meaning making and application to your setting at each stage

Evaluating your current system• In pairs, each describe your appraisal system – use your

resources as appropriate to aid the description

• Discuss what you would like to improve to make your system perfect – consider your thinking about the provocation we sent you

• In groups, share and record the key element(s) you want to improve

Project overview

Component OneStrengthen understanding of what appraisal is all about

Component TwoIntroduce Open to Learning

Component ThreeStrengthen strategies to implement effective appraisal processes

accountability and improvement

Strengthen the culture of self responsibility,

Phase 1Feb-Mar

2013

Phase 2Mar-May

Phase 3April-June

Phase 4Aug-Sep

Phase 5Oct

Phase 6Mar-May

2014

Phase 7June

Completed provocation

Workshop 1: What

appraisal is about

PLG identified

Webinar available

Workshop 2: Open to learning

conversations

Webinar available

Workshop 3: Problem

solving the really

difficult issues

Webinar available

Exploration of Teacher

Council materials and Ruia

Inquiry into practice

Inquiry into practice. Implement-

ation & on-going

inquiry (PLGs continue

beyond life of project)

PLG meets PLG meets

Formative evaluation of PLD

RTCs and Tātaiako

Evaluation of project

• Formative feedback for facilitators and the Teachers Council to maximise benefits for participants

• Summative evaluation of effectiveness and impact of the contract

• Two anonymous on-line surveys: June 2013, May 2014• One response per setting• Emailed link to school contact person.

Professional Learning Groups (PLG)

Purpose:To provide collegial support for improving appraisal• Select 4 to 5 colleagues to form a PLG• Agree a date for your first meeting (face to face or group

Skype)• Record your group name and meeting date• The meeting(s) needs to be held before the beginning of

September

Our way of working with you

We support you• owning your own learning• investigating worthy issues or ideas• gathering and analysing information, generating solutions,

making decisions, justifying conclusions and taking action

Principled ways of working together

• Maintaining confidentiality at all times• Being prompt • Being committed to your own action research/inquiry • Respecting personal and professional boundaries• Stepping out of your comfort zone• Having fun! Enjoying learning from your colleagues• Anything else?

Conceptual Framework to improve student outcomes

1. Performance Management - performance growth2. Evaluative Capability - inquiry into practice3. Open to learning framework4. Culture of Self-responsibility

Performance Management- performance growth

Performance

Processes that develop, strengthen and make best use of staff skills, knowledge, training and talent in ways that maximise learning outcomes for students:

• Staff appointments• Induction• Professional/staff development• Appraisal• Career support• Competence and discipline processes• Code of ethics

All oriented around a cohesive strategic direction and plan

Performance

Effective Performance Growth• Business and organisational processes need to be in place so

that things will happen

• All of these processes need to be explicitly aligned to what you are trying to achieve in your school or centre – your goals and mission

• In this way appraisal becomes an engine for on-going school improvement

• Effective appraisal should be seen through evidence of improving valued outcomes for students

Performance

The system

Performance

What would you notice if you had effective performance management systems and processes in your setting? (What would people be doing/saying?)

• Professional Teachers• Professional Leaders

Effective Performance Management in your setting

Culture of Self-responsibility

Self-responsibility

Professional

Teacher responsi

bility

Professional

Leader responsi

bility

Joint responsibility

Joint responsibility

Self-responsibility

What would you notice if you had joint responsibility and accountability? (What would people be doing/saying?)


Joint responsibility in your setting

Evaluative Capability - inquiry into practice

Evaluation

Reasoning

Evaluation is about well-reasoned answers to important questions…

“”

Michael Scriven (Claremont Graduate Uni), Jane Davidson (Real Evaluation Ltd), Syd King (NZQA)

Evaluation

Key concepts of evaluation

Evaluation is the systematic determination of the merit worth or significance of something

It requires a judgment to be made about the extent of the difference between a conception of ‘good’ and

‘what is’

Appraisal is an evaluative process

Appraisal must systematically determine the merit of the performance of the teacher against the RTC

Appraisal must be managed in such a way that the dual needs of development and accountability are

met

Evaluation

An effective evaluative (appraisal) process in your setting

What would you notice if you had effective evaluative processes in your setting? (What would people be doing/saying?)


Open to learning framework

Open to Learning

Open to Learning

Building trust matters

Viviane Robinson, The University of Auckland

Open to Learning

Key values in open to learning conversations


Open to Learning

When do I use an OLC?


Open to Learning

Examples of tough issues


Open to Learning

What makes these conversations tough?


Open to Learning

How do people typically deal with this?


Open to Learning

• describe problematic situations• listen to others’ views• detect and challenge own and others’ assumptions and

beliefs• invite consideration of alternative views• give and receive feedback • deal constructively with conflict

Open to learning conversations

Conceptual Framework

1. Performance Management - performance growth √2. Evaluative Capability - inquiry into practice √3. Open to learning framework √4. Culture of Self-responsibility √

Scenarios

Discuss the extent to which the 4 concepts are implicated in your scenario..

Registered Teacher Criteria


• Apply in all settings including early childhood services, Māori and English medium primary and secondary settings.

• Have been updated to include current research findings and other initiatives (e.g. NZ Curriculum) that support effective teaching

• Describe what all registered teachers must know, be able to do, and value as a member of the teaching profession



• Clearer connection to practice and student outcomes

• Bicultural nature is explicit

• Emphasis on critical reflection

• Professional Relationships are placed as Criteria One.

What is new / different?


• All teachers applying to become or renew as ‘fully’ registered

• Provisional and experienced

• In all sectors requiring registered teachers

• Including professional leaders.

Who do they apply to?


• Demonstrates in practice their knowledge and understanding of how ākonga learn

Tātaiako• Ako – takes responsibility for their own learning and that of

Māori learners

RTC Criterion # 8


i. Enable ākonga to make connections between their prior experiences and learning and their current learning activities

ii. Provide opportunities and support for ākonga to engage with, practice and apply new learning to different contexts

iii. Encourage ākonga to take responsibility for their own learning and behaviour

iv. Assist ākonga to think critically about information and ideas and to reflect on their learning – Linda’s story

Key Indicators


Discuss your understandings of this criterion:

• What would you expect to see and hear that would give you confidence that a teacher was meeting these criteria?

• How would Tātaiako describe this criterion?

Examination of criteria # 8

Key Question?What would you hear students/the teacher/parents say if the

teacher was meeting this criteria?


i. Sylvia Park

Related videos

http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Our-inquiry-framework



If appraisal is going to be credible, achievement needs to be part of the package…Learning and AchievementWhat would learning and achievement look like in your setting?UnderachievementWhat would underachievement look like in your setting?In your setting what are the implications for appraisal?


• In all settings across every year and across the curriculum we expect to see positive shifts for learners

• Setting goals for valued outcomes including learning and academic achievement is a sensible and realistic thing to do

• Having a credible metric against which we recognise changes is critical to making goal setting sensible

• We need to understand the conditions under which we can trust what a measurement tool is telling us

Learner outcomes

Workshop One Aim

To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes


• Go back to the notes that you made at the beginning of the day

• What might you need to do to strengthen your appraisal process over the next 15 months?

• What actions will you take between now and the PLG?

• Complete the evaluation form for the day

Reflection

Ongoing Learning – Phase Three

Webinar Content

• Deepening understanding of the conceptual framework and appraisal processes

Prior to PLG

• Review an aspect of current appraisal processes in your setting in terms of the conceptual framework discussed today

• Consider gathering draft exemplar evidence for selected RTC

PLG Meeting

• Share and peer critique your review of your processes and any actions to date

• Share the main ideas with the wider group

• Discuss and keep a note of real ‘difficult conversations’ you want problem solved next time

Workshop 2 Focus

• How might the professional leader engage in open to learning conversation with teachers about the evidence?

Video clips

Sylvia Park School http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Our-inquiry-framework

Self assessment Takapuna: http://www.youtube.com/watch?v=V3fRY6FfS5Y&feature=youtu.be

Jane’s story: http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane-s-story



http://www.youtube.com/watch?v=V3fRY6FfS5Y&feature=youtu.be

http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane-s-story

Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding...

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