Appraisal of Principals and Tumuaki - Teaching Council Booklet … · Web viewAppraisal of...

Appraisal of Principals and Tumuaki

Webinar One Resources

2016

Appraisal of Principals and Tumuaki Webinar One Resources 2016 ©Education Council of New Zealand

Project Aims

Within the context of appraisal develop a shared understanding about:

The role of the principal as leader of learning

The use of data and evidence for planning ongoing and future PLD for teachers

To support principals to:

be clear about the relationship and requirements for professional review/appraisal within the collective agreement and for the renewal of your practising certificate with the Education Council of Aotearoa New Zealand

understand the expectations of the audit and moderation process undertaken by the Education Review Office on behalf of the Education Council

develop, refine and engage in a performance review/appraisal system that fosters learning; your own, your teachers and their students

undertake evidence-based leadership inquiries as a central component of your own performance review/appraisal

have a shared understanding between you and your Board of Trustees Chair to ensure confidence that your performance review/appraisal process supports you in your role as principal.

Appraisal of Principals and Tumuaki Webinar One Resources 2016 ©Education Council of New Zealand 2

Requirements for Performance Review/Appraisal

The interim registration policy of the Education Council of Aotearoa New Zealand states that anyone in a teaching position in a school in the general education system must hold a current practising certificate. A principal’s position is a teaching position. While it is possible that principals may not teach their own class/es, they are ultimately responsible for the teaching and learning of the children and students in their schools and directly responsible for the professional learning and development of their teachers. The principal is the leader of learning.

To be issued with or to renew a current practising certificate, principals and teachers need to be annually appraised using all 12 Practising Teacher Criteria (PTC). The principal’s performance review/appraisal should address their performance objectives aligned with the school charter and annual plan, the PTC and the principal professional standards, and learning and development objectives (linked to career structure payments in 4.4 of the principals’ collective agreements). More information about the complete performance review process is available on NZSTA’s principal performance management page.

The primary principals’ collective agreement, the area school principals’ collective agreement and the secondary principals’ collective agreement state that ‘the board shall put in place an annual performance agreement and carry out a review of the principal every year.’ The collective agreements elaborate on this point by stating that this performance agreement is developed in consultation with the principal.

While the performance review/appraisal is the responsibility of the school’s board of trustees (board). The board may delegate the task to a committee, or the board chairperson. It may also choose to engage an external consultant with appropriate skills and knowledge to assist with the performance review/appraisal. The endorsement for a principal on their application for the issue or renewal of a practising certificate is completed and signed by the board chairperson and the second endorser who must hold a full practising certificate and have been involved in the performance review/appraisal process1.

The principal performance review/appraisal includes a final report to be completed annually. The principals’ collective agreements state that the final report will be prepared in consultation with the principal.

An example of a principal performance agreement with information illustrating the requirements for the final report is available in draft form for use in 2016. We welcome feedback from principals and appraisers who use it this year. The report format illustrates the type of evidence it is expected will be made available at performance review/appraisal meetings with the reviewer/appraiser. The report’s content and structure indicates that the principal has participated in a robust performance

1 If the board chairperson or consultant undertaking the principal’s performance review process holds a full practising certificate they can be the sole reviewer/appraiser for the board. The Education Council requires that if the board chairperson or the consultant does not hold a full practising certificate, a fully certificated principal colleague or senior teacher must participate in the performance review/appraisal process on behalf of the profession. They will provide assurance for (or could be) the second endorser for the practising certificate renewal. The person participating in the performance review/appraisal process must have opportunity to observe the principal’s practice, provide feedback and be involved with the principal and the consultant in discussion related to the Practising Teacher Criteria, annually.


http://www.nzsta.org.nz/employer-role/principal-performance-management/performance-agreement

http://www.nzsta.org.nz/employer-role/principal-performance-management

http://www.nzsta.org.nz/employer-role/principal-performance-management

review/appraisal process. As part of the appraisal audit and moderation function undertaken on behalf of the Education Council of Aotearoa New Zealand, the Education Review Office (ERO) reviewers will view the performance review/appraisal summary report for each teacher and principal who has had an application for practising certificate endorsed in the preceding twelve months, when they undertake their regular review of the school.

The Education Council website has information and webinars to support schools’ appraisal processes. New Zealand School Trustees Association has resources for the performance review/appraisal of principals. It is strongly recommended that the processes followed for principal performance review/ appraisal are aligned with those used for their teachers across their school.

More information can also be found on the Education Review Office website where you can download their 2014 publication “Supporting school improvement through effective principal appraisal ”

In summary:

a principal’s position is a teaching position. Anyone in a teaching position must hold a current practising certificate

to be issued with or to renew a current practising certificate, principals and teachers, need to be annually appraised using all 12 of the PTC

the principal must be reviewed/appraised in relation to the performance and learning objectives linked with the board charter’s strategic and annual plan, the PTC and the principal professional standards (aligned with the career structure payments in 4.4 of the collective agreements)

the principal’s performance review/appraisal is the responsibility of the board of trustees in consultation with the principal

the endorsement for a principal applying for the issue or renewal of a practising certificate is completed and signed by the board chairperson and the second endorser must be a teacher who has a full practising certificate

a performance review/appraisal final report will be completed annually and made available for the audit and moderation process.

What do I want to know more about?


http://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-principal-appraisal/

http://www.nzsta.org.nz/employer-role/principal-performance-management/performance-review

http://www.nzsta.org.nz/employer-role/principal-performance-management/performance-review

https://educationcouncil.org.nz/appraisal-teachers-project

http://www.ero.govt.nz/

Appraised by

The Board of Trustees delegates responsibility for the principal’s performance review to the board chair. The board chair does not have a full practising certificate. When the performance agreement has been set up, the board chair and principal identify a principal colleague from the principal’s PLG to engage in the process bringing their understanding of the Practising Teacher Criteria (PTC) and their depth of knowledge and skills applied to practice on behalf of the profession. The principal colleague knows the performance agreement objectives, observes the principal in action and participates in a conversation with the principal and the board chair informing the annual summary report statement that the principal has met the PTC.

The Board of Trustees delegates responsibility for the principal’s performance review to a consultant experienced in performance review/appraisal. The consultant no longer holds a full practising certificate (or is not a teacher and has never held teacher registration). When the performance agreement has been set up, as part of a robust process the consultant and principal identify a principal colleague from the principal’s PLG (or a senior teacher in the school) to engage in the process bringing to it their understanding of the Practising Teacher Criteria (PTC) and their depth of knowledge and skills applied to practice on behalf of the profession. The principal colleague/senior teacher knows the objectives, observes the principal in action and participates in a conversation with the principal and the consultant informing the annual summary report statement that the principal has met the PTC.

The Board of Trustees delegates responsibility for the principal’s performance review to the board chair who holds a full practising certificate. This scenario does not require an additional endorser for an application for the principal’s practising certificate. Where the Board of Trustees delegates responsibility for the principal’s performance review to an external consultant who holds a full practising certificate, the board chair also endorses the application for the practising certificate as the employer.

Audit and Moderation by the Education Review Office

Under contract to the Education Council, the ERO reviewers are auditing the process behind the endorsement and evidence for issuing Practising Certificates

10% of those teachers who have been issued with a PC in the previous 12-month period, nationally

Auditing every issued or renewed PC in a school/centre within the last 12 months when ERO visits

Schools/Centres - records/evidence.


Dual Purpose of Appraisal


Appraisal Conceptual Framework/He Kete Whakatipu Ngaio Tangata


Annual Performance Review


Creating a Performance Agreement

Initial planning questions2:

1. Have the previous year's strategic and annual operating plans been achieved?2. Were there any issues arising from the previous performance agreement that needed

attention?3. Have any professional development needs arisen in the process?4. Are there any new external elements that must be addressed (requirements of standards,

student monitoring, introduction of curriculum performance standards, etc)?5. Has there been an ERO Accountability Review that recommends compliance requirements?6. What specific objectives need to be addressed in the performance agreement?7. Have staff or community members raised any concerns?8. Are there specific concerns about the performance of the school or principal?9. Are there aspects of 'special character' of the school that need to be addressed?

Keep note of the responses provided to the questions.

This should provide a basis for the draft outline.

2 http://www.nzsta.org.nz/employer/principal-performance-management/performance-agreement/create-a-performance-agreement


http://www.nzsta.org.nz/employer/principal-performance-management/performance-agreement/create-a-performance-agreement

http://www.nzsta.org.nz/employer/principal-performance-management/performance-agreement/create-a-performance-agreement

Principal’s Performance Agreement Example

Purpose To assist in measuring the Principal’s performance to confirm that it is consistent with the school’s charter, goals and the Professional Standards for Principals and the PTC.

Containing

1. Job description 2. Professional Standards for Principals 3. Performance Goals.

Period School Year

This document identifies goals, actions and performance indicators for the appraisal of the Principal, ____________________________ It is based on the Board’s (BOT) objectives for 2016 and the Area School Principals’ professional standards3. It has been constructed collaboratively between the BOT and _____________________________ and identifies key objectives to be achieved in 2016.

______________ will provide evidence to demonstrate how he/she is meeting the requirements of the performance agreement and professional criteria for Beginning Principals as stated in Part 4.4 of the Area School Principals’ Collective Agreement, Effective 2 September 2013 – 1 June 2016.

Provided that the Principal has entered into a performance agreement and undertaken an annual review as in clauses 2.1.2 and 4.1 within the last 12 months, Principals covered by this collective agreement will be entitled to a career allowance based on clauses 4.4(c)-(j) and the following service and professional criteria:

Minimum of 3 years continuous service as a Principal in a New Zealand State or State Integrated Area School

The appraisal of ______________’s performance will be carried out formatively using a critical friend approach. Data will be collected and discussed with ______________ throughout the year and progress discussed with the board chair in June, September and December 2016.

As part of the on-going data collection process ______________ will have the opportunity to self-review his progress towards meeting the goals identified in this performance agreement. A written report summarising the results of ______________’s appraisal will be completed in December 2016 and discussed with both the Principal and Board chairperson.

3 Appendix OneAppraisal of Principals and Tumuaki Webinar One Resources 2016 ©Education Council of New Zealand

10

THE PURPOSE OF THE PERFORMANCE AGREEMENT

IS TO PROVIDE:

A clear understanding of the board’s expectations for the principal.

Measurement of principal’s contributions to the school’s strategic objectives.

A narrative of learning and development targets for the principal.

A record of the principal’s growth.

A measure of the principal’s achievements in the professional standards and practising teacher criteria.

A formal process to provide determination of principal career allowances and concurrence payments.

The basis for the annual performance review.

GOOD PERFORMANCEThe principal has satisfied the employment agreement if:

The professional standards have been met. Practising teacher criteria have been met. Performance objectives and learning objectives have been met.4

In working towards achieving the goals as set out in this agreement, the Board of Trustees will support ______________ in the following ways:

1. Provision of budgeted funds for professional development including, but not limited to

______________

2. Provision of a formative appraisal process

3. Open communication, co-operation, regular meetings and clear delegation of the day to day

management for the school.

Signed_________________________ Signed______________________________

Principal BOT Chairperson

Date __________________ Date _________________

4 The board and principal may need to revise objectives throughout the year. Changes should be discussed and agreed upon.


ObjectivesLinked to charter targets and individual needs

Indicators/TasksWhat will happen throughout the year to make this happen?

EvidenceWhat evidence will occur throughout the year to show progress and achievement?

OutcomesWhat will this look like when achieved? What will be the impacts on learners?

Links To Professional Standards, PTC, Career Structure

Objective 1

Implementation of the board’s annual plan

Follow the board’s work plan for reporting progress towards annual targets

Principal’s monthly reports

Feedback from board chairperson

Board survey

Achievement of the annual targets

Professional Standard Dimensions Culture – Pedagogy

Career Structure CriteriaMeeting requirements of performance review PTC: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Objective 2

Cohesive and effective leadership team

Induction of new SLTProfessional development through CPLWeekly meetings with the SLTEach term the SLT meet and review progress towards achieving annual goals

Feedback from SLTFeedback from staff

Minutes of SLT meetings

Self-review by

__________________

Strategic leadership for all aspects of school operations

Professional Standard Dimensions Culture –Systems Partnerships

PTC: 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

Objective 2a(Professional Inquiry)

By the end of the year I am leading a strong and effective leadership team through further developing my leadership skills so that a unified team is leading the school

Development of an agreed way of working with leadership team

Decisions are talked about fully and there is a unified voice coming from the leadership team to the staff

Evaluation of SLT meetings collaboratively using Peter Senge’s

___________’s portfolio and coaching notes

Leadership team voice – focus group interview

Minutes of SLT meetings

Feedback from staff – focus group interview

Strong and powerful educational leadership that reflects both the values and principles of NZC

Professional Standard Dimensions Culture –PartnershipsPTC: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Career Structure CriteriaParticipation in a learning and development plan that demonstrates professional growth, including pedagogical leadership


ObjectivesLinked to charter targets and individual needs

Indicators/TasksWhat will happen throughout the year to make this happen?

EvidenceWhat evidence will occur throughout the year to show progress and achievement?

OutcomesWhat will this look like when achieved? What will be the impacts on learners?

Links To Professional Standards, PTC, Career Structure

advocacy/ inquiry tool


What do we need further explanation about?


Appraisal of Principals and TumuakiPart B


How Inquiry Fits In The Annual Performance Review Cycle


Appraisal of Teachers

Thinking about your school setting, what is going on for your students?

Have a look at your annual goals - What are the priorities for the students at your school? How well are they going in relation to those priorities? What challenges does this create for you as a leader? Make some notes about that these challenges.

Focusing Where will concentrating our energies make the most difference? Focusing well will lead to informed actions, and usually means selecting no more than one or two areas so that the inquiry is "focused and deep". A common focus generates the momentum to transform schools.


Developing a hunch How are we contributing to the situation? "Hunch" is an important word – hunches may not be totally accurate, but it is essential to get them all on the table because they guide the focusing. Sometimes they might be well-established routines of the school or the classroom, and be relevant to your own school. Hunches need testing.

New learning How and where will we learn more about what we do? Teacher learning must be connected to identified learner needs. External expertise is important here and the school must make clear to externals what makes a difference to learners. We all need to know why new ways of doing things are better than what we did before.

Taking action What can we do differently to make enough of a difference? "Genuine inquiry needs space to take risks, make mistakes, and try again – and again". Changing things can also feel risky for some learners who then resist change, and in turn bring concerned parents. We need to build understanding for all, right from the outset.


Checking Have we made enough of a difference? Checking doesn’t have to be formal, or at a set time. It can go on throughout the spiral. The importance of trust should be a recurring theme throughout the cycle, and it certainly is true of checking.

Sources Of Evidence My Evidence Shows

Out

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Stan’s Actions Across Two Terms

Term One Goal

By the end of Term 1 I have observed in classrooms and observed the external Leadership and Assessment (L and A) facilitator give feedback to teachers so that I have better understanding of what is happening in my classrooms and that I can have start to have influence on the inquiry practices of my teachers.

Sub goal: I want to strengthen my questioning skills

I will

1. Participate in classroom observations – shadow the Leadership and Assessment facilitator 2. Observe Leadership and Assessment facilitator giving feedback

3. Meet with the leadership team to debrief and identify next steps

4. Make the three days a priority and put the dates in my dairy

5. Let the staff know I am not available over the three days

6. Write up reflections about what I am noticing.

Sources of evidence to share with my appraiser

Teachers' observation notes Feedback from facilitator Tracking academic achievement Feedback from teachers.

What I found out

1. I was looking in the wrong place. I used to just watch teachers teach and if the kids looked busy I thought… that’s good. The facilitator watched the kids and asked them questions.

2. A lot of kids said we have done this (learning task) before.

3. I was surprised. I realised I wasn’t as objective. *** (facilitator) noticed different things.

4. Thinking about the whole teacher when I need to be more targeted. Compare to Monet – dot by dot. Big picture can be too woolly.

5. Deliberate acts of teaching – I didn’t see much of that.

6. How well do we know our kids?

Big learning from Term One

Making sure when I meet with teachers we have clarity about what we are talking about Having simple questions… how do you know it is working? We can then look at next steps…Appraisal of Principals and Tumuaki Webinar One Resources 2016 ©Education Council of New Zealand 21

Relationship is for growing the people I am working with. I want people to say my principal will help me be the best person I can be in the class.

My beliefs

Helping teachers grow with the kids is important to me Don’t want teachers to just comply One class I watched the facilitator take over the lesson - that wasn't okay - disempowered the teacher.

Term Two Goal

By the end of term two I have modelled for the syndicate leaders how I am leading teacher conversation / inquiry into practice so that syndicate leaders can lead the conversations in their own team in term three.

I will

1. Observe in classes and participate in Practice Analysis Conversations (PAC) and model using the template.2. At team meetings I will get teachers to:

Pair teachers up to share deliberate act – your partner will report back Teachers will have to have the evidence.

Sources of evidence to share with my appraiser:

PAC notes Tracking academic achievement Feedback from teachers/students

What has changed/improved?1. System in place for PAC - working well in teams.2. Have completed some observations in classes and have practised PAC.3. I went through the same process as the teachers. Videoed myself and had a look. I looked at my questions

and where they brought out the information. I was trying to notice what they were saying.4. I need to work on having more tools in front of me. Tools to assist the teachers.5. Syndicate meetings – staff have got really good at this. They are trying to tell a whole story about what the

child but not about what they are doing. 6. Teachers are now more specific about what they are doing. Deliberate act into 10 or less words.7. Reflect back to the learning intention.8. Challenged in our PLD about what we were doing.9. Changed leadership structure – across the curriculum and across the school. It is progressing. We have

developed a structure for their development. This week for example we attend team meeting. We do a walk through. This week will be teachers’ next steps.

10. I went through the planning and assessment. I asked for evidence in the classrooms.11. Observation/ walk through and planning across three-week cycle.

Big learning from Term Two

We need to notice and respond to the needs as we see them. As a support role for our leaders Middle leaders need to recognise it is a support. We need to find ways of walking alongside you Imperative to work together.


My beliefs

Helping teachers grow and take responsibility Teachers need to be reflective and able to use evidence Need to think about whether culturally appropriate.


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