appraisal for teachers: support for professional leaders workshop one: strengthening understanding...
TRANSCRIPT
Appraisal for teachers: Support for professional leadersWorkshop One: Strengthening understanding of appraisal
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
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
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
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?)
• Professional Teachers• Professional Leaders
Joint responsibility in your setting
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?)
• Professional Teachers• Professional Leaders
Open to Learning
Key values in open to learning conversations
Viviane Robinson, The University of Auckland
Open to Learning
How do people typically deal with this?
Viviane Robinson, The University of Auckland
Open to Learning
How do people typically deal with this?
Viviane Robinson, The University of Auckland
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 √
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
Registered Teacher Criteria
Registered Teacher Criteria
• 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?
Registered Teacher Criteria
• 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?
Registered Teacher Criteria
• 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
Registered Teacher Criteria
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
Registered Teacher Criteria
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?
Registered Teacher Criteria
i. Sylvia Park
Related videos
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Our-inquiry-framework
Registered Teacher Criteria
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?
Registered Teacher Criteria
• 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
Registered Teacher Criteria
• 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