Transcript Document

Appraisal for teachers:
Support for professional leaders
Workshop 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
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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 One
Strengthen understanding of what appraisal is all about
Component Two
Introduce Open to Learning
Component Three
Strengthen strategies to implement effective appraisal processes
Strengthen the culture of
self responsibility,
accountability and
improvement
Phase 1
Feb-Mar
2013
Phase 2
Mar-May
Completed
provocation
Exploration
of Teacher
Council
materials
and Ruia
Phase 3
April-June
Phase 4
Aug-Sep
Webinar
available
Workshop 1:
What
appraisal is
about
PLG
identified
Inquiry into
practice
PLG meets
Phase 5
Oct
Webinar
available
Workshop 2:
Open to
learning
conversations
Inquiry into
practice.
PLG meets
Formative evaluation of PLD
RTCs and Tātaiako
Phase 6
Mar-May
2014
Phase 7
June
Webinar
available
Workshop 3:
Problem
Implementsolving the
ation &
really
on-going
difficult
inquiry (PLGs
issues
continue
beyond life
of project)
Evaluation of project
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•
•
•
•
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
•
•
•
•
•
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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.
2.
3.
4.
Performance Management - performance growth
Evaluative Capability - inquiry into practice
Open to learning framework
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
Effective Performance Management in your setting
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
Culture of Self-responsibility
Self-responsibility
Joint responsibility
Professional
Teacher
responsibility
Joint
responsibility
Professional
Leader
responsibility
Self-responsibility
Joint responsibility in your setting
What would you notice if you had joint responsibility and
accountability? (What would people be doing/saying?)
• Professional Teachers
• Professional Leaders
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?)
• Professional Teachers
• Professional Leaders
Open to learning framework
Open to Learning
Open to Learning
Building trust matters
Viviane Robinson, The University of Auckland
Open to Learning
Building trust matters
Viviane Robinson, The University of Auckland
Open to Learning
Key values in open to learning conversations
Viviane Robinson, The University of Auckland
Open to Learning
When do I use an OLC?
Viviane Robinson, The University of Auckland
Open to Learning
Examples of tough issues
Viviane Robinson, The University of Auckland
Open to Learning
What makes these conversations tough?
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
Open to learning conversations
• 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
Conceptual Framework
1.
2.
3.
4.
Performance Management - performance growth √
Evaluative Capability - inquiry into practice √
Open to learning framework √
Culture of Self-responsibility √
Scenarios
Discuss the extent to which the 4 concepts are implicated in your
scenario..
Registered Teacher Criteria
Registered Teacher Criteria
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
What is new / different?
• Clearer connection to practice and student outcomes
• Bicultural nature is explicit
• Emphasis on critical reflection
• Professional Relationships are placed as Criteria One.
Registered Teacher Criteria
Who do they apply to?
• All teachers applying to become or renew as ‘fully’ registered
• Provisional and experienced
• In all sectors requiring registered teachers
• Including professional leaders.
Registered Teacher Criteria
RTC Criterion # 8
• Demonstrates in practice their knowledge and understanding
of how ākonga learn
Tātaiako
• Ako – takes responsibility for their own learning and that of
Māori learners
Registered Teacher Criteria
Key Indicators
i.
ii.
iii.
iv.
Enable ākonga to make connections between their prior
experiences and learning and their current learning
activities
Provide opportunities and support for ākonga to engage
with, practice and apply new learning to different contexts
Encourage ākonga to take responsibility for their own
learning and behaviour
Assist ākonga to think critically about information and ideas
and to reflect on their learning – Linda’s story
Registered Teacher Criteria
Examination of criteria # 8
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?
Key Question?
What would you hear students/the teacher/parents say if the
teacher was meeting this criteria?
Registered Teacher Criteria
Related videos
i.
Sylvia Park
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Ourinquiry-framework
Registered Teacher Criteria
If appraisal is going to be credible, achievement needs to be part
of the package…
Learning and Achievement
What would learning and achievement look like in your setting?
Underachievement
What would underachievement look like in your setting?
In your setting what are the implications for appraisal?
Registered Teacher Criteria
Learner outcomes
• 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
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
Reflection
• 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
Ongoing Learning – Phase Three
Webinar Content
Prior to PLG
PLG Meeting
• Deepening
understanding of the
conceptual
framework and
appraisal processes
• 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
• 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/Curriculumstories/School-stories/Our-inquiry-framework
Self assessment Takapuna:
http://www.youtube.com/watch?v=V3fRY6FfS5Y&feature=youtu.be
Student Led Conferences: http://youtu.be/JU9zePmLmSY
Jane’s story: http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Janes-story