Appraise me? Coach Me!

Transcription

1 Appraise me? Coach Me! Workshop Resources Presenters: Kerry Mitchell Jan Hill

2 Table of Contents Twelve Core Elements of Employee Engagement...3 GROWTH Model...4 GROWTH Mind-Set Using Evidence to Set Goals...5 Goal Frame...6 Appraisal Components...7 Example in Practice...8 Coaching Session One (February 2013): Setting the goal...8 Coaching Session Two (March 2013): Checking In On Progress...9 Coaching Session Three (August 2013): Checking In On Progress...10 Coaching Session Four (November 2013): Developing New Habits...12 Backward Mapping for Appraisal Purposes

3 Twelve Core Elements of Employee Engagement 1. I know what is expected 2. I have the necessary materials and equipment 3. I have the opportunity to use my talents everyday 4. I receive recognition for accomplishment 5. I feel someone in the organisation cares at a personal level 6. I know that personal development is encouraged 7. I feel my opinions count 8. I feel my work is important to the organisation s mission 9. I have co-workers committed to doing quality work 10. I have good relationships with colleagues at work 11. I talk to my leaders regularly about my progress 12. I have the opportunity to learn and grow. (Buckingham and Coffman, 1999) in First, Break All the Rules: What the World's Greatest Managers Do Differently Table Group Discussion How do you think these elements relate to appraisal? How do you think they relate to coaching? How alive and well are these conditions in your school? Any areas that are a challenge? 3

4 GROWTH Model relationships building trust g r o w t h goals reality options will tactics habits what do you need to achieve? what is happening now? what could you do? what will you do? how and when will you do it? how will you sustain your success? results celebrating the results 4

5 GROWTH Mind-Set Using Evidence to Set Goals Inquiry into Practice What are the priorities for my students and my school? How are my students going in relation to these priorities? What therefore is my development goal? What do I need to do differently and therefore learn in order to respond to these priorities? Plan and participate in professional learning to achieve my goal GROWTH Coaching Goal focus (What do you want to achieve?) Reality (What is happening now?) Goal defined (What do you want to achieve?) Options (What could you do?) Will (What will you do?) Tactics (How and when will you do it?) Integrate my new learning into my practice What effect did my new practice(s) have on outcomes for my students? Habits (How will you sustain your success?) How did this new practice impact on my effectiveness as a teacher? What next with this practice? Future goal focus 5

6 Goal Frame By... (timeframe) I am/have... (practice) So that... (student outcomes/ benefits) How might these general intentions be expressed as sharper ISMART goals? My assessments and planning will show how I am meeting the needs of my students My Year 11 students will improve their results in Science I want all of my students to accelerate their learning in English/reading 6

7 Appraisal Report Backward map to Registered Teacher Criteria Key strengths Next steps/concerns Support to be provided Alignment Renewal of Practising Certificate (every 3 years) Attestation (annual for pay progression) Appraisal linked to learner outcomes (annual for growth and development) Coaching Discussions Interpreting evidence Affirmation Feedback Next steps Process Criteria established Goal setting Indicators of success identified Timeframes and actions identified Support to be provided Evidence Collected (learning portfolio) Teaching as Inquiry Observations Evidence of learning Student voice Feedback Appraisal Components 7

8 Example in Practice Coaching Session One (February 2013): Setting the goal What are the priorities for my students and my school? (Goal Focus) The priority for our school is provide programmes that develop our students as selfregulating learners. We are also trying to raise the achievement of our below standard students in Writing. How are my students going in relation to these priorities? (Reality) I have a group of students in my class who are below their expected level for Writing and show real resistance to Writing. Observations of student attitude towards writing experiences: disengagement during modelling of task - gazing out windows etc becoming distracted/off task when stuck on spelling lack of engagement with writing task demonstrating off task behaviour procrastination - looking for pencils, lost writing books etc What therefore is my development goal? (ISMART Goal) By the end of the year I am using effective teaching strategies to engage and motivate my reluctant writers so that they achieve at their expected level in writing. What do I need to do differently and therefore learn in order to respond to these priorities? (Options) use writing progressions indicators to identify next steps readings about developing Writing strategies to further understand and get ideas for support observe Room 19 to see what strategies they are using to motivate/engage boys in their writing observe writing support teacher to gain new strategies to support writers who are struggling try out some of the new ideas with the group of students Plan and participate in professional learning to achieve my goal (Will/Tactics) I will: 1. Do some professional reading about what motivates boys. I will talk with our literacy leader to identify appropriate readings. 8

9 2. Try out some new strategies with the group. I will need to plan for the new strategies and so will need to review my planning. 3. Check with my students about what they have find helpful in their learning. Evidence I will share with my coach: Samples of students work before, during and at the end of inquiry. Interviews with students about their engagement Reflections on readings Examples of new strategies I am implementing (photos, samples of work) Coaching Session Two (March 2013): Checking In On Progress What are the priorities for my students and my school? (Goal Focus) The priority for our school is provide programmes that develop our students as selfregulating learners. We are also trying to raise the achievement of our below standard students in Writing. How are my students going in relation to these priorities? (Reality) I read about engagement of boys in Writing and learned that boys typically engage more when actively involved in the learning and when tasks are short and sharp. This week I have trialled using drama to engage my students in their writing. We began the lesson by viewing a YouTube clip of the big bad wolf. We then discussed words that described how the wolf looked and moved. After this we proceeded to 'acting' like the wolf. I used prompts such as 'show me how the wolf would walk, growl like the wolf etc'. The students then got into groups and composed a freeze frame of a scene from the YouTube clip and were asked to say aloud what they thought the wolf would be thinking at that point in time. This helped the students to extend their vocabulary. As a follow up to this students then brainstormed in their written language books as many words as they could to describe the wolf. What effect did my new practice(s) have on outcomes for my students? (Habits) This took a whole literacy session however I believe it paid off due to the quality of writing that was produced. The 'seeing and doing' aspect of this session engaged and supported my target group in their writing. 9

10 How did this new practice impact on my effectiveness as a teacher? (Habits) It was great to see the students who normally don t engage with written tasks really enjoy and extend their vocabulary. What next with this practice? (Future Goal Focus) While I have had success with this strategy I need to continue to build my strategies so that I continue to engage my students in Writing. What therefore is my development goal? (ISMART Goal) By the end of term I have increased the range of strategies I am using to engage my reluctant writers so that they improve their writing skills. Plan and participate in professional learning to achieve my goal (Will/Tactics) 1. Readings about developing Writing strategies to further understand and get ideas for support 2. Observe Room 19 to see what strategies they are using to motivate/engage boys in their writing 3. Observe writing support teacher to gain new strategies to support writers who are struggling 4. Try out some of the new ideas with the group of students Evidence I will share with my coach: Samples of students work Interviews with students about their engagement Reflections on readings Examples of new strategies I am implementing (photos, samples of work) Coaching Session Three (August 2013): Checking In On Progress What are the priorities for my students and my school? (Goal Focus) The priority for our school is provide programmes that develop our students as selfregulating learners. We are also trying to raise the achievement of our below standard students in Writing. How are my students going in relation to these priorities? (Reality) Using e-learning and ICT: Blogging as a medium for written language Students have been set up with individual learning blogs where they are able to share their writing. This gives students an audience and purpose for their writing. Students use it both for direct writing and as a means to publish their writing. Students are able to access their 10

11 blog at both school and home (or any computer, anywhere) giving them a link between school and home for their written language. Term 2 - Week 5 (10/06/13) Observation of all boys class - Focus of observation: What is done differently to engage boys in their writing? Notes from observation Teacher gave very clear instructions and narrowed the focus. "Don't worry about spelling, punctuation or structure - all your focus should be on your content" This was related back to the WALT. This gave the boys a very specific and narrow focus and they all knew what was expected of them. I spoke with a few students and asked what they enjoyed about writing this year a response I received was "I know a lot more, because she (the teacher) explains it very well so when I go away I know exactly what I'm doing and can get stuck in." What effect did my new practice(s) have on outcomes for my students? (Habits) Term 2 - Week 1 (8/05/13) My target group are now successfully engaging in their writing. Most are able to come up with interesting ideas for their writing but are lacking the structures of writing. By making my teaching very specific when teaching each structure/skill I am hoping that it will be easier for students to learn and therefore increase their performance in writing. Areas of development for these students are -basic punctuation -editing -spelling - supporting main ideas with additional detail What next with this practice? (Future Goal Focus) What this means for me and my teaching? Narrow my instructions and focus - more specific learning objectives. Give students one focus at a time to make the writing more manageable. By breaking down the learning objectives to a more explicit focus it will give students more ownership of their learning as they know exactly what they are doing and why. 11

12 What therefore is my development goal? (ISMART Goal) Focus of inquiry: Narrowing students focus and making learning objectives and HOW we will achieve these objectives more explicit. Revised inquiry focus: Will making my teaching in writing more explicit (narrowing the focus) increase the achievement of my target students? By the end of term I am making the learning objectives and success criteria explicit with my students so that student have more ownership of their learning. Plan and participate in professional learning to achieve my goal (Will/Tactics) 1. I will teach these skills in mini lessons with a small group of children. I will also incorporate other students who are not part of my inquiry group for whom these areas need development. 2. I will spend more time on each skill and use a variety of methods to teach each skill. 3. This will hopefully strengthen the connections so that the child/children will be able to 'hold' the skill and use it independently. Coaching Session Four (November 2013): Developing New Habits What effect did my new practice(s) have on outcomes for my students? (Habits) All of the target students have met their expected level for Writing. They are far more engaged in Writing and can talk about what they do and why it is important. How did this new practice impact on my effectiveness as a teacher? (Habits) I feel much more confident now in my teaching of Writing. I have developed a range of strategies to engage students in Writing and to give them more ownership. I have also back mapped my inquiry and the evidence I gathered along the way to the Registered Teachers Criteria and I feel confident that I have demonstrated all of the Criteria within my inquiry. 12

13 Backward Mapping for Appraisal Purposes Collecting and having regular coaching conversations about your goals, connecting your changed practice to the Registered Teacher Criteria Tātaiako Cultural competency Whanaungatanga Manaakitanga Tangata whenuatanga Ako Wānanga Ako Manaakitanga Ako Tangata whenuatanga Tangata whenuatanga Wānanga Wānanga Ako RTC Inquiry (Developing student selfregulation) 1 relationships 2 well being 3 Treaty 4 ongoing PD 5 leadership 6 learning plans 7 engagement 8 learning 9 diversity 10 bicultural 11 assessment 12 inquiry Student voice Observation by my appraiser /coach Planning including literacy and numeracy Analysis of achievement data 13