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

Transcription

1 Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding of appraisal

2 Welcome! E ngāmana, e ngāreo, e raurangatiramā, Naumai, haeremai! A warm welcome to you all!

3 Project aims To make the RTC and Tātaiakocome 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 ākongalearning and achievement.

4 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.

5 Overview of the day Connecting with your current understandings Overview of the whole project Conceptual framework for the approach to appraisal Scenarios of appraisal issues Examining sources of evidence Review of day and next steps Meaning making and application to your setting at each stage

6 Connecting with your current understandings What are 2-3 key elements of your current appraisal system? (with reference to the materials you have brought with you) Then: Why are you here? How do you want to be different as a result of attending this project? What is difficult/tricky about appraisal? What are the questions you require an answer to?

7 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

8 Phase 1 Feb-Mar 2013 Phase 2 Mar-May Phase 3 April-June Phase 4 Aug-Sep Phase 5 Oct Phase 6 Mar-May 2014 Phase 7 June Completed provocation Webinar available Webinar available Webinar available Exploration of Teacher Council materials and Ruia Workshop 1: What appraisal is about PLG identified Inquiry into practice PLG meets Workshop 2: Open to learning conversations Inquiry into practice. PLG meets Workshop 3: Problem solving the really difficult issues Implementation& on-going inquiry (PLGs continue beyond life of project) Formative evaluation of PLD

9 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 2 anonymous on-line surveys: June 2013, May response per setting ed link to school contact person.

10 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

11 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

12 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?

13 Workshop One Aims To strengthen: 1. evaluative processes that underpin sound appraisal 2. the culture of self-responsibility, accountability and improvement 3. what effective practice reflecting the Registered Teacher Criteria and Tātaiakolooks like, and how it links to valued outcomes for ākonga

14 Provocation One Implementing effective performance management is a key leadership competency. Capability in developing learning and accountability focused systems of appraisal is critical for achieving shared goals. If appraisal is done well, the appraisee is focused on their authentic professional learning goals, and the organisational need for accountability is met. What conditions do you think are needed to be in place for both learning and accountability outcomes to be achieved?

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

16 Performance Management - performance growth

17 Performance Processes that develop, strengthen and make best use of staff skills, knowledge, training and talentin ways that maximise learning outcomes for students: Staff appointments Induction Professional/staff development Appraisal Career support Competence and discipline processes Code of ethics

18 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 In this way appraisal becomes an engine for on-going school improvement Effective appraisal should be seen through evidence of improving valued outcomes

19 The system Performance

20 Performance Twelve core elements of Employee Engagement 1. They need to know what is expected 2. Have the necessary materials and equipment 3. Have the opportunity to use their talents everyday 4. Receive recognition for accomplishment 5. Feel someone in the organisation cares at a personal level 6. Know that personal development is encouraged (Buckingham and Coffman)

21 Performance Twelve core elements of Employee Engagement 7. Feel their opinions count 8. Feel their work is important to the organisation s mission 9. Have co-workers committed to doing quality work 10. Have good relationships with colleagues at work 11. Have talked to the leaders regularly about their progress 12. Have opportunity to learn and grow. (Buckingham and Coffman)

22 Evaluative Capability - inquiry into practice

23 Evaluation Reasoning Evaluation is about well-reasoned answers to important questions Michael Scriven(Claremont Graduate Uni), Jane Davidson (Real Evaluation Ltd), Syd King (NZQA)

24 Evaluation Key aspects of building evaluation capability are: What do we want to know about? How will we find this out? How will we do this well? What did we find and what do we need to do next?

25 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

26 Evaluation The evaluative process 1. Describe what good looks like 2. Develop indicators, exemplars, illustrations, rubrics, to shape a full understanding 3. Ask the evaluative question: How well does the practice of this teacher meet each of the RTC and overall?

27 Evaluation The evaluative process 4. Determine the sources of evidence that can be used to answer this question 5. Use suitable processes to gather the evidence 6. Use the evidence to examine whether there is a significant gap 7. Answer the question by reaching a reasoned conclusion No significant gap = current practice is effective /competent Significant gap = current practice is ineffective/incompetent

28 Criteria/Tension Evaluation

29 Open to learning framework

30 Open to Learning

31 Open to Learning Building trust matters Viviane Robinson, The University of Auckland

32 Open to Learning Building trust matters Viviane Robinson, The University of Auckland

33 Open to Learning Key values in open to learning conversations Viviane Robinson, The University of Auckland

34 Open to Learning When do I use an OLC? Viviane Robinson, The University of Auckland

35 Open to Learning Examples of tough issues Viviane Robinson, The University of Auckland

36 Open to Learning What makes these conversations tough? Viviane Robinson, The University of Auckland

37 Open to Learning How do people typically deal with this? Viviane Robinson, The University of Auckland

38 Open to Learning How do people typically deal with this? Viviane Robinson, The University of Auckland

39 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

40 Scenarios Read the scenarios and decide what you would do...

41 Conceptual Framework 1. Performance Management - performance growth 2. Evaluative Capability -inquiry into prac ce 3. Open to learning framework 4. Culture of Self-responsibility

42 Culture of Self-responsibility

43 Self-responsibility Joint responsibility Teacher responsibility Joint responsibility Professional Leader responsibility

44 Self-responsibility Shared understanding Individual learning lens (Self-responsibility ) Organisational lens (External accountability) Joint responsibility and accountability Appraisal is an evaluative process and I need to be clear about criteria for desired/competent performance in order to compare my current performance with the desired performance Appraisal is an evaluative process and we need to be clear about criteria for teacher s desired/competent performance in order to distinguish competent performance from noncompetent performance. Professional leaders and teachers have shared clarity about criteria for desired/competent performance

45 Self-responsibility What actual practice looks like Individual learning lens (Self-responsibility ) Having clarity provides a basis by which to coconstruct descriptions of practice and agreement about what that practice demonstrates Organisational lens (External accountability) The professional leader is charged with the task of clarifying the expectations and is the final arbiter of whether a teacher has met those expectations. Joint responsibility and accountability Professional leaders and teachers co-construct descriptions of practice and agreement about what that practice demonstrates

46 Self-responsibility Disposition towards examining and improving practice I am an active learner who takes responsibility for improving my practice and being able to demonstrate that improvement. Teachers have a responsibility to collect the appropriate evidence to demonstrate competency. Professional leaders and teachers are active learners who take responsibility for improving teaching and learning and being able to demonstrate that commitment to improvement.

47 Self-responsibility In your setting What would you notice if you had joint responsibility and accountability? (What would people be doing/saying?) Teachers Professional leaders

48 Registered Teacher Criteria

49 Registered Teacher Criteria An Overview of the Registered Teacher Criteria In groups discuss: What are you really clear about? What needs further clarification? Bring unresolved issues back to the main group.

50 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

51 Registered Teacher Criteria What is new / different? Bicultural nature is explicit Emphasis on critical reflection Clearer connection to practice and student outcomes Professional Relationships are placed as Criteria One.

52 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.

53 Registered Teacher Criteria RTC Criterion # 8 Demonstrates in practice their knowledge and understanding of how ākonga learn

54 Registered Teacher Criteria Key Indicators i. Enable ākongato 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 ākongato think critically about information and ideas and to reflect on their learning Linda s story

55 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 be used to enhance the process? Key Question? What would you hear students/the teacher/parents say if the teacher was meeting this criteria?

56 Registered Teacher Criteria Related videos i. Sylvia Park

57 Registered Teacher Criteria Related videos i. Jane s Story

58 Registered Teacher Criteria Related videos i. Linda s Story

59 Registered Teacher Criteria If appraisal is going to be credible, achievement needs to be part of the package

60 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 The appraiser needs to know what they are doing theory base

61 Before you start: using evidence as inquiry Registered Teacher Criteria

62 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 in early August?

63 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 and evidential 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

64 Workshop 2 Focus How might the professional leader engage in open to learning conversation with teachers about the evidence?

65 Video clips Sylvia Park School Self assessment Takapuna: Student Led Conferences: Jane s story: