appraisal: it’s a student centred process taranaki secondary apdp conference colleen douglas...

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Appraisal: It’s a student centred process Taranaki Secondary APDP Conference Colleen Douglas Deputy Director Centre for Educational Development

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Post on 29-Dec-2015




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Appraisal: Its a student centred processTaranaki Secondary APDP Conference Colleen Douglas Deputy Director Centre for Educational Development

1MihiKo Rangitumau te maungaKo Ruamahanga te awaKo Kohanga Matauranga te maraeKo Pkeh te iwiKo Colleen Douglas ahau

WhakataukiMa mua ke kite a muriMa muri ka ora a muaThose who lead give sight to those who follow.Those who follow give life to those who lead.

How do you make appraisalcoherentmanageableenhancing the real workand focussed on enhancing student achievement?4TodayLook at What the research says Systems. How appraisal can be aligned with registration ,the cultural competencies illustrated in Ttaiako, the schools strategic and annual plan and other school processes. Your appraisal. What you can expect for yourself.Appraising HoDs/HoFs. How you can go about appraisal using evidence and the GROW framework for professional appraisal conversations.

Appraisal is a performance managementprocess aimed at teaching and learning.Leadership BES, page 216Does it have any resemblance to confession? current files\video clips and photos\L'eglise Catholique se modernise - Automatic Confession gb.wmv

6The Leadership BES on appraisal Appraisal should be an opportunity for leaders and teachers to inquire together into the impact of teaching on student learning Appraisal is about the student learning rather than teacher behaviour Use of evidence is critical for a robust process

Use of student data There is ...strong evidence that a leaders ability to encourage teachers to use student data as a basis for evaluating their work is critical to improving student outcomes. Appraisal discussions are a prime time for such evaluations.Adapted from Leadership BES, page 216

8Purpose: to enhance student achievement by: improving teaching and learning through strong performance assisting the BoT,principal and other staff to achieve both school and individual goalsbuild capability, capacity and effectiveness Through processes of :goal setting and professional inquiry examination of evidence professional development coaching and mentoring reflection

Appraisal:The process is as important as the outcome

Strengths and opportunities What is positive about appraisal in your school?What needs to change?

So who is responsible for what?Board of Trustees Performance management policy (focussed on the improvement of teaching and learning)Monitoring policy implementation and proceduresEnsuring confidentialitySpecifying resolution processesAppraisal of the principal What about the principal and senior leadership ? Implement the BOTs policy and procedures and report to the BoT that the appraisal process is completed Appraise curriculum and pastoral leaders and teaching staff including part time and long term relieversRequire evidence for registration and attestation Support professional learningMentor and coach Appraise support staff How do the processes fit together?Take the sheet What is the connection

and work with your neighbour to fill it in

How do we make sense of the processes ?disciplinecompetencyJoining the dots As leaders you need to make the connections for your staff.

Each staff member should set a leadership goal (if appropriate) and 1-3 goals based on student performance Link each goal toRTCAnnual plan andTtaiako An example of a goal sheet Goal 1 ....................................Link to annual plan ...........................

Evidence of current situation Actions Evidence of progress 1Evidence of progress 2Links to RTC and TtaiakoComments The Registered Teacher Criteria 12 criteria PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUESFully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values. Criteria 1-5PROFESSIONAL KNOWLEDGE IN PRACTICEFully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga. Criteria 6-12Mapping the RTCs, Professional Standards and TtaiakoAdd in the Ttaiako cultural competencies to match the RTCs

CRITERIA FOR EFFECTIVEAPPRAISALTransparent and confidentialLinked to strategic plan and professional learning Resourced to meet goals An educative processTrust and mutual respect

Integrated accountabilityand cultural competence Based on objective, informative evidenceStructured, monitored, continuous Beyond the superficial ongoing and in-depthRecords keptSelf appraisal included20Actions to be takenReview /Initial DiscussionReview previous goals and achievementFinalise goals and action planProfessional inquiry Agree on evidence collectionSet timeframesAppraisal DiscussionShare feedback successes/ challenges, etcExamine evidence and progress to goals Professional inquiry Where to from here?Planning.Appraisal and developmentEvidence CollectionRecordsObservationTapeInterview/surveyVideoSelf-AppraisalFeedback from othersSelf assessment toolStudent achievement dataReflectionEvidence 21Your own appraisalThe blobby man treeWhich person are you in the context of being appraised?

Who would you like to be?

Discussion With the person next to you discuss what your experience has been of being appraised.

Your appraisalCo-constructed and based on your challenges Regular meetings mentoring Clear cyclic process and negotiated limited number of goals Not always appraised by the Principal -use of an external appraiserSupported by a range of evidence not just perception data Linked to the RTC and TtaiakoManageable and professionally rewarding Written report

Types of evidenceDemographicAchievementPerceptionSystemsBest practice and research

Have a go Set either a leadership goal or a student learning goalWhat evidence would be needed to inform the goal (current situation) and evaluate the goal (shifts towards the ideal)

Work together to complete the evidence sheet and you may review the goal

The appraisal interview itself is the Achilles heel of the entire process. ... Despite strong pressures, leaders are often reluctant and anxious about the appraisal interview. They often dislike the face-to-face encounter and feel unskilled in performing the vital appraisal interview into which all prior efforts flow ...Kikoski, John F

Appraisal interview:Skills needed for appraisalListeningQuestioningGoal settingObservationFeedback feed-forwardCourageous conversationsOrganisation and reporting Knowledge neededRTCStrategic planBackground of the appraisee and their performance What exemplary practice looks likeIn depth knowledge of pedagogyProfessional learning opportunities

Reflective interviews: Questioning Level 1 Clarification who, what, when, whereLevel 2 Purpose, reason, outcomes, consequences Why? How? Level 3Basis of actions- beliefs, values So what, connections, impact 80/20 mix


Your turnWorking with the person you set the leadership or student achievement goals with. One be the appraiser, the other the appraisee. Try a GROWTH conversation using the goal and evidence you developed.

Observations Relate specifically to goal Co-construct the evidence gathering

Goals1. Relationships with class2. Instructions3. Engagement Design and collect evidence

So now what?Ensure it appraisal is a connected process Set goals which are student learning focussed, support teacher learning and which are backed by evidence Robust, evidence informed, professional conversations Flexible, targeted, elevated current files\video clips and photos\Archer.wmv