Appraisal: It’s a student centred processTaranaki Secondary APDP Conference

Colleen Douglas Deputy Director Centre for Educational Development

Mihi

• Ko Rangitumau te maunga• Ko Ruamahanga te awa• Ko Kohanga Matauranga te marae• Ko Pākehā te iwi• Ko Colleen Douglas ahau

Whakatauki

Ma mua ke kite a muriMa muri ka ora a mua

Those who lead give sight to those who follow.

Those who follow give life to those who lead.

How do you make appraisal

•coherent

•manageable

•enhancing the real work

•and focussed on enhancing student achievement?

TodayLook at • What the research says• Systems. How appraisal can be aligned

with registration ,the cultural competencies illustrated in Tātaiako, the school’s 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 management

process aimed at teaching and learning.

Leadership BES, page 216

Does it have any resemblance to confession?

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The 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 leader’s 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

Purpose: 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 goals- build 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 procedures

• Ensuring confidentiality• Specifying resolution processes• Appraisal of the principal

What about the principal and senior leadership ?

• Implement the BOT’s 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 relievers

• Require evidence for registration and attestation

• Support professional learning• Mentor 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 ?Appraisal

Professional learning and self

review

RegistrationRTC

Professional standards

Tātaiako

attestation

discipline

competency

Joining 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 to• RTC• Annual plan and• Tātaiako

An example of a goal sheet Goal 1 ....................................Link to annual plan ...........................

Evidence of current situation

Actions Evidence of progress 1

Evidence of progress 2

Links to RTC and Tātaiako

Comments

The Registered Teacher Criteria 12 criteria PROFESSIONAL RELATIONSHIPS AND

PROFESSIONAL VALUES• Fully registered teachers engage in appropriate

professional relationships and demonstrate commitment to professional values.

• Criteria 1-5PROFESSIONAL KNOWLEDGE IN PRACTICE• Fully 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 6-12

Mapping the RTCs, Professional Standards and Tātaiako

Add in the Tātaiako cultural competencies to match the RTCs

CRITERIA FOR EFFECTIVEAPPRAISAL

Transparent and

confidentialLinked to

strategic plan and

professional learning

Resourced to meet goals

An educative process

Trust and mutual respect

Integrated accountabilityand cultural competence

Based on objective,

informative evidence

Structured,

monitored,

continuous

Beyond the superficial –

ongoing and in-depth

Records kept

Self appraisal included

Actions to be taken

Review /Initial Discussion

Review previous goals and achievementFinalise goals and

action planProfessional inquiry

Agree on evidence collection

Set timeframes

Appraisal DiscussionShare feedback – successes/ challenges, etcExamine evidence and progress to goals Professional inquiry Where to from here?Planning.

Appraisal and development

Evidence Collection

RecordsObservation

TapeInterview/

surveyVideo

Self-AppraisalFeedback from

othersSelf assessment

toolStudent

achievement dataReflectionEvidence

Your own appraisalThe blobby man tree

Which 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 appraisal• Co-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 appraiser• Supported by a range of evidence not just

perception data • Linked to the RTC and Tātaiako• Manageable and professionally rewarding • Written report

Types of evidence

• Demographic• Achievement• Perception• Systems• Best 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 appraisal

• Listening• Questioning• Goal setting• Observation• Feedback feed-forward• Courageous conversations• Organisation and reporting

Knowledge needed

• RTC• Strategic plan• Background of the appraisee and their

performance • What exemplary practice looks like• In depth knowledge of pedagogy• Professional learning opportunities

Reflective interviews: Questioning

• Level 1 Clarification who, what, when, where

• Level 2 Purpose, reason, outcomes, consequences

Why? How?

• Level 3 Basis of actions- beliefs, values

So what, connections, impact 80/20 mix

GROWTH

• Goals• Reality• Options•Will• Tactics• Habits

Your turn• Working 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

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