full report 31 jul 2014.pdf

8/11/2019 Full Report 31 Jul 2014.PDF

1/23

Alex Le'long

Western Heights High School

31 Jul 2014

2 people via 2 appraisals

Interlead Appraisal Connector

Report

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Guiding Concepts

In developing this self-review we have endeavoured to create a set of items that address the key challenges of a teaching

professional's work; that can operate within guidelines established by the New Zealand Ministry of Education; that are applicable to

the school environment; and which are firmly based on established conceptual frameworks (ways of thinking about a topic).

The nature of the work we do at InterLEAD means that, over the years, we have had opportunity to examine various conceptual

frameworks, to incorporate them in our teaching and consulting, and to get feedback on their practical value from teachers and

school leaders. Outlined below are some of the key 'Guiding Concepts' upon which the review items are based.

Our Philosophy

Humans have yet to invent a tool that cannot be misused. The Hammer can be used skilfully to build, violently to injure, or ineptly so

that it bruises your thumb. The same outcomes are possible with a management tool like this. We don't think people should stop

manufacturing hammers because some use them maliciously. And even though we realise that some people adopt abrasive or

abusive approaches to appraisal and review, we don't think that should stop us from developing tools that good teachers and schoolleaders can use to promote professional development.

Outlined below are some of the management principles we hope you will apply when using this review tool to build capability within

your school.

This is Not a Test: Because we use tests so often in education, you might be tempted to treat the feedback given in the review as ifit was a mark for a test. That is not the case. With tests, typically the best students in the class will consistently score high marks. If

you have a history of being a "good student" you might expect highly positive feedback in each area. That will not be the case here.In some areas, such as the section on Competencies, a person would need to be gifted to achieve a high score in one of the areas.

We doubt that anyone will score highly in all four areas considered: that would not truly reflect the nature of competencies and

giftedness.

Taking a Long View: This tool is designed to be used throughout your career. Beginning teachers may find they get 'Novice' ratings

in most of the areas of Teaching Practice. That would be an accurate reflection of where they are in their professional development.

They have years of development ahead of them. Plans based on the feedback provided need to reflect this reality. It takes years to

develop mastery. When making developmental plans on the basis of the feedback given, aim to be realistic and focused. Think

about the "next step" that needs to be taken. Attempting to lift capability across the board would be trying to do the impossible.

Developmental Tool: Sometimes we forget that adults are learners too. We think they should automatically be experts at everything.

Of course this isn't so. One isn't born a fully capable teaching professional. Even 'child prodigies' have to work hard to develop theirtalent. So, the review process is not one of 'command and control': demanding that certain ratings are achieved and disciplining

those who fall short of arbitrary standards that have been set. Rather, feedback is used developmentally: it is the basis for planning

further learning and professional growth.

Appreciation: Development works best when people appreciate and build on strengths. Not every teacher has the same strengths.

Not all deficiencies need be of real concern. A child will encounter many teachers: you don't have to do everything. You will make a

greater impact by being extraordinary at some things. Many people set developmental goals by default. They just work on their areaof greatest weakness. They work on that until i t is 'OK', then shift to the next greatest weakness. At its best, this is a recipe for

mediocrity. Aim to use the feedback to identify your areas of strengths. How could you use these more fully? What currently

prevents you from using your strengths effectively? What could become another strength?

Building Developmental Partners: On one's own it is easy to lose sight of the purpose of feedback. You might start to focus on

deficiencies, treat the review as a test, or take a short-term view. What can help? Having a developmental partner - a trusted

colleague - who can help you make sense of the feedback, check the reasonableness of your plans, and offer an appropriate levelof challenge and support. When you find a developmental partner who you know is interested in your professional development,

who speaks to you openly about your developmental needs, and who you trust, treat this person as a treasure. Make it easy for

them to give you the feedback you need by asking for it, and ask repeatedly if necessary.

Alex Le'long

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Report Contents

Sections

Overview of Results Ratings and Levels of Capability

The Classroom ( 4 Vital Teaching Practices )

Contributing to a Professional Learning Community

Criteria

Appendix

The Classroom ( 4 Vital Teaching Practices ) Responses

Contributing to a Professional Learning Community Responses

Professional Dimensions Matrix

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Overview of Results, Ratings and Levels of Capability

The self-review process is designed to produce rich data that can help you with on-going professional development. Items and

ratings are specifically designed to reflect the levels of capability that you are showing across a wide variety of areas. We havedesigned the feedback around 4 levels of capability that are discussed in literature on Adult Learning and Development.

Novice: While novices may have been introduced to the area of concern, and may have developed some ability to talk about

the subject using appropriate vocabulary, they can only perform the most basic operations. They may know what the

process is, but do not know how to do it. Even the most experienced teacher will be a novice in regard to some aspect ofteaching practice.

Capable: People who are capable are those who have started to perform basic operations associated with the subject, but

are not yet "skilled". They have to think carefully about what they are doing at each step. Usually they can reliably produce

desired results, as long as conditions are favourable (e.g. they are not required to do something else at the same time) or

they are able to refer to some with experience when things get tricky. They know what they are doing.

Proficient: People who are proficient have practiced the skill to the point where they can perform the operations in a relaxedstate. With proficiency, people know why they do various elements of the work, so they can adjust what they do when

conditions change or complexity in the environment increases.

Master: People have obtained mastery when they have the subject deeply embedded in their personal practice. They

intuitively sense when to use the skills associated with the subject and display them with a degree of "artistic flair". Others,

including those who are proficient, recognise their depth of understanding and turn to them for advise when confronted with

difficult challenges.

The answers in this report are based on:

Self appraisals: Available supporting data?

Most ratings are supported by existing data that can be readily provided.

The Classroom ( 4 Vital Practices of Teaching )

The Big Four is the framework for improving instructional practice developed by the University of Kansas Centre for Research andLearning. The Big Four are about focussing teachers' attention on high yielding teaching practices. More specifically it's about

asking teachers to:

Encourage Positive Behaviour

Focus on Essential Content

Increase Learning through effective Instruction; and

Increase Student Motivation through Formative Assessment

The Big Four also provide a useful framework for the provision of tailored professional development and learning for teachers. Insequence each of the Big Four provides the typical developmental pathway teachers take across their careers. Typically a novice

teacher initially focuses on gaining control in the classroom and reinforcing positive behaviour. Once achieved the next focus

becomes deepening knowledge and understanding of essential content ( Curriculum ) and then in sequence, developing effective

instruction before typically looking at increasing student motivation through Formative Assessment.

This Self Review Instrument is designed to generate feedback across all of the Big Four areas. As teachers and school leaders take

part in developmental conversations based on this feedback, they will be able to discuss where to focus developmental efforts in

the context of individual teachers' careers.

Alex Le'long

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Classroom Management

Self Appraisal: Masterful

Current: Masterful (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)

Other Appraisal: Proficient

Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Masterful (1 appraisal, 1 unique appraiser)

Self Comments:

- "http://evolutionandimagination.blogspot.co.nz/2014/06/making-and-creating-and-continuing-to.html

http://evolutionandimagination.blogspot.co.nz/2014/04/talkin-bout-revolution.html http://evolutionandimagination.blogspot.co.nz/

2014/05/observations-ero-and-our-amazing-mentor.html http://evolutionandimagination.blogspot.co.nz/2014/05/who-i-am-and-what-

i-do.html"

Content Knowledge

Self Appraisal: Proficient

Current: Proficient (1 appraisal, 1 unique appraiser)Previous: Proficient (1 appraisal, 1 unique appraiser)

Other Appraisal: Masterful


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Instructional Practice





Formative Assessment


Current: Proficient (1 appraisal, 1 unique appraiser)

Previous: Proficient (1 appraisal, 1 unique appraiser)



Previous: Masterful (1 appraisal, 1 unique appraiser)

Self Comments:

- "Solo and reflection posts on blog"

Alex Le'long

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Key Competencies

The New Zealand Curriculum outlines 5 competencies that children need to develop through their education. Work oncompetencies by Adult Education expert Douglas Hall encouraged us to apply 4 of these to the review of adults within schools: they

are closely aligned to what he refers to as "meta-competencies". By adopting the terms used within the NZ Curriculum we hope to

encourage teachers and school leaders to see the direct connection between how they display these competencies personally, and

the degree to which learners in the school develop them.

"Thinking" items are based around work by US educationalist Deborah Meier, author of In Schools We Trust. In her work she

encourages 5 different types of thinking, based on 5 key questions: "How do you know?" "What does this look like from an

alternative perspective?" "What would happen if...?" "What patterns can you see?" And "So what?" Each question provokes a very

different kind of thinking.

"Relating to Others" items are based on the work of Sara Lawrence-Lightfoot, Professor of Education at Harvard University. She

has described how productive relationships, both in education and in life generally, are based on the quality of respect. Further she

has identified key elements that contribute to respectful relationships, including curiosity, attention and dialogue.

"Managing Self" items are based on the work of Emotional Intelligence expert Reuven Bar-On. Dr Bar-On has developed his own

measures of emotional intelligence. We have adopted a framework he has published, in which outlines areas in which emotional

intelligence are expressed.

"Participating and Contributing" items are based on the work of change expert Otto Scharmer, author of Theory U: Leading from the

future as it emerges. In his work he explains how effective contribution to collaboration require individuals to (1) observe reality as it

is, (2) challenge assumptions and stimulate new thinking, (3) express their thoughts in collaboration with others, and (4) act on

commitments they have made.

Managing Self







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Relating to Others

Self Appraisal: Masterful




Thinking







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Participating & Contributing





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Criteria

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Teachers Criteria and the New Zealand Teacher's Council

The New Zealand Teacher's Council in 2010 ratified 12 Teacher's Criteria against which teachers in all New Zealand Schools and

Early Childhood Education need to be reviewed. This self-review instrument has been designed to ensure data is provided for

teacher registration. Each of the 40 questions in the Teaching Practice section also relates directly to one or more of the Teacher

Criteria. The relationship between the questions, the Big Four and the Teacher Criteria are shown in the table below.

Teacher Criteria Matrix:

The Big Four

Positive Behaviour Essential Content Effective Instruction Formative Assessment

Criteria - 1 (Question 5) Criteria - 3 (Question 19) Criteria - 2 (Question 27) Criteria - 8 (Question 34)










Criteria - 10 (Question 29)

Criteria - 10 (Question 30)

Criteria 5 has a Leadership focus and is for those teachers who also have leadership responsibilities. These fall outside the Big

Four. For the sake of registration and appraisal purposes Criteria 5 data relates to questions in the 'Management' section.

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Criteria Description Self Grade Others Grade

Criteria - 1Establish and maintain effective professional relationships focused

on the learning and well-being of akonga.Masterful Proficient

Criteria - 2Demonstrate commitment to promoting the well-being of all

akonga.Proficient Proficient

Criteria - 3 Demonstrate commitment to bicultural partnership in AotearoaNew Zealand.

Masterful Proficient

Criteria - 4Demonstrate commitment to on-going professional learning and

development of personal professional practice.Proficient Proficient

Criteria - 5 Show leadership that contributes to effective teaching and learning Proficient Proficient

Criteria - 6Conceptualise, plan and implement an appropriate learning

programme.Proficient Proficient

Criteria - 7Promote a collaborative, inclusive and supportive learning

environment. Proficient Proficient

Criteria - 8Demonstrate in practice their knowledge and understanding of how

akonga learnProficient Proficient

Criteria - 9Respond effectively to the diverse language and culturalexperiences, and the varied strengths, interests and needs of

individuals and groups of akonga.

Proficient Masterful

Criteria - 10Work effectively within the bicultural context of Aotearoa New

ZealandMasterful Masterful

Criteria - 11 Analyse and appropriately use assessment information, which hasbeen gathered formally and informally Proficient Proficient

Criteria - 12Use critical inquiry and problem-solving effectively in their

professional practiceProficient Proficient

Alex Le'long

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Classroom Management

Appendix

Questions and Answers

Symbol Description

The red background on a question indicates that this question has been

selected for Alex Le'long to give priority to.

A blue ring indicates Alex Le'long's own selection of an answer or questionpriority

3Indicates the number of appraisers that made this selection of an answer orquestion priority

The Classroom ( 4 Vital Teaching Practices )

- 2 appraisals, 2 unique appraisers

1 Classroom practice that focuses on the individual but not to thedetriment of the whole class.

1Skills that allow them

to do this the majorityof the time

2 Establishing and applying appropriate boundaries ofacceptable behaviour.

1Skills that allow themto do this the majorityof the time

3 Identifying how the environment is shaping behaviour. 1Skills that allow them


4 Anticipating and minimising disruptive events. 1Skills that allow themto do this the majority

of the time

5 Treating students with respect. 1Skills that allow themto do this the majority

of the time

Highly skilled in thisarea they seem to be

able to perform thiswell with whatappears to be

minimal effort.

6 Adapting classroom management to fit the culture andbackground of individual children.

1Skills that allow themto do this the majority

of the time

Highly skilled in thisarea they seem to be

able to perform thiswell with what

appears to beminimal effort.

7 Reflecting, and taking action, on student successes andfailures.



Highly skilled in this

area they seem to beable to perform this

well with whatappears to be

minimal effort.

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8 Making learning challenging for students. 1Skills that allow them




well with whatappears to beminimal effort.

9 Making learning enjoyable for your students. 1Skills that allow themto do this the majority

of the time

10 Keeping interactions with your students positive. 1Skills that allow themto do this the majority

of the time

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Content Knowledge


11 Making sure lessons feel unique by adjusting content to suityour student's needs.

Skills that allow themto do this the majority

of the time

1Highly skilled in thisarea they seem to be

able to perform thiswell with whatappears to be

minimal effort.

12 Relating lesson content to a range of curriculum areas.

Skills that allow themto do this the majority

of the time

1Highly skilled in thisarea they seem to be

able to perform thiswell with what


13 Focusing on content that adds significant value to studentlearning.

Skills that allow them


1Highly skilled in this



minimal effort.

14 Predicting and planning for the types of errors your studentsare most likely to make.


15 Taking advantage of opportunities that arise in the classroom,using them to enhance student understanding of content.

Skills that allow themto do this the majorityof the time

1Highly skilled in thisarea they seem to beable to perform this


minimal effort.

16 Planning contingencies to deal with different levels of studentperformance that emerge during lessons.


of the time

17 Planning how you will cover the required curriculum. 1Skills that allow themto do this the majority

of the time

18 Modifying plans to take into account students' needs as theychange through the year.


of the time

19 Using curriculum and content knowledge in ways that showrespect for different languages and cultures.




area they seem to beable to perform thiswell with what


20 Engaging in professional learning that seeks to developcapability as a teacher.



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Instructional Practice


21 Taking advantage of "teachable moments", adjusting plansaccordingly.


of the time

22Keeping lessons on track while using student questions and

comments as springboards for discussion. 1Skills that allow themto do this the majority

of the time

23 Maintaining a healthy balance between content-centred andstudent-centred instruction.


of the time

24 Maintaining a climate where there is a high level of productivestudent-teacher interaction.


of the time

25 Recognising when students lose interest or do not understand,and responding appropriately .


of the time

26 Differentiating lessons to meet the needs of students based ontheir ability levels.



27 Getting involved in the students' learning, making their needsthe focus of the learning situation.


to do this the majority

of the time

28 Instilling a belief in the students that they are, or can be,successful learners.





well with whatappears to beminimal effort.

29 Encouraging students to achieve mastery; to go beyond theminimum required by achievement goals.


30 Applying a range of differing teaching strategies andtechniques to meet the needs of students from diverse culturesand backgrounds.


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Formative Assessment


31 Using student assessment data as a basis for reflection onhow to improve teaching practice.

Has basic skills thatenable them to do

this sometimes.


of the time

32Testing teaching strategies and evaluating them to see if they

improve your effectiveness as a teacher.Has basic skills thatenable them to do

this sometimes.


of the time

33 Ensuring that everyone in the class, including you, is held toaccount for responsibilities.


of the time

34 Helping students understand the purpose and value ofassessment, and how to use assessment to manage their ownlearning.


of the time

35 Engaging individual students in reflective conversation about"where to go next" with their learning.


of the time

36 Helping students to articulate what they find difficult and wherethey need help with their learning.



37 Maintaining a classroom where students can initiate and fullyparticipate in learning conversations with you.


to do this the majority

of the time

38 Being able to receive feedback from students and colleagueswithout reacting defensively.



39 Enabling students to develop as independent learners. 1Skills that allow them


40 Enabling your students to understand and explain what theyare learning and why.



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Managing Self

Contributing to a Professional Learning Community


41 Understanding and accepting who you are, and operating froma position of self-reliance.

1Consistentlymanages own

internal emotionalstate in a way that

enables emotionalindependence andresilience.

Shows high levels ofemotional stability

based on a deepunderstanding of

personal identity.

42 Handling your emotional state effectively when interacting withothers , even when others cause frustration and pain.

1Consistent empathyand personalresponsibility

exercised in waysthat establish

mutually satisfyingrelationships.

43 Managing and regulating emotions when under stress. 1Consistently

manages emotionsand exercisesimpulse control, even

when stakes arehigh.

44 Thinking and acting effectively when dealing with the tensionsassociated with change.

1Consistently effectivewhen dealing withchange; usually able

to make a positivecontribution.

45 Maintaining a generally positive mood. 1Consistently positive

in mood and outlook;it takes a lot to get

them down.

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Relating to Others


46 Empowering others to solve their own problems, providingvaluable information and strategies.

1Regular thoughtgiven on how to help

in an empoweringway

47 Demonstrating curiosity regarding other people's views andexperiences. 1

Consistent curiosity

regarding otherperspectives

Highly curious and

affirming about otherperspectives evenwhen very different

48 Paying full attention to what is happening during interactionswith others.

1Consistently givesfull attention to the

work at hand.

49 Nourishing others sense of being a worthy, whole person. 1Consistentlycompassionate and

concerned for meand others.

Displays great skilland compassion for

me and others. I canturn to this personwhen I am suffering.

50 Engaging in genuine, respectful dialogue that enables us toachieve shared purposes.

1Consistently ready toengage in skilfulcollaborative talk that

generates sharedunderstanding.

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Thinking


51 Your willingness to examine the evidence that supports, ordoes not support, what is being considered.

1Consistent thoughtgiven to basing

conclusions onevidence.

52 Looking for and discerning meaningful patterns, using thinkingtools to map and communicate these to others. 1

Consistent use of

skilled thought sothat patterns areused to generate

shared insight andnew understanding.

53 Considering how events and data might appear if viewed fromdifferent points of view.

1Consistentlyrespectful andinterested in the

viewpoint of others.

Highly skilled atseeing things fromalternative

viewpoints, includingthe perspectives of

those not present ina conversation.

54 Testing out ideas and proposals by considering a variety ofscenarios; asking "What if...?".

1Consistent and skilful

effort made togenerate alternatescenarios and use

them to improveplanning.

55 Considering the relevance of what is being discussed;considering the question, "So what?".

1Consistently good at

ensuring that effortcontributes to our

shared purpose.

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Participating & Contributing


56 Paying attention to what is really going on, and how personalaction contributes to the current situation.

1Consistent effort topay attention to how

things really are.

57Responding with flexibility when things don't go as expected.

1Consistent flexibility,attentive to new

situations as theyemerge.

58 Contributing the shared understanding by voicing thoughts,even when these are potentially embarrassing or threatening

to others.

1Consistently open in

expressing viewswhile showing

concern for others.

Highly capable of

voicing even thethings that are most

difficult to talk aboutin a way thatengages others.

59 Following through on commitments made, in order to keepthings moving forward.

1Consistent infollowing through oncommitments.

People can rely onwhat is said.

60 Trying out new actions in order to create new possibilities. 1Consistently

experimental,actively seeking to

create newpossibilities.

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Professional Dimensions Matrix - Primary and secondary Teachers

Classroom

Management

Content/Curriculum

Knowledge

Instructional

Practice

Formative

Assessment

Question 1PD3(PT)/

PD5(ST)Question 11PD2(PT)/PD3(ST)

Question 21PD2(PT)/

PD3(ST)

Question 31PD2(PT)/

PD3(ST)

Question 2PD4 Question 12PD1Question 22PD5(PT)/

PD7(ST)Question 32PD1


PD3(ST)

Question 33PD5(PT)/

PD7(ST)

Question 4PD4 Question 14PD1 Question 24PD5(PT)/PD7(ST)

Question 34PD2(PT)/PD3(ST)

Question 5PD4 Question 15PD3(PT)/PD4(ST)Question 25PD3(PT)/

PD5(ST)

Question 35PD5(PT)/

PD7(ST)

Question 6PD1(PT)/


Question 26PD3(PT)/

PD5(ST)

Question 36PD5(PT)/

PD7(ST)

Question 7PD4 Question 17PD2(PT)/PD3(ST)Question 27PD2(PT)/

PD3(ST)

Question 37PD5(PT)/

PD7(ST)

Question 8PD3(PT)/


Question 28PD3(PT)/

PD5(ST)

Question 38PD5(PT)/

PD7(ST)

Question 9PD3(PT)/

PD5(ST)Question 19PD1

Question 29PD3(PT)/

PD5(ST)

Question 39PD3(PT)/

PD5(ST)


PD3(ST)

Question 40PD5(PT)/

PD7(ST)

Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.

Social Competencies

Managing Self Relating to Others ThinkingParticipating and

Contributing

Question 1PD5(PT)/

PD7(ST)

Question 6PD6(PT)/

PD8(ST)

Question 11PD1(PT)/


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Managing Self Relating to Others ThinkingParticipating and

Contributing

Question 2PD6(PT)/

PD8(ST)

Question 7PD6(PT)/

PD8(ST)

Question 12PD1(PT)/


Question 3PD6(PT)/

PD8(ST)

Question 8PD5(PT)/

PD7(ST)

Question 13PD1(PT)/


Question 4PD6(PT)/

PD8(ST)

Question 9PD6(PT)/

PD8(ST)

Question 14PD1(PT)/


Question 5PD7(PT)/

PD9(ST)

Question 10PD5(PT)/

PD7(ST)

Question 15PD1(PT)/


Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.

Key

Professional

DimensionPrimary Teachers (PT) Secondary Teachers (ST)

PD 1 Professional knowledge Professional Knowledge

PD 2 Teaching Techniques Professional Development/Professional

Learning

PD 3 Motivation of students Teaching Techniques

PD4 Classroom Management Student Management

PD5 Communication Motivation of Students

PD 6 Support for and co-operation with

colleagues Te Reo me ona Tikanga

PD7 Contribution to wider school activities Effective Communication

PD8 Support For and Co-Operation with

Colleagues

PD9 Contribution to Wider School Activities

Alex Le'long

full report 31 jul 2014.pdf

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