Appraisal for teachers: Support for professional leaders

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

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

3. Project aims To make the RTC and Tātaiako come 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 ākonga learning 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. Workshop One Aim To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes

6. Overview of the day Evaluating your current System – part 1 Project Overview Conceptual framework for the project Scenarios of appraisal issues Evaluating your current System – part 2 Review of day and next steps Meaning making and application to your setting at each stage

7. Evaluating your current system In pairs, each describe your appraisal system – use your resources as appropriate to aid the description Discuss what you would like to improve to make your system perfect – consider your thinking about the provocation we sent you In groups, share and record the key element(s) you want to improve

8. Strengthen the culture of self responsibility, • accountability and improvement 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

10. 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 Two anonymous on-line surveys: June 2013, May 2014 One response per setting Emailed link to school contact person.

11. 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

12. 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

13. 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?

14. Conceptual Framework to improve student outcomes Performance Management - performance growth Evaluative Capability - inquiry into practice Open to learning framework Culture of Self-responsibility

16. Processes that develop, strengthen and make best use of staff skills, knowledge, training and talent in ways that maximise learning outcomes for students: • Staff appointments • Induction • Professional/staff development • Appraisal • Career support • Competence and discipline processes • Code of ethics All oriented around a cohesive strategic direction and plan

17. 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 – your goals and mission In this way appraisal becomes an engine for on-going school improvement Effective appraisal should be seen through evidence of improving valued outcomes for students

18. The system

19. Effective Performance Management in your setting What would you notice if you had effective performance management systems and processes in your setting? (What would people be doing/saying?) • Professional Teachers • Professional Leaders

21. Joint responsibility

22. Joint responsibility in your setting What would you notice if you had joint responsibility and accountability? (What would people be doing/saying?) • Professional Teachers • Professional Leaders

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

25. 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. An effective evaluative (appraisal) process in your setting • What would you notice if you had effective evaluative processes in your setting? (What would people be doing/saying?) • Professional Teachers • Professional Leaders

29. Building trust matters Viviane Robinson, The University of Auckland

30. Building trust matters Viviane Robinson, The University of Auckland

31. Key values in open to learning conversations Viviane Robinson, The University of Auckland

32. When do I use an OLC? Viviane Robinson, The University of Auckland

33. Examples of tough issues Viviane Robinson, The University of Auckland

34. What makes these conversations tough? Viviane Robinson, The University of Auckland

35. How do people typically deal with this? Viviane Robinson, The University of Auckland

36. How do people typically deal with this? Viviane Robinson, The University of Auckland

37. 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

38. Conceptual Framework Performance Management - performance growth √ Evaluative Capability - inquiry into practice √ Open to learning framework √ Culture of Self-responsibility√

39. Scenarios Discuss the extent to which the 4 concepts are implicated in your scenario..

41. 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

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

43. 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.

44. RTC Criterion # 8 Demonstrates in practice their knowledge and understanding of how ākonga learn Tātaiako Ako – takes responsibility for their own learning and that of Māori learners

45. Key Indicators Enable ākonga to make connections between their prior experiences and learning and their current learning activities Provide opportunities and support for ākonga to engage with, practice and apply new learning to different contexts Encourage ākonga to take responsibility for their own learning and behaviour Assist ākonga to think critically about information and ideas and to reflect on their learning – Linda’s story

46. 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 describe this criterion? Key Question? What would you hear students/the teacher/parents say if the teacher was meeting this criteria?

47. Related videos Sylvia Park http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Our-inquiry-framework

48. If appraisal is going to be credible, achievement needs to be part of the package… Learning and Achievement What would learning and achievement look like in your setting? Underachievement What would underachievement look like in your setting? In your setting what are the implications for appraisal?

49. 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

50. Workshop One Aim To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes