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Appraisal for teachers: Support for professional leaders. Workshop Two Open to learning – evidence based discussions . Welcome. Strengthen the culture of self responsibility, . accountability and improvement. Today. Component One Strengthen understanding of what appraisal is all about

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Appraisal for teachers: Support for professional leaders


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    1. Appraisal for teachers: Support for professional leaders Workshop Two Open to learning – evidence based discussions

    2. Welcome

    3. Strengthen the culture of self responsibility, • accountability and improvement Today Component One Strengthen understanding of what appraisal is all about Component Two Strengthen Personal Skills in Open to Learning conversations Strengthen the culture for open to learning conversations Component Three Strengthen strategies to implement effective appraisal processes

    4. Workshop two focus Hooking into the gnarly issues of appraisal and problem solving them including: Being appraised Appraising others Appraisal systems/processes Strengthening open to learning conversations through: Clarity of criteria (referenced to RTCs and Tātaiako) Using evidence to demonstrate effectiveness of practice Developing a toolkit for having professional discussions about practice The conditions required for developing a learning culture focused on self-responsibility and improvement will be discussed and strengthened.

    5. What are you doing differently as a result of workshop one As a result of participating in this project so far, what is your setting going to do differently in regard to appraisal? Change/reschedule appraisal cycle Improve quality of documentation including appraisal reports, templates and policies Align/integrate components e.g. RTC, school goals, personal goals, teaching as inquiry Wider range and better quality evidence Using challenging conversations more regularly More care and rigour in signing off a registration

    6. You want more support with Real examples of best practice and a variety of models Alignment/Integration of appraisal components and process Working with like settings and sizes The tension between accountability and development Upskilling/ training of appraisers Managing under performance and non-performance

    7. Connecting with your current thinking /practice What are the key elements of your current appraisal system that you have reviewed and worked on since you last met? (with reference to the materials you have brought with you) Then: What is still difficult/tricky about appraisal? What are the questions you require an answer to?

    8. Problem solving

    9. Conceptual Framework to improve learner outcomes and dispositions to learning Performance Management • Alignment • Professional growth Evaluative Capability • Inquiry into practice Open to learning Self-responsibility

    10. Open to Learning Conversations At the heart is the value of openness to learning - learning about the quality of the thinking and information that we use when making judgments about what is happening, why and what to do about it. An open-to-learning conversation, therefore, is one in which this value is evident in how people think and talk.

    11. Ako o • Trust • Inquiry into practice • Valid information • Commitment Conceptual Framework for Appraisal to action Open to Evaluative learning Capability conversations Whanaungatanga Ako Performance Responsibility Management • Alignment • Self • Professional • Joint/shared growth Wānanga Tangatawhenuatanga Manaakitanga

    12. Coherent performance management for performance growth: appraisal and attestation

    13. Appraisal components • Performance Management • Re-registration (every 3 years) • Attestation (annual for pay progression) • Appraisal (annual for growth and development) • Process: • Criteria established • Goal setting • Indicators of success identified • Timeframes and actions identified • Support to be provided • Evidence Collected • (learning portfolio) • Teaching as Inquiry • Observations /feedback • Evidence of learning(teacher/learner) • Student voice • Informal feedback • Contribution to wider school - feedback from other staff

    14. Evidence of practice with reference to RTCs https://sites.google.com/a/oratia.school.nz/carys-taylor/ http://bubblyteacher1991.blogspot.co.nz

    15. What do you want to work on? You have a choice: Open to learning conversations –developing your personal skills Developing open to learning skills of others in your setting.

    16. Open to learning disposition It’s about a recognition that we are all learners and learning takes place when there are high levels of: Trust Respect Inquiry Conversation Action

    17. Open to Learning conversations and links to Tātaiako

    18. Open to learning conversation – components

    19. Open to learning conversations background paper In your PLG What are the key messages you took from the reading? What aspects challenged your thinking? How did Viviane Robinson's research align to what you believe is happening in your own setting? What is hard to do? What makes it hard?

    20. 70/20/10 rule (70) Informal learning – on the job (challenging tasks) (20) Social learning - (relationships and networks) (10) Formal learning – professional development (formal training) (Michael Lombardo and Robert Eichinger, 2000)

    21. Ladder of inference

    22. we conclude TAKE ACTION CONTEXT VALUES ASSUMPTIONS The ladder of inference we interpret we describe we select available data

    23. Open to learning example Problem of practice First conversation Redesigned conversation

    24. Practice One: Open to Learning conversations Get into pairs – work with your own setting Read scenario Decide what part you will take (Teacher, Professional leader) Professional leader: use open to learning to conduct your conversation Use your smartphone or iPad to video the conversation Replay the conversation and use the observation sheet to analyse what happened Change and repeat the process

    25. Key skills for open to learning Developing trust Being present Listening actively Clarifying Being succinct Suspending judgement

    26. Practice Two: What are your dilemmas? In your setting talk about a ‘typical difficult conversation’ that you may need to have with the teacher who demonstrates: Expert practice Competent practice Practice which is on the border Incompetent practice Use the smartphone, iPad video to analyse your practice session.

    27. Appraisal components • Performance Management • Re-registration (every 3 years) • Attestation (annual for pay progression) • Appraisal (annual for growth and development) • Process: • Criteria established • Goal setting • Indicators of success identified • Timeframes and actions identified • Support to be provided • Evidence Collected • (learning portfolio) • Teaching as Inquiry • Observations /feedback • Evidence of learning(teacher/learner) • Student voice • Informal feedback • Contribution to wider school - feedback from other staff

    28. Reflection What might you need to do to strengthen open to learning over the next few months? Consider: What do I need to do more of? Anything I need to do less of? What do I need to continue doing? What actions will you take between now and the PLG in early August?

    29. Ongoing Learning – Phase Five

    30. Workshop 3 Focus Strengthen strategies to implement effective appraisal processes

    31. Video clips http://connect.vln.school.nz/olc http://www.teacherscouncil.govt.nz/content/professional-leaders-employers