Model for Developing Professional Communities.

1. Model for Developing Professional Communities. The Tear Drop Research consistently highlights the necessity of a whole-school approach to professional learning, one that is coherent, on-going, strategic, and embedded into the daily life of the school and teacher practice. This is the kind of professional learning that fosters strong professional communities focussed on pedagogy and the on-going improvement of learning for all. The water drop diagram shows there is more to professional learning than meets the eye, and offers an opportunity for reflection on how current school approaches align with best practice. The diagram itself looks quite linear and simple. In practice, of course, it is far messier and complex. The whole of the water drop is important for example, there is a place for having staff (individually or collectively participate in workshops outside the school, and for the informal exchange of ideas. However, if the bulk of your professional learning is centred in the tip of the water drop, then the ‘surface’ rather than genuine professional learning community is fostered. When you spend the bulk of your time and energy working below the surface, you have the ingredients for a dynamic, professional community focussed on the core business of learning.

2. Model for Developing Professional Communities. Community Pedagogy Surface “School leaders must be able to translate the ambiguities of collaboration into the clarity of tangible goals.” Lashway, L. (1995) p.2 Deeper Deep

3. Model for Developing Professional Communities. Community Pedagogy Toward deeper understanding and on-going learning Toward professional community Planned, organised, long term strategic focus Individual and collective responsibility Reflection, substantive dialogue, collaboration, implementation Shared understanding of Pedagogy and consistent school practices. Shared vision, values and goals Continuous improved learning for all

4. Model for Developing Professional Communities. Community Pedagogy Sharing resources. Information exchange. Swapping ideas/ activities. Conference presentation. Workshops outside the school. Staff sharing/ celebration of practice. Professional networking. Personal and professional learning plans. Team: curriculum/program planning. Reflection on practice. Analysis of student data, programmes, problem solving, using data to plan improvement. Moderation of student work. Team teaching. Peer observations. Classroom walk through. Peer coaching. Collegial study groups. Mentoring. Critical friends, groups, using staff expertise for learning purposes. School- wide professional learning. Shared vision, values and goals. Existing beliefs. Practices established. Building expertise. Exploring pedagogy deeply. Alignment of practices and support structures. School visits. Using outside experts for specific purposes connected to school learning goals. Portfolios and directions. Professional readings.Student voice. Continuous improved learning for all

5. Professional Appraisal. An approach to Developing Professional Communities. 1. Selection process. 9. Influencing others. Appraise selects Appraiser. State and plan two targets of influence. 10. Written Report presented to Principal Selection Process occurs. 2. Formal and informal meetings. 8. Final Review. Specify growth development, targets achieved. Appraiser and Appraise meet together. Possible scenarios of development may be discussed. Establishing relationships. 7. Revision of targets. Revise targets with appraiser. Set new targets if necessary. 3. Analysis. 6. Coaching and mentoring. Complete self reflection document. 360* feedback. Including feedback from self, students, peers or contributing networks. Select a coach or mentor. This may or may not be the appraiser. 4. State agreed targets. 5. Practical application of targets. Complete Professional development. Fill in Self Reflection form stating targets for development.

6. Agreed Principles. This document is based around the philosophy of ownership, control and self improvement. It recognises everyone as a leader and are responsible for their own learning. It acknowledges the ability to influence others through interactions and the exchange of professional information. Clear expectations and reviews are agreed to by Appraiser and Appraise. All information is confidential. Competency is not an issue of Appraisal. Feedback is 360* including peer, staff, students and chosen external invested agencies. Coach and Mentor are decided by Appraiser and Appraise. New learning is redistributed amongst the wider professional community. Principal receives checklist ensuring all aspects are adhered to and completed. Appraisal is a reflection of individual responsibility and ownership in the pursuit of excellence in Teaching and Learning.

7. Understanding the process. • Prior to the implementation of this Appraisal: • 1. Staff are introduced to the concept of professional development via peer coaching and mentoring. Some may be involved in the programmes initial development. • 2. The school appoints, through selection, 1/3 of the staff as Appraisers. Choice and willingness to participate is essential. • 3. Appraisers attend courses on providing high quality feedback, constructive relationship guidance, ability to stimulate deeper thought practices, identifying resources and monitoring the Appraise. • 4. Appraises are required to select an Appraiser. This may occur by selecting three people of which one is appointed the Appraiser. • Appraisal Contact: • Appraiser and Apprise develop a relationship over a period of time. This involves formal and informal discussions, including two minute conversations or in depth dialogue. • A 360* feed back is complied by questioning at least four peers or associates, students and completing a self reflection form. This can be broadened depending upon the number of staff. Different forms may be required for differing positions of employment. All forms are confidential. Application and collection are undertaken by Appraiser not Appraise. Feedback includes completing classroom observations. • Data is collated and formulised. • Discussions with Appraiser over data occur, paying attention to the sensitivity of the issues being presented.

8. Understanding the process. • 5. With consultation with Appraiser the Appraisee complete a Self Reflection form which is to be their working contract for the next year. • 6. Further discussions take place. A coach or mentor is appointed to guide the Appraisee. However the Appraiser still oversees the development of the Appraisee for the duration of the year. • Review: • Twice throughout the year the Appraisee completes a Review of their Self Reflection goals, including any re-adjustments to targets or time frames. • When final feedback is completed the Principal receives a Self Appraisal Checklist from the Appraiser and Appraisee stating that all the necessary steps have been accounted for. No personal information is recorded. This is presented in accordance with the Board of Trustees compliance. • Influencing others: • Professional information is selected under the title ‘Influencing Others’ where one or two items of professional ‘new’ knowledge is listed. Targets are produced to show interaction and implementation of this new information being employed to other professional liaisons. • ‘Staff’ relates to teaching, support and administrative employment.

9. Self Appraisal Tool Self Appraisal Tool Self Appraisal Form for Principal.

10. Self Appraisal Tool Self Appraisal Form Continued.

11. Model for Developing Professional Communities. Self Reflection Form for Appraisee. Self Development Form for Improving own Learning. Name …………………….. Position of employment …………………………..

12. Model for Developing Professional Communities. Self Appraisal Form for Influencing Others. Influencing Outcomes Name: …………………………. Position of employment …………………………..

13. Model for Developing Professional Communities. Self Appraisal Checklist for Principals Self Appraisal Checklist 2007 School…………… Name ……………………… Position of employment …………………………….. This is a true and accurate account of the interactions that occurred in the past year between the Appraiser and the Appraisee. Appraiser: Name: _______________________ Signature: ____________________ Date: _________________ Appraisee: Name: _______________________ Signature: ___________________ Date: __________________

14. References Blase, J. & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130- 141. Bush, T. (2003). Theories of educational leadership and management (3rd ed.).London: Sage Publications. Cardno, C. & Collett, D. (2003). Curriculum leadership: Secondary school principals’perspectives on this challenging role in New Zealand. New Zealand Journal of Educational Leadership,), 15-29. Fitzgerald, T. & Gunter, H. with Eaton, J. (2006). The missing link?: Middle leadership in schools in New Zealand and England. New Zealand Journal ofEducational Leadership, 21(1), 29-43. Lashway, L. (1995). Can instructional leaders be facilitative leaders? ERIC DigestNumber 98. University of Oregon: Clearning house on Educational Management. Starratt, R. J. (2003). Centering educational administration: Cultivating meaning, community, responsibility. Mahwah: Lawrence Erlbaum Associates. Southworth, G. (2004). Primary school leadership in context: leading small, mediumand large sized schools. London: Routledge Falmer. Woods, P. A., Bennett, N., Harvey, J.A., & Wise, C. (2004). Variability's and dualities in distributed leadership: Findings from a systemic literaturereview. Educational Management, Administration & Leadership, 32(4),439-457.

15. Model for Developing Professional Communities. Constructed by: Michelle McCarty Rachael Martin Jocelyn Hair-Hutton Ann Hewlett Jason Renau