Appraisal: It’s a student centred process Taranaki 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 P ā keh ā te iwi Ko Colleen Douglas ahau.
Appraisal: It’s a student centred processTaranaki Secondary APDP Conference Colleen Douglas Deputy Director Centre for Educational Development
Ko Colleen Douglas ahau
Ma muake kite a muri
Ma muri ka ora a mua
Those who lead give sight to those who follow.
Those who follow give life to those who lead.
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.
process aimed at teaching and learning.
Leadership BES, page 216
Does it have any resemblance to confession?
current files\video clips and photos\L'egliseCatholique se modernise - Automatic Confession gb.wmv
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
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:
Through processes of :
What is positive about appraisal in your school?
What needs to change?
Board of Trustees
Performance management policy (focussed on the improvement of teaching and learning)
Monitoring policy implementation and procedures
Specifying resolution processes
Appraisal of the principal
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
Take the sheet What is the connection
and work with your neighbour to fill it in
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
Annual plan and
Goal 1 ....................................
Link to annual plan ...........................
PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
PROFESSIONAL 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.
Add in the Tātaiako cultural competencies to match the RTCs
Beyond the superficial – ongoing and in-depth
Linked to strategic plan and professional learning
Self appraisal included
CRITERIA FOR EFFECTIVE
An educative process
Structured, monitored, continuous
Trust and mutual respect
Based on objective, informative evidence
and cultural competence
Resourced to meet goals
Feedback from others
Self assessment tool
Student achievement data
Share feedback – successes/ challenges, etc
Examine evidence and progress to goals
Where to from here?
Appraisal and development
Review /Initial Discussion
Review previous goalsand achievement
Finalise goals and action plan
Agree on evidence collection
Which person are you in the context of being appraised?
Who would you like to be?
With the person next to you discuss what your experience has been of being appraised.
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
Best practice and research
Set either a leadership goal or a student learning goal
What 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
Organisation and reporting
Background of the appraisee and their performance
What exemplary practice looks like
In depth knowledge of pedagogy
Professional learning opportunities
So what, connections, impact
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.
Relate specifically to goal
Co-construct the evidence gathering
1. Relationships with class
Design and collect evidence
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 current files\video clips and photos\Archer.wmv