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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.

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slide1

Appraisal: It’s a student centred processTaranaki Secondary APDP Conference Colleen Douglas Deputy Director Centre for Educational Development

slide2
Mihi

KoRangitumautemaunga

KoRuamahangateawa

KoKohangaMatauranga

te marae

KoPākehāteiwi

Ko Colleen Douglas ahau

whakatauki
Whakatauki

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.

slide4

How do you make appraisal

  • coherent
  • manageable
  • enhancing the real work
  • and focussed on enhancing student achievement?
today
Today

Look at

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.

slide6

Appraisal is a performance management

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

the leadership bes on appraisal
The Leadership BES on appraisal

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

use of student data
Use of student data

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

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Appraisal:

Purpose: to enhance student achievement by:

  • improving teaching and learning through strong performance
  • assisting the BoT,principaland other staff to achieve both school and individual goals
  • build capability, capacity and effectiveness

Through processes of :

  • goal setting and professional inquiry
  • examination of evidence
  • professional development
  • coaching and mentoring
  • reflection
strengths and opportunities
Strengths and opportunities

What is positive about appraisal in your school?

What needs to change?

so who is responsible for what
So who is responsible for what?

Board of Trustees

Performance management policy (focussed on the improvement of teaching and learning)

Monitoring policy implementation and procedures

Ensuring confidentiality

Specifying resolution processes

Appraisal of the principal

what about the principal and senior leadership
What about the principal and senior leadership ?

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

how do the processes fit together
How do the processes fit together?

Take the sheet What is the connection

and work with your neighbour to fill it in

joining the dots
Joining the dots

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

RTC

Annual plan and

Tātaiako

an example of a goal sheet
An example of a goal sheet

Goal 1 ....................................

Link to annual plan ...........................

the registered teacher criteria
The Registered Teacher Criteria

12 criteria

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Criteria 1-5

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.

Criteria 6-12

mapping the rtcs professional standards and t taiako
Mapping the RTCs, Professional Standards and Tātaiako

Add in the Tātaiako cultural competencies to match the RTCs

slide20

Transparent and confidential

Records kept

Beyond the superficial – ongoing and in-depth

Linked to strategic plan and professional learning

Self appraisal included

CRITERIA FOR EFFECTIVE

APPRAISAL

An educative process

Structured, monitored, continuous

Trust and mutual respect

Based on objective, informative evidence

Integrated accountability

and cultural competence

Resourced to meet goals

slide21

Actions to be taken

Self-Appraisal

Feedback from others

Self assessment tool

Student achievement data

Reflection

Evidence

Appraisal Discussion

Share feedback – successes/ challenges, etc

Examine evidence and progress to goals

Professional inquiry

Where to from here?

Planning.

Appraisal and development

Review /Initial Discussion

Review previous goalsand achievement

Finalise goals and action plan

Professional inquiry

Agree on evidence collection

Set timeframes

Evidence Collection

Records

Observation

Tape

Interview/survey

Video

your own appraisal the blobby man tree
Your own appraisalThe blobby man tree

Which person are you in the context of being appraised?

Who would you like to be?

discussion
Discussion

With the person next to you discuss what your experience has been of being appraised.

your appraisal
Your appraisal

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

Written report

types of evidence
Types of evidence

Demographic

Achievement

Perception

Systems

Best practice and research

have a go
Have a go

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

slide27

Appraisal interview:

“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

skills needed for appraisal
Skills needed for appraisal

Listening

Questioning

Goal setting

Observation

Feedback feed-forward

Courageous conversations

Organisation and reporting

knowledge needed
Knowledge needed

RTC

Strategic plan

Background of the appraisee and their performance

What exemplary practice looks like

In depth knowledge of pedagogy

Professional learning opportunities

reflective interviews questioning
Reflective interviews: Questioning
  • Level 1 Clarification who, what, when, where
  • Level 2 Purpose, reason, outcomes, consequences

Why? How?

  • Level 3 Basis of actions- beliefs, values

So what, connections, impact

80/20 mix

growth
GROWTH

Goals

Reality

Options

Will

Tactics

Habits

your turn
Your turn

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.

observations
Observations

Relate specifically to goal

Co-construct the evidence gathering

Goals

1. Relationships with class

2. Instructions

3. Engagement

Design and collect evidence

so now what
So now what?

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