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Appraisal: valuing difference, fostering self-responsibilityChris Thornley, New Zealand Teachers CouncilKerry Mitchell, The Education Group
Workshop One: Situating appraisal in the New Zealand context
Evaluation
TALIS findings (2009) from secondary schools in 20 OECD countries indicate that:• 44% of teachers viewed their appraisal as fulfilling
administrative purposes only• In a number of countries using appraisal and feedback to
establish a development plan is less common than simply reporting the outcomes to the teacher
An international picture: what’s missing?
An international picture: stronger processes
• Teachers reported that appraisal and feedback contributed to their development and had a strong positive influence on them and their work
• Teachers rated their knowledge and understanding of their subjects and related pedagogy as moderate to high importance in the feedback they receive
• Strengthening systems of appraisal relied on improving links between school evaluations, teachers’ appraisal, goal setting, feedback, professional learning and development
An international response
• Grattan Institute in Australia has developed ‘a new system of appraisal and feedback’ for use in schools
• Some jurisdictions in the USA implement a summative approach where teachers are appraised using rubrics
• In Finland appraisal is characterised by the high level of confidence placed in schools and teachers as professionals.
Evaluation
Since 2007, the practice of New Zealand teachers has been considered against a set of standards developed by their professional body with input from the profession. High trust models for appraisal have been preferred:
• The Graduating Teacher Standards• The Registered Teacher Criteria
Since 2007
Cultural locatedness and identity
Cultural competencies:Ako: practice in the classroom and beyondWhanaungatanga: relationshipsTangata whenuatanga: socio-cultural awarenessManaakitanga: values, integrityWānanga: communication
Mārama –graduating teachersMōhio-knowing how to affirm Māori and iwi cultureMātau: being able to lead and engage others in affirming
Evaluation
The degree to which teachers perceive that any innovation reflects their identity impacts on the likelihood that they will take on and drive the innovation
Teacher agency and ownership work positively together when teachers make sense of the innovation and identify with it
Teachers’ positioning toward an innovation
Fostering a self-responsibility
Goals, roles and responsibilitiesScaffold the change-move slowlyConsult at each stageValue contributions, build ownership
70/20/10 rule
•(70) Informal learning – on the job (challenging tasks)•(20) Social learning - (relationships and networks)•(10) Formal
What are the professional learning and development opportunities that occur at your school?
Appraisal of Teachers Project
New Zealand Teachers CouncilEarly childhood education and schooling in English and Māori medium settings18 month pld of workshops and webinars and independent inquiry17 locations nationally
Bringing all the pieces together-
The profession
The system
Making the linksStrategic direction
Appraisal
Professional learning opportunities
Inquiry into
practice (Professio
nal teachers
and professional leaders)
Valued outcomes for students
Twelve core elements of Employee Engagement
1. They need to know what is expected2. Have the necessary materials and equipment3. Have the opportunity to use their talents everyday4. Receive recognition for accomplishment5. Feel someone in the organisation cares at a personal level6. Know that personal development is encouraged
(Buckingham and Coffman)
Twelve core elements of Employee Engagement
7. Feel their opinions count8. Feel their work is important to the organisation’s mission9. Have co-workers committed to doing quality work10. Have good relationships with colleagues at work11. Have talked to the leaders regularly about their progress12. Have opportunity to learn and grow.
(Buckingham and Coffman)
Your experience
Think about an appraisal that had a positive effect on your practice as a teacher
Describe the process to your partner and what made it successful
Now repeat for an appraisal that had either no effect or a negative effect on your performance
Workshop Two: A Framework for appraisal
•Self• Joint/shared
• Alignment• Professional
growth
• Inquiry into practice
• Trust• Valid
information• Commitment
to action Open to learning conversations
Evaluative Capability
ResponsibilityPerformance Management
Tangata whenuatanga
Wānanga Whanaungatanga
Manaakitanga
Ako
Ako
o
Conceptual Framework for Appraisal
Ako
Performance
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
Performance
Coherent performance management for performance growth: appraisal and attestation
A coherent Approach
AttestationMaking the links
RegistrationSalary review
CompetenceConduct/ discipline
Developmental goals based on outcomes
for learnersSelf and peer
evaluationObservation
Professional learning opportunities
Teaching as inquiryCareer pathways
Appraisal for Learning
Open to LearningOpen to Learning
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
Open to learning disposition
Open to Learning
Key values in open to learning conversations
Open to Learning
What makes these conversations tough?
Open to Learning
How do people typically deal with this?
Open to Learning
How do people typically deal with this?
Self-responsibility
Professional
Teacher responsi
bility
Professional
Leader responsi
bility
Joint responsibility
Joint responsibility
Self-responsibility
Shared understandingClarity about criteria for desired practiceWhat actual practice looks like Co-construction of descriptions of practice and agreement about what that practice demonstrates Disposition towards examining and improving practiceActive learners taking responsibility for improving teaching and learning and demonstrating commitment to improvement.
Joint responsibility looks like…
Evaluation
The evaluative (appraisal ) process
1. Describe what ‘good’ looks like
2. Develop indicators, exemplars, illustrations, rubrics, to shape a full understanding
3. Ask the evaluative question: How well does my practice meet each of the RTC and overall?
Evaluation
The evaluative (appraisal ) process
4. Determine the sources of evidence I might collect that can be used to answer this question
5. Use suitable processes to gather the evidence
6. With my professional leader, use the evidence to examine my practice
7. Answer the question by reaching a reasoned conclusion
i. Jane’s Story
http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane-s-story
Performance Management• Re-registration
( every 3 years)• Attestation (annual
for pay progession)• Appraisal (annual
for growth and development)
Process:• Criteria
established• Goal setting• Indicators of
success identified • Timeframes and
actions identified• Support to be
providedEvidence Collected (learning portfolio)• Teaching as
Inquiry• Observations
/feedback• Evidence of
learning• Student voice• Contribution to
wider school - feedback from other staff
Appraisal Discussions• Interpreting
evidence• Affirmation• Feedback• Next steps
Appraisal Report• Overall evaluative
judgements/statements
• Key strengths• Next steps/concerns• Support to be
provided
Appraisal components
Registered Teacher Criteria
Botany Downs School
Botany
Evaluation
Workshop Three
Evaluation
Analysing evidence
presentation perspectives
sources
RTC
&
Tātaiako
Evaluation
Analysing the evidence
From everyday practice: What is available as evidence?
Identification: What stands out? Where are the patterns? For me, my group of akonga and individual akonga/priority learners?
Reflection: What does this mean for next steps teaching and learning?
How does this meet the RTC/Tataiako?
Registered Teacher Criteria
From big to small-starting with teaching and learning
From small to big-understanding the criteria
From small to big-identifying next steps and goals
Backward mapping to the RTC
Scenarios
Scenario One – Appraisal conversations at SGHShttp://www.teacherscouncil.govt.nz/content/professional-leaders-employersScenario Three – Kelvin’s story
Website links
http://www.teacherscouncil.govt.nz/content/professional-leaders-employers
www.educationgroup.co.nz
Reference List
Refer handout for resources, links articles and research reports