Appraisal of Principals and Tumuaki Workshop Two

Part A: Professional Reading and Sharing Thinking

Read and respond-effective appraisal Read and respond to the quotes on the post-its Summarise the responses References located on page 3 and page 4 of your workbook

Karakia Tiheeii mauri ora Ngā mihi o te rā ki te whānau kua huihui mai nei Kia tau te rangimarie Kia whakahōnore tātou Me ngā mea e whakapono ana tātou Kia mānaakitia mai mātou Mo tēnei rā Kia mauri tu, kia mauri ora

Part B: Working together for effective appraisal

Where did we get to? 1.Workshop, PLG, webinar 2.Requirements 3.Effective appraisal practice Components diagram PTC/PS/Tātaiako Performance Agreement Summary Report

Appraisal Components Performance Management Renewal of practising certificate (every 3 years) Annual performance review (for growth and development) Goals Goals established Indicators of success agreed Evidence sources and perspectives agreed Timeframes and actions Support to be provided Written into Performance Agreement Evidence Curated Charter/strategic plan Student outcomes (AoV) Participation in professional learning Feedback – staff, students, parents, board Appraisal Discussions Interpreting evidence Affirmation Feedback Next steps Appraisal Report Overall evaluative judgement with reference to PS and PTC and Career Structure Criteria Key strengths Next steps Support to be provided

Screenshot of appraisal education council

Appraisal Conceptual Frameowork/He Kete Whakatipu Ngaio Tangata

Today 1.Effective appraisal – what is our collective thinking? 2. Clarity of roles 3.Appraisal as an evaluative process Setting objectives Using evidence/data to understand progress towards meeting objectives Reporting the outcomes

Reading Summaries Performance management to support teaching and learning Keeping targets visible, expectations high Data should be analysed for new learning, used as basis for planning and decision making Inquiry-suspend judgement until you have all the information –to understand what is going on Who is my class? Learning of in-school leaders

Effective appraisal: some key messages for BoT Discuss page 6 of your workbook Any messages for your school?

Effective Appraisal – How are we going? Where are we now? What do we need to focus on next? Page 7

What are our roles? Stewardship and Leadership

ERO School Evaluation Indicators: a new resource 1.In your workbook pages 9-13, you have the indicators for the two dimensions of stewardship and leadership 2.These are to build our understandings of ‘good’ or effective practice –based on the case studies undertaken nationally

What is my role in the appraisal process? Working together from page 14 in your workbook

Evaluative Capability

Evaluative Capability: The Appraisal Process Describe and understand what ‘good/effective’ looks like How are we going? (With reference to Charter and strategic goals and aligned to Professional Standards, Practising Teacher Criteria, Tātaiako) Set annual objectives/goals and record in performance agreement

What evidence that can be used to determine progress in meeting the objectives/goals Use suitable processes to narrate and curate the evidence Evaluate the evidence and what it tells me about my practice and next steps

Helpful questions for regular evaluation Regular evaluation are business as usual evaluations or inquiries where BoT, leaders, teachers and students (often) gather data and monitor the progress towards goals and assess effectiveness p. 12 What’s going on here? What’s the data telling us? For which learners? Is this what is expected? Is this good enough? What might we need to explore further? What can we learn from research about what ‘good’ looks like? Do we need to adjust what we are doing? How? Can we use this learning in other areas?

Evaluative capability: optimal conditions Review pages 22 of Effective School Evaluation-looks at organisational conditions for evaluative capability: Highlight key words that reflect where you see your current practice What do you want to work on next to increase your effectiveness?

Setting Worthy Objectives/ Goals

Where do performance objectives/goals come from? Strategic plan Annual Plan along with Analysis of Variance Education Review Office recommendations Feedback from previous appraisals –principal’s learning needs Professional Inquiry into Practice – principal’s learning needs

Objective/Goal …. To establish a clear, attractive end point in relation to the challenge or issue.

Inspiring Specific Measurable Achievable Results driven Time-bound ISMART (not sloth)

By (timeframe) I/we am/are/have (changed practice) So that (student outcomes/benefits) © growth coaching international

Achieving my objectives Learner needs Our leadership practice Where are we today? What do we need to do to achieve my objectives? How will we get there? What will the outcome be if I achieve my objectives, for the Board, for me and my learners? Where are we going?

Graphic credit: Judy Halberg and Linda Kaser (2013) Ref: Helen Timperley, Linda Kaser and Judy Halbert

Karakia Kai Nau mai i ngā hua O te ao, o te wai tai, o te wai māori Nā Rongo, Tāne, nā Maru Ko Ranginui e tū iho nei Ko Papatūānuku e takoto ake nei Whakamaua ki a tina Haumī e hui e tāiki e

Part C: Evaluating our evidence

Narrate, Curate and Evaluate With reference to the analysis tools on Pages 21 and 22 Take turns to: Narrate, curate and evaluate Important: Appoint a facilitator Appoint a timekeeper (15 minutes each)

Effective School Evaluation – Case Studies Choose one of the case studies Answer these questions: If I am the principal/board chair what am I doing to make it happen? What evidence would I be curating to support this story? Would I be meeting the PS/PTC? Outcomes for learners?

Using data 1.Identify a range of evidence, data, information 2.Identify, analyse and interpret to produce new understandings 3.Having systems, processes and tools in place to track progres and impact

The annual appraisal report should : 1.Answer the evaluative question by reaching a reasoned conclusion and identify the next steps for my learning 2.Capture the evaluation of all of my evidence and not be a surprise to me, my board chair or my appraiser.

Where to from here? What are your next actions?