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

Whakatauki Ma mua ke 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.

How do you make appraisal coherent manageable enhancing the real work and focussed on enhancing student achievement?

Today Look at What the research says Systems. How appraisal can be aligned with registration,the cultural competencies illustrated in T ā taiako, 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.

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'eglise Catholique se modernise - Automatic Confession gb.wmvcurrent files\video clips and photos\L'eglise Catholique se modernise - Automatic Confession gb.wmv

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 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: - improving teaching and learning through strong performance - assisting the BoT,principal and 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 Appraisal:

The process is as important as the outcome

Strengths and opportunities What is positive about appraisal in your school? What needs to change?

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 ? 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? Take the sheet What is the connection and work with your neighbour to fill it in

How do we make sense of the processes ? Appraisal Professional learning and self review RegistrationRTC Professional standards Tātaiako attestation discipline competency

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 Goal Link to annual plan Evidence of current situation ActionsEvidence of progress 1 Evidence of progress 2 Links to RTC and Tātaiako Comments

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 Tātaiako Add in the Tātaiako cultural competencies to match the RTCs

CRITERIA FOR EFFECTIVE APPRAISAL Transparent and confidential Linked to strategic plan and professional learning Resourced to meet goals An educative process Trust and mutual respect Integrated accountability and cultural competence Based on objective, informative evidence Structured, monitored, continuous Beyond the superficial – ongoing and in-depth Records kept Self appraisal included

Actions to be taken Review /Initial Discussion Review previous goals and achievement Finalise goals and action plan Professional inquiry Agree on evidence collection Set timeframes Appraisal Discussion Share feedback – successes/ challenges, etc Examine evidence and progress to goals Professional inquiry Where to from here? Planning. Appraisal and development Evidence Collection Records Observation Tape Interview/survey Video Self-Appraisal Feedback from others Self assessment tool Student achievement data Reflection Evidence

Your own appraisal The blobby man tree Which person are you in the context of being appraised? Who would you like to be?

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

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 Demographic Achievement Perception Systems Best practice and research

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

“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 Appraisal interview:

Skills needed for appraisal Listening Questioning Goal setting Observation Feedback feed-forward Courageous conversations Organisation and reporting

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 Level 1 Clarification who, what, when, where Level 2 Purpose, reason, outcomes, consequences Why? How? Level 3Basis of actions- beliefs, values So what, connections, impact 80/20 mix

GROWTH Goals Reality Options Will Tactics Habits

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 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? 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.wmvcurrent files\video clips and photos\Archer.wmv