1. Staff meeting: xxxx School
NZC, effective pedagogy & teacher performance monitoring in eighty minutes..!!
Margaret Harris
School Curriculum facilitator
April 2011
This is a ‘romp’ through! Have to decide as you work through how much knowledge teachers have / how in-depth the discussion is..

2. Outcomes A brief overview of performance management in schools
Make links between School Charter (annual plan) NZC, RTC and teacher appraisal! (whew!)
Have a go at goal setting using NZC and RTC
Briefly explain main areas of focus..

3. Activity 1 With a partner -
What do you think school performance management is?
Brainstorm - all the things that come to mind when thinking of - across school performance management …
In pairs t’s talk, list, share ideas, help each other….

4. COMPARE YOUR LISTS Professional development Staff retention
Recruitment CEA’s Selection
Attestation Remuneration Dismissal Competency
Performance agreements & goal setting Disciplinary procedures
Job descriptions Appointment processes Policies
Registered teacher criteria Professional standards
Employment Documentation APPRAISALS (& associated skills)
NZEI Individual Employment contracts
Provide time for teachers to see performance management includes all the above…helps them to see ‘big picture’. Often their lists from previous slide cover some of the ‘appraisal processes’. T’s often don’t see all the performance management ‘stuff’ together.

5. 2011 ERO review question:
How are you as a school enacting an effective curriculum for all children that helps them learn, engage, progress and achieve?
Your question:
How am I as a teacher enacting an effective curriculum for all children that helps them learn, engage, progress and achieve?
Where’s my EVIDENCE?
Recent presentation from APPA breakfast mtg: Richard Thorton: ERO Nrthn Regional manager : shared the top question which will be ERO’s key question during 2011 reviews…I have added the second question, which bring the focus onto the teacher..

6. NZC p 37 refers to national, school and class curriculum…
How am I as a teacher enacting an effective curriculum for all children that helps them learn, engage, progress and achieve?
This takes more time than this workshop allows, but useful for t’s to come back too p Suggest for a future staff mtg? Ask them to become familiar with p 37

7. Charter - strategic plans and curriculum annual plans
How
???
Charter - strategic plans and curriculum annual plans
Students at the centre
Policies
NZC
T’s to see the connect between the school Charter, esp the annual plan which will have student achievement targets as goals. The parts highlight in blue are the significant messages in this workshop. Trying to build understanding that these are all connected, and stem from Charter…the question marks in the bubble / hope the t’s ask them selves ‘am I aware of the curriculum goals in the annual plan?’ ..etc
Staff development & performance cycle
RTC
Prof stds

8. = Improving the quality of teaching & learning based on evidence
= Improving the quality of teaching & learning based on evidence = teaching as inquiry NZC p35
Appraisal
Professional Standards
Attestation
Accountability
Development Objective(s)
Teaching as Inquiry evidence
(Green for growth)
Registered Teacher Criteria
Registration
Certificate of practice
Appraisal is about developing as a practitioner with the focus on tchg and lrng - growing t’s capacity to self reflect using tchg as inquiry to help focus on student progress and teaching strategies…go over this slide…talk about the links as indicated by arrows. Hopefully links to tchg as inquiry as clarified
Essential PD as necessary
Thanks Neil & Rio 8

9. Professional standards: you will be attested for salary purposes against the professional standards annually
Professional knowledge Teaching techniques Classroom management Motivation of students Effective communication Support for & co-operation with colleagues Contribution to school activities
Renewal of teaching certificate will be based on the Registered Teacher Criteria : 3 yearly
Your job descriptions will relate to the key indicators of the registered teacher criteria - there will be development goals within the appraisal process, …..(based on school student achievement targets? NZC standards? Identified student needs?)
Further explanation of links between prof.stds & RTC and performance development goals focused on target students.

10. CHARTER Appraisal Development Objective(s) Development Specific
Named, identified students
Appraisal Development Objective(s)
Development
Specific
Target(s)
Annual Action Plans
CHARTER
3-5 Yr Strat Plan Focus on student achievement
Neil’s visual helps t’s see how it connects… talk about the targets… how are these decided? Who is involved? Are these part of team conversations? And connect the targets to the appraisal development goals -green box
General
Cultural diversity, tikanga, te reo
Vision, mission, values, special character
Thanks Neil Mahoney
F O U N D A T I O N

11. Goal setting
Student outcomes should be the part of appraisal goal setting
Use NZC Teaching as Inquiry
Focusing inquiry
Teaching inquiry
Learning inquiry
Is there something I need to change? What are the next steps for learning?
(just because teachers have taught doesn’t mean students have learnt!)
Focus on p 35 - When do we have these conversations? Eg at team mtgs? Evidence at appraisal mtgs? do teachers consistently / sometimes / occasionally use this model when reflecting on student outcomes? On their teaching effectiveness? On developing or selecting appropriate strategies?

12. Target Setting: school wide & class groups
Teaching as Inquiry - developing goals
What are your long-term goals for student achievement?
What does your assessment data tell you now?
Which students are you concerned about?
How are your targets aligned to National Standards?
What assessment tools will you use to measure and describe students’ current achievement and the improved position?
Do you set specific targets for Maori and Pasifika students? Are you able to talk about the progress of your Maori and Pasifika learners?
These are questions to surface a number of issues…. To be thought about - Not to be decided on or answered at this workshop - but to ensure links are made to student progress / are these questions part of your school’s appraisal process?

13. Targeted students Who are they? In your class?
They will be a group identified in the school’s annual plan for student achievement improvement - based on data - what does the data tell us? What assessment tools are used (consistently!) to measure student’s current achievement? How is progress accurately measured?
Meeting national standards? Below? At? Above?
Outcomes of selected groups will be available e.g. Maori, Pasifika, G & T …
Teacher talk at team mtgs and at your appraisal should focus on evidence of the progress of this group of students
More questions

14. 31 Targeted students Roll 270 AP DP Principal BOT Teachers
2 Team leaders
Roll 270
Another of Neil’s visuals : (thanks) Focusing inquiry ….consider the identified kids at the top..can t’s see the connection between annual plan (targeted students) the principal’s appraisal and their appraisal? Talk through levels of impact AP DP
Principal
BOT
Neil Mahoney 2009

15. NZC connections
NZC is the statement of official policy relating to teaching and learning in English-medium schools. (Te Marautanga o Aotearoa, Maori medium schools) It sets the direction for student learning and provides guidance for schools as they design and review their curriculum. NZC p6
NZC pp34-36 is about providing guidance for teacher actions which promote student learning:
Activity 2:
are you familiar with the NZC 8 key approaches? What are they?
Activity 2: a chance to quickly get an overview of how familiar t’s are with pp34 -36…maybe record responses on whiteboard…or not (have done this t’s couldn’t identifiy any of the effective practices, although once we started talking they realised they do use many strategies)
creating a supportive learning environment 2. Encouraging reflective thought & action 3. Enhancing the relevance of new learning 4. Facilitating shared learning
5. Making connections to prior learning & experience 6Tchg as Inq elrng

16. Making connections - between NZC & RTC
RTC NZC - Activity 3: handout:
RTC no 6 p 12 - Conceptualise, plan & implement an appropriate learning programme
Consider this alongside effective teaching approaches from pp
Draft ideas for future goal setting
T’s need to have done some work on pp before this activity works…give out the handout and walk them through it… clarify requirements. Trying to make connections between a RTC and effective tchg approaches…

17. What contributes to effective appraisal?
What skills are needed by appraisers?
What are the challenges for school leaders to ensure appraisal consistency?
Evidence must be part of the process…what evidence? Gathered by whom? Shared when?
Can do this in pairs, groups, depends on size of group….

18. A possible performance management cycle
Annual appraisal timetable Job descriptions (based on RTC) Measurable development goals set (as part of performance agreement based on RTC) Classroom visits /observations / evidence available Professional standard dimensions covered for attestation Student progress & evidence discussed / feedback Self assessment / reflection based on teaching as inquiry Appraisal report completed with future goals agreed and signed by both parties Principal completes attestation for salary purposes
A possible performance management cycle
goals may be school wide as well as individual … anything missing? Do the t’s understand the school’s cycle?