1. FIXING APPRAISAL?
Yeah Right

2. People – behaviours..
He aha te mea nui o te ao What is the most important thing in the world?
He tangata, he tangata, he tangata It is the people, it is the people, it is the people Maori proverb

4. What is the biggest problem with appraisal?
Time?
System?
Culture?
Skills?

5. Story so Far? Why? How? 2010 –We stated:
Appraisals are to support learning and teacher development in a constructive manner.
Agreed methods of observation and evaluation of performance should lead to development needs being identified. 
The process will be consultative, build trust and respect confidentiality.  
The process will be reviewed annually. 
If either party has a dispute with the process, teachers will consult with the next line manager. 
Why?
How?
Ministry of Education 2015

6. 2013 Workshops to Upskill/Gain Insight
Information gained:
Inquiry at heart of process
Encouraged to design a system which worked for our school

7. By 2016 – state of play..
2016: Required Professional Inquiry Plan (recorded on shared google doc)
Focusing Inquiry – focus on the students
Teaching Inquiry – focus on the pedagogy
Teaching and Learning – focus on the tools and trialling of them
Learning Inquiry – focus on the results and future plans
Plus: Expectations re PTCs/Professional Standards; student voice; observations with deadlines to meet by term 4 =
= our Appraisal process..

8. 2016 Changing our organisation to bring about change for our people:
End of term 2 - Appointment of staff member to work on special project – professional learning for staff
SLT member to work this initiative
Formation of staff group to work together on creating this change – across Years 0-13.
The Connectors’ Group formed designed to research, learn together to put recommendations through to Executive for future direction
Plans put in place for 2017 changes
We recognised that this needed to be an initiative which needed to have 2/3 years development time span and could not be an initiative on top of others. It had to stand alone and have full support of the community. It was important for us that we worked as 1 school from Foundation classes through to year 13. Learning together in this way would help to create the culture we are working towards.

9. The Reality
“It's always an uncomfortable process. I think that says as much about my own reactions to a sense of being judged (usually perceived as a negative experience!) as it does about how the appraisal is intended and played out.”
“My Faculty manager suggested that I should do the PL I am doing this year.”
Staff member comments in Survey re Appraisal June 2016

10. The Connectors’ Group Our Learning:
Reading together about possibilities for change
Survey – What was currently happening and not happening for our staff?
Gaining understanding - professional v teaching practice
Research based to make professional practice visible at Dio

11. Making Professional Practice Visible at Dio
Our Principles:
Professional Inquiry is at its heart
Participants are self-motivated, reflective and responsive
Competence is assumed, which balances personal development and accountability
Benefits all learners, both teachers and students
Demonstrates our commitment to enhancing student achievement and well-being
Builds professional development and career enhancement
Is coherent and aligns with certification and attestation processes
Innovative and empowering professional learning and growth at Dio
*Open door for observation = self-learning not judgement B

12. Don’t we already do this?
Professional Learning and Growth (PLG)
Appraisal
Competence - Meeting the Standard - The Education Council
Support to meet the Standard

13. Appraisal and Professional Learning
Appraisal is about: PL is about:
Assessment Growth
Evaluation Self Direction
Judgement My Professionalism Learning
Evidence Reflection
Compliance Professional Dialogue
Competence Trust

14. Professional Practice
How do we develop this? On

15. Professional Capital
Human
Capital
Social
Capital
Decisional
Capital =

16. Your experiences, values, mind set, qualifications, humour …
Professional Capital
Human
Capital
Your experiences, values, mind set, qualifications, humour …
Your ability to learn with and through your professional relationships.
Social
Capital
Your ability to make sound choices and decisions – in and out of school.
Decisional
Capital

17. … as a teacher you need the presence of all three!
But there’s a catch …
Human
Capital
Social
Capital
Decisional
Capital
Professional Capital = x
1/1
1/1 x
0/1 = Ou
… as a teacher you need the presence of all three!

18. Making it visible – Professional Learning and Growth at Dio
A Positive change, not more work !
“Writing to Learn” - reflection is visible and ongoing, can be in any form, shows critical thinking, supported by time
Open Doors - observations for
self learning, not judgement.
Observer gathers data for teacher.
Everyone is a colleague –
flat structure,
strength based,
autonomous as opposed to
dictated or overly led,
cross-curricular/cross-school
Culture of Trust - professional,
open interactions, conversations
focus on practice, challenging but
safe.

19. Professional Inquiry =
Key elements of PLG at Dio
Professional Practices
Professional Inquiry
The Dio-logue
The Connector Tool
Professional Practice Groups (PPTs)
The Connectors
Prof. Practice Teams =
Cross curricular / school groups. Meet regularly to discuss, debate, read, reflect etc based on a planned programme of professional practice themes. Expectation of contribution. No leader or facilitator.
Professional Inquiry =
individual, self directed inquiry around how practices impact student learning and wellbeing.

20. Key elements of PLG at Dio
Professional Practices
Professional Inquiry
The Dio-logue
The Connector Tool
Professional Practice Groups (PPTs)
The Connectors
Professional Practices = methods used by staff at Dio to professionally learn and grow.
Including :
self-evaluation
reflection
mentoring / coaching
observations
feedback
student voice
professional learning conversations culminating in the Professional
Dio-logue
Professional
Dio-Logue =
an end of year, reflective learning conversation around inquiry, teaching practice and how they have impacted student learning and the teacher themselves as a professional practitioner. Led by the teacher.

21. Connector Tool = an online tool supporting self
Key elements of PLG at Dio
Professional Practices
Professional Inquiry
The Dio-logue
The Connector Tool
Professional Practice Groups (PPTs)
The Connectors
The Connectors = staff group who work with SLT to plan programme for staff.
Connector Tool = an online tool supporting self
evaluation, inquiry and writing to learn etc.

22. The Proposed Structure
Two parts:
In 2018, teaching staff will follow Part 2 of the programme.
Focuses on more open and thematic professional learning and growth sessions.
This will then continue as the base for 2019 and beyond.
In 2017, teaching staff will follow Part 1 of the programme.
Designed to include “how to” aspects for inquiry, using the connector tool etc.
The “how to” information in Part 1 can be adapted for any new staff who join.

23. To Implement this process….
Investment from Dio Board and Executive:
Fund the Connectors’ Group with ongoing Professional Development
Budget provision for an online Tool for all staff to use
Teacher Only Day
Allocate PPT Meeting Times for all teaching staff
Continue to resource Unit position to work on Professional Learning and Growth
Commit to process for 3 years

24. For our Teachers… Professional Learning and Growth
Contents Handbook Online
The Philosophy behind our programme
Appraisal and Professional Learning
Overview of the Programme
Professional Practice Teams (PPT)
Professional Reflection Journal via the Connector Tool
Self assessment, Student Voice and other data via The Connector Tool
The Professional Practices Inquiry
The Professional Dio-logue
Observations
Appraisal Systems Analysis Tool

25. Staff Survey March 2017
Highly positive ! Great to take time to reflect in own practice and share. The sharing is the gold aspect – to find we are not alone and have common issues.
A lot to learn ! Takes time to do well but it is a great start to developing us professionally. Having personal ownership over the process is great.
Are we supposed to be adding reflections from our teaching as from now? Should they be in relation to areas of focus required?
Yes. Reflections are there for the teacher to record their thoughts and ideas and learning about any areas of practice (and across the Practising Teacher Criteria). They are the breadcrumb trail of your work across the year, which shows your commitment to being a professional practitioner and continuing to learn. It is up to you what you reflect upon – there is no right or wrong topic - now that you have completed your self reflection, it would be useful for you to record your thoughts about areas of focus or areas which surprised you etc. Perhaps use some of the activity questions from session 2 to guide your thinking. You can also follow up with a reflection once you have received your initial student voice report too.
Student voice could be helpful but may not be totally reliable because students have different perspectives from us. Communication both ways is important.
Your reflection on student voice is valid; it will be interesting for you to consider the different perspectives and how you use communication with your students as part of your practice.

26. Examples of Inquiries
How can I ensure students are able to articulate what they are learning and gain a deeper understanding of the learning to ensure they know ‘why they are learning?’
How do I use curriculum knowledge in ways which honour students with different languages and from different cultures?
How might I  increase academic resilience in the classroom? 

27. Learning for the Connectors
Having a staff group of teachers from across the school leading this has been crucial. Colleagues working for colleagues
Wanting a flat structure in PPTs has not worked this year
The need to be very definitive about requirements and deadlines from the PPTs – structure still required!
Keeping HoFs in the loop as to their role and its changing nature (competency v development)
Working with PCTs and their co-ordinator has been informative for all

28. Staff Survey August 2017
Time is always an issue for teachers and others are better at dovetailing than others.
Working in PPTs – some teachers remain in tick box mentality of getting PL done and resist the questioning and challenging aspects of this process.
43.3% of respondents say that this process has “made me reflect and think more than in previous years about my own professional practice.”
“I feel that the process is very well intentioned and feel it will benefit from another year so that it becomes more embedded.”

29. Continuing our journey
Long game not short game
Keep reminding everyone how to make this work
Not a systems fix but a behaviour fix
Need to keep modelling it as leaders

30. Our Final Word….