1. Naumai Haere mai.
Ko Kerry Mitchell ahau.
Thank you for taking the time to view and participate in this webinar.
This webinar is designed to be used by board representatives who could not attend workshop two of Appraisal of Principals.
This webinar has been developed to support principals and their board chairperson to:
develop, refine and engage in a performance review/appraisal system that fosters learning
undertake evidence-based leadership inquiries as a central component of performance review/appraisal
have a shared understanding that the performance review/appraisal process supports the principal in their role as principal.
Appraisal of Principals and Tumuaki Webinar Two A - Working Together For Effective Appraisal
A Webinar for Board representatives who could not attend Workshop 2 of Appraisal for Principals

2. What you need The resource book provided with this webinar
Your Principal's current Performance Agreement
School Evaluation Indicators: Effective Practice for Improvement and Learner Success - An Education Review Office Resourcehttp:// Evaluation-Indicators-FINAL2.pdf
Effective School Evaluation: How to do and use internal evaluation for improvement - An Education Review Office Resourcehttp:// evaluation/

3. Effective Appraisal – what is our collective thinking?
What we will cover
Effective Appraisal – what is our collective thinking?
Clarity of roles
Appraisal as an evaluative process
Reporting the outcomes
We will work with you to become clear about:
Effective appraisal – what is our collective thinking?
Clarity of roles
Appraisal as an evaluative process
Reporting the outcomes.

4. Effective Appraisal
We will begin our time together looking at what constitutes effective appraisal – not only the ‘what we do’ but also the ‘how we do it’…and who will do it?

5. Performance Management
Appraisal Components
Appraisal Report
Overall evaluative judgements/ statements with reference to PS/ PTC & Career Structure Criteria
Key strengths
Next steps/concerns
support to be provided
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
Appraisal Discussions
Interpreting evidence
Affirmation
Feedback
Next steps
So lets start with an effective appraisal cycle
Workbook page 3
During workshop one we talked about the important components of appraisal and I just want to remind you of these components.
Looking at your school system – are these components covered and clear as to:
Who is responsible for each section
What tools there are to carry out the process
What resources there are to use.
Stop the webinar for a few minutes while you talk this through.
Evidence Curated
Charter/strategic plan
Student outcomes (AoV)
Participation in professional learning
Feedback – staff, students, parents, board

6. Principals’ Perspective
Discuss Page 4 of your workbook
Any messages for your school?
Now turn to page 4 of your workbook. These notes are feedback from principals about what they thought important to understand about appraisal.
Highlight the things that are already well in place. Is there anything that you and your Principal may need to work on to strengthen either your knowledge or practice in this area?
Stop the webinar for a few minutes while you talk this through.

7. Effective Appraisal – How are we going?
Where are we now?
What do we need to focus on next?
Workbook Page 5
The list on page 5 of your workbook comes from the work we did with principals in the first round of workshops.
We would like you to work together (Board chair and Principal) to identify where you are at the moment with regard to these indicators.
Where you place yourself on the continuum does not matter to anyone else.
We hope that you will work together to see what you are already doing well and also what you might need to work on as a next step in improving the appraisal process in your school.
Now stop the webinar while you complete the scale on page 5 and then talk about next steps.
Notice any aspects that are not as strong as others.
What might you need to do to move further along the continuum?

8. Stewardship and Leadership
Now we have got our heads around what effective appraisal looks like to do the job well, let’s talk with each other about what our respective roles are in appraisal.
One of the things we have talked about is the need for clarity of roles and responsibilities.
What is the Board chair’s role? What is the Principal’s role? What is an external person’s role?
Firstly to help us understand the high level role the Board and Principal play let’s look at the ERO evaluation indicators. The ERO indicators provide a picture of effective stewardship and leadership – and may provide some insight into our role within the context of appraisal.
Page of your resource book 20 is where we find indicators for the Board and on page 24 indicators for leaders.
Firstly look at your own role. Highlight key words – the essence.
When you are ready talk with each other about your roles - what do you understand it to be?
Stop the webinar now while you undertake this task.

9. What is our role?
Now thinking about effective appraisal and our role in stewardship/ leadership – what is our individual responsibility and role in appraisal of the Principal?
What must each of us do? Who is involved at your place?
Together complete page 6 of workbook. Who is responsible for each aspect of the process?

10. Evaluative Capability: The Appraisal Process
Describe and understand what “good/effective” looks like
With reference to the ERO Evaluation Indicators, the Charter and strategic goals, and aligned to Professional Standards, Practising Teacher Criteria, Tātaiako
How are we going?
With reference to the ERO Evaluation Indicators, the Charter and strategic goals, and aligned to Professional Standards, Practising Teacher Criteria, Tātaiako
Welcome back.
To sum up this whole process: Appraisal is underpinned by sound evaluative capability.
Go to your Workbook Page 7
Capability starts with knowing the expected practice. For principals these expectations are captured in your job descriptions and each year with reference to your annual objectives (contained in your PA) and matched to Professional Standards and PTC.
‘Good’ is a word we have used throughout our workshops and we find it an elegantly simple word that can captures notions of effectiveness and worthiness.
Good can be described by the KPIs that you develop with reference to the annual objectives (back mapped to PS/PTC) – think back to the example PA we shared in workshop one. there is a copy of a PA in your workbook on page 8. have a look at that now.
For example if my objective was to increase student engagement in our school what would be the indicators that student engagement had improved?
The KPIs in my PA might include statements about:
Attendance
Students having respectful relationships with each other and their teachers
Students being able to talk about their sense of belonging… “good”.
Then ask yourselves these questions:
How well does my current practice support the achievement of my annual objectives and enact each of the PS and PTC and overall? How are we going?
Set annual objectives / goals and record in Performance Agreement

11. Use suitable processes to narrate and curate the evidence
Find evidence that can be used to determine progress in meeting the objectives/goals
Use suitable processes to narrate and curate the evidence
If my objective is to improve student engagement, what would be the evidence and the sources of evidence that would help me know if I am progressing towards achieving that objective?
Increased attendance
Student interview data
Feedback from teachers.
Essentially when we think about evidence we want to be able to narrate what the evidence is telling us (what is the story here), curate what is useful to refer to when talking with my appraiser, and then be able to use the evidence curated to evaluate progress towards your goals and identify next steps.
Page 11 shows a summary report that captures the outcomes of an appraisal of a principal who was focussing on developing conditions for teacher inquiry into practice in order to raise student achievement.
Take a minute now to stop the webinar and review the report. What do you notice about it? What do you appreciate about the report and what would you do differently?
When you are ready start the webinar again.
Evaluate the evidence and what it tells me about my practice and next steps

12. Let’s come back to the first part of the appraisal process: Describe and understand what ‘good/effective’ looks like.
The ERO School evaluation indicators that are used for both Internal and External self review are useful also in helping define what good / exemplary practice is. 
You have reviewed this document in Domains 1 and 2: Stewardship and Leadership to clarify your respective roles in appraisal.
Now take time to review the other domains. Look at the indicators for each domain.
The other domains include:
Educationally powerful connections and relationships
Responsive curriculum, effective teaching and opportunity to learn
Professional capability and collective capacity
Evaluation, inquiry and knowledge building for improvement and innovation.
Are there any indicators contained in these domains that might help you form your KPIs or success indicators for your performance agreement?
Stop the webinar and have a look. You will need the School Evaluation Indicators book and your performance agreement. Record possible KPIs on page 15 of your workbook.
Start the webinar again when you have completed this task.

13. Review page 22 of Effective School Evaluation
Evaluative Capability Ability to conduct effective Evaluation and Appraisal based on Inquiry
Review page 22 of Effective School Evaluation
Highlight key words that reflect where you see your current practice
What do you want to work on next to increase your effectiveness?
The Education Review Office have also released another resource that we think is really helpful in supporting our thinking about appraisal, evaluation and inquiry. It is: Effective School Evaluation.
In this resource we talk about the conditions required to develop a strong evaluation and inquiry.
Have a look at pages Page 22 of the Effective School Evaluation ERO booklet. On this page we have a continuum that describes developing the organisational conditions to support evaluation and inquiry. Have a look at the continuum.
What organisational conditions do you already have in place?
What might you want to focus your attention to in order to further strengthen the links between strategic direction, appraisal and inquiry?
Take time to review page 22 and record your notes on page 15 of your workbook.
Stop the webinar and restart when you are ready.

14. What the evidence is telling us (what is the story here) Curate
Finally
Narrate
What the evidence is telling us (what is the story here)
Curate
What evidence do I have that shows the impact of my practice?
Evaluate
What does the evidence tell me about my progress towards achieving my goals and what are my next steps?
There is now an opportunity for you and your BOT chair to look a current appraisal goal that as a principal you are working on. 
It's an opportunity to look at that goal.
Narrate the process of thinking/ Inquiry you have been going through.
To help focus that discussion the following things are worth considering:
Narrate
what is the evidence telling us (what is the story here)?
Curate
what evidence do I have that shows the impact of my practice?
Evaluate
progress towards your goals and identify next steps?
Take one of your goals and use this frame to have a conversation with your board chair.
Go to page 16
This is where we leave you and your board chair. We hope the conversations between you both will be ongoing and continue to contribute to the strengthening of your appraisal and evaluation processes.