1. Appraisal for teachers: Support for professional leaders Workshop One: Strengthening understanding of appraisal

2. Welcome! E ngā mana, e ngā reo, e rau rangatira mā, Nau mai, haere mai! A warm welcome to you all!

3. Project aims To make the RTC and Tātaiako come alive! To support you, as a professional leader, to build your knowledge and confidence in appraising teachers: across the Registered Teacher Criteria to gain full registration to renew their practising certificate to improve ākonga learning and achievement.

4. Why is this project necessary? to extend understanding of the RTC and Tātaiako, so that national understanding of what they look like in action emerges to build capability and confidence of all leaders to ensure that appraisal against the RTC is rigorous and fair Huge demand for places on the project shows the desire of the profession to ‘get it right’.

5. Workshop One Aim To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes

6. Overview of the day Evaluating your current System – part 1 Project Overview Conceptual framework for the project Scenarios of appraisal issues Evaluating your current System – part 2 Review of day and next steps Meaning making and application to your setting at each stage

7. Evaluating your current system In pairs, each describe your appraisal system – use your resources as appropriate to aid the description Discuss what you would like to improve to make your system perfect – consider your thinking about the provocation we sent you In groups, share and record the key element(s) you want to improve

8. Project overview Component One Strengthen understanding of what appraisal is all about Component Two Introduce Open to Learning Component Three Strengthen strategies to implement effective appraisal processes accountability and improvement Strengthen the culture of self responsibility,

9. Phase 1 Feb-Mar 2013 Phase 2 Mar-May Phase 3 April-June Phase 4 Aug-Sep Phase 5 Oct Phase 6 Mar-May 2014 Phase 7 June Completed provocation Workshop 1: What appraisal is about PLG identified Webinar available Workshop 2: Open to learning conversations Webinar available Workshop 3: Problem solving the really difficult issues Webinar available Exploration of Teacher Council materials and Ruia Inquiry into practice Inquiry into practice. Implement- ation & on-going inquiry (PLGs continue beyond life of project) PLG meets Formative evaluation of PLD RTCs and Tātaiako

10. Evaluation of project Formative feedback for facilitators and the Teachers Council to maximise benefits for participants Summative evaluation of effectiveness and impact of the contract Two anonymous on-line surveys: June 2013, May 2014 One response per setting Emailed link to school contact person.

11. Professional Learning Groups (PLG) Purpose: To provide collegial support for improving appraisal Select 4 to 5 colleagues to form a PLG Agree a date for your first meeting (face to face or group Skype) Record your group name and meeting date The meeting(s) needs to be held before the beginning of September

12. Our way of working with you We support you owning your own learning investigating worthy issues or ideas gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action

13. Principled ways of working together Maintaining confidentiality at all times Being prompt Being committed to your own action research/inquiry Respecting personal and professional boundaries Stepping out of your comfort zone Having fun! Enjoying learning from your colleagues Anything else?

14. Conceptual Framework to improve student outcomes 1.Performance Management - performance growth 2.Evaluative Capability - inquiry into practice 3.Open to learning framework 4.Culture of Self-responsibility

15. Performance Management - performance growth

16. Performance Processes that develop, strengthen and make best use of staff skills, knowledge, training and talent in ways that maximise learning outcomes for students: Staff appointments Induction Professional/staff development Appraisal Career support Competence and discipline processes Code of ethics All oriented around a cohesive strategic direction and plan

17. Performance Effective Performance Growth Business and organisational processes need to be in place so that things will happen All of these processes need to be explicitly aligned to what you are trying to achieve in your school or centre – your goals and mission In this way appraisal becomes an engine for on-going school improvement Effective appraisal should be seen through evidence of improving valued outcomes for students

18. Performance The system

19. Performance What would you notice if you had effective performance management systems and processes in your setting? (What would people be doing/saying?) Professional Teachers Professional Leaders Effective Performance Management in your setting

20. Culture of Self-responsibility

21. Self-responsibility Professional Teacher responsibility Professional Leader responsibility Joint responsibility

22. Self-responsibility What would you notice if you had joint responsibility and accountability? (What would people be doing/saying?) Professional Teachers Professional Leaders Joint responsibility in your setting

23. Evaluative Capability - inquiry into practice

24. Evaluation Reasoning Evaluation is about well-reasoned answers to important questions… “ ” Michael Scriven (Claremont Graduate Uni), Jane Davidson (Real Evaluation Ltd), Syd King (NZQA)

25. Evaluation Key concepts of evaluation Evaluation is the systematic determination of the merit worth or significance of something It requires a judgment to be made about the extent of the difference between a conception of ‘good’ and ‘what is’ Appraisal is an evaluative process Appraisal must systematically determine the merit of the performance of the teacher against the RTC Appraisal must be managed in such a way that the dual needs of development and accountability are met

26. Evaluation An effective evaluative (appraisal) process in your setting What would you notice if you had effective evaluative processes in your setting? (What would people be doing/saying?) Professional Teachers Professional Leaders

27. Open to learning framework

28. Open to Learning

29. Building trust matters Viviane Robinson, The University of Auckland

30. Open to Learning Building trust matters Viviane Robinson, The University of Auckland

31. Open to Learning Key values in open to learning conversations Viviane Robinson, The University of Auckland

32. Open to Learning When do I use an OLC? Viviane Robinson, The University of Auckland

33. Open to Learning Examples of tough issues Viviane Robinson, The University of Auckland

34. Open to Learning What makes these conversations tough? Viviane Robinson, The University of Auckland

35. Open to Learning How do people typically deal with this? Viviane Robinson, The University of Auckland

36. Open to Learning How do people typically deal with this? Viviane Robinson, The University of Auckland

37. Open to Learning describe problematic situations listen to others’ views detect and challenge own and others’ assumptions and beliefs invite consideration of alternative views give and receive feedback deal constructively with conflict Open to learning conversations

38. Conceptual Framework 1.Performance Management - performance growth √ 2.Evaluative Capability - inquiry into practice √ 3.Open to learning framework √ 4.Culture of Self-responsibility √

39. Scenarios Discuss the extent to which the 4 concepts are implicated in your scenario..

40. Registered Teacher Criteria

41. Apply in all settings including early childhood services, Māori and English medium primary and secondary settings. Have been updated to include current research findings and other initiatives (e.g. NZ Curriculum) that support effective teaching Describe what all registered teachers must know, be able to do, and value as a member of the teaching profession Registered Teacher Criteria

42. Clearer connection to practice and student outcomes Bicultural nature is explicit Emphasis on critical reflection Professional Relationships are placed as Criteria One. What is new / different?

43. Registered Teacher Criteria All teachers applying to become or renew as ‘fully’ registered Provisional and experienced In all sectors requiring registered teachers Including professional leaders. Who do they apply to?

44. Registered Teacher Criteria Demonstrates in practice their knowledge and understanding of how ākonga learn Tātaiako Ako – takes responsibility for their own learning and that of Māori learners RTC Criterion # 8

45. Registered Teacher Criteria i.Enable ākonga to make connections between their prior experiences and learning and their current learning activities ii.Provide opportunities and support for ākonga to engage with, practice and apply new learning to different contexts iii.Encourage ākonga to take responsibility for their own learning and behaviour iv.Assist ākonga to think critically about information and ideas and to reflect on their learning – Linda’s story Key Indicators

46. Registered Teacher Criteria Discuss your understandings of this criterion: What would you expect to see and hear that would give you confidence that a teacher was meeting these criteria? How would Tātaiako describe this criterion? Examination of criteria # 8 Key Question? What would you hear students/the teacher/parents say if the teacher was meeting this criteria? Key Question? What would you hear students/the teacher/parents say if the teacher was meeting this criteria?

47. Registered Teacher Criteria i.Sylvia ParkSylvia Park Related videos http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Our- inquiry-framework

48. Registered Teacher Criteria If appraisal is going to be credible, achievement needs to be part of the package… Learning and Achievement What would learning and achievement look like in your setting? Underachievement What would underachievement look like in your setting? In your setting what are the implications for appraisal?

49. Registered Teacher Criteria In all settings across every year and across the curriculum we expect to see positive shifts for learners Setting goals for valued outcomes including learning and academic achievement is a sensible and realistic thing to do Having a credible metric against which we recognise changes is critical to making goal setting sensible We need to understand the conditions under which we can trust what a measurement tool is telling us Learner outcomes

50. Workshop One Aim To establish the framework for the project overall and to establish the basis for critiquing and improving your appraisal systems and processes

51. Registered Teacher Criteria Go back to the notes that you made at the beginning of the day What might you need to do to strengthen your appraisal process over the next 15 months? What actions will you take between now and the PLG? Complete the evaluation form for the day Reflection

52. Ongoing Learning – Phase Three Webinar Content Deepening understanding of the conceptual framework and appraisal processes Prior to PLG Review an aspect of current appraisal processes in your setting in terms of the conceptual framework discussed today Consider gathering draft exemplar evidence for selected RTC PLG Meeting Share and peer critique your review of your processes and any actions to date Share the main ideas with the wider group Discuss and keep a note of real ‘difficult conversations’ you want problem solved next time

53. Workshop 2 Focus How might the professional leader engage in open to learning conversation with teachers about the evidence?

54. Video clips Sylvia Park School http://nzcurriculum.tki.org.nz/Curriculum- stories/School-stories/Our-inquiry-frameworkhttp://nzcurriculum.tki.org.nz/Curriculum- stories/School-stories/Our-inquiry-framework Self assessment Takapuna: http://www.youtube.com/watch?v=V3fRY6FfS5Y&feature=youtu.be http://www.youtube.com/watch?v=V3fRY6FfS5Y&feature=youtu.be Student Led Conferences: http://youtu.be/JU9zePmLmSYhttp://youtu.be/JU9zePmLmSY Jane’s story: http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane- s-storyhttp://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane- s-story