Promoting Performance Collecting Evidence of Practice

1. Promoting Performance Collecting Evidence of Practice Teacher Quality Unit 2013

2. Outline of Session Progress at your Site …. ??? Collecting Evidence processes Case studies of how sites are establishing structures for observation Self-reflection tools using the APST E-portfolios Classroom observation, reflection and feedback Student feedback

3. Australian Teacher Performance & Development Framework

4. Effective performance and development practices Dandenong North Primary School, Victoria

5. TASK: Pair share to discuss how these ideas align with the way forward at your site. Use the Learning Pathways document to plan with.

6. Collecting and Reflecting on Evidence How? Who? Why? HOW? A body of evidence, observations, student learning data, case studies, peer feedback, work-shadowing, self reflection WHO? Teachers, peers, leaders, external assessors WHY? Demonstration of professional practice, performance and development, registration, certification

7. A local case study…. ASMS Making Teacher’s Learning Visible Guiding Principles for their professional learning … • focus on engagement in learning • involve staff in the design and planning • school context • observation, critique and reflection of practice • multiple sources of information • develop theoretical understanding and skills • involve school teams in action • research/appreciative inquiry programs • comprehensive, ongoing improvement plan.

8. ASMS Culture for Visible Teacher Learning • Individual Professional Development Plans • Developing Professional Practice • Tues Professional Development program • Book club Thursdays • Thoughtful Wednesdays • ASMS Processes for Visible Teacher Learning • Individual Professional Development (IPD) Plans: Professional Knowledge; Professional Practice; Practitioner Inquiry • Sharing professional experiences in IPD Teams • Meet twice each semester • Progress Reports documented

9. ASMS IPD Teams • agree on TfEL Domain to focus on for 1st round of observations • read and discuss the TfEL suggested Key Actions of the Teacher and Student • individual staff members to outline their IPD • teams determine protocols for their observations • teams plan for observations to be undertaken

10. Urrbrae Example

11. Blackwood High School 2011 – 12 Professional Conversations structure, included in meeting calendar Training of leaders • end of year conferences • ongoing Leader’s meetings Involved in NPST trial project 2011 Café PLC’s around TfEL in 2012 and ICTs, observation tool including student feedback trials Strong pre-service teacher program

12. Self-reflection and the APST …………AITSL Teacher Feature

13. Self Reflection http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00197

14. Self reflection in Eportfolios • foster an independent and autonomous way of reflecting on professional practice • the owner of the eportfolio focuses on their collective work, thinks about how it will be portrayed, and what the work says about them as a professional. • the teacher is in charge of their learning and the choice of where to demonstrate their proficiency.

15. Self reflection and peer feedback Peer feedback is a central element of successful observations and performance conversations

16. Mapping the evidence

17. Tony Mackay and Ben Jensen discuss the importance of collaboration and multiple sources of feedback

18. Some Approaches to Observations • Training in techniques • Watching others work/ Teachers observing teachers WOW / TOT • Specific feedback on practice to the individual – eg pre-service teacher supervision, TfEL tools • Scanning the environment for whole school trends and practices – Instructional Rounds • Video and Audio recording analysis • Evidence connected to performance and development planning and review – PDP, Step 9, AST, National Certification • Work shadowing • Drop Ins and Walk Throughs

19. Benefits for the observed … • Chance to see class through someone else’ eyes • Chance to re-evaluate the classroom from a different perspective • Chance to receive input (suggestions, ideas, resources) from a colleague • Creation of a professional learning community with the best interests of the students in mind • Personal Professional Development and growth

20. The Ask Describe Ask Model See the handout …….. The role of the coach is to encourage the colleague to reflect deeply on their practice…. To initiate and sustain change on their own ….. The ideas generated should be a catalyst for next steps ……..

21. Observation 1 Activity : Watch the video of a pre-service teacher. Observe the practice Practice a mock feedback conversation with your partner using the ask describe ask model Table Talk : What worked well? Even better if?

22. School Support Officers Consider using the Maria example Any other observable aspect of an employee’s responsibilities eg • Implementing health plans • Communicating with parents • Maintaining attendance records and follow up • Chairing a meeting

24. Observation 2 Activity : Watch the video of a pre-service teacher. Observe the practice using the DECD observation tool . Use the Ask Describe Ask scaffold for your feedback conversation http://teacherevidence.net/making-judgements/

25. Table Talk How did the use of the observation tool and the ask describe ask conversation scaffold improve the quality of your feedback conversation?

26. Work shadowing is a great learning opportunity. • For the shadow it provides: insight into what a role entails, broadening of horizons and challenging current perceptions, and preparation for career transition • An opportunity to reflect on his or her own work practice and highlight areas for change • For the host it provides: • New knowledge and perspectives from discussions with the shadow, the opportunity for self reflection on assumptions and beliefs, a way to influence the development of others, the honing of communication skills and an opportunity to seek and gain feedback on how the host conducts his or her work

27. Observation leads to Feedback. • Shows how others perceive our work • Recognises and celebrates effort and achievement • Provides and promotes role clarity and context • Supports critical self reflection

28. Build Rapport and Trust Explore ideas and solutions The Way Forward Track Progress and Provide Regular Feedback Provide Support Set the Scene Clarify the performance expectations Seek their Perspective Best Practice Approach to Performance Conversations • Foundations of effective feedback • Strong professional relationships • Trust • Skill development for leaders around P&D • Effective methods of evidence gathering • Openness to hearing feedback

29. Existing sources of evidence – everyday data collection • NEPs

30. WHY Collect Evidence? The primary point of engagement for performance and development planning is a performance conversation with your leader. In that conversation you can confirm performance expectations and behavioural standards, seek and receive feedback, provide evidence, and seek support clarification, and direction. Employee Performance and Development fact sheet DECD website.

31. OECD 2011 “Building a High-Quality Teaching Profession - LESSONS FROM AROUND THE WORLD” • A positive role for teachers in educational change – teachers are the solution • Transforming the teaching profession from within using collaborative models • PD needs to be integrated with both an individual teacher’s career and school and system change • In-service education, appraisal and reward need to be closely aligned

32. Re-visit the Learning Pathways document and see if there are additional things you want to add to the document. Please complete the feedback sheet. Thank you