Appraisal: valuing difference, fostering self-responsibility

1. Appraisal: valuing difference, fostering self-responsibility Chris Thornley, New Zealand Teachers Council Kerry Mitchell, The Education Group

2. Workshop One: Situating appraisal in the New Zealand context

3. An international picture: what’s missing? TALIS findings (2009) from secondary schools in 20 OECD countries indicate that: 44% of teachers viewed their appraisal as fulfilling administrative purposes only In a number of countries using appraisal and feedback to establish a development plan is less common than simply reporting the outcomes to the teacher

4. An international picture: stronger processes Teachers reported that appraisal and feedback contributed to their development and had a strong positive influence on them and their work Teachers rated their knowledge and understanding of their subjects and related pedagogy as moderate to high importance in the feedback they receive Strengthening systems of appraisal relied on improving links between school evaluations, teachers’ appraisal, goal setting, feedback, professional learning and development

5. An international response Grattan Institute in Australia has developed ‘a new system of appraisal and feedback’ for use in schools Some jurisdictions in the USA implement a summative approach where teachers are appraised using rubrics In Finland appraisal is characterised by the high level of confidence placed in schools and teachers as professionals.

6. Since 2007 Since 2007, the practice of New Zealand teachers has been considered against a set of standards developed by their professional body with input from the profession. High trust models for appraisal have been preferred: • The Graduating Teacher Standards • The Registered Teacher Criteria

7. Cultural locatedness and identity Cultural competencies: Ako: practice in the classroom and beyond Whanaungatanga: relationships Tangata whenuatanga: socio-cultural awareness Manaakitanga: values, integrity Wānanga: communication Mārama –graduating teachers Mōhio-knowing how to affirm Māori and iwi culture Mātau: being able to lead and engage others in affirming

8. Teachers’ positioning toward an innovation The degree to which teachers perceive that any innovation reflects their identity impacts on the likelihood that they will take on and drive the innovation Teacher agency and ownership work positively together when teachers make sense of the innovation and identify with it

9. Fostering a self-responsibility Goals, roles and responsibilities Scaffold the change-move slowly Consult at each stage Value contributions, build ownership

10. 70/20/10 rule (70) Informal learning – on the job (challenging tasks) (20) Social learning - (relationships and networks) (10) Formal What are the professional learning and development opportunities that occur at your school?

11. Appraisal of Teachers Project New Zealand Teachers Council Early childhood education and schooling in English and Māori medium settings 18 month pld of workshops and webinars and independent inquiry 17 locations nationally

12. Bringing all the pieces together-

13. The system

14. Making the links Valued outcomes for students

15. Twelve core elements of Employee Engagement They need to know what is expected Have the necessary materials and equipment Have the opportunity to use their talents everyday Receive recognition for accomplishment Feel someone in the organisation cares at a personal level Know that personal development is encouraged (Buckingham and Coffman)

16. Twelve core elements of Employee Engagement Feel their opinions count Feel their work is important to the organisation’s mission Have co-workers committed to doing quality work Have good relationships with colleagues at work Have talked to the leaders regularly about their progress Have opportunity to learn and grow. (Buckingham and Coffman)

17. Your experience Think about an appraisal that had a positive effect on your practice as a teacher Describe the process to your partner and what made it successful Now repeat for an appraisal that had either no effect or a negative effect on your performance

18. Workshop Two: A Framework for appraisal

19. Ako o • Trust • Inquiry into practice • Valid information • Commitment to action Open to Evaluative Conceptual Framework for Appraisal learning Capability conversations Whanaungatanga Wānanga Ako Performance Responsibility Management • Alignment • Self • Professional • Joint/shared growth Manaakitanga Tangata whenuatanga Ako

20. 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

21. Coherent performance management for performance growth: appraisal and attestation

22. Open to learning disposition It’s about a recognition that we are all learners and learning takes place when there are high levels of: Trust Respect Inquiry Conversation Action

23. Key values in open to learning conversations

24. What makes these conversations tough?

25. How do people typically deal with this?

26. How do people typically deal with this?

27. Joint responsibility

28. Joint responsibility looks like… Shared understanding Clarity about criteria for desired practice What actual practice looks like Co-construction of descriptions of practice and agreement about what that practice demonstrates Disposition towards examining and improving practice Active learners taking responsibility for improving teaching and learning and demonstrating commitment to improvement.

29. The evaluative (appraisal ) process 1. Describe what ‘good’ looks like 2. Develop indicators, exemplars, illustrations, rubrics, to shape a full understanding 3. Ask the evaluative question: How well does my practice meet each of the RTC and overall?

30. The evaluative (appraisal ) process 4. Determine the sources of evidence I might collect that can be used to answer this question 5. Use suitable processes to gather the evidence 6. With my professional leader, use the evidence to examine my practice 7. Answer the question by reaching a reasoned conclusion

31. Jane’s Story http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Jane-s-story

32. Appraisal components

33. Botany Botany Downs School

34. Workshop Three

35. sources presentation perspectives Analysing evidence RTC & Tātaiako

36. Analysing the evidence How does this meet the RTC/Tataiako? Reflection: What does this mean for next steps teaching and learning? Identification: What stands out? Where are the patterns? For me, my group of akonga and individual akonga/priority learners? From everyday practice: What is available as evidence?

37. Backward mapping to the RTC From big to small-starting with teaching and learning From small to big-understanding the criteria From small to big-identifying next steps and goals

38. Scenarios Scenario One – Appraisal conversations at SGHS http://www.teacherscouncil.govt.nz/content/professional-leaders-employers Scenario Three – Kelvin’s story

39. Website links http://www.teacherscouncil.govt.nz/content/professional-leaders-employers www.educationgroup.co.nz

40. Reference List Refer handout for resources, links articles and research reports