appraisal for t eachers phase two: what is evidence?
DESCRIPTION
Appraisal for T eachers Phase Two: What is Evidence?. Workshop One. Welcome!. E ngā mana , e ngā reo, e rau rangatira mā , Nau mai , haere mai ! A warm welcome to you all!. Tis the sneeze of life Ranginui above, Papatuanuku below The star Riegel has emerged - PowerPoint PPT PresentationTRANSCRIPT
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Appraisal for Teachers Phase Two: What is Evidence?
Workshop One
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Welcome!E ngā mana, e ngā reo, e rau rangatira mā, Nau mai, haere mai!A warm welcome to you all!
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He Karakia whakatuwhera 1
Tiheeii mauri ora Ko Ranginui ki runga, ko Papatuanuku ki raroKua puta ake ko te whetu Puanga, he tohu, he tohu o te Tau hou nei,O Matariki te tipua, Matariki te tawhitoTau mai te wairua,Mai ngā ira atua, ki te ira tangataTiiheeeii mauri ora
Tis the sneeze of lifeRanginui above, Papatuanuku belowThe star Riegel has emergedA sign, a sign of this new yearOf Matariki the sacred, the ancientWelcome the spirit , the life force, from the pantheon of gods / guardiansto the realm of humanity.The first sneeze, let there be life.
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Project aims
By the end of the project you will:• Have developed and strengthened your understanding about, and
your use of evidence in your appraisal using the RTC with Tātaiako
• Have access to resources which support you in the use of the RTC with Tātaiako
So that• Appraisal in all settings continues to be effective beyond the life of
this project.
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Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
Pre-reading Workshop One Webinar andPLG Workshop Two Webinar and
PLG
Formative Evaluation
Registered Teacher Criteria and Tātaiako
Project Stages
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Overview of the dayMorning Session• Project Overview • What do you want out of the project?• A Teacher’s Voice – your response • Conceptual framework appraisal• Unpacking the key ideas for each and across all of the RTCMorning Tea• Building clarity about what constitutes evidence• Examples of practiceAfternoon• Curating evidence• Forming into PLGs • Reflection on day and deciding on next steps
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Where am I?
‘I have read the RTC ‘I am very clear about But I don’t know where what evidence I need’to start’
My big question is:
1 10
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So, at the end of the project, what will you want to walk away with?
By the end of the project …
I am (have)…. (changed practice)
So that … (desired outcome)
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What might an effective organisation feel like?
12 elements of employee engagement
What is your personal responsibility for enacting these elements?
What influence can you have in creating these conditions in your workplace?
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Appraisal Conceptual FrameworkHe Kete Whakatipu Ngaio Tangata
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Dual Purposes Of Appraisal
Professional Growth
• Goal setting, inquiry into practice, career pathways)
Accountability
• Renewal of Practising Certificate, attestation
• Self and joint responsibility and evaluative capability
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Purpose and Audience for Evidence
Valued and Respected Profession
Teachers Council:
renewal of Practising Certificate
My professional
leader: as part of my appraisal
Me: my practice and its impact on my learners
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Review the pre-reading of ‘A Teacher’s Voice’
What are the key messages in this paper?
How do the writer's views match with my own experiences?
Does the reading challenge my views?
How does this reading contribute my understanding of appraisal?
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Evaluative Capability: Appraisal Process
Describe what ‘good’ looks like
Work with colleagues to develop indicators, illustrations, rubrics, to shape a full understanding of ‘good’
Ask the evaluative question: How well does my practice enact each of the RTC and overall?
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Determine the sources of evidence that can be used to answer this question
Use suitable processes to gather the evidence
Use the evidence to examine whether there is a significant gap between my practice and ‘good’
Answer the evaluative question by reaching a reasoned conclusion
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Performance Management• Renewal of Practising
Certificate ( every 3 years)
• Attestation (annual for pay progession)
• Appraisal (annual for growth and development) linked to learner outcomes
• Alignment to Tātaiako
Process:• Criteria
established• Goal setting• Indicators of
success identfied • Timeframes and
actions identified• Support to be
providedEvidence Collected (learning portfolio)• Teaching as
Inquiry• Observations
/feedback• Evidence of
learning(teacher/learner)
• Student voice• Informal
feedback• Contribution to
wider school - feedback from other staff
Appraisal Discussions• Interpreting
evidence• Affirmation• Feedback• Next steps
Appraisal Report• Overall evaluative
judgements/statements
• Key strengths• Next steps/concerns• Support to be
provided
Appraisal Components
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Evaluative Capability: What does good look like using the RTC?
What is the essence of each criterion?
Highlight key words in each criterion: What’s the active language and what is the focus for each criterion?
Identify any aspects you feel less familiar with
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Evaluative Capability: What Does Good Look Like Using Tātaiako?
Work with someone from your setting what does each competency look like?
• Manaakitanga• Ako• Whanaungatanga• Wānanga• Tangata whenuatanga
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Morning tea: Karakia kai Nau mai i ngā hua
O te ao, o te wai tai, o te wai māoriNā Rongo, Tāne, nā MaruKo Ranginui e tū iho nei
Ko Papatūānuku e takoto ake neiWhakamaua ki a tinaHaumī e hui e tāiki e
We acknowledge these fruits laid before us From the environment, from the sea, from the fresh waters
Provided by Rongo, Tāne and MaruRanginui guides above
Papatūānuku supports us belowForever preserved and maintained
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Evaluative Capability – What does ‘good look like for RTC 3, 6 and 11?
Criteria Key Indicators Reflective Question Tātaiako
What Would ‘Good’ Practice Look Like In Your Setting?
What Would You Regard As Valid Evidence That You Could Use To Demonstrate ’Good’ Practice?
demonstrate commitment to bicultural partnership in Aotearoa New Zealand
demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?
Tangata whenuatanga
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Using the Examples of Practice
Erika (ECE)Bronwen (ECE)Andrea (ECE)Merianna (primary)Simon (primary)Alex (primary)Kelvin (secondary)Jane (secondary)
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Examples of Practice
Which RTC might this teacher be able to discuss with their professional leader?
Which cultural competencies might the teacher discuss with their professional leader?
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Selecting Examples of Practice
From everyday practice: What is available as evidence?
Identification: What stands out? Where are the patterns? What does it mean for me, my group of ākonga and individual ākonga/priority learners?
Reflection: What does this mean for next steps teaching and learning?
How does this meet the RTC/Tātaiako?
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Sources And Perspectives
Sources
Curation of evidence of
practice over time
Learner outcomes,
RTC and Tātaiako
Perspectives
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Revisiting Evidence Of Quality Practice
Task:
Return to the Knowing and working with the RTC templateConsider what the evidence of quality practice looks likeComplete the final column for 3, 6 and 11
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Professional Learning Group
Purpose: 1. Participants interact with colleagues in similar settings about
issues and challenges they face in strengthening their understanding about what constitutes evidence.
2. Participants process new learning with others between each of the workshops.
By the end of today• Selected who you would like to meet with (3 -4 others)• Appoint a coordinator• Set a date and venue to meet• Have a brief about the purpose of your first PLG
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Lunch time
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Types Of Evidence (Necessary And Sufficient)
My Evidence Shows Focus Sources Of Evidence
Outcomes Impact on child/student learning
Assessment informationTeacher voiceChild/student VoiceParent/whānau voice
Teaching Actual Teaching Practice Teaching/Lesson observationChild/student voiceTeacher voiceParent/whānau voice
Planning Teacher conception – espoused theory of teaching
PlanningResources Centre/classroom environment
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What might I do with my evidence?I need to:• Know where the evidence can be found (planning,
assessment information…)• Compile some of it in some way to show my practice
overtime and its impact on learnersI can:• Map it to the RTC/Tātaiako/ school indicators of effective
practice• Bring the evidence I have to an appraisal meeting• Talk about my practice and its effect on my learners• Affirm what is going well and identify my learning needs
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Evaluating my own current practice against ‘good’
What evidence do I currently use? (Page 14 Resource book)
What other evidence would I need to use in order to evaluate my own current practice against ‘good’? (Page 15)
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Curating evidence
Options for gathering, analysing and organising evidence over time :
1. Collected under each RTC and referenced to Tātaiako2. Under examples of practice; backmapped to the RTC and
referenced to Tātaiako3. According to my goals and my setting’s goals and
backmapped to the RTC and referenced to Tātaiako4. According to my inquiry backmapped to the RTC and
referenced to Tātaiako
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Using backward mapping
If you have decided to organise your evidence in a holistic manner under examples, goals or inquiry it is necessary to map back onto the RTC and Tātaiako to see what you have quality evidence for and which RTC you meet.
Then look to see where your gaps may be or where you need to focus more closely on your practice –this will help you identify your goals.
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Portfolios Of Evidence With Reference To RTC
Primary teacher example
Secondary example
ECE example
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Option 1: Evidence analysis-backward mapping
Goals:
Evidence for Registered Teacher Criteria and TātaiakoRTC and Tātaiako Comments and dates
1 Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga
2 Demonstrate commitment to promoting the well-being of all ākonga
3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
4 Demonstrate commitment to ongoing professional learning and development of personal professional practice
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Option 2: Evidence analysis-backward mapping
.TātaiakoCultural
competency
Whanaungatanga
Manaakitanga
Tangata
whenuatanga
Ako Wānanga Ako Manaa
kitanga Ako
Tangata
whenuatanga
Tangata
whenuatanga
Wānanga
Wānanga
Ako
RTC 1relationship
s
2well
being
3Treaty
4ongoing
PD
5 leadershi
p
6learning
plans
7engagem
ent
8learning
9diversity
10bicultural
11Assessment
12inquiry
Example/s of practice
My goals/setting goals
My inquiry
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Go back to your goal
Is this still your goal?
Would you like to change it in anyway or is it still a priority for you?
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Performance Management• Renewal of Practising
Certificate ( every 3 years)
• Attestation (annual for pay progession)
• Appraisal (annual for growth and development) linked to learner outcomes
• Alignment to Tātaiako
Process:• Criteria
established• Goal setting• Indicators of
success identfied • Timeframes and
actions identified• Support to be
providedEvidence Collected (learning portfolio)• Teaching as
Inquiry• Observations
/feedback• Evidence of
learning(teacher/learner)
• Student voice• Informal
feedback• Contribution to
wider school - feedback from other staff
Appraisal Discussions• Interpreting
evidence• Affirmation• Feedback• Next steps
Appraisal Report• Overall evaluative
judgements/statements
• Key strengths• Next steps/concerns• Support to be
provided
Appraisal Components
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Building a Portfolio of Evidence
Work in your PLGs
If you have brought along examples of evidence how does what you have align with what you now know about evidence?
What examples of practice could you select and what RTC would they demonstrate?
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Professional Learning Groups (PLG)
Purpose:To provide collegial support for improving your understanding of
what constitutes evidence • Select 4 to 5 colleagues to form a PLG• Select a coordinator• Agree a date for your first meeting (face to face or group
Skype)• Record your group name, meeting date and group leader• The meeting(s) needs to be held before our next workshop
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PLG Task1. Bring along at least one example of practice referenced to
the RTC and Tātaiako.
2. Each participant will share their evidence and the group will ask questions about what the evidence shows (think about impact evidence).
3. What are the gaps in the evidence and what might each of you do to address any gaps in evidence?
4. What would necessary and sufficient evidence look like?
Problem solve together
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Workshop Two
• Inquiry and self-review as a means to evidence the RTC• Evidence and its relationship between practice and
learning for students and teachers • Evidence-based conversations that will/could occur with
teachers as part of their appraisal• Identifying goals and next steps• Your significant role in the appraisal process and in the
preparation for appraisal meetings• Appraisal reporting - the final report
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Preparation For Workshop Two
Collect your sources of evidence and bring them to workshop two.
Write up your learning and reflection from the PLG
Be prepared to share your thinking about what you consider to be necessary and sufficient evidence