1. Appraisal for teachers: Support for professional leaders Workshop Two Open to learning – evidence based discussions

2. Welcome

3. Today Component One Strengthen understanding of what appraisal is all about Component Two Strengthen Personal Skills in Open to Learning conversations Strengthen the culture for open to learning conversations Component Three Strengthen strategies to implement effective appraisal processes accountability and improvement Strengthen the culture of self responsibility,

4. Workshop two focus 1.Hooking into the gnarly issues of appraisal and problem solving them including: Being appraised Appraising others Appraisal systems/processes 2.Strengthening open to learning conversations through: Clarity of criteria (referenced to RTCs and Tātaiako) Using evidence to demonstrate effectiveness of practice Developing a toolkit for having professional discussions about practice The conditions required for developing a learning culture focused on self-responsibility and improvement will be discussed and strengthened.

5. What are you doing differently as a result of workshop one As a result of participating in this project so far, what is your setting going to do differently in regard to appraisal? Change/reschedule appraisal cycle Improve quality of documentation including appraisal reports, templates and policies Align/integrate components e.g. RTC, school goals, personal goals, teaching as inquiry Wider range and better quality evidence Using challenging conversations more regularly More care and rigour in signing off a registration

6. You want more support with Real examples of best practice and a variety of models Alignment/Integration of appraisal components and process Working with like settings and sizes The tension between accountability and development Upskilling/ training of appraisers Managing under performance and non-performance

7. Connecting with your current thinking /practice What are the key elements of your current appraisal system that you have reviewed and worked on since you last met? (with reference to the materials you have brought with you) Then: What is still difficult/tricky about appraisal? What are the questions you require an answer to?

8. Problem solving

9. Conceptual Framework to improve learner outcomes and dispositions to learning 1.Performance Management Alignment Professional growth 2.Evaluative Capability Inquiry into practice 3.Open to learning 4.Self-responsibility

10. Open to Learning Conversations At the heart is the value of openness to learning - learning about the quality of the thinking and information that we use when making judgments about what is happening, why and what to do about it. An open-to-learning conversation, therefore, is one in which this value is evident in how people think and talk.

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

12. Coherent performance management for performance growth: appraisal and attestation A coherent Approach AttestationMaking the links Registration Salary review Competence Conduct/ discipline Criteria and exemplars of effective practice aligned to RTCs and Tātaiako Exemplars of effective practice Evidence of actual practice against agreed criteria of effective practice Developmental goals based on outcomes for learners Self and peer evaluation Observation Professional learning opportunities Teaching as inquiry Career pathways Appraisal for Learning

13. Appraisal Discussions Interpreting evidence Affirmation Feedback Next steps Appraisal Report Overall evaluative judgements/statements Key strengths Concerns Support to be provided Appraisal components Performance Management Re-registration (every 3 years) Attestation (annual for pay progression) Appraisal (annual for growth and development) Process: Criteria established Goal setting Indicators of success identified Timeframes and actions identified Support to be provided Evidence 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

14. Evidence of practice with reference to RTCs https://sites.google.com/a/oratia.school.nz/carys-taylor/ http://bubblyteacher1991.blogspot.co.nz

15. What do you want to work on? You have a choice: 1.Open to learning conversations –developing your personal skills 1.Developing open to learning skills of others in your setting.

16. Open to Learning 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 Open to learning disposition

17. Values OTL Open to learningTātaiako 1.Respect for self and others 2.Valid information 3.Internal commitment to decisions OTL conversations are built on developing high trust and quality relationships. ie “How do I build the level of trust between members of my school community?” Whanaungatanga is a key competence. All conversations – values are importantManaakitanga Tough conversations – more explicit use of strategies Wānanga (robust discussion about important things) underpinned by Manaakitanga and Whanaungatanga Ladder of inference provides a picture of how our prior assumptions and experiences lead us to notice certain things and ignore others. Building a stronger ladder involves challenging those assumptions based on our own values and beliefs. Tangata Whenuatanga – place based education is really understanding the whole context. Don’t assume, don’t presume that everyone comes with the same values, histories etc that make them what they are today. Be open to learning. Ako – take responsibility for your own learning. Open to Learning conversations and links to Tātaiako

18. Open to Learning Open to learning conversation – components Respect for self and others Valid Information Internal commitment to decisions 1. Say what you think 2. Say why you think it 3. Inquire Their reactions Their own thoughts Accuracy (paraphrase/ check) 4. Detect and check assumptions 5. Establish common ground 6. Make a plan

19. Open to learning conversations background paper In your PLG What are the key messages you took from the reading? What aspects challenged your thinking? How did Viviane Robinson's research align to what you believe is happening in your own setting? What is hard to do? What makes it hard?

20. Open to Learning (70) Informal learning – on the job (challenging tasks) (20) Social learning - (relationships and networks) (10) Formal learning – professional development (formal training) (Michael Lombardo and Robert Eichinger, 2000) 70/20/10 rule

21. Open to Learning Ladder of inference

22. Open to Learning CONTEXT VALUES ASSUMPTIONS CONTEXT VALUES ASSUMPTIONS TAKE ACTION available data we describe we interpret we select we conclude The ladder of inference

23. Open to Learning Problem of practice First conversation Redesigned conversation Open to learning example

24. Open to Learning 1.Get into pairs – work with your own setting 2.Read scenario 3.Decide what part you will take (Teacher, Professional leader) 4.Professional leader: use open to learning to conduct your conversation 5.Use your smartphone or iPad to video the conversation 6.Replay the conversation and use the observation sheet to analyse what happened 7.Change and repeat the process Practice One: Open to Learning conversations

25. Open to Learning 1.Developing trust 2.Being present 3.Listening actively 4.Clarifying 5.Being succinct 6.Suspending judgement Key skills for open to learning

26. Open to Learning In your setting talk about a ‘typical difficult conversation’ that you may need to have with the teacher who demonstrates: 1.Expert practice 2.Competent practice 3.Practice which is on the border 4.Incompetent practice Use the smartphone, iPad video to analyse your practice session. Practice Two: What are your dilemmas?

27. Open to Learning Appraisal Discussions Interpreting evidence Affirmation Feedback Next steps Appraisal Report Overall evaluative judgements/statements Key strengths Concerns Support to be provided Appraisal components Performance Management Re-registration (every 3 years) Attestation (annual for pay progression) Appraisal (annual for growth and development) Process: Criteria established Goal setting Indicators of success identified Timeframes and actions identified Support to be provided Evidence 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

28. Reflection What might you need to do to strengthen open to learning over the next few months? Consider: What do I need to do more of? Anything I need to do less of? What do I need to continue doing? What actions will you take between now and the PLG in early August?

29. Ongoing Learning – Phase Five Online Scenarios Purpose of scenarios: To revisit /refresh the content from workshop two To be used to work with other colleagues in your setting Prior to PLG How alive and well open to learning is in your setting? Practice open to learning conversations (formal and informal) Read Appraisal: A Teacher’s Voice Consider gathering examples of open to learning conversations and resources to support your teachers to develop their understanding of open to learning Continue your inquiry into how well appraisal is working in your setting PLG meeting Share and peer critique your review of open to learning and any actions to date Discuss the reading: Appraisal: A Teacher’s Voice Share your success and challenges about implementing open to learning Discuss and keep a note of issues you want problem solved at the next workshop

30. Workshop 3 Focus Strengthen strategies to implement effective appraisal processes

31. Video clips http://connect.vln.school.nz/olc http://www.teacherscouncil.govt.nz/content/profess ional-leaders-employers