Building Performance: Case studies in and approaches to using appraisal to improve outcomes in Christian schools March 2014.

Building Performance: Case studies in and approaches to using appraisal to improve outcomes in Christian schools March 2014

Context: About Dr Phil Dr Philip SA Cummins Teaching and working in and with schools since 1988 Presenter, Thought Leader, Consultant, Author, Textbook Writer, Syllabus Writer, PhD in Australian History Managing Director: CIRCLE – The Centre for Innovation, Research, Creativity and Leadership in Education – supporting over 1,250 schools and other organisations nationally and internationally to achieve better outcomes for more learners by building cultures of excellence in leadership and learning Adjunct Associate Professor in Education, University of Tasmania Church Warden and Nominator, St Matthias Centennial Park (Sydney)

Today: Building the Christian school leader’s confidence and expertise with appraisal
Teacher evaluation is essential for improving both individual performance and collective school outcomes. Report from the Asia Society Partnership for Global Learning’s 2011 conference Improving Teacher Quality Around the World: The International Summit on the Teaching Profession Provocations and Challenges for Contemporary Christian School Leadership Appraisal in Schools: Our Experience, Rationale, Principles and Practice The School Evaluation Framework: Domains, Criteria, Attributes The AITSL Vocabulary: Key Stages, Areas for Professional Practice The Appraisal Process: Initiation, Self-Reflection, Gathering Data, Analysing Data, Setting Goals – The Professional Growth Plan, Review and Follow-Through

1. Provocations and Challenges for Contemporary Christian School Leadership

Defining our leadership
Our leadership begins with who we are as a person, flows into who we want to be and is demonstrated through our actions. Servant leadership begins in relationship with Jesus Christ, giving a vision of who He is as our leader. It flows into a desire to love God and love others as a servant. It is demonstrated through intentional action that glorifies God. Our leadership practice reflects our capacity … to motivate, influence and direct people to achieve willingly the team or organisational goal. Phil

Confronting our leadership
We are all still learning about leadership Our intentions and execution most likely will both need to improve from here onwards We will make mistakes along the way Our leadership must be focused on doing the hard things Our leadership must be focused on helping other people Our leadership must help people change to become the people they need to be Our leadership must be sustainable and achievable Our leadership needs integrity – even though it’s hard and it makes us vulnerable If we are not prepared to do this, we shouldn’t do the job We should be prepared to do this – because most likely we can

Provocation: Are we doing this?
Not that I have already obtained this or am already perfect, but I press on to make it my own, because Christ Jesus has made me his own. Brothers, I do not consider that I have made it my own. But one thing I do: forgetting what lies behind and straining forward to what lies ahead, I press on toward the goal for the prize of the upward call of God in Christ Jesus. Let those of us who are mature think this way, and if in anything you think otherwise, God will reveal that also to you. Only let us hold true to what we have attained. Brothers, join in imitating me, and keep your eyes on those who walk according to the example you have in us. Philippians 3: 12-17

Leading Like Jesus We need to ask the questions: How did Jesus lead?
What did this look like? Why did he lead in this way? What was the outcome? Graeme

Leading Like Jesus: Stewardship
Jesus calls us to lead as stewards (Matt 5: 2-11) Jesus calls us to lead by example (Matt 5: 14-16) Jesus calls us to found everything on his word and on Christ-like values (Matt 7: 24-27) Jesus calls us to live and lead through love (Matt 22: 34-40) Jesus calls us to encourage and teach others to follow his way (Matt 28: 18-20)

Leading Like Jesus: Humility
Your attitude should be the same as that of Christ Jesus. Who, being in very nature God, did not consider equality with God something to be grasped, but made Himself nothing, taking the very nature of a servant, being made in human likeness. And being found in appearance as a man, He humbled Himself and became obedient to death – even death on a cross! Philippians 2: 5-11 Graeme

Leading Like Jesus: Pastoral Care
I am the good shepherd. The good shepherd lays down his life for the sheep … I am the good shepherd. I know my own and my own know me, just as the Father knows me and I know the Father … John 10: 11-15 Graeme

Provocation: Are we educating wise children?
Wisdom and values cannot be communicated like knowledge or facts. Educational experience can point young people in the desired direction but a free response is an essential part of any authentic personal change. M Crawford & G Rossiter, Reasons for living, Education and young people’s search for meaning, identity and spirituality, 2003

Searching for Wisdom To know of wisdom and instruction, to understand words of insight, To receive instruction in wise dealing, in righteousness, justice and equity; To give prudence to the simple, knowledge and discretion to the youth – Let the wise hear and increase in learning, and the one who understands obtain guidance, To understand a proverb and a saying, the words of the wise and their riddles. The fear of the Lord is the beginning of knowledge; fools despise wisdom and instruction. Proverbs 1: 2-7

Provocation: Do we provide meaningful leadership?
Do we do leadership well? What is the purpose of our leadership? What should be the content basis for our leadership? What might be the relationship between content, process, context, delivery, people, environment and purpose in schooling? What might make this relationship meaningful?

The Challenge of Excellence
For from the rising of the sun to its setting my name will be great among the nations, and in every place incense will be offered to my name, and a pure offering. For my name will be great among the nations, says the Lord of hosts. But you profane it when you say that the Lord’s table is polluted, and its fruit, that is, its food may be despised. But you say, ‘What a weariness this is,’ and you snort at it, says the Lord of hosts. You bring what has been taken by violence or is lame or sick, and this you bring as your offering! Shall I accept that from your hand? says the Lord. Cursed be the cheat who has a male in his flock, and vows it, and yet sacrifices to the Lord what is blemished. For I am a great King, says the Lord of hosts, and my name will be feared among the nations. Malachi 1: 11-13 Graeme

Defining excellence Excellence in anything starts with a vision and a passion and a will. Something that is excellent is of the highest quality. It achieves the highest level of performance; it is exemplary. In doing so it exceeds normal expectations of performance and meets the highest expectations of what can be achieved. Ultimately, a school with a strong culture of excellence is not merely good, it sets the standard to be followed, and it is something of great virtue and worth – it is excellent.

Building a culture of excellence
Building change through excellence means the way in which your school community increases its willingness to strive to be the best at what it does: Understanding the context: Responding to historical perspectives of and contemporary provocations for excellence Defining the culture: Constructing a vision, frameworks, standards and goals for excellence Cultivating the passion: Building commitment to excellence and collaborating in practice

The Challenge of Service
Contemporary models of leadership emphasise the qualities of humility and will power, as well as an understanding of how to resolve the apparent tension between these two: What is my value system? How well do I value those around me? How well connected am I to my community and its needs? Am I the servant of my fellows?

Who am I? Leadership begins with identifying and understanding your values – your fundamental beliefs, those principles, standards and qualities which you consider to be worthwhile and desirable. Phil Therefore, prepare your minds for action; be self-controlled; set your hope fully on the grace to be given you when Jesus Christ is revealed. 1 Peter 13

Where do I fit in? Leadership develops as we consider the context we find ourselves within. As He [Jesus] was going along by the Sea of Galilee, He saw Simon and Andrew, the brother of Simon, casting a net in the sea; for they were fishermen. And Jesus said to them, "Follow Me, and I will make you become fishers of men." Immediately they left their nets and followed Him. Mark 1: 16-17 Phil

How might I best serve others?
Leadership continues as we recognise the people and needs within our context and how our skills and values might aid those around us. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave – just as the Son of Man did not come to be served, but to serve, and to give His life as a ransom for many. Matthew 20: 26-28 Phil

Let’s consider each of these in turn …

Who am I? Leadership begins with identifying and understanding your values – your fundamental beliefs, those principles, standards and qualities which you consider to be worthwhile and desirable. Phil Therefore, prepare your minds for action; be self-controlled; set your hope fully on the grace to be given you when Jesus Christ is revealed. 1 Peter 13

A values framework for contemporary school leadership
Excellence in values, relationships, learning and leadership at all levels in your school Authenticity Transformation Sustainability Service Leadership that motivates, influences and directs others to achieve the team’s goals willingly: Authenticity: acknowledging truth “For real” Transformation: enabling change “For change” Sustainability: nurturing the team and protecting resources “For life” Service: serving others first “For others” Phil This is the foundation of holistic leadership

The CIRCLE Christian Leadership Model
For others, for change, for life, for real - Matt 5-7; Phil 2; 1 Cor 13 Achievement: Leadership in action, leadership style - 1 Tim 3, 6, Titus, Col 2-3 Relationships: Team culture, Conflict resolution - 2 Tim 2, 1 Cor 12, 1 Thess 4, Rom 12 Communications: Communication, Vision - 2 Peter, Phil 3, 2 Tim 4, 2 Cor 4 Initiatives: Understanding & managing change, Problem-solving & decision-making - Rom, Jam, 1 Peter, Nehemiah Reputation: Team culture, Discipline - Heb 12, Eph 4-5, 2 Thess 2 The CIRCLE Christian Leadership Model

Our shared educational mission
Students should: Become expert independent learners who set and achieve relevant, progressive and attainable goals Work in relationships of interdependent collaboration with their peers, teachers, families and communities Communicate effectively within and about their learning and leadership Participate in initiatives and programs that enable them to rehearse for a life of meaningful contribution, learning and service to God and others Earn a reputation for being passionately engaged in challenging, substantive and rewarding learning

Staff should: Set and achieve goals as part of a professional growth plan Work through relationships in teams and in community as part of our professional learning and development programs Promote a meaningful Communication CHARTER – constructive, honest, accountable, responsible, transparent, engaging, relevant Contribute to deliberate, targeted and intentional initiatives that enhance their career trajectories Earn a professional reputation for mastery of curriculum, competency of pedagogy, professional growth, leadership of learning and commitment to our culture

Leaders should: Lead the achievement of good results through effective leadership in action and a contextualised personal leadership style Promote good relationships through their management of team culture and conflict resolution Demonstrate leadership vision and articulate this through superior communication Plan for, implement and evaluate initiatives through change management, problem-solving and decision-making capabilities Build good reputations that enhance our shared reputation through team discipline

Where do I fit in? Leadership develops as we consider the context we find ourselves within. As He [Jesus] was going along by the Sea of Galilee, He saw Simon and Andrew, the brother of Simon, casting a net in the sea; for they were fishermen. And Jesus said to them, "Follow Me, and I will make you become fishers of men." Immediately they left their nets and followed Him. Mark 1: 16-17 Phil

The Australian Educational Landscape
AITSL Teacher standards Principal standards Teacher professional learning Professional accreditation ACARA National curriculum National testing National reporting (MySchool) National School Improvement Tool All a response to international research and educational trends See The Grattan Institute reports Plus funding, aka The Gonski Review! Plus NBN – technology! Plus the Asian Century

The International Educational Landscape
Key concepts around the world at the moment: Data-informed practice Teacher professional learning Teacher performance Continuous improvement in education Standardisation Formative assessment Literacy and numeracy ICT and learning Conceptual curriculum Positive education Motivation and engagement in education Plus more …

What are the key components of our educational leadership challenge?
The pedagogical shift from text-based learning to technology-rich pedagogy and all the changes involved with this De-cluttering: Identifying key priorities to work on at any time Building shared vision Synthesis: The challenge of keeping school vision pure in the face of other influences coming in (e.g. ACARA) Shallow learning (results-driven culture) versus real learning To create, sustain and maintain culture and building capacity amongst staff Marrying the theoretical leadership model with the overwhelming expectations by the teachers (teachers are feeling overwhelmed by theoretical expectations from influencers) Bravery: Getting a staff team to critique practices openly The amount of time it takes to affect real change.

Our educational leadership challenge
Complex educational environments place difficult, challenging and contradictory demands on leaders. Long-term educational leadership success lies in clear purpose and direction, strong values and organisational belief that enhance team flexibility and responsiveness. Leaders in education must be adaptable and possess many skills to meet challenges, including: Finding new and better ways of doing things Accepting greater levels of responsibility Understanding the implicit need for decision-making by making judgments, managing risk and allowing freedom of action by team members

Replication of the industrial factory model in a public system
Old school Replication of the industrial factory model in a public system

Colour, space, light constructed through a public/private alliance
New school Colour, space, light constructed through a public/private alliance

The 19th Century classroom – the architecture of control
Old classroom The 19th Century classroom – the architecture of control

The contemporary learning space – the architecture of empowerment
New classroom The contemporary learning space – the architecture of empowerment

Old expectations The discipline of the 3 Rs –
preparing most 14 year olds for the work force …

… and an elite few to rule them.
Old expectations … and an elite few to rule them.

New expectations Unlocking potential and capability –
preparing most 18 year olds for tertiary study or training

Old curriculum Transmitting knowledge and skills for compliance
in a rigid and structured industrial society

New curriculum Building understanding for exercising judgment
in a fluid and dynamic information society

Old leadership The natural-born heroic individual:
autocratic, participative or laissez-faire?

Authentic leadership Building authentic leadership in teams
through values and relationships: transformation, sustainability and servanthood

Authentic school leadership
Geoff Southworth, School Leadership: What we know and what it means for schools, their leaders and policy, CSE, 2009 – UK research establishes success on the basis of performance in 4 core tasks and 4 key personal traits: Core leadership tasks Key personal traits Building vision and setting directions Understanding and developing people Redesigning the organisation Managing the teaching and learning program Open-mindedness and willingness to learn from others Flexible (not dogmatic) thinker Strong moral compass within a system of core values including persistence and resilience Optimism and a positive disposition

Transformational leadership
John Adair, Leadership for Innovation, How to organize team creativity and harvest ideas, Kogan-Page, 2007 – 5 characteristics of creative leadership: A willingness to accept risk An ability to work with half-baked ideas A willingness to bend rules An ability to respond quickly Personal enthusiasm

Effective drivers for school improvement
Michael Fullan, Strong Performers and Successful Reformers Lessons from PISA, July 2011 – international research establishes what works in helping schools to change their practice effectively : Right vs wrong drivers: Essential conditions: Accountability vs Capacity Building Individual vs Teamwork Technology vs Pedagogy Piecemeal vs Systemic Intrinsic motivation Engage students and teachers in continuous improvement Inspire teamwork Affect 100% of students and teachers Sequence, alignment and cohesion are essential in synthesising and implementing these. With respect to accountability, it means colleagues working as peers in a transparent way to get results, supported and monitored by the centre.

How might I best serve others?
Leadership continues as we recognise the people and needs within our context and how our skills and values might aid those around us. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave – just as the Son of Man did not come to be served, but to serve, and to give His life as a ransom for many. Matthew 20: 26-28 Phil

The CIRCLE Leadership Capability Framework
Leadership through values & relationships, authenticity, transformation, sustainability, service Leadership in action Leadership style Team culture Discipline Vision Communication skills Problem-solving and decision-making Resolving conflict Understanding and managing change The CIRCLE Leadership Capability Framework Phil Leaders who remain effective leaders are those who lead holistically. We can teach you skills that can make you act like a leader, even look like a leader. But you might feel as though you’re playing a role that doesn’t actually suit you. What we prefer is to help you learn about your self and think about what it would look like for you to be in a position of leadership, whether that’s in the classroom, sports team, home, job… This approach takes more work on your behalf and might even take longer, but it will ultimately give you much more confidence to be yourself and give an opportunity for longer lasting leadership.

1= Below expectation 2 = Meets expectation 3 = Above expectation
Leadership in Action Demonstrates an effective understanding of key leadership tasks of setting direction, building the team and managing the team and of the team’s individual, group maintenance and task needs. Employs a range of suitable and practical principles of leadership in action to meet needs and achieve group tasks. Demonstrates character and competence to lead by example. Central characteristics of leadership in action are: Far-sighted vision and clarity of goals. Drive and a passion for responsibility. Effective team structure. Leaders must focus more on outcomes and long-term sustainability of the team rather than leadership style or details of tasks which can be delegated, relying on the initiative of team members How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Leadership Style Demonstrates a strong understanding of motivation, integrity, courage, compassion and humility in applying a range of effective personal approaches to leadership. Adopts an effective balance of participative and motivating behaviours in making decisions and influencing the team to achieve the desired results. There is no ‘best’ style of leadership – leaders should develop a personal style of leadership with practical day-to-day skills of administration and working with people to resolve issues. How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Team Culture Displays a mental attitude of confidence and self-belief both in individuals and groups, provides support for all team members and contributes effectively to high team morale through positive leadership. Places other before self in applying an ethos of service to the nation, the team and its community, and team members and influencing a positive team culture which responds appropriately to the environment. Leads the team through high ethical and physical standards of discipline, respect and professionalism and influences the team to demonstrate values of courage, initiative and teamwork. How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Discipline In response to imposed discipline, the leader gains mastery over physical and mental challenges and demonstrates satisfaction, a sense of achievement and perseverance in the face of adversity Shows consistent self-discipline by accepting the standards taught and applying them willingly and personally with mental control and restraint Influences and motivates team collective discipline through an understanding of team members, maintaining high standards, personal example, fair enforcement and effective communication How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Vision Communicates to the team a clear vision which challenges, creates, focus and commits the team. Successfully translates the vision into action through positive leadership. Continually interprets, reviews and reinforces the team vision. How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Communication Skills Employs effective verbal and non-verbal communication to inform, motivate and control the team and express appropriate emotions. Provides responsible, accurate, brief and clear written communication which promotes the team’s credibility and the viability of achieving the team’s goals. Demonstrates effective listening and speaking skills with team members. How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Problem-Solving and Decision-Making
Employs a range of appropriate decision-making models which results in timely personal decisions which meet the desired object. Employs team members appropriately in making decisions and avoids groupthink in the process. Successfully manages the stress and risk associated with the decision. How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Resolving Conflict Identifies potential and actual areas of functional and dysfunctional conflict within the team Makes effective choices about methods of resolving conflict appropriate to the situation Employs suitable conflict resolution techniques to brings individuals/groups to short-term agreements and improve long-term working relationships How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

Understanding and Managing Change
Employs effective change management processes and strategies to overcome resistance and maintain team cohesiveness Introduces and manages desired changes in an intentional, goal-oriented and purposeful way, leading to a successful change process How do I rate myself? 1= Below expectation 2 = Meets expectation 3 = Above expectation

The CIRCLE Leadership Capability Framework
Leadership through values & relationships, authenticity, transformation, sustainability, service Leadership in action Leadership style Team culture Discipline Vision Communication skills Problem-solving and decision-making Resolving conflict Understanding and managing change How did I rate myself? Add up your scores. Divide by 9. Round up. 1= Below expectation 2 = Meets expectation 3 = Above expectation

Your take-aways One thing: You know more about
You feel more confident about You might use at your school tomorrow You might think about carefully for a long time before using at your school

Your questions

1. Appraisal in Schools: Our Experience, Rationale, Principles and Practice Key Question: What does and doesn’t work with appraisal in schools?

How might we characterise appraisal?

How might we characterise appraisal?
Fear: appraisal = getting sacked, being found wanting Performance Review Evaluation Development Affirmation of good practice Action research Goals Future orientation Yuck Hidden agenda Summative or formative? Fixed mindset or growth mindset?

Know Your Enemy: Overcoming Immunity to Change
Robert Kagan & Lisa Laskow, Immunity to Change, Harvard Business Press, 2009 – 7 critical attributes of an organization that is a home for the continual transformation of talent: It recognizes that, like adolescence, adulthood must be a time for ongoing growth and development It honours the distinction between technical and adaptive learning agendas It recognizes and cultivates the individual’s intrinsic motivation to grow It assumes that a change in mindset takes time and is not evenly paced It recognizes that mindsets shape thinking and feeling, so changing mindsets needs to involve the head and the heart It recognizes that neither change in mindset nor change in behaviour alone leads to transformation, but that each must be employed to bring about the other It provides safety for people to take the kinds of risks inherent in changing minds

Motivation and engagement
Dan Pink, Drive, 2009 – 3 aspects for engaging and motivating professionals: Mastery: a feeling of control over the content and competencies of your role Autonomy: a feeling that you are equipped, empowered and enabled to make the key decisions that affect the nature and outcomes of your work Purpose: a feeling that you are engaged in a noble pursuit that is contributing to a greater good MUST HAVE ALL 3 OF THESE IN PLACE TO ENSURE HIGH LEVELS OF STAFF PERFORMANCE

Successful appraisal means …
Framing appraisal in the context of established practices, educational objectives and culture Defining specific purposes for appraisal Clarifying the responsibilities of all involved in the process Situating teacher appraisal within a whole-school approach to evaluation and review Establishing meaningful standards and evaluation criteria Training evaluators to appraise and teachers to be appraised Paulo Santiago and Francisco Benavides, Teacher Evaluation: A Conceptual Framework and Examples of Country Practices, OECD, 2009

What are we trying to achieve with appraisal?

What are we trying to achieve with appraisal?
Continuous improvement aligned with the organisational goals Outcomes based on this Affirmation of good practice Clarification of individual goals Facilitating people’s PD directions and opportunities Remuneration and status Promotional opportunities

Improving student outcomes
The over-arching policy objective is to ensure that teacher evaluation contributes to the improvement of student outcomes through enhanced teaching performance and improved teaching practices Paulo Santiago and Francisco Benavides, Teacher Evaluation: A Conceptual Framework and Examples of Country Practices, OECD, 2009

Building teacher performance by building capacity
The greatest impact on improving school and teacher performance comes from measures that are designed to build capacity as well as increase accountability. Of these two qualities, it is capacity-building that is more likely to lead to outstanding performance. Accountability is necessary but it is not of the highest importance Michael Fullan, Strong Performers and Successful Reformers: Lessons from PISA, 2011

What’s the best way to get there with appraisal?

What’s the best way to get there with appraisal?
Action research programs: Self-assessment and peer review; Self-directed goals affirmed by Head of School; Improvement criteria; Presented back to peers; mid-year to end of year cycle over 18 months; generate enthusiasm to renew Regular chats; relation to PD goals; formative in approach; little public relationship Process: Focus on internal motivation; conversation about formative; summative outcomes not punitive outcomes; transparency

Appraisal System Design
What works best is a decentralized approach – individual schools rather than systems are best placed to design and administer meaningful and effective appraisal for teachers Ben Jensen, Better Teacher Appraisal and Feedback: Improving Performance (Grattan Institute, 2011)

Integration into the whole-school context
Professional development should aim to move teachers on a continuum from incompetence to competence and from unconscious to conscious practice. The ideal of conscious competence can be achieved by a deepening of the teacher’s body of knowledge through working with others, research and enquiry Importance of rich, meaningful data Michael Day, TDA Approaches to Improving Teacher Training, OECD, 2011

What works with appraisal?

Balanced design Designing effective teacher-evaluation systems requires careful balancing of the objectives of improvement and accountability, discriminating selection of criteria, and the training of evaluators. Whatever approach is taken, the criteria against which teachers are evaluated need to be very clear and perceived as fair. Report from the Asia Society Partnership for Global Learning’s 2011 conference Improving Teacher Quality Around the World: The International Summit on the Teaching Profession

Instruments to achieve meaningful feedback
Student performance and assessments Peer observation and collaboration Direct observation of classroom teaching and learning Student surveys and feedback 360-degree assessment and feedback Self-assessment Parent surveys and feedback External observation Ben Jensen, Better Teacher Appraisal and Feedback: Improving Performance (Grattan Institute, 2011)

What doesn’t work with appraisal?

What the research shows about current approaches to appraisal
Teacher effectiveness is not identified in schools Teacher quality is not recognised in schools Teacher innovation is not recognised in schools Teacher evaluation has few consequences Teacher evaluation does not develop teaching in classrooms Teacher evaluation is largely just an administrative exercise Ben Jensen, Better Teacher Appraisal and Feedback: Improving Performance (Grattan Institute, 2011)

What Australian teachers say about current appraisal systems
63% of teachers report that appraisals of their work are done purely to meet administrative requirements 91% say the best teachers do not receive the most recognition and reward 71% say that poor-performing teachers in their school will not be dismissed. Instead, assessment and feedback are largely tick-a-box exercises not linked to better classroom teaching, teacher development or improved student results Ben Jensen, Better Teacher Appraisal and Feedback: Improving Performance (Grattan Institute, 2011)

How will you know when you’ve got there with appraisal?

The AITSL Framework Key stages Areas for professional practice
Processes and essential elements (More later)

Process: Professional Evaluation, Goal-Setting and Growth Planning
Initiation Gathering Data: Self-Reflection, Observation, Students Shared Reflection and Evaluation Professional Growth Plan Ongoing Review and Reflection

The school leader’s expertise
Leaders must be experts in the evaluation of data, and the data that has been assembled across research worldwide indicates that activators are more successful than facilitators. - John Hattie, Visible Learning, 2009

The school leader’s learning journey
A process of becoming better instructional leaders through the right processes for development of our capacity, that is, initial training, induction and continuing professional development, including mentoring and cluster professional development support structures. - Philip SA Cummins, Autonomous schools in Australia: Not ‘if’ but ‘how’, CSE, February 2012

What should professional learning look like?

What should professional learning look like?
Owned by the learner Built around collaborative conversations Authentic and developmental Framed by standards and competencies Responding to the mission and goals of the organisation

Your questions

3. The School Evaluation Framework: Domains, Criteria, Attributes Key Question: How can we use a school framework to improve our understanding of evaluation and appraisal?

Do we understand the importance of frameworks in analysing how schools work?
Theoretical, conceptual and practical frameworks are like the scaffolding builders use to repair buildings which allow the builder to focus on those aspects of the building most in need of work. Lester, ‘On the Theoretical, Conceptual and Philosophical Foundations for Research in Mathematics Education’ 1995 Having a framework helps to build a structure of ‘justification’ rather than a structure of ‘explanation’. Eisenhart, ‘Conceptual Frameworks for Research’ 1991

The CIRCLE School Framework
School leadership: For others, for change, for life, for real Achievement: Leadership in action, leadership style Relationships: Team culture, Conflict resolution Communications: Communication, Vision Initiatives: Understanding & managing change, Problem-solving & decision-making Reputation: Team culture, Discipline The CIRCLE School Framework

School Improvement Domains
Improved culture and practice should be reflected in tangible evidence of change in: Achievement: How we will improve achievement across all areas of the school community, especially for our students – learning, leadership, service, sport and co-curricular. Relationships in our community: How we will build and nurture our important relationships – students, staff, parents, Board, alumni, broader community members. Communication: How we will communicate among our community members and to others about what we are doing and how we are going. School initiatives: How we will implement what we see as the most important programs that will benefit our community. The school’s reputation: How we will care for and promote the school’s identity within and external to our community.

School Improvement Domain: Achievement
Values: We believe that achievement in all areas of school life and especially student achievement should be our core business and that we should all strive to promote and enhance it. Aim: Our focus should be on how we will improve achievement across all areas of the school community, especially for our students – learning, leadership, service, sport and co-curricular. Leadership Knowledge and Understanding: Do I know about how to implement the principle of leadership in action? Do I understand how to develop and implement an effective leadership style? Do I know how to be an effective manager of the process of leadership? Do I understand how to evaluate my own leadership? Do I understand how to evaluate the leadership of others? Leadership in Action: Do I achieve good results as a leader? Does my team achieve good results?

What evidence would you gather to assess achievement?

What evidence would you gather to assess achievement?
Baseline data, grade point averages, value-adds – internal and external academic achievement, academic effort, participation Differentiated results – segment the class Case studies and narratives – personalise the class Standards-referenced rather than norm-referenced attainment – ACARA grades Student movement – tracking progress in scores and results that fits within a collegially accepted framework Student lack of movement – an authentic picture Student self-assessment, peer assessment, learning assessment and staff assessment (properly administered)

School Improvement Domain: Relationships
Values: We believe that good relationships should be at the heart of a community’s ethos and success. In leading for relationships, we draw on content related to personal qualities – social and interpersonal skills, developing self and others, team culture, and conflict resolution. Aim: Our focus should be on how we will build and nurture our important relationships – students, staff, parents, Board, alumni, broader community members. Leadership Knowledge and Understanding: Do I have a sound understanding of the principles of human behaviour? Do I understand the principles of motivation? Do I understand how to lead groups well? Do I understand how to manage stress effectively? Do I understand how to resolve conflict effectively? Leadership in Action: Do I build good relationships in the school? Is my team built on principles and practice of good relationships?

What evidence would you gather to assess relationships?

What evidence would you gather to assess relationships?
Records – continuity of process – or sms Student and family narratives – “know and respond” Case studies of management of “difficult” situations – balancing of process with outcome with relationship Communication with parents: notes home, diary entries, records of conversations, thank you notes, complaints (and resolutions) Same for colleagues, especially collaboration in learning and networking

School Improvement Domain: Communication
Values: We believe that the primary purpose of a leader is to help a team to define and implement its shared vision. We should, therefore, aim to be accurate, supportive and appropriate in the way we communicate with each other. In leading communication, we draw on content that is related to personal qualities – social and interpersonal skills, engaging and working with the community, communication and vision. Aim: Our focus should be on how we will communicate among our community members and to others about what we are doing and how we are going. Leadership Knowledge and Understanding: Do I know how to construct and communicate vision? Do I understand the principles of strategic thinking and school planning? Do I know how to use effective planning processes? Do I understand how to communicate effectively? Leadership in Action: Do I communicate well? Is my team built on principles and practice of good communication?

What evidence would you gather to assess communications?

What evidence would you gather to assess communications?
Student communication – feedback to and from students, anonymous and properly administered surveys Student self-assessment, peer assessment, learning assessment and staff assessment (properly administered) Parent communication – range, response, tone, quality Conversations with peers Professional learning dialogue, publications etc Appraisal documentation Contributions to school communications School reports Record of timeliness of communications

School Improvement Domain: Initiatives
Values: We believe that we should plan for, implement and achieve programs and initiatives well. In leading initiatives, we draw on content that is related to vision and values, leading improvement, innovation and change, understanding and managing change, problem-solving and decision making. Aim: Our focus should be on how we will implement what we see as the most important programs that will benefit our community. Leadership Knowledge and Understanding: Do I know how to set goals and plan for their achievement? Do I understand the principles of functional leadership – the team, the task, the individual? Do I understand effective problem-solving and decision-making processes? Do I recognise and understand change-management processes? Do I know how to build a culture of enterprise within my team? Leadership in Action: Do I plan for, implement and achieve programs and initiatives well? Does my team plan for, implement and achieve programs and initiatives well?

What evidence would you gather to assess initiatives?

What evidence would you gather to assess initiatives?
Report on initiatives – narrative, success or otherwise, outcomes especially student outcomes, alignment, technology integration (and other general capabilities), Professional learning initiatives – plans, outcomes and “reform” Plans Evaluation surveys and feedback CV

School Improvement Domain: Reputation
Values: We believe that we should recognise the importance of a school’s reputation and act in ways that enhance it. In leading for reputation, we draw on content that is related to personal qualities - social and interpersonal skills, developing self and others, team culture, and discipline. Aim: Our focus should be on how we will care for and promote the school’s identity within and external to our community. Leadership Knowledge and Understanding: Do I know how to manage my team’s identity? Do I understand the principles of teams and team relationships? Do I understand how to manage team culture, environment and ethos? Do I know how to build a culture of discipline within my team? Leadership in Action: Do I have a good reputation and enhance our good reputation? Does my team have a good reputation and enhance our good reputation?

What evidence would you gather to assess reputation?

What evidence would you gather to assess reputation?
Results in external testing – consistent improvement is best, no unpleasant surprises Awards, recognition, life outside the school Evaluation and feedback (see earlier slides) Records of management of difficult situations Mentoring, involvement in professional associations, conferences etc Survey data (be careful of exit data) Parent and student feedback (but be careful of the 5-10% and squeaky wheels – systems required not just incidental anecdote) Contribution to business case Service and charity initiatives Alignment to ethos and strategic intent – not a muppet!

Evaluation Criteria Outcomes: Did we achieve what we set out to achieve with our performance? Processes: Have we used the best teaching and learning, research and development, information recording and tracking, evaluation and decision-making, and resourcing and other business processes in our operations? Community Engagement: Have we engaged with and satisfied our community’s expectations? Ethos: Have we enhanced our school’s ethos and values? Strategic Intent: Are we aligned with and contributing to our strategic intent?

How would you apply criteria?

Teacher Attributes Clear Direction – the teacher makes directions clear at the lesson’s start. Relevance – it is made clear why what we are learning is important. Good Instructions – the teacher’s instructions are easy to follow. Punctual – the teacher arrives to class on time. Well-Equipped – this teacher has all books and resources ready. Pace – this teacher doesn’t waste time when the class moves to a new activity. Known Standards – clear rules and expectations are set by the teacher. Consistent Discipline – the teacher is fair when a student breaks the rules. Respect – the teacher respects students as individuals. Good Atmosphere – the teacher makes the class a good place to be. Enthusiasm – the teacher is enthusiastic about their subject and work. Challenging – activities set are challenging but possible for students. Perceptive – the teacher understands the way students like to learn. Motivating – students are encouraged to work and succeed. Cares for me – the teacher tries to help students learn. Knowledgeable – the teacher knows their subject. Approachable – students can ask teachers questions.

Your questions

4. The AITSL Vocabulary Key Question: What do we need to know about national parameters for appraisal?

Key stages Graduate Teachers Proficient Teachers
Highly Accomplished Teachers Lead Teachers Note: Focus is on on teachers who entered the profession from 2004 onwards Process of accreditation for achievement of different stages Process of accreditation for assessors

Areas for professional practice
Professional knowledge: professional knowledge, student knowledge, content and pedagogical knowledge, literacy, numeracy, ICT, modes of learning Professional practice: learning, teaching, operating in teaching cycle Professional engagement: modelling, professionalism in interactions, community engagement

Processes and essential elements
Reflection and goal-setting: All teachers have a set of documented and regularly reviewed goals related to both performance and development, and ways of measuring progress towards them, that are agreed with the principal or delegate (includes performance in and beyond the classroom and links to school strategic plan). Professional practice and learning: All teachers are supported in working towards their goals, including through access to high quality professional learning; Evidence used to reflect on and evaluate teacher performance, including through the full review described below, should come from multiple sources and include as a minimum: data showing impact on student outcomes; information based on direct observation of teaching; and evidence of collaboration with colleagues. Feedback and review: All teachers receive regular formal and informal feedback on their performance. This includes a formal review against their performance and development goals at least annually, with verbal and written feedback being provided to the teacher.

Your questions

5. The Appraisal Process: Initiation, Self-Reflection, Gathering Data, Analysing Data, Setting Goals – The Professional Growth Plan, Review and Follow-Through Key Question: What steps can we take to appraise staff performance?

Process: Professional Evaluation, Goal-Setting and Growth Planning
A Simple Five Stage Process: Clarifying the process Data collection Reviewing the data Goal setting Review and completion

Professional Evaluation, Goal-Setting and Growth Planning
Initiation Gathering Data: Self-Reflection, Observation, Students Shared Reflection and Evaluation Professional Growth Plan Ongoing Review and Reflection

THE PROCESS PHASE 1. Meeting One: Agreeing The Process Teacher and coach meet to agree on process. The teacher then completes and forwards to the coach: Teacher Self-Reflection Statement Assessment of Teacher Professional Standards Both the coach and the supervisor complete the ratings section of the Assessment of Teacher Professional Standards.

Initiation Simple and clear Focused on process
Clear on time frames – 2 weeks Careful not to go beyond the “snapshot” Introduces roles

Structure of the Process Who will be involved
Topics Purpose Structure of the Process Who will be involved What each person does in the process What are the desired outcomes I want us to imagine that we are two colleagues sitting down introducing this process for the first time

The teacher The coach The supervisor The students The principal
What are the key differences between the different roles in the process? The teacher The coach The supervisor The students The principal

The Coach In the evaluation and goal setting process, plays an important role of assisting participants to realise potential and amplify performance for the benefit of all involved. In the evaluation and goal setting relationship, the Coach plays the role of the critical and constructive friend with the intention of developing specific skills and knowledge that over time will enhance personal growth.

The Appraisee and the Coach
both have an opportunity to develop their professional practice through this process

The Coach Is another school leader The Supervisor Is a staff member’s direct line manager

DATA COLLECTION PHASE 2. Student Surveys & Lesson Observations Lesson observations take place within the next week, during which: The students complete Student Survey – ideally in the last five minutes of the lesson. The coach is the only person to complete Observation Notes for each lesson (except in the case of non-teaching staff). 3. Review of Data The coach collates and reviews: Teacher Self-Reflection Statement Assessment of Teacher Professional Standards Student Surveys Observation Notes

Gathering data Self-reflection based on domains – importance of using evidence to turn assertions into reality Student survey and lesson observation based on attributes Shared teacher, coach and supervisor evaluation of performance based on AITSL standards

Analysing data Seek to gain baseline data
Identify clear patterns and trends Beware the harsh or soft assessor! Focus on areas of strength first and foremost Don’t duck the obvious areas for development Separate analysis from solution in the process

CIRCLE’s School Framework
LEADERSHIP: For real, For change, For life, For others ACHIEVEMENT: Knowledge and understanding, leading teaching and learning, leading improvement innovation and change; leadership in action, leadership style RELATIONSHIPS: Personal qualities – social and interpersonal skills, developing self and others; team culture, conflict resolution COMMUNICATIONS: Personal qualities – social and interpersonal skills, engaging and working with the community; leadership vision and communication INITIATIVES: Vision and values, leading improvement, innovation and change; understanding and managing change, problem solving and decision-making REPUTATION: Personal qualities – social and interpersonal skills, developing self and others; team culture and discipline

CIRCLE’s Non Teaching Staff Competency Framework

GOAL SETTING PHASE 4. Meeting Two: Review & Goal Setting The teacher and coach meet face to face to review collated data and documentation. The teacher then considers the goals arising and takes away the Teacher Goal Setting Statement to complete. 5. Meeting Three: Goal Setting Sign Off Teacher and coach meet to agree on collated data and Teacher Goal Setting Statement.

Smart Goals Specific Measurable Attainable Relevant Time bound

Smart Goals Specific – clear and unambiguous Measurable – quantifiable Attainable – possible to accomplish Relevant – to your role within the school Time bound – when will this be done

How might you build teacher capacity in goal-setting?

REVIEW & COMPLETION PHASE
6. Termly Goal Review Meetings The teacher and coach meet once per term to review progress of Teacher Goal Setting Statement. 7. Completion The process is completed when teacher and coach have met to sign off on collated data and have created a mutually agreed goal setting review. The supervisor and the Principal or their Nominee review the completed documentation and write to the teacher and coach to sign off on review.

And for Non-Teaching Staff Members …

CIRCLE’s Non Teaching Staff Competency Framework

Processes Meetings Setting goals Reviews “Difficult” conversations

Evaluation and goal-setting in summary
Developmental and supportive process for teachers, non teaching staff and leaders Evidence-based process focused on learning and incremental improvement Utilises Circle’s 5 School Improvement Domains Informed by and related to Australian National Professional Standards for Teachers Circle’s Non-Teaching Staff Competency Framework Circle’s School Leadership Standards Circle’s School Framework

4 Case Studies that might help you think about it
How have some schools implemented evaluation and goal-setting with CIRCLE? 4 Case Studies that might help you think about it

How have some schools implemented evaluation and goal-setting with CIRCLE?
CIRCLE Staff and Leader Evaluation and Goal-Setting books implemented unchanged CIRCLE provided coach for 3 years for all staff CIRCLE now training senior and middle leaders to be coaches

CIRCLE Staff and Leader Evaluation and Goal-Setting books implemented unchanged CIRCLE provided coach for 3 years for all staff CIRCLE now training senior and middle leaders to be coaches Pro: Process implemented off the shelf in 3 months with success, allowing the school to focus on completing appraisals and improving performance successfully without added pressure of training coaches Con: Staff have not felt great ownership of the process (especially coaches) until now

CIRCLE Staff and Leader Evaluation and Goal-Setting books implemented after some debate and modification of tools but not overall process CIRCLE trained senior and middle leaders to be coaches Coaching provided by school from outset

CIRCLE Staff and Leader Evaluation and Goal-Setting books implemented after some debate and modification of tools but not overall process CIRCLE trained senior and middle leaders to be coaches Coaching provided by school from outset Pro: Process implemented over 24 months with success, allowing the school to focus on ownership of process and immediate improvement of middle manager coaching skills Con: Staff have not felt great ownership of their performance standards until now

School 3 Leaders: School 3 Staff: CIRCLE Leader Evaluation and Goal-Setting books implemented unchanged CIRCLE provided coach CIRCLE Staff Evaluation and Goal-Setting books after some debate and modification of tools (but not overall process) CIRCLE trained senior and middle leaders to be coaches

School 3 Leaders: School 3 Staff: CIRCLE Leader Evaluation and Goal-Setting books implemented unchanged CIRCLE provided coach Pro: Process implemented off the shelf and quickly in 2 months with success, allowing the school to focus on initiating appraisal successfully without added pressure of training coaches Con: Leaders did not feel great ownership of the process in the first round CIRCLE Staff Evaluation and Goal-Setting books after some debate and modification of tools (but not overall process) CIRCLE trained senior and middle leaders to be coaches

School 3 Leaders: School 3 Staff: CIRCLE Leader Evaluation and Goal-Setting books implemented unchanged CIRCLE provided coach Pro: Process implemented off the shelf and quickly in 2 months with success, allowing the school to focus on initiating appraisal successfully without added pressure of training coaches Con: Leaders did not feel great ownership of the process in the first round CIRCLE Staff Evaluation and Goal-Setting books after some debate and modification of tools (but not overall process) CIRCLE trained senior and middle leaders to be coaches Pro: Process implemented in a modified fashion with success in 9 months, with coaches beginning training and improving skills Con: Staff have not yet responded to the drive for improved performance until now – may be due to other internal cultural factors

CIRCLE Staff and Leader Evaluation and Goal-Setting process and a suite of tools, some modified and some unaltered, implemented by a team of staff CIRCLE trained senior and middle leaders to be coaches Coaching provided by school from outset

CIRCLE Staff and Leader Evaluation and Goal-Setting process and a suite of tools, some modified and some unaltered, implemented by a team of staff CIRCLE trained senior and middle leaders to be coaches Coaching provided by school from outset Pro: Process slow to be implemented with incremental success, allowing the school to focus on ownership of process, performance and immediate improvement of middle manager coaching skills Con: Appraisal process slow to be implemented in the face of strong external pressure for compliance

Key Factors: Increasing capability of coaches and staff being coached Ownership of process Ownership of performance Timeliness of implementation So … a balancing act!

Your questions

Beware the distractors …
Administrative ease – has very little to do with ownership of process and improved performance Comprehensive documentation – overwhelms participants and is a less effective method for rating performance than a thin slice Harmony and consensus – leads to participants avoiding hard conversations and appraisal existing for the sake of bureaucratic compliance or accountability rather than genuine development and improved performance Staff complaints/squeaky wheels – remember Ben Jensen’s evidence that most teachers want good evaluation and goal-setting that affirms and strengthens their own performance

Your questions

How will you know when you’ve got there with evaluation and goal-setting?

What would be the components of your preferred staff evaluation and goal-setting system?

Where to from here?

Your questions

Today: Building the Christian school leader’s confidence and expertise with appraisal
Teacher evaluation is essential for improving both individual performance and collective school outcomes. Report from the Asia Society Partnership for Global Learning’s 2011 conference Improving Teacher Quality Around the World: The International Summit on the Teaching Profession Provocations and Challenges for Contemporary Christian School Leadership Appraisal in Schools: Our Experience, Rationale, Principles and Practice The School Evaluation Framework: Domains, Criteria, Attributes The AITSL Vocabulary: Key Stages, Areas for Professional Practice The Appraisal Process: Initiation, Self-Reflection, Gathering Data, Analysing Data, Setting Goals – The Professional Growth Plan, Review and Follow-Through

Your take-aways Three things: You know more about

Your questions

Remember that when you leave this earth, you can take with you nothing that you have received…only what you have given: a full heart enriched by honest service, love, sacrifice, and courage. Francis of Assisi

Dr Phil Cummins phil@circle. org. au www. circle. org
Dr Phil Cummins

Building Performance: Case studies in and approaches to using appraisal to improve outcomes in Christian schools March 2014.

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Building Performance: Case studies in and approaches to using appraisal to improve outcomes in Christian schools March 2014.

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