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2. 2 Marhaba! & Shukran (for coming…!) Appraisal and Target/Objective/Goal Setting Colin Bibby September 2013

3. 3 Aims of the Presentation To provide an informal information session on the revised Appraisal Process at DIS. To understand the purposes of Appraisal at DIS To look at suggestions which might help improve the quality of your objectives.

4. 4 Appraisal: why? All professions are now committed to staff appraisal processes of some kind. For KHDA and all other school inspection processes (e.g. CIS) the Director and SMT need to have reliable information about the teaching and learning taking place in school. As with those inspection teams, lesson observation is a key SMT element of gaining that reliable information.

5. 5 Appraisal: why? Appraisal is a long established process aimed at verifying good practice performance levels and self development opportunities. This is NOT a process designed to “expose” staff You have all been hand-picked for your roles It costs ESOL 50,000 GBP to employ a new teacher…  Bearing all this in mind, it makes sense to make this as positive a process as possible for all concerned.

6. 6 Integrated Planning DIS Strategic Plan 2012-15 Annual Plan 2013-14 Department or Year Group Development Plan CPD & Appraisal policies The Appraisal process sits within, and supports the strategic school and department / year group planning and organisation processes:

7. 7 Appraisal: improvement - analysis - cpd “The fundamental aim of teacher appraisal at DIS is to improve student learning.” “To do this, the appraisal processes must analyse teaching on the basis of what students are learning… …effectively integrating teacher evaluation (appraisal) and staff development processes with school improvement.” DIS Teacher Appraisal Policy Document 2013

8. CPD at DIS CPD School Policy Document “DIS encourages its professional staff to participate in staff development opportunities…” “DIS recognises the right of all teachers to to seek continual improvement in their teaching and management practices.” CPD Policy Aim: to identify the professional development needs both of the school and each individual teacher to facilitate improved teaching and learning. DIS CPD Policy

9. 9 Appraisal: make this a positive exercise… It’s a professional opportunity! The Appraisal process provides a framework for you, your Head of Dept/Phase Leader and SMT to consider how to: Develop you professionally. Build upon individual & team strengths. Provide opportunities to work on areas of development. Offer quality time to talk about teaching, learning & cpd. Celebrate your contribution and your work within your team. “Appraisal is a supportive process which will be used to inform continuing professional development.” (DIS Appraisal Policy Document 2013)

10. 10 The full Appraisal Policy documentation comprises: + DIS Teaching Standards: an essential point of reference… DIS Appraisal Policy

11. 11 Appraisal: at a glance… Supports all teachers Runs over a ‘school year’ cycle from Sept to June Offers a self review element Provides personal 1-1 discussion opportunities Involves setting appropriate targets Includes a lesson observation Runs with ongoing support from your Head of Dept/Phase Ldr & SMT Is designed to be a positive and supportive exercise at all stages

12. 12 Appraisal & Targets Review Plan Do Review Plan Do...with that support of your Head of Dept/Phase Ldr & SMT An ongoing cycle - not an isolated event...

13. 13 So, what do I need to do? 1.Familiarise yourself with the policy document

14. 14 So, what do I need to do? 2. Complete Form AP1, Section A i.Your own self-review form - using the DIS Teacher Standards as the point of reference. ii.Areas of strength / Areas for development iii.Professional Development opportunities to best impact on your development areas

15. 15 Useful Sources of Evidence/Reference “Effective Teaching & Learning” DIS Teaching Standards Schemes of work Evidence of lesson planning Pupils’ work books and folders Pupils’ assessment and report data Teacher ‘mark book’ Teacher portfolio CEMS data Subject reviews Policy documents SEN information Summative examination data Student feedback Other?

16. 16 Useful Sources of Evidence/Reference “Professional Characteristics” CPD records Participation in meetings Extra curricular involvement Pupil reports and reviews Contact with parents Other? “A teacher’s contribution to school life and his/her professionalism also contribute to the assessment of teacher performance.” (DIS Appraisal Policy Document 2013)

17. 17 Teacher Appraisal & Support Triangle This is neatly set out in the Teacher Appraisal & Support Triangle brings your attention to 3 key areas: 1.Students’ engagement, progress and attainment 2.Professional expectations and Teacher’s contribution to school life 3.Appraisal and professional development

18. 18 What else do I need to do? 3. AP1, Section B: Professional Growth Targets i.Ahead of your target-setting meeting, consider the areas of development that you may wish to focus on during the year. i.During the meeting, engage in productive discussion with your HoD/PL/SMT member with a view to formulating relevant target objectives. ii.Focus on the actual target and the success criteria (more later)

19. 19 Review Plan Do Review Plan Do 4. Work away at your objectives during the course of the year, updating your HoD/PL (informally) along the way. What else do I need to do?

20. 20 What about the lesson observation? SMT will inform your HoD/PL of the week in which teachers within your section are to be observed. Agreement with all parties concerned will be reached with regard to the exact lesson to be observed. Ahead of your lesson observation, complete a formal lesson plan and make this available to your Head of Dept / Phase Leader Study the Formal Classroom Observation proforma in order to be clear about the areas being monitored within the observation Remember that all judgements are made in direct conjunction with the DIS Teaching Standards

21. 21 What does my Head of Dept / Phase Leader / SMT member do? Confirms the precise lesson to be observed (in conjunction with SMT) and clarify any issues relating to this. Observes your lesson and complete the Formal Classroom Observation form using the DIS Teaching Standards. Provides a suitably private environment to be used for observation feedback (and, at the end of the year, for reviewing your performance). Gives oral and written feedback to be given as soon as possible (and no later than 3 working days after the observation). Maintains appropriate confidentiality throughout. “All observations will be carried out in a positive manner within an atmosphere of support and cooperation.” (DIS Appraisal Policy Document 2013)

22. 22 End of Year: Reviewing Performance Form AP1, Section C: Professional Growth Review The end of year sees your overall performance reviewed by your HoD/PL/SMT member Both oral and written feedback is provided as part of the Professional Growth review. This includes: A self review of your key target successes and further discussion on this with your HoD / PL / SMT member. A review of your teaching performance set against: - the DIS teaching standards - the Teacher Support Triangle An opportunity for you to record your final review thoughts and to identify any ongoing areas you may wish to develop during the subsequent year.

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24. 24 OK, so that’s the process…...now, what about good target setting?

25. 25 Setting targets: what requirements? A minimum of one and no more three objectives is appropriate. Wherever 3 are agreed, these are likely to be one of each of: Whole school / Departmental or Year Group / Individual. Objectives will reflect the experience and responsibilities held by the teacher concerned. These may be revised as the year unfolds if circumstances change (eg. change of responsibility) All teachers are assessed against the latest DIS Teaching Standards More notable concerns may lead to additional observations and extra support being identified.

26. 26 In very simple terms…

27. 27 But what about effective targets? “Effective goal or target setting involves formulating specific, measurable, achievable, relevant, and time bound objectives… …Additionally, it is important to be listing out tasks to complete. This should be aimed at achieving things and improving upon previous behaviours.” Locke & Latham (1981) Let’s look at this more carefully…

28. 28 Target Setting Good targets should: Be challenging and achievable - at your level. Be integrated into the existing development planning cycle. Make sure there is a clear ‘destination point’ which ensures that you will know that you have completed your objective. Set out the ‘road to be taken’ - the ‘process stepping stones’. Have clearly understood success criteria. Be time-related, manageable and responsibility-appropriate. Incorporate ongoing monitoring / review procedures. S.M.A.R.T. is recommended

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30. 30 SMART is recommended… “ Effective goal or target setting involves formulating S pecific, M easurable, A chievable, R elevant T ime bound targets… …additionally, it is important to be listing out tasks to complete. This should be aimed at achieving things and improving upon previous behaviours. ” Locke & Latham (1981)

31. 31 Writing Good Targets Verb - a ‘finished outcome’ verb. + Theme - what is to be addressed? + Result - with what precise outcome? Using S.M.A.R.T. Eg: A target for Ian Temple?: “To implement the revised DIS Appraisal Policy for all Secondary staff by the end of September 2013 and to take responsibility for the completion of a full Secondary School cycle in accordance with the Policy by the end of June 2014.”

32. 32 Outcome verbs for Good Targets Consider starting your target with a strong ‘outcome’ verb: E.g. “To implement the DIS Appraisal policy….  ‘Finished Outcome’ verbs include: complete / put in place / introduce / implement / establish / produce / embed “To complete, by the end of week 2, a presentation for the in-house workshop programme on the revised DIS appraisal process and the setting of good objectives.

33. 33 Outcome verbs for Good Targets  Avoid weaker, more general verbs like: discuss / consider / look at / encourage / promote / read  Be wary of vague verbs that are hard to quantify: review / research / increase awareness of / raise the profile of

34. 34 Vague verbs

35. 35 Agreed objective  stepping stones 1.Write out your agreed objective “To complete, by the end of week 2, a presentation for the in-house workshop programme on the revised DIS appraisal process and the setting of good objectives. 2.Break down the whole objective into stepping stones and set these out in a list (“success criteria” or “process objectives”)…

36. 36 Now think of your stepping stones 2. Stepping stones - To achieve this objective I will: Meet with Ian Temple to agree the focus and content of the presentation Refer back to previous appraisal work I have undertaken in the past Consult relevant reference sites for the latest input on this subject Complete draft 1 of the presentation Keep an eye throughout of the passing days… Meet again with Ian Temple to discuss the content of draft 1 Amend the presentation in light of this meeting Complete by the end of week 2, as per the objective timeline.

37. 37 DIS Appraisal Summary Key components in the DIS Appraisal process include: willing engagement: an opportunity for professional growth thorough preparation and planning (for your targets and lessons) good knowledge of DIS teaching standards study of the Teacher Appraisal & Support Triangle S.M.A.R.T. objectives good quality observations and prompt feedback positive culture allowing for open debate “Appraisal is a supportive process which will be used to inform continuing professional development.”

38. 38 Exit Task… Before leaving, write out ONE full target that could be applicable to your current situation for this academic year… NB: this is a ‘practice’ only and does NOT constitute any commitment!!

39. 39 Thank you Any comment or questions?... Colin Bibby CPD Manager Deira International School