1. Staff meeting Monday 20th February 2017
St Andrew’s College
Staff meeting Monday 20th February 2017
Ali McCormick
a) Learner Support processes (RTI)
Helaina Coote (Assistant Head of Secondary School):
Working with the PTCs
b) Appraisal at St Andrew’s College

2. Aim of the session: Outline RTI referral system
You will be able to:
Outline RTI referral system
List 3 important diagnostic questions
List 3 types of interventions
Agenda:
Why Rti? (2)
Referral system (1)
Diagnosis (3)
Types of Intervention Delivery (1)
Check for understanding: Exit ticket (3)

3. St Andrew’s College Staff Meeting
Working with the Practising Teacher Criteria (PTCs)
Appraisal at St Andrew’s College
Learning Objectives:
Revise what each PTC is requiring from you
Identify and discuss the types of evidence you could use for each PTC
Understand the Appraisal Process at StAC
Success Criteria:
You will have a deeper understanding of the PTCs to help you with this year’s appraisal process
You will have clarity about this year’s appraisal process (evidence, self reviews, student voice, the focus of meetings with your appraiser)

4. Working with the Practising Teacher Criteria (PTCs):
How are they organised?

5. Professional relationships and professional values
Fully certified teachers engage in professional relationships and demonstrate commitment to professional values
Professional knowledge in practice
Fully certified teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive environment that promotes learning and success for all akonga.

7. Sources of evidence through:
Observation: Formal observations of teaching or aspects of teaching with structured feedback and next steps are discussed with the teacher and are documented in Appraisal Connector.
Discussion: Includes follow up to observations; appraisal meetings; structured mentoring conversations and critical self-reflection
Documentation in Appraisal Connector: reflective journals of teaching practice in; records of planning for teaching and learning; assessment records including reflective analysis of learners’ assessment information; appraisal records; records of professional development; teacher’s teaching as inquiry; teacher’s self-review.

8. Task: Discuss and record your answers to the following questions:
Working with the Practising Teacher Criteria (PTCs)
In groups of three, you will be given one PTC criterion to focus on.
Task: Discuss and record your answers to the following questions:
What quality practices take place at St Andrew’s College that connect with this criterion?
What would valid evidence look like for a teacher to demonstrate they have met this criterion?
Record answers from other groups and the discussion on the handout provided.

9. Teacher as agent of change
b) Appraisal at St Andrew’s College
Teacher as agent of change
The objective of the appraisal process is to conduct a meaningful and valued system which:
Engages teachers in thoughtful and reflective professional conversations around their practice information (observation, discussion and documentation)
Encourages and promotes continuing inquiry into effective teaching practices
Leads to significant improvements in both teaching practice and student outcomes
Promotes professional growth through partnership learning

10. Appraisal for learning aims to raise student achievement through teacher development and must:
Focus on the teacher’s progress towards meeting the Practising Teacher Criteria
Occur throughout the year (three meetings)
Ensure i-smart goals (department / personal) are set and evaluated in relation to their outcomes on student learning each year
Be evidence-based (DATA, observations, feedback)
Involve classroom observation(s)
Include self-reflection on teaching practice and inquiry outcomes by the teacher (recorded in Appraisal Connector)
Ensure the teacher has the opportunity to discuss their practice and performance that year
Be finalised in a report, signed by both the appraisee and the appraiser and ed to the Head of Secondary School’s PA, Barbara Moore by the end of the academic year.

11. Regular journaling in Appraisal Connector to provide evidence of impact on student learning outcomes and PTCs
Conversations about professional practice and growth with appraiser throughout the year
Construction of an Appraisal Report that summarises professional practice and growth for each that year.
These will be used (alongside a conversation with the Head of Secondary School) to renew Practising Teacher Certificate every three years

12. What evidence? A Checklist:
(page 5 of the Appraisal for Learning 2017 handbook)

13. Also includes:
Each meeting with your appraiser is an opportunity to:
Discuss the evidence in Appraisal Connector
Check the extent to which the PTCs are being met
Construct your Appraisal Report (as you go, not at the end of the year, is the recommendation for this)

14. What evidence could you provide at your first meeting
(prior to 17th March)?

15. Ask yourself: so what? Evidence: Reflecting on practice
Appraisal Connector has a tool where you can complete reflections on your practice:
The key with any reflection is to move beyond description to outline the impact of whatever you are reflecting about on your future practice:
Ask yourself: so what?
What will you do differently as a result of this new learning / piece of data / information / conversation?

16. Positive Behaviour Management Content and Curriculum Knowledge
Evidence: Self reviews
Appraisal Connector has a tool where you can complete a self-review against four vital teaching practices:
Positive Behaviour Management
Content and Curriculum Knowledge
Instructional Practice
Formative Assessment
These self appraisals may be used to develop a focus for inquiry and development over the year.
See your appraiser if you would like them to set up a self-review for you (they have the rights to do this).

17. Informal (conversations) and formal (surveys)
Evidence: Student voice
It is important to collect student voice to gauge the impact of your practice on your learners:
Informal (conversations) and formal (surveys)
Throughout the year is preferable to only at the end of the year because it allows you to respond to the feedback and adjust your programmes
Appraisal Connector has a tool for this
Kathy Scott also has a student voice survey that she can set up for you