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 PhilDr 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)

[email protected]

@circlecentral+61 410 439 130

mailto:[email protected]

http://www.circle.org.au/

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

1. Provocations and Challenges for Contemporary Christian School Leadership

2. Appraisal in Schools: Our Experience, Rationale, Principles and Practice

3. The School Evaluation Framework: Domains, Criteria, Attributes

4. The AITSL Vocabulary: Key Stages, Areas for Professional Practice

5. The Appraisal Process: Initiation, Self-Reflection, Gathering Data, Analysing Data, Setting Goals – The Professional Growth Plan, Review and Follow-Through

1. Provocations and Challenges forContemporary Christian School Leadership

Defining our leadershipOur 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.

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?

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)

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

Leading Like Jesus: Humility

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

Leading Like Jesus: Pastoral Care

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

2. To know of wisdom and instruction, to understand words of insight,

3. To receive instruction in wise dealing, in righteousness, justice and equity;

4. To give prudence to the simple, knowledge and discretion to the youth –

5. Let the wise hear and increase in learning, and the one who understands obtain guidance,

6. To understand a proverb and a saying, the words of the wise and their riddles.

7. 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?

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

The Challenge of Excellence

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 ServiceContemporary 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.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

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

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.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

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”

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

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 InternationalEducational 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 educationPlus 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

Old school

Replication of the industrial factory model in a public system

New school

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

Old classroom

The 19th Century classroom – the architecture of control

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 …

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 teamsthrough values and relationships: transformation, sustainability and

servanthood

Authentic school leadership

Core leadership tasks• Building vision and setting

directions• Understanding and

developing people• Redesigning the

organisation• Managing the teaching and

learning program

Key personal traits• 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

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:

Transformational leadershipJohn 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

Right vs wrong drivers:• Accountability vs Capacity

Building• Individual vs Teamwork• Technology vs Pedagogy• Piecemeal vs Systemic

Essential conditions:• Intrinsic motivation• Engage students and

teachers in continuous improvement

• Inspire teamwork• Affect 100% of students and

teachers

Michael Fullan, Strong Performers and Successful ReformersLessons from PISA, July 2011 – international research establishes

what works in helping schools to change their practice effectively :

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

The CIRCLE Leadership Capability Framework

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.


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.


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.


expectation

Problem-Solving andDecision-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.


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


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


expectation

The CIRCLE Leadership Capability Framework

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


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 ChangeRobert 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 engagementDan 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


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


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

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?

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

What should professional learning look like?

Your take-aways



Your questions


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 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 – email 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 take-aways



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 take-aways



Your questions


Key Question: What steps can we take to appraise staff performance?

A Simple Five Stage Process:

1. Clarifying the process2. Data collection3. Reviewing the data4. Goal setting5. Review and completion

Process: Professional Evaluation, Goal-Setting and Growth

Planning

Professional Evaluation, Goal-Setting and Growth Planning

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

Topics Purpose Structure of the Process Who will be involved What each person does in the

process What are the desired outcomes

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

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

How have some schools implemented evaluation and

goal-setting with CIRCLE?

4 Case Studies that might help you think about it



School 1:• 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




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




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




Setting books implemented after some debate and modification of tools but not overall process


• 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

How have some schools implemented evaluation and goal-setting with CIRCLE?

School 3 Leaders:• CIRCLE Leader Evaluation

and Goal-Setting books implemented unchanged

• CIRCLE provided coach

School 3 Staff:• CIRCLE Staff Evaluation and

Goal-Setting books after some debate and modification of tools (but not overall process)





• 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 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




• 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




Setting process and a suite of tools, some modified and some unaltered, implemented by a team of staff


• Coaching provided by school from outset




Setting process and a suite of tools, some modified and some unaltered, implemented by a team of staff


• 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 take-aways



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

1. Provocations and Challenges for Contemporary Christian School Leadership



4. The AITSL Vocabulary: Key Stages, Areas for Professional Practice


Your take-aways Three things:• 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

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 [email protected]

@circlecentral+61 410 439 130

mailto:[email protected]

http://www.circle.org.au/

Documents

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