Posted in OC Appraisal Process

Bundles of evidence

Bundles of Evidence

This year at Orewa College, we are going to collect evidence to show we are meeting the RTCs in SIX ways:
Student Achievement (Analysis)
Department TAI
Personal TAI (optional in 2015)
Professional Development (Reflections & Follow-up)
Student Evaluations
Observations
You may insert other relevant bundles of evidence if you choose and if they are significant.
Student Achievement (Analysis)

At the start of each year use the published result statistics in KAMAR to analyse and reflect on each of your classes results for the previous year. Do this for your middle school and senior classes.
For Year 7 and 8, you need to include achievement analysis of your class for Maths and English only.
Screen shot or copy across the KAMAR data and graphs and make comparisons with the decile 9 averages for A, M and E (seniors) and do the same for middle school classes and compare to other classes in the school.

For each class, make a reflective comment on these comparisons and their achievement success for that year.

Add this material and the reflections to the student achievement section of your appraisal blog.
Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.

What does is a reflective comment?
A reflective comment (for any type of evidence) needs to include:
What does this mean for my next steps in teaching?
See the “what is evidence” section in this blog for more detail of what constitutes sufficient evidence. Evidence without a reflective comment is not sufficient.

Department TAI
TAI, or Teaching as Inquiry at the department level provides the structure to allow teachers and departments to collectively implement and reflect on current teaching strategies in your department.

Your HOD will consult with staff in their department to decide on the direction of their departmental TAI for this year (based on data and student need). It will be firmly linked to the current school goals.

Your HOD will have regular slots at meetings to discuss the progress of the TAI and will advise you what data and feedback will need to be collected during the year.

In the TAI section of your appraisal blog, document and reflect on your departmental TAI during the year with planning, key on-going data or feedback with special emphasis on how this is impacting your teaching & learning in the classroom.
If you are not involved in a department TAI, you must be doing a personal TAI this year.
Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.
Personal TAI
Effective pedagogy requires that teachers inquire and reflect into the impact of their teaching on their students. TAI is all about achieving improved outcomes for all students.

It is a framework that teachers use to help them learn from their practice and build greater knowledge about our teaching.

There is a focus to formalise TAI across the college, so that all teachers are formally and consistently involved in this inquiry process.

Your personal TAI will start with the identification of a personal teaching goal. The goal may have been identified during the appraisal process last year or it may be a goal that involves you identifying an area of your teaching that you want to change, modify or improve to enhance the learning outcomes for your students. From here, plan the TAI and monitor the data and feedback during the course of the inquiry to see what effect the change has had. Pedagogical shifts around the use of BYOD may form the basis of inquiries for many of you.
Use the iSMART technique to write effective and meaningful goals that will form the basis of your TAI’s. click here for iSMART goals
There are several “models” for TAI. They all get to the same point but may use different words or graphics to show that same information or procedure. At this stage, use a model that works for you and an OC model of TAI will be agreed upon for the start of 2016.

At school, click here to access a simple TAI planning template: TAI Template.docx

In the TAI section of your appraisal blog, document and reflect on your personal TAI during the year with your planning, key on-going data or feedback with special emphasis on how this is impacting your teaching & learning in the classroom.

Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.

Professional Development (PLD)
PLD is a major lever for raising and accelerating student achievement. For this reason it is critically important for each teacher to engage in targeted PLD.

In-school PLD is offered on a regular basis and advertised to all staff. HOD’s also organise PLD opportunities for their staff but it is the obligation of each teacher to actively seek and engage in targeted and effective PLD on a yearly basis. See your HOD in the first instance if you have an idea or see something that you would like to engage in. This may be in-school PD, time to observe other teachers, time to visit other schools for a specific reason, external providers (generally the on-going ones are best), joining and attending professional associations and local clusters, university lectures, professional readings, postgraduate studies etc.
Any PLD must be aligned to the school goals.

In the professional development section of your appraisal blog, list and reflect on each of your PLD activities. The reflection needs to comprehensively discuss the relevance of the PLD, the main focus of it and more importantly how you have embedded the key concepts of it into your teaching practice and the impact of it.

Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.

What does is a reflective comment?
A reflective comment (for any type of evidence) needs to include:
What does this mean for my next steps in teaching?
See the “what is evidence” section in this blog for more detail of what constitutes sufficient evidence. Evidence without a reflective comment is not sufficient.
Student Evaluations
Student feedback into teaching and learning is a very important and worthwhile process. It gives students an opportunity to comment on what “works for them” in the classroom and most students are very honest about how they perceive the classroom environment and how it impacts their learning.

The student evaluation process is a formal one where dates are set for the whole College and every class completes a student evaluation questionnaire on those dates. See KAMAR for these dates each year. A colleague then summarises the information on the class set of questionnaires and feeds this back to the classroom teacher.

This summary and a reflection for each class needs to be included in the student evaluation section of your appraisal blog.

Click here (at school) to see an example of a student evaluation form:
STUDENT EVAL

Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.

Observations
We promote an “open-door” policy at Orewa College. This means that teachers are encouraged to visit other classrooms and teachers during the day to observe classes. Not only does it provide feedback for a teacher, it adds to the professional sharing of effective teaching and learning.
Arrange for other colleagues to visit your class at any stage (either arranged or off –the- cuff) and get them to observe and comment on either set criteria or just general observations about your teaching and learning at that time. Add copies of these and any reflective comments and information to the observation section of your appraisal blog.

Your appraiser and members of the exec team will formally visit to carry out 5 minute walk-throughs during the year. This information will be emailed to you shortly after the visit.

Please add these to the observation section in your appraisal blog and add a reflective comment or information that may add to the quick observation.

Click on the OC Blog Help tab at the top of the blog home screen to see a short video of how to create a new post and add evidence to this category.

What does is a reflective comment?
A reflective comment (for any type of evidence) needs to include:
What does this mean for my next steps in teaching?
See the “what is evidence” section in this blog for more detail of what constitutes sufficient evidence. Evidence without a reflective comment is not sufficient.
RTC Mapping Exercise

This is a useful exercise to do at the start of the year to see what RTC’s should be covered by the types of evidence you plan to collect this year. This is a much more effective way to ensure you will be meeting the criteria and it allows you to think about it on an on-going and holistic basis and not just trying to find evidence at the end of the year. It should also be carried out during the year to assess where you are at with meeting your RTC’s. Also, at your final appraisal interview, complete this exercise again so that you and your appraiser can get straight into areas of strength and areas that need development.
The idea with best practice appraisal systems is that you focus on the bundles of evidence first and in doing this they should lead to the evidence required to meet all the RTC’s. This RTC mapping exercise helps with this process and highlights areas that may be lacking in the evidence required, right at the start of the year.In the past, many teachers did the reverse of this which is not an effective way of using the appraisal system to grow professionally.
It is a good idea to do this exercise regularly throughout the year to keep track of the evidence you are collecting.
Click here for file click here for RTC handbook
click here for more detail on the RTC’s RTC self assessment exercise
Appraisal Report

You are to meet with your appraiser at the start of the year and the end of the year as a minimum. The start of the year is where you will set your goals and TAI and look at you achievement analysis from the previous years classes. You should also arrange to meet with your appraiser consistently during the year as required. Allow them to view your evidence during the year and to have the opportunity to add evidence as agreed.
At the end of each year, you are to meet with your appraiser to complete the final sign off in the appraisal report. Here you and your appraiser will discuss your evidence collected in your appraisal blog. Any TRC’s that do not have the sufficient evidence will be noted and should become a priority for next year. At this meeting, the appraisal report will be completed and signed by both parties.
To do this, click on the category “appraisal summary report” to the right of the blog homepage and in discussion with your appraiser fill in the existing template or add a new blank template as a post for subsequent years.
Once agreed, view and print the document and both parties will date and sign it. The summary report will remain in this section of your blog. The following year, you can add the next one.
Please complete the RTC mapping exercise just before this final meeting to help identify areas of strength and areas needing development.
You do not have to meet all the RTC’s in one year. If you are missing sufficient evidence for one or more RTC, then these need to be addressed the following year. Even for RTC’s that have been met, each year you must be making progress on these and developing these further. For example, at your re-registration, you cannot rely on evidence for a RTC that was submitted 2 years ago. This does not show continual progress or development in that area. At the end of your 3 yearly re-registration, all RTC’s must be met with sufficient evidence.
Teachers who are not fully registered need to be following an induction and mentoring programme within the College and retaining evidence towards the registered teachers criteria. To apply to gain full registration, all RTC’s must be met with the sufficient evidence.
If you are moving up the pay scale you will need to be attested each year. The Principal will speak to your appraiser and/or view your appraisal blog to be satisfied that you are meeting the criteria for your teaching status at that time.
Re-registration is required every 3 years. At this time, the Principal will meet with you, review your appraisal blog and the most recent appraisal report. Sign-off will be made in a separate section of the appraisal report if the Principal is satisfied all TRC and professional standards are being met.

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