Posted in OC Appraisal Process

What is evidence?

What Is Evidence?

There are three broad types of sources of evidence: observation, discussions and documentary sources:

· Observation: structured observations of teaching or aspects of the teaching with structured feedback and next steps discussed with the teacher and documented.
· Discussion: includes follow up to observations; appraisal meetings; structured mentoring conversations and critical self-reflection.
· Documentation: collections of evidence could include reflective journals of teaching practice; records of planning teaching; assessment records including reflective analysis of learners’ assessment information; appraisal records; records of professional development.

Of course, these are likely to be used in combination and become bundles of evidence. For example, your personal inquiry could include all three sources of evidence.

Any evidence you gather should come from your everyday practice, it should not be an extra but is highly likely to be of significance – something that is going to challenge your thinking and your practice.

The diagram below shows how you can link everyday practice to the RTC. This can be read either top down (starting with the RTC) or from the bottom up (starting with an example of my practice).

Examples of evidence could include the following:
It is likely that you will collect between 4 and 6 bundles of evidence each year, depending on the needs of your students, your needs or your role in the school.

In 2015, each teacher will collect SIX bundles of evidence: Student Achievement Analysis, a Department TAI, a Personal Inquiry (optional), PD Records, Observations, Student Evaluations

How do I know if I am collecting necessary and sufficient evidence?

Use the diagrams and the back mapping tool below to help you determine whether your bundles of evidence are necessary and sufficient.

Key Questions to Ask

1. Have I gathered evidence from different sources?
2. Have I gathered different perspectives?
3. Can I access my evidence easily and does it show my progress over time?
4. Is my evidence clearly linked to student outcomes?

5. Does my evidence show planning, teaching and outcomes? All three are necessary.

My Evidence Shows
Focus
Sources Of Evidence
Outcomes
Impact on child/student learning across the curriculum
Impact on the organisation’s culture
· Assessment information
· Child/student Voice
· Parent/whānau voice
· Colleague voice
Teaching
Actual Teaching Practice

Interactions with other staff, parents/whānau
· Teaching/Lesson observation
· Child/student voice
· Parent/whānau voice
· Teacher voice
· Colleague voice
Planning
Teacher conception
· espoused theory of teaching and learning

· espoused theory of professional relationships
· Short and Long term planning
· Planning for Teacher Inquiry or Self Review
· Resources
· Centre/classroom environment

6. Have I linked my bundles of evidence to the RTC?

Use this back-mapping exercise to find out how your evidence that you intend to collect during the year links to the Registered Teachers Criteria (RTC)

At school, click on this link to view:What is evidence?

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