Building Performance:
Case studies in and approaches to using appraisal
to improve outcomes in Christian schools
March 2014
Context: About Dr Phil
Dr 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)
phil@circle.org.au
www.circle.org.au
@circlecentral
+61 410 439 130
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 for
Contemporary Christian School Leadership
Defining our leadership
Our 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: 211)
• Jesus calls us to lead by example (Matt 5: 1416)
• 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)
Leading Like Jesus: Humility
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: Pastoral Care
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
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?
The Challenge of Excellence
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
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 Service
Contemporary 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
Authenticity
Service
Excellence in
values,
relationships,
learning and
leadership at all
levels in your
school
– “For real”
Transformation
• Transformation:
enabling change
– “For change”
• Sustainability: nurturing
the team and protecting
resources
– “For life”
Sustainability
• Service: serving others
first
– “For others”
Achievement:
Leadership in
action, leadership
style - 1 Tim 3, 6,
Titus, Col 2-3
Reputation: Team
culture, Discipline Heb 12, Eph 4-5, 2
Thess 2
Christian
leadership:
For others, for
change, for life, for
real - Matt 5-7; Phil
2; 1 Cor 13
Initiatives:
Understanding &
managing change,
Problem-solving &
decision-making Rom, Jam, 1 Peter,
Nehemiah
Relationships:
Team culture,
Conflict resolution 2 Tim 2, 1 Cor 12,
1 Thess 4, Rom 12
Communications:
Communication,
Vision - 2 Peter, Phil
3, 2 Tim 4, 2 Cor 4
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
Our shared educational mission
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
Our shared educational mission
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 International
Educational 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 education
Plus 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 teams
through values and relationships:
transformation, sustainability and servanthood
Authentic school leadership
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:
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
Transformational leadership
John 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
Michael Fullan, Strong Performers and Successful Reformers
Lessons from PISA, July 2011 – international research establishes
what works in helping schools to change their practice effectively :
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
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
Leadership in
action
Understanding
and managing
change
Resolving
conflict
Leadership
style
Leadership through
values & relationships,
authenticity,
transformation,
sustainability, service
Problemsolving and
decisionmaking
Team culture
Discipline
Communication
skills
Vision
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.
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above 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.
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above 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.
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above expectation
Problem-Solving and
Decision-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.
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above 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
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above 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, goaloriented and purposeful way, leading to a successful change process
How do I rate myself?
1= Below expectation 2 = Meets expectation 3 = Above expectation
The CIRCLE Leadership
Capability Framework
How did I rate myself?
Leadership in
action
Understanding
and managing
change
Resolving
conflict
Leadership style
Leadership through
values & relationships,
authenticity,
transformation,
sustainability, service
Problem-solving
and decisionmaking
Team culture
Discipline
Communication
skills
Vision
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
1. Appraisal in Schools: Our Experience, Rationale, Principles
and Practice
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 Change
Robert 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 engagement
Dan 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
Ben Jensen, Better Teacher Appraisal and Feedback:
Improving Performance (Grattan Institute, 2011)
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
Ben Jensen, Better Teacher Appraisal and Feedback: Improving
Performance (Grattan Institute, 2011)
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
Ongoing
Review and
Reflection
Initiation
Gathering
Data: SelfReflection,
Observation,
Students
Professional
Growth Plan
Shared
Reflection
and
Evaluation
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?
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
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
3. The School Evaluation Framework:
Domains, Criteria, Attributes
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
Achievement:
Leadership in
action, leadership
style
Relationships:
Team culture,
Conflict resolution
Reputation: Team
culture, Discipline
School
leadership:
For others, for
change, for life, for
real
Initiatives:
Understanding &
managing change,
Problem-solving &
decision-making
Communications:
Communication,
Vision
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
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
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
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
5. The Appraisal Process: Initiation, Self-Reflection, Gathering
Data, Analysing Data, Setting Goals – The Professional
Growth Plan, Review and Follow-Through
Key Question: What steps can we take to
appraise staff performance?
Process: Professional Evaluation,
Goal-Setting and Growth Planning
A Simple Five Stage Process:
1.
2.
3.
4.
5.
Clarifying the process
Data collection
Reviewing the data
Goal setting
Review and completion
Professional Evaluation, Goal-Setting
and Growth Planning
Ongoing
Review and
Reflection
Initiation
Gathering
Data: SelfReflection,
Observation,
Students
Professional
Growth Plan
Shared
Reflection
and
Evaluation
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
ACHIEVEMENT:
Knowledge and
understanding, leading
teaching and learning,
leading improvement
innovation and
change; leadership in
action, leadership style
REPUTATION:
RELATIONSHIPS:
Personal qualities –
social and
interpersonal skills,
developing self and
others; team culture
and discipline
Personal qualities –
social and
interpersonal skills,
developing self and
others; team culture,
conflict resolution
INITIATIVES:
Vision and values,
leading improvement,
innovation and
change; understanding
and managing change,
problem solving and
decision-making
LEADERSHIP:
For real,
For change,
For life,
For others
COMMUNICATIONS
: Personal qualities –
social and
interpersonal skills,
engaging and working
with the community;
leadership vision and
communication
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 goalsetting with CIRCLE?
4 Case Studies that might help you think about it
How have some schools
implemented evaluation and goalsetting with CIRCLE?
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
How have some schools
implemented evaluation and goalsetting with CIRCLE?
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
• 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
How have some schools
implemented evaluation and goalsetting with CIRCLE?
School 2:
• CIRCLE Staff and Leader Evaluation and Goal-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
How have some schools
implemented evaluation and goalsetting with CIRCLE?
School 2:
• CIRCLE Staff and Leader Evaluation and Goal-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
• 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:
School 3 Staff:
• CIRCLE Leader Evaluation and •
Goal-Setting books implemented
unchanged
• CIRCLE provided coach
•
CIRCLE Staff Evaluation and GoalSetting books after some debate
and modification of tools (but not
overall process)
CIRCLE trained senior and middle
leaders to be coaches
How have some schools implemented evaluation
and goal-setting with CIRCLE?
School 3 Leaders:
School 3 Staff:
• CIRCLE Leader Evaluation and •
Goal-Setting books implemented
unchanged
• 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 Staff Evaluation and GoalSetting books after some debate
and modification of tools (but not
overall process)
CIRCLE trained senior and middle
leaders to be coaches
How have some schools implemented evaluation
and goal-setting with CIRCLE?
School 3 Leaders:
School 3 Staff:
• CIRCLE Leader Evaluation and •
Goal-Setting books implemented
unchanged
• 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 Staff Evaluation and GoalSetting books after some debate
and modification of tools (but not
overall process)
CIRCLE trained senior and middle
leaders to be coaches
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
How have some schools
implemented evaluation and goalsetting with CIRCLE?
School 4:
• CIRCLE Staff and Leader Evaluation and Goal-Setting
process and a suite of tools, some modified and some
unaltered, implemented by a team of staff
• CIRCLE trained senior and middle leaders to be coaches
• Coaching provided by school from outset
How have some schools
implemented evaluation and goalsetting with CIRCLE?
School 4:
• CIRCLE Staff and Leader Evaluation and Goal-Setting
process and a suite of tools, some modified and some
unaltered, implemented by a team of staff
• CIRCLE trained senior and middle leaders to be coaches
• 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
How have some schools
implemented evaluation and goalsetting with CIRCLE?
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
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
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
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 Cummins
phil@circle.org.au
www.circle.org.au
@circlecentral
+61 410 439 130