What is Evidence? Workshop Two Workshop Resources
Page 1 of 32 Current Reality 2 1 ͚/ŚĂǀĞƌĞĂĚ
the RTC and I ĚŽŶ͛ƚŬŶŽǁ
ǁŚĞƌĞƚŽƐƚĂƌƚ͛ 3 4 5 6 7 8 9 10 ͚/ĂŵǀĞƌLJ
clear about what evidence I need and how ƚŽƐĞƚŝƚƵƉ͛ Having completed workshop one, the webinar and attended a PLG where do you position yourself today? My Big Question/s for today Page 2 of 32 ǮA ‡ƒ…Š‡”ǯ•‘‹…‡ǯǣ What is Evidence What are the key messages in this paper? How do the writer's views match with my own experiences? Does the reading challenge my views? How does this reading contribute my understanding of appraisal? Page 3 of 32 Evaluative Capability: The Appraisal Process Describe what good looks like Work with colleagues to develop indicators, illustrations, rubrics, to shape a full understanding of ͚ŐŽŽĚ͛ Ask the evaluative question: How does my practice enact each of the RTC and overall? Determine the perspectives and sources of evidence (necessary and sufficient) that can be used to answer this question Use suitable processes to gather this question Analyse the evidence and what it tells me about my practice hƐĞƚŚĞĞǀŝĚĞŶĐĞƚŽĞdžĂŵŝŶĞǁŚĞƚŚĞƌƚŚĞƌĞŝƐĂƐŝŐŶŝĨŝĐĂŶƚŐĂƉďĞƚǁĞĞŶŵLJƉƌĂĐƚŝĐĞĂŶĚ͚ŐŽŽĚ͛ Answer the evaluative question by reaching a reasoned conclusion and decide on the next steps for my learning Page 4 of 32 Sources and Perspectives Sources
Learner outcomes, RTC and TĈƚĂŝĂŬŽ
Curation of evidence of practice over time
Perspectives
List the sources of evidence you have brought today Now list the perspectives represented. Are there any gaps? What are they? How might you address the gaps? Page 5 of 32 Evidence Analysis Tool: Identifying Significance How does this meet the RTC/TĈƚĂŝĂŬŽ͍
Reflection: What does this mean for my next steps teaching and learning?
Interpretation: What stands out? What are the patterns? What does this mean for me, my group of ĈŬŽŶŐĂĂŶĚŝŶĚŝǀŝĚƵĂůĈŬŽŶŐĂͬƉƌŝŽƌŝƚLJ
learners?
From everyday practice: What is available as evidince? Page 6 of 32 Types of Evidence: Necessary and Sufficient DLJǀŝĚĞŶĐĞ^ŚŽǁƐ &ŽĐƵƐ KƵƚĐŽŵĞƐ /ŵƉĂĐƚŽŶĐŚŝůĚͬƐƚƵĚĞŶƚ
ůĞĂƌŶŝŶŐĂĐƌŽƐƐƚŚĞĐƵƌƌŝĐƵůƵŵ /ŵƉĂĐƚŽŶƚŚĞŽƌŐĂŶŝƐĂƚŝŽŶ͛
ĐƵůƚƵƌĞ ʹ
ʹ
ʹ
ʹ
dĞĂĐŚŝŶŐ ĐƚƵĂůdĞĂĐŚŝŶŐWƌĂĐƚŝĐĞ /ŶƚĞƌĂĐƚŝŽŶƐǁŝƚŚŽƚŚĞƌƐƚĂĨĨ͕
ƉĂƌĞŶƚƐͬǁŚĈŶĂƵ WůĂŶŶŝŶŐ dĞĂĐŚĞƌĐŽŶĐĞƉƚŝŽŶ ʹ ĞƐƉŽƵƐĞĚƚŚĞŽƌLJŽĨ
ƚĞĂĐŚŝŶŐĂŶĚůĞĂƌŶŝŶŐ ʹ espoused theory of professional relationships ʹ dĞĂĐŚŝŶŐͬ>ĞƐƐŽŶ
ŽďƐĞƌǀĂƚŝŽŶ ʹ ŚŝůĚͬƐƚƵĚĞŶƚǀŽŝĐĞ ʹ WĂƌĞŶƚͬǁŚĈŶĂƵǀŽŝĐĞ ʹ dĞĂĐŚĞƌǀŽŝĐĞ ʹ ŽůůĞĂŐƵĞǀŽŝĐĞ ʹ ^ŚŽƌƚĂŶĚ>ŽŶŐƚĞƌŵ
ƉůĂŶŶŝŶŐ ʹ WůĂŶŶŝŶŐĨŽƌdĞĂĐŚĞƌ
/ŶƋƵŝƌLJŽƌ^ĞůĨZĞǀŝĞǁ ʹ ZĞƐŽƵƌĐĞƐ ʹ ĞŶƚƌĞͬĐůĂƐƐƌŽŽŵ
ĞŶǀŝƌŽŶŵĞŶƚ Page 7 of 32 ^ŽƵƌĐĞƐKĨǀŝĚĞŶĐĞ ƐƐĞƐƐŵĞŶƚŝŶĨŽƌŵĂƚŝŽŶ ŚŝůĚͬƐƚƵĚĞŶƚsŽŝĐĞ WĂƌĞŶƚͬǁŚĈŶĂƵǀŽŝĐĞ ŽůůĞĂŐƵĞǀŽŝĐĞ Option One: Evidence Analysis Ȃ Backward Mapping RTC and TĈtaiako Goals: 1 Establish and maintain effective professional relationships focussed on the learning and well-­‐
ďĞŝŶŐŽĨĂůůĈŬŽŶŐĂ 2 Demonstrate commitment to promoting the well-­‐being of all ĈŬŽŶŐĂ 3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand 4 Demonstrate commitment to ongoing professional learning and development of personal professional practice 5 Show leadership that contributes to effective teaching and learning 6 Conceptualize, plan and implement an appropriate learning programmes Comments and Dates Page 8 of 32 7 Promote a collaborative inclusive and supportive learning environment Comments and Dates 8 Demonstrate in practice their knowledge and understanding of ŚŽǁĈŬŽŶŐĂůĞĂƌŶ 9 Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and ŐƌŽƵƉƐŽĨĈŬŽŶŐĂ Work effectively within the bicultural context of Aotearoa New Zealand Analyse and appropriately use assessment information which has been gathered formally and informally Use critical inquiry and problem solving effectively in their professional practice 10 11 12 Page 9 of 32 Option Two: Backward mapping the evidence Collecting and having a conversation about evidence of your extraordinary, everyday practice, connecting your practice to the RTC and how LJŽƵƌƉƌĂĐƚŝĐĞĂŶĚƚŚĞZdƐƌĞůĂƚĞƚŽdĈƚĂŝĂŬŽ͘ Goals: WĈnanga Ako WĈnanga Tangata whenuatanga Tangata whenuatanga Ako Manaakitanga Ako WĈnanga Ako Tangata whenuatanga Manaakitanga Whanaungatanga dĈƚĂŝĂŬŽ: Cultural competency RTC
Evidence sources 1
2
3
relationships
well being
Treaty
4
ongoing
PD
5
leadership
6
learning
plans
7
engagement 8
learning 9
diversity 10
11
12
bicultural
assessment
inquiry
Page 10 of 32 Option Three: Backward Mapping Evidence for Registered Teacher Criteria and ¢–ƒ‹ƒ‘ Goals: Whanaungatanga: Relationships (students, school wide, community) with high expectations RTC Criteria 1 Establish and maintain effective professional relationships focused on the learning and well-­‐being of all ĈŬŽŶŐĂ RTC Criteria: Professional relationships and professional values RTC Indicators Necessary and sufficient evidence i. engage in ethical, respectful, positive and collaborative professional relationships with: ʹ Ĉkonga ʹ teaching colleagues, support staff and other professionals ʹ whĈnau and other carers of Ĉkonga ʹ agencies, groups and individuals in the community Feedback from learners, ƉĂƌĞŶƚƐͬǁŚĈŶĂƵĂŶĚĐŽůůĞĂŐƵĞƐ
using interviews/surveys Page 11 of 32 How will I organise my evidence? e.g. upload to online Ako: Practice in the classroom and beyond RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice Necessary and sufficient RTC Indicators How will I organise my evidence? RTC Criteria evidence 4 Demonstrate i. identify professional learning goals in consultation with colleagues commitment to ongoing ii. participate responsively in professional learning professional learning and opportunities within the learning community development of personal iii.
initiate learning opportunities to advance personal professional practice professional knowledge and skills 6 Conceptualise, plan and i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement an appropriate implement them in their practice learning programmes ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents 8 Demonstrate in practice ŝ͘ĞŶĂďůĞĈŬŽŶŐĂƚŽŵĂŬĞĐŽŶŶĞĐƚŝŽŶƐďĞƚǁĞĞŶƚŚĞŝƌƉƌŝŽƌ
experiences and learning and their current learning their knowledge and activities understanding of how ŝŝ͘ƉƌŽǀŝĚĞŽƉƉŽƌƚƵŶŝƚŝĞƐĨŽƌĈŬŽŶŐĂƚŽĞŶŐĂŐĞǁŝƚŚ͕ƉƌĂctise ĈŬŽŶŐĂůĞĂƌŶ and apply new learning to different contexts ŝŝŝ͘ĞŶĐŽƵƌĂŐĞĈŬŽŶŐĂƚŽƚĂŬĞƌĞƐƉŽŶƐŝďŝůŝƚLJĨŽƌƚŚĞŝƌŽǁŶ
learning and behaviour ŝǀ͘ĂƐƐŝƐƚĈŬŽŶŐĂƚŽƚŚŝŶŬĐƌŝƚŝĐĂůůLJĂďŽƵƚŝŶĨŽƌŵĂƚŝŽŶĂŶĚ
ideas and to reflect on their learning 12 Use critical inquiry and problem solving effectively in their professional practice i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from other members of the learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice ĂŶĚƚŚĞĂĐŚŝĞǀĞŵĞŶƚŽĨĈŬŽŶŐĂ Page 12 of 32 Manaakitanga: Values ʹintegrity, trust, sincerity, equity RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice RTC Criteria RTC Indicators Necessary and sufficient evidence How will I organise my evidence? 2 Demonstrate commitment to i. take all reasonable steps to Feedback from learners, provide and maintain a teaching promoting the well-­‐being of all ƉĂƌĞŶƚƐͬǁŚĈŶĂƵĂŶĚĐŽůůĞĂŐƵĞƐ and learning environment that is ĈŬŽŶŐĂ Learner progress and achievement physically, socially, culturally and emotionally safe ii. ii acknowledge and respect the languages, heritages and cultures of all Ĉkonga iii. iii comply with relevant regulatory and statutory requirements 7 Promote a collaborative inclusive and supportive learning environment i.
ii.
demonstrate effective management of the learning setting which incorporates successful strategies to engage ĂŶĚŵŽƚŝǀĂƚĞĈŬŽŶŐĂ ii. foster trust, respect and cooperation with and among ĈŬŽŶŐĂ Page 13 of 32 Tangata Whenuatanga: Place based, socio-­‐cultural awareness and knowledge RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice RTC Criteria RTC Indicators Necessary and sufficient evidence How will I organise my evidence? i. demonstrate respect for the heritages,
3 Demonstrate commitment to languages and cultures of both partners
bicultural partnership in to the Treaty of Waitangi
Aotearoa New Zealand 9 Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ĈŬŽŶŐĂ i. demonstrate knowledge and
understanding of social and cultural
influences on learning, by working
effectively in the bicultural and
multicultural contexts of learning in
Aotearoa New Zealand
ii. select teaching approaches, resources,
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Page 14 of 32 Wananga: Communication, problem solving, innovation RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice RTC Criteria RTC Indicators Necessary and sufficient evidence How will I organise my evidence? i. actively contribute to the professional
5 Show leadership that learning community undertake areas of
contributes to effective responsibility effectively
teaching and learning. i. analyse assessment information to identify
11 Analyse and appropriately progress and ongoing learning needs of
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12 Use critical inquiry and problem solving effectively in their professional practice i.
ii.
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systematically and critically engage with
evidence and professional literature to reflect
on and refine practice
respond professionally to feedback from other
members of the learning community
iii. critically examine their own beliefs,
including cultural beliefs, and how they
impact on their professional practice and the
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Page 15 of 32 Evaluating our evidence Complete this task for each member of the group 1. Take the evidence provided by one of your group of 3 or 4. 2. Check which RTC he/she believes the evidence demonstrates the extent to which they are met. 3. Talk about the evidence to see whether you are reasonably convinced that it is necessary and sufficient ʹ check off each of ƚŚĞƌĞůĞǀĂŶƚZdŝŶĚŝĐĂƚŽƌƐĂŶĚdĈƚĂŝĂŬŽ (Back map) you could use one of the analysis tools on pages 4. Identify any necessary or sufficiency gaps/surpluses 5. If there are gaps in your opinion, be explicit about what would be needed to fill the gaps and meet the necessary and sufficiency requirements. If some things are irrelevant, be explicit about why you think that they are unnecessary 6. Discuss your views with the others in the group. 7. Reach agreement about both 1. and 4. 8. Consider how all the evidence might be organised over time 9. Repeat with the evidence provided by another in the group Page 16 of 32 An inquiry minded approach Ȃ using evidence to set my goals What are the priorities for my priority learners? How are they going in relation to these priorities?
What are my learning needs? What therefore are my learning goals?
What effect did it have on me as a teacher?
Using evidence
What effect did my changed teaching have on outcomes for my learners?
Planning and participating in professional learning
Changed teacher knowledge and actions
Page 17 of 32 Appraisal Components Performance Management
Appraisal Report
Overall evaluative judgements/statements
Key strengths
Next steps/concerns
Support to be provided
Renewal of Practising Certificate
(every 3 years)
Attestation (annual for pay progression)
Appraisal linked to learner outcomes (annual for growth and development) Alignment to TĈƚĂŝĂŬŽ
Process
Appraisal Discussions
Criteria established
Interpreting evidence
Goal setting
Affirmation
Indicators of success identfied
Feedback
Timeframes and actions identified
Next steps
Support to be provided
Evidence Collected (learning portfolio)
Teaching as Inquiry
Observations /feedback
Evidence of learning Student voice Informal feedback Contribution to wider school -­‐ feedback from other staff
Page 18 of 32 What I might talk to my appraiser about 1. The progress of ŵLJĈŬŽŶŐĂhave made so far this year. Especially my priority learners. How I know how they are progressing. 2. The extent to which my ĈŬŽŶŐĂcan talk about their learning in ways that indicate the growth of self-­‐
regulation and key competencies and that their culture, identity and languages are respected. 3. My inquiry. How it is going. What I have noticed about my changed practice and the impact on my ĈŬŽŶŐĂ͘ 4. The various sources and perspectives I have used in my evidence. 5. Reflecting on this evidence, how has it impacted on my practice and what might my next steps will be. 6. How all of my evidence provides information that will help me set my next learning goal/inquiry into practice? 7. How what I have shared with my appraiser shows how I have met the RTC and the dĈtaiako Cultural Competencies? 8. The RTC not represented in my evidence to date and what I might need to do about this. . Page 19 of 32 Appraisal Summary Report Date Appraisee: Appraiser: List of evidence verified by appraiser These aspects are independently verified as being completed during the appraisal period (keep files accessible for review) Evidence sources Perspectives (listed) e.g. Students, colleagues, parents Lesson observations and reflection / discussions Student evaluations and feedback Analysis of summative student achievement Inquiry Portfolio General Review -­‐ appraisee to complete Aspects of the year that were most rewarding or satisfying and why Aspects of the year that were the least rewarding or satisfying and why Page 20 of 32 Relevant self-­‐
reviews completed Teacher planning and assessment documentation Summary of achievement of professional responsibilities -­‐ appraisee/appraiser to complete after discussion -­‐ Related to the Responsibilities and Registered Teacher Criteria dĈƚĂŝĂŬŽͬZd Whanaungatanga (RTC 1) Comments (Impact on learners) Next steps (for teaching and learning) Ako (RTC 4,6,8,and 12) Tangata Whenuatanga (RTC 3,9 and 10) Manaakitanga (RTC 2, 7) tĈŶĂŶŐĂ;Zdϱ͕ϭϭĂŶĚϭϮͿ Evaluation of inquiry /goals -­‐ appraisee/appraiser to complete after discussion Objective (copy and paste from Portfolio) Evaluation / Comment on achievement Areas for future development -­‐ appraisee/appraiser to complete after discussion Page 21 of 32 Closing remarks -­‐ appraiser to complete after discussion With reference to the evidence and discussion between appraisee and appraiser all RTC have been met. OR With reference to the evidence and discussion between appraisee and appraiser the following RTC have not been met. Signatures ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙ Appraiser ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘͘ Date ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙ Appraisee ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘͘ Date ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙ Principal ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘͘ Date Page 22 of 32 Second PLG Preparation 1. Start to build your portfolio of evidence. 2. Use the inquiry cycle to start identifying your goals for professional growth PLG Meeting #2 Task 1. Bring along your portfolio of evidence referenced to the RTC and dĈƚĂŝĂŬŽĂŶĚŵŽƌĞĂĚĞƋƵĂƚĞƚŚĂŶůĂƐƚ
time 2. Each participant will share their evidence and the group will ask questions about what the evidence shows (think about impact evidence) 3. What are the gaps in the evidence and what might each of you do to address any gaps in evidence? 4. How are you using your evidence to strengthen your practice? Share your goals. Page 23 of 32 Appendix One: A Teachers Voice: What is Evidence? Introduction I engage in an appraisal of my professional practice using the RTC every year and the process I engage in helps me learn and grow professionally. As part of my on-­‐going engagement in this process and based on the evidence I bring to appraisal discussions, my appraiser and I can be confident that my practice meets all the criteria and I can therefore expect my appraiser to endorse my application for the renewal of my practising certificate. This paper considers what that evidence for my appraisal could look like, who should collect it, and how it might be assembled and curated. I start by thinking about two key ideas: ongoing professional learning and professional accountability. These concepts are both inextricably linked components of professionalism and evidence related to both is required for any reasonable demonstration of meeting the RTC. I begin with the concept of professional growth because professional growth is central to who I am as a teacher. I want to learn and grow so that I can make the biggest difference possible for all learners, especially learners who struggle. Because I am serious about growth, I think about how I evaluate my practice, what aspects of teaching I am strong in and what aspects I think I can see room for development. This ongoing process of self-­‐review and evaluation means that I naturally collect evidence of my practice in order to grow and develop as a teacher. Professional Growth Criterion 12: use critical inquiry and problem-­‐solving effectively in my professional practice RTC 12 requires me to demonstrate that I am engaged in meaningful learning about how to strengthen my teaching. What are the conditions that might be necessary and sufficient to provide compelling evidence that I am doing this? For this RTC ŝƚŝƐŶŽƚĞŶŽƵŐŚũƵƐƚƚŽĚĞŵŽŶƐƚƌĂƚĞƚŚĂƚŵLJĈŬŽŶŐĂĂƌĞŵĂŬŝŶŐƉƌŽŐƌĞƐƐŽƌĂĐĐĞůĞƌĂƚŝŶŐƚŚĞŝƌůĞĂƌŶŝŶŐ͘dŚŝƐŶĞĞĚƐƚŽďĞ
connected to actions I have taken to strengthen my teaching. So, this means that I will need evidence of: ʹ
ʹ
ʹ
ʹ
ʹ
changes in learner outcomes that are directly related to the aspect of my teaching that I am attempting to improve what I have been attempting to learn to do differently how I have thought about and modified my planning and teaching in order to improve outcomes for my ĈŬŽŶŐĂ ŵLJĂŶĂůLJƐŝƐŽĨƚŚĞĞdžƚĞŶƚƚŽǁŚŝĐŚŵLJĐŚĂŶŐĞĚƉƌĂĐƚŝĐĞŵĂĚĞĂĚŝĨĨĞƌĞŶĐĞƚŽŵLJĈŬŽŶŐĂůĞĂƌŶŝŶŐ my thinking and reflection about my own learning and my inquiry ʹ which might be revealed in my planning It is likely that the evidence I collect for my own purposes for a growth oriented inquiry will go a long way to providing all the evidence I need to also demonstrate the extent to which I am meeting the rest of the RTC. Accountability The material that is gathered though my appraisal process must provide necessary and sufficient evidence that any ƌĞĂƐŽŶĂďůĞƉĞƌƐŽŶǁŽƵůĚĐŽŶƐŝĚĞƌĂĐŽŵƉĞůůŝŶŐĐĂƐĞƚŚĂƚƚŚĞZdŚĂǀĞĂůůďĞĞŶŵĞƚ͘dŚĞƚĞƌŵƐ͚ŶĞĐĞƐƐĂƌLJ͛ĂŶĚ͚ƐƵĨĨŝĐŝĞŶƚ͛
to capture the essence of what is needed. Page 24 of 32 Firstly I need to understand what a picture oĨǁŚĂƚ͚ŐŽŽĚ͛ƚĞĂĐŚŝŶŐůŽŽŬƐůŝŬĞƚŚĂƚŵĂƉƐĂŐĂŝŶƐƚŽƵƌĐŽƵŶƚƌLJ-­‐wide description of what professional teaching looks like -­‐ the RTC. Once I am confident that I have a sound understanding of ͚ŐŽŽĚ͛/ĐĂŶƚŚĞŶĐŽŶƐŝĚĞƌƚŚĞĞǀŝĚĞŶĐĞƚŚĂƚ/ŵŝŐŚƚŐĂƚŚĞƌƚŽĞǀĂluate my own practice. The first question I need to consider is how the appraisal evidence that I have curated over time demonstrate that I meet ƚŚĞZd͚ǁŚĂƚĞǀŝĚĞŶĐĞŝƐŶĞĐĞƐƐĂƌLJŝŶŽƌĚĞƌƚŽŵĂŬĞĂũƵĚŐĞŵĞŶƚĂďŽƵƚǁŚĞƚŚĞƌ/ŚĂǀĞŵĞƚƚŚĞZd͍͛ This question should easily be answered if I have have engaged in appraisal that has allowed me to grow as a teacher, been thoughtful about my annual appraisal, and back mapped my evidence to the RTC. Necessary and sufficient to meet the dual purposes of appraisal The evidence that is necessary for me to participate in a meaningful appraisal that meets the dual purposes of appraisal requires me to have an inquiry minded approach to my practice. I must first consider the needs of my ĈŬŽŶŐĂ͕ĂŶĚŝŶ
ƉĂƌƚŝĐƵůĂƌŵLJƉƌŝŽƌŝƚLJĈŬŽŶŐĂ͘/ŶĞĞĚƚŽƚŚŝŶŬĂďŽƵƚŚŽǁŵLJĈŬŽŶŐĂĂƌĞŐŽŝŶŐŝŶƌĞůĂƚŝŽŶƚŽǀĂůƵĞĚŽƵƚĐŽŵĞƐ͘/ŶĞĞĚƚŽ
think about how my planning and my teaching practice impact on valued outcomes. It is likely that I will have evidence of: x
x
x
x
Learner progress and achievement across time and across the curriculum My teaching practice dŚĞǁĂLJŝŶǁŚŝĐŚ/ƉůĂŶƚŽŵĞĞƚƚŚĞůĞĂƌŶŝŶŐŶĞĞĚƐŽĨŵLJĈŬŽŶŐĂ How I engage with my colleagues to solve learning issues dŚĞŝĚĞĂŽĨ͚ƐƵĨĨŝĐŝĞŶƚ͛ƉƵƚƐďŽƵŶĚƐŽŶhow much evidence I need. My evidence needs to be compelling not only to me and to my appraiser. I need to have confidence that what I think is necessary and sufficient is also shared by these other two legitimately interested stakeholders in the professioŶ͘/Ĩ/ŚĂǀĞĂůůƚŚĞŶĞĐĞƐƐĂƌLJĞǀŝĚĞŶĐĞ͕/ĚŽŶ͛ƚǁĂŶƚĂŶLJŵŽƌĞƵŶůĞƐƐ/
want to use it for my own growth and development. What evidence will be necessary and sufficient to demonstrate both the professional growth and the accountability purpose of appraisal? DLJĈŬŽŶŐĂ͛ƐƉƌŽŐƌĞƐƐŽƌĂĐŚŝĞǀĞŵĞŶƚ͕ĞƐƉĞĐŝĂůůLJƚŚĞƉƌŽŐƌĞƐƐŽĨĈŬŽŶŐĂǁŚŽĂƌĞƐƚƌƵŐŐůŝŶŐŝƐĂĐƌŝƚŝĐĂůƐŽƵƌĐĞŽĨĞǀŝĚĞŶĐĞ
about my practice. DLJĈŬŽŶŐĂďĞŝŶŐĂďůĞƚŽĚĞŵŽŶƐƚƌĂƚĞͬĚĞƐĐƌŝďĞƚŚĞƋƵĂůŝƚŝĞƐƚŚĂƚĂƌĞĞdžƉĞĐƚĞĚŽĨƐƚƵĚĞŶƚƐůĞĂƌŶŝŶŐǁŝƚŚŝŶƚŚĞǁŚole curriculum ʹ dĞtŚĂƌŝŬŝ͕E͕ŝƐĂůƐŽŝŵƉŽƌƚĂŶƚĨŽƌŵĞƚŽĞǀŝĚĞŶĐĞ͘dŚŝƐŝƐŽĨƚĞŶĚĞƐĐƌŝďĞĚĂƐ͚ƐƚƵĚĞŶƚǀŽŝĐĞ͛ĂŶĚŶĞĞĚƐƚŽ
be evidenced in ways that are relevant for my setting. ŬŽŶŐĂ͕ƉĂƌĞŶƚƐĂŶĚǁŚĈŶĂƵǀŽŝĐĞƐĂƌĞĂůƐŽŝŵƉŽƌƚĂŶƚƐŽƵƌĐĞƐŽĨĞǀŝĚĞŶĐe and will indicate the extent to which I: ‡
‡
‡
ĂĐƚŝǀĞůLJŝŶǀŽůǀĞĈŬŽŶŐĂĂŶĚďƵŝůĚŽŶǁŚĂƚƚŚĞLJďƌŝŶŐƚŽƚŚĞŝƌůĞĂƌŶŝŶŐ͕ ƌĞƐƉĞĐƚĂŶĚĂĨĨŝƌŵĈŬŽŶŐĂĂŶĚƚŚĞŝƌǁŚĈŶĂƵĨŽƌǁŚŽƚŚĞLJĂƌĞ͕ ĞŶƐƵƌĞƚŚĂƚĂƐĈŬŽŶŐĂĞŶƚĞƌĂŶĚƉƌŽŐƌĞƐƐƚŚĞLJĐĂŶĚĞƐĐƌŝďĞǁŚĂƚƚŚĞLJĂƌĞůĞarning, why it is important that they learn it, how they are learning it, how they know when they are making progress, Additional, correlating evidence might come from other sources. The correlation of evidence will give me, my appraiser and consequently the New Zealand Teachers Council confidence that I am engaged in ongoing meaningful professional learning and that my teaching practice meets the RTC. Figure One encapsulates the range of sources for evidence and what that evidence might show. Page 25 of 32 . Figure 1: Types of Evidence My Evidence Shows
Focus
Outcomes
Impact on child/student learning /ŵƉĂĐƚŽŶƚŚĞŽƌŐĂŶŝƐĂƚŝŽŶ͛ƐĐƵůƚƵƌĞ
ʹ
ʹ
ʹ
ʹ
ƐƐĞƐƐŵĞŶƚŝŶĨŽƌŵĂƚŝŽŶ
ŚŝůĚͬƐƚƵĚĞŶƚsŽŝĐĞ
WĂƌĞŶƚͬǁŚĈŶĂƵǀŽŝĐĞ ŽůůĞĂŐƵĞǀŽŝĐĞ
Teaching Actual Teaching Practice Interactions with other staff, ƉĂƌĞŶƚƐͬǁŚĈŶĂƵ
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ʹ
ʹ
ʹ
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dĞĂĐŚŝŶŐͬ>ĞƐƐŽŶŽďƐĞƌǀĂƚŝŽŶ ŚŝůĚͬƐƚƵĚĞŶƚǀŽŝĐĞ
WĂƌĞŶƚͬǁŚĈŶĂƵǀŽŝĐĞ dĞĂĐŚĞƌǀŽŝĐĞ
ŽůůĞĂŐƵĞǀŽŝĐĞ
Teacher conception ʹ
ʹ
^ŚŽƌƚĂŶĚ>ŽŶŐƚĞƌŵƉůĂŶŶŝŶŐ WůĂŶŶŝŶŐĨŽƌdĞĂĐŚĞƌ/ŶƋƵŝƌLJŽƌ
^ĞůĨZĞǀŝĞǁ
ZĞƐŽƵƌĐĞƐ
ĞŶƚƌĞͬĐůĂƐƐƌŽŽŵĞŶǀŝƌŽŶŵĞŶƚ
Planning
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ĞƐƉŽƵƐĞĚƚŚĞŽƌLJŽĨƚĞĂĐŚŝŶŐ
ĂŶĚůĞĂƌŶŝŶŐ ʹ
espoused theory of professional relationships
Page 26 of 32 Sources Of Evidence
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Who gathers the evidence? I am responsible for ensuring evidence is gathered and curated but how this is carried out will need to align with my centre ĂŶĚͬŽƌŵLJƐĐŚŽŽů͛ƐƉƌŽĐĞƐƐĞƐ͘ As part of gathering evidence I will request that someone (maybe my appraiser) carries out classroom observations, or analyses my video of aspects of my practice, so that I can get a better picture of the extent to which I am actually doing ǁŚĂƚ/ǁĂŶƚƚŽďĞĚŽŝŶŐ͙ĂƐĂƉĂƌƚŽĨŵLJŝŵƉƌŽǀĞŵĞŶƚĞŶĚĞĂǀŽƵƌ͘ How do I organise my evidence? It is likely that I have made some key decisions about how to organise my evidence. I have explored both hard copy and ŽŶůŝŶĞŽƉƚŝŽŶƐƐƵĐŚĂƐ'ŽŽŐůĞ^ŝƚĞ͕KŶĞEŽƚĞ͕DŽŽĚůĞ͕ůŽŐŐĞƌ͙ I will have discussed with my colleagues what to curate into my online package of evidence that shows how I meet the RTC and my learning journey overtime. My evidence is likely to include: ʹ
ʹ
ʹ
ʹ
/ŵƉĂĐƚŽŶĈŬŽŶŐĂ;ůĞĂƌŶŝŶŐ͕ǁĞůůďĞŝŶŐĂŶĚĞŶŐĂŐĞŵĞŶƚͿ ZĞůĂƚŝŽŶƐŚŝƉƐǁŝƚŚŵLJĈŬŽŶŐĂ͕ƉĂƌĞŶƚƐͬtŚĈŶĂƵĂŶĚĐŽůůĞĂŐƵĞƐ Inquiry into practice (my professional learning focus) A record of my professional learning and its impact on my practice Table One shows how I can think about necessary and sufficient evidence in a more holistic way. I can map my evidence to ĐůƵƐƚĞƌƐŽĨZdĂůŝŐŶĞĚƚŽƚŚĞĐƵůƚƵƌĂůĐŽŵƉĞƚĞŶĐŝĞƐŽĨdĈƚĂŝĂŬŽ͘ ƐĂƌĞƐƵůƚŽĨŵĂƉƉŝŶŐŵLJĞǀŝĚĞŶĐĞƚŽƚŚĞZdĂŶĚdĈƚĂŝĂŬo I may see that I have goals that I need to work towards to better demonstrate how I meet the RTC. I may also notice what I could work on to improve my practice. How does the appraiser become convinced by my evidence? My appraiser will need to be able to talk with me about my evidence to validate it and we will need to reach a conclusion about the extent to which it shows how I am meeting the RTC. This validation process will happen through the quality of the evidence I provide, triangulated with information from agreed or incidental information gathering during the year: &ŽƌĞdžĂŵƉůĞ͕ŝĨ/ƉƌŽǀŝĚĞĂŶĂŶĂůLJƐŝƐŽĨĂƐƐĞƐƐŵĞŶƚŝŶĨŽƌŵĂƚŝŽŶĂďŽƵƚƚŚĞƉƌŽŐƌĞƐƐĂŶĚĂĐŚŝĞǀĞŵĞŶƚŽĨŵLJƉƌŝŽƌŝƚLJĈŬŽŶŐĂ͕
then the appraiser can clearly see and check the extent to which priority groups have made progress. This can be ĐŽƌƌĞůĂƚĞĚǁŝƚŚƚŚĞĞǀŝĚĞŶĐĞĨƌŽŵƐƚƵĚĞŶƚ;ĂŶĚƉŽƐƐŝďůLJƉĂƌĞŶƚͿǀŽŝĐĞĨƌŽŵƚŚŽƐĞƉƌŝŽƌŝƚLJĈŬŽŶŐĂ͘ Part of the triangulation process will also happen informally over the course of the year. For example, appraisers may also observe things like the levels of akonga engagement, and how akonga respond to questions about what they are doing. Inevitably they will also notice staff interactions, contributions and collaborations. The evidence I provide together with mLJĂƉƉƌĂŝƐĞƌ͛ƐŽďƐĞƌǀĂƚŝŽŶƐĂŶĚĚŝƐĐƵƐƐŝŽŶƐŶĞĞĚƚŽƉƌŽǀŝĚĞĞŶŽƵŐŚĞǀŝĚĞŶĐĞĨŽƌŵĞ
and my appraiser to endorse my practice and we need to be able to discuss any apparent discrepancies to the stage where we both agree if any other evidence is necessary before forming a final view.
Page 27 of 32 Table One: Backward Mapping Evidence for Registered Teacher Criteria and dĈƚĂŝĂŬŽ Whanaungatanga: Relationships (students, school wide, community) with high expectations RTC Criteria: Professional relationships and professional values RTC Indicators Necessary and sufficient evidence a blish and maintain effective fessional relationships focused he learning and well-­‐being of all ŶŐĂ ii. engage in ethical, respectful, positive and collaborative professional relationships with: ʹ Ĉkonga ʹ teaching colleagues, support staff and other professionals ʹ whĈnau and other carers of Ĉkonga ʹ agencies, groups and individuals in the community Feedback from ĈŬŽŶŐĂ, ƉĂƌĞŶƚƐͬǁŚĈŶĂƵĂnd colleagues using interviews/surveys Page 28 of 32 How will I organise my evide
e.g. upload to online Ako: Practice in the classroom and beyond RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice RTC Indicators Necessary and sufficient evidence How will I organise my
a monstrate iv. identify professional learning goals in consultation with colleagues mmitment to ongoing v. participate responsively in professional learning fessional learning and opportunities within the learning community elopment of personal vi.
initiate learning opportunities to advance personal fessional practice professional knowledge and skills ii. articulate clearly the aims of their teaching, give
ceptualise, plan and sound professional reasons for adopting these aims,
lement an appropriate and implement them in their practice
ning programmes ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents monstrate in practice ŝ͘ĞŶĂďůĞĈŬŽŶŐĂƚŽŵĂŬĞĐŽŶŶĞĐƚŝŽŶƐďĞƚǁĞĞŶƚŚĞŝƌ
prior experiences and learning and their current r knowledge and learning activities erstanding of how ŝŝ͘ƉƌŽǀŝĚĞŽƉƉŽƌƚƵŶŝƚŝĞƐĨŽƌĈŬŽŶga to engage with, ŶŐĂůĞĂƌŶ practise and apply new learning to different contexts ŝŝŝ͘ĞŶĐŽƵƌĂŐĞĈŬŽŶŐĂƚŽƚĂŬĞƌĞƐƉŽŶƐŝďŝůŝƚLJĨŽƌƚŚĞŝƌŽǁŶ
learning and behaviour ŝǀ͘ĂƐƐŝƐƚĈŬŽŶŐĂƚŽƚŚŝŶŬĐƌŝƚŝĐĂůůLJĂďŽƵƚŝŶĨŽƌŵĂƚŝŽŶĂŶĚ
ideas and to reflect on their learning critical inquiry and blem solving ctively in their fessional practice i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from other members of the learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional ƉƌĂĐƚŝĐĞĂŶĚƚŚĞĂĐŚŝĞǀĞŵĞŶƚŽĨĈŬŽŶŐĂ Page 29 of 32 Manaakitanga: Values ʹintegrity, trust, sincerity, equity RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice a RTC Indicators Necessary and sufficient evidence How will I organise my evid
monstrate commitment to iv. take all reasonable steps to Feedback from ĈŬŽŶŐĂ, provide and maintain a teaching moting the well-­‐being of all ƉĂƌĞŶƚƐͬǁŚĈŶĂƵĂŶĚĐŽůůĞĂŐƵĞƐ and learning environment that is ŶŐĂ Learner progress and achievement physically, socially, culturally and emotionally safe v. ii acknowledge and respect the languages, heritages and cultures of all Ĉkonga vi. iii comply with relevant regulatory and statutory requirements mote a collaborative inclusive supportive learning ironment iii. demonstrate effective management of the learning setting which incorporates successful strategies to engage ĂŶĚŵŽƚŝǀĂƚĞĈŬŽŶŐĂ iv. ii. foster trust, respect and cooperation with and among ĈŬŽŶŐĂ Page 30 of 32 Tangata Whenuatanga: Place based, socio-­‐cultural awareness and knowledge RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice a RTC Indicators Necessary and sufficient evidence How will I organise my evid
ii. demonstrate respect for the heritages,
monstrate commitment to languages and cultures of both partners
ultural partnership in to the Treaty of Waitangi
earoa New Zealand pond effectively to the erse language and cultural eriences, and the varied ngths, interests and needs ndividuals and groups of ŶŐĂ iv. demonstrate knowledge and
understanding of social and cultural
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Aotearoa New Zealand
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Page 31 of 32 Wananga: Communication, problem solving, innovation RTC Criteria: : Professional relationships and professional values; Professional knowledge in practice a RTC Indicators Necessary and sufficient evidence How will I organise my evid
ii. actively contribute to the professional
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Page 32 of 32