This year we have recrafted our approach to teacher as inquiry (TAI) and its relationship to the school’s performance management process for teachers. There had always been a relationship between the two but now rather than being two separate systems and/or sets of documents, they are one in the same with a professional blog/portfolio being the container for all the important bits such as reflections, evidence and next steps.
Why have we done it this way? The approach is based on the underlying philosophy that a well planned and responsive TAI allows all teachers to demonstrate, first and foremost, the attributes of being an effective teacher of their students, and secondly, to show how they are meeting the various Professional Standards, Registered Teacher Criteria and Tataiako Cultural Competencies. So our starting point for an effective performance management process is an effective TAI, not a checklisty/compliance approach. It is strongly embedded in a ‘teacher agency’ professional autonomy approach too.
What does it look like? We retained all the successful things that were part of the previous inquiry approach. These included:
- Three in-school PLG meetings each term dedicated to teachers sharing progress towards their TAI targets
- Funding for each staff member to purchase professional texts and resources to support their TAI
- Personal Learning Opportunity (PLO) release for staff to research and/or visit expertise and sites of best practice related to their TAI
We also added in some additional components to inform our theory of action:
- Release for staff to deliberately gather student voice.
- Videoing of teaching for analysis.
Finally, we clearly set out the timeframe so that Term 1 was put aside for the focusing and teaching inquiry, terms 2 and 3 for the learning inquiry, and term 4 is all about summarising, sharing and celebrating progress.
You can check out this diagram to see what the process looks like over the first couple of terms in the year.
What did we get rid of? Nothing has been removed completely i.e. appraisal meetings, observations and walkthroughs still feature, it is just that hese have been streamlined and aligned to TAI. The major change that we have made is that the focus of the teacher’s TAI is the focus of their goals – their are no unrelated goals. Additionally, the term ‘goal’ is used quite broadly – there are no actual documented goals, rather there is a theory of action and falling out of that are the actions (i.e. goals) a teacher is working towards achieving.
So how does fit with performance management/appraisal? Individual teachers still have an appraisal document (overseen by the school’s Teacher Performance Appraisal Procedure) which like any, summarises the process, their position at the school and provides a timeline. But that is all it does, everything else, including reflections, observation notes and professional learning is in the portfolio.
The ‘usefulness’ of the TAI blog i.e. its ability to show how teachers are meeting their inquiry expectations, professional standards (PS), registered teacher criteria (RTC) and cultural competencies (CC) – all for their ongoing development, appraisal and registration purposes, is based on the approach that every time they post to their blog (evidence, a reflection, student voice etc), teachers critically reflect on which of the PS, RTC, CC they are meeting and show this in their blog.
This is done by using the labels feature in Blogger (our logical tool as a Google Apps for Ed school). Labels are like tags or key words related to a post. Teachers can use labels to show which of the PS, RTC and CC they are meeting. By approaching and setting up a blog in this way, teachers will essentially create an index, allowing them and their appraiser the ability to find evidence of progress and achievement against the PS, RTC, CC as well as their inquiry. The appraiser can also jump in there and add comments, post observation narratives, images and video too.
Tbroughtout the process, teachers need to ask themselves these questions:
- What professional standards am I working towards/meeting/demonstrating in this post?
- What Registered Teacher Criteria am I working towards/meeting/demonstrating in this post?
- What cultural competencies am working towards/meeting/demonstrating in this post?
- What aspects of TAI am I working towards/meeting/demonstrating in this post?
There is a full breakdown of how to set up a blog as described above and also how to make it private and readable by only those you choose.
What are the implications? This process puts the PS, RTC, CC into the everydayness of a TAI. Therefore teachers need to have a good grasp of what the PS, RTC, CC are, what they mean and what they look like in practice. For us that means unpacking certain elements of these and listing the everyday teaching and learning approaches and strategies that reflect that areas to bring them to the forefront of consciousness.
To date the other major implication, which is not at all exclusive to this context, is the questioning of staff to each other to encourage us to continue, to force us to be honest, to suggest alternative interpretations and to prevent us from getting stuck.
Finally, this has not been an issue at all for us, part it has been questioned how this system would work if there was a question of competency with a staff member. While this has not been tested I do not see it as an issue. The process includes a ‘measure’ against the professional standards and other relevant criteria and when combined with the day to day observations and conversations that take place in a school, there is plenty of scope to identify an issues of competency.
What have been the outcomes to date? Here are a couple of screen shots of the portfolios to date.
What next? The system is established and time is required to allow the portfolios to develop and show their potential as teacher use them to show progress towards their TAI targets.
The challenge for me is to ensure that I regularly get into the blogs and provide encouragement and feedback/feedforward to teachers, supporting them and acknowledging the great work that they are doing.