The last couple of years have seen me do a bit of thinking and presenting in the area of eportfolios. Most of that has been when I am working alongside schools rather than in them. So now as a principal at Kumeroa-Hopelands School I am faced with the coal face of implementation. At this point in time we are not in a position to consider implementing eportfolios with our students. However as part of the school self-review, performance appraisal system was reviewed and updated which gave us a timely opportunity to have a go.
Step one was to co-construct with staff the relationships between teacher inquiry, the Registered Teacher Criteria, the Professional Standards and the cultural competencies as described in Tataiako. Staff created a model, using an inquiry model as central to their thinking and adding on the competencies and criteria to show how they all came together. This was a hugely worthwhile self-review process especially when teachers articulated the reasons why they placed or showed the relationships between the 3 areas. Justifying their choices painted a really interesting view on their beliefs about teaching and learning. An example of this is shown below.
As to the reason why we did this is pretty simple, I believe that an authentic and rich teaching as inquiry approach to teacher practice will demonstrate all of the registered teacher criteria and the cultural competencies and in doing so will provide all of the reflective evidence that teachers require to demonstrate their competency. Especially relevant when two of your teachers are PRTs.
Step two for me was to use the outcomes of the review clarify the processes, relationships and key areas of the performance management process. I think in pictures so created a graphic to show these relationships. Central to the performance management is teachers engaging in teaching as inquiry. This relates directly back to their performance agreement which in turn relates back to the annual and strategic goals in the charter which in turn relates back to the teachers analysis of student achievement data both formal and informal. The key relationships to me are that the whole process is supported by relevant professional learning and development and that all relates to improving outcomes for learners.
Step three saw this feed into a matrix which showed the relationship between the performance standards, RTCs, teacher inquiry and Tataiako (big thanks to Regan and staff at Koputaroa for some great work here). This provided a more linear and usable view.
Step four involved transferring the all elements to an online space which for us is a Google Site. This best demonstrated by having a look at the basic empty site template which illustrates the matrix and how there is an expectation that staff are aligning their reflections to the PS, RTC, TAI and Cultural Competencies.
So what have we learnt so far?
- Having an online space to collate all of this documentation for both registration and appraisal purposes has many benefits including anytime, anywhere access, the ability for mentors to provide feedback, and the ease at which evidence can be linked to, uploaded or embedded.
- That we have lots of ongoing unpacking to do around the relationship between our practice and the PS, RTC, TAI and Cultural Competencies. At the moment we are skimming the surface of acknowledging these in our practice and require more practice and support in getting this right.
- Acknowledging that teachers reflect in different ways and through different methodologies. For example would you prefer to simply list the cultural competencies as outlined in Tataiako and reflect against these on a given schedule? Or would you prefer to reflect as and when required and then indicate if these reflections demonstrate or fit with the competencies?
And where to next?
- Engaging external expertise, especially in the area of Tataiako, to deepen our understanding of the Cultural Competencies.
- Develop some kind of micro self-review system so that we can clearly identify areas of weakness and where we need to develop further.
- Review the whole set-up with staff towards the end of 2012.