Tag Archives: appraisal

Teacher Inquiry – have we got the right timeframe?

We made a deliberate decisions this year to split our professional inquiries into two distinct parts, aligned to the professional development we were engaging in as a staff. Term 1 & 2 – an inquiry focused on literacy, Term 3 & 4 – an inquiry focused on maths. As we have wrapped up our literacy inquiries and transitioned from one inquiry to the next, the conversations have centred around the legitimacy of short term inquiries vs annual inquiries and whether either of these approaches are an authentic approach that really enables teachers to inquire into an aspect of their professional practice and result in embedded change. The question I pose is:

Are we limiting the effectiveness and impact of our inquires by constraining them to set timeframes?

Some background first… When I reflect on the professional inquiries I engaged in as a teacher, these were tied into the annual process of appraisal, starting in Term 1 and concluding in Term 4. The following year a new inquiry commences and so on. Similarly, as a principal I have facilitated teachers inquiring into their practice on an annual cycle as part of their performance management. I would suggest that this is a common approach in many NZ schools.

Constraining learning to time limits is a habit in education… but one that is increasingly being challenged in a more flexible and personalised approach to learning and how learning is managed. Not sure what I mean? Just think of your classic daily timetable in a classroom, 10 minutes silent reading, then 45 mins for reading, followed by 15 minutes of handwriting after which we go out for 15 minutes of fitness. Or perhaps think of the times your students are so engaged and focused on their learning only to be interrupted by the bell or ‘needing’ to move to the another area.

Sometimes time is the enemy, it constrains or limits what we can do. What we can learn.

Let’s transfer that thinking to our professional inquiries which generally go from Term 1 to 4, aligned to a similarly scheduled appraisal process. It makes sense, an individual inquiry is often focused on a target group of students which are in your class, its relevancy is based on the now, related to recently collected and analysed data. Its convenient, it fits with how we organise the school year, works with fixed term positions, allows us to come together as teachers on the same pathway and summarise our findings at the end of the year.

I just wonder though that we are pushing through inquiries too quickly and that changing the focus on an annual basis takes away what could be a richness and depth of inquiry leading to greater outcomes of effective teaching and impacts on student learning. That is not to say that a Term 1-4 inquiry does not have depth and impact, it is a prompt to consider what would happen if we keep building on our developing knowledge over time and at the saturation point we move on, not just because it is the end of the year.

So this may lead to a diversity of inquiries, with agentic teachers driving and managing their own learning. There would be multiple inquires, starting and finishing at different times, adapting to needs, responsive to mastery.

Sounds pretty much like our expectations for learners and learning in our future focused classrooms…

More questions than answers here but a good space for further thinking and investigation. Thanks to Bede for a conversation that prompted some of the thoughts above.

More on Registered Teacher Criteria and Professional ePortfolios

In a previous post I discussed some initial thoughts around a potential relationship between the Registered Teacher Criteria and professional eportfolios. I mentioned teaching as inquiry in the post but not in any great detail about how it might work and look.

So inspired by conversation, feedback and other people’s thinking let’s make that step by taking the Teaching as Inquiry framework, central to effective pedagogy as outlined in the NZC to underpin the process. By starting with teaching as inquiry (TaI) and using it as the foundation for professional appraisal and teacher registration, we are reinforcing the core focus of teaching (and therefore the appraisal & portfolio) to achieve improved outcomes for all students.

Inspired by how Rocky mapped her thinking out I have played around with how the 12 criteria align with teacher inquiry shown below using the graphic from Timperley’s Teacher Professional Learning and Development: Educational Practices Series, p. 26-27). The orange text boxes are the original cycle, with the pink boxes the 12 criteria matched to the best fit stage of the inquiry. The exception being criteria 1, 2 and 3 which to me are more global and integrate throughout hence how they form a mini-cycle in the middle. (I like this graphic over others as it includes specific reference to role of leaders in schools.)

 

Secondly below using the slightly different cycle graphic from Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Both of these examples are indicative only, and you could argue that some of the criteria fit better with another stage in the inquiry. Would be a good activity to complete with teachers if you were heading down this track…

TaI is a cyclic and ongoing process as teachers continually reflect on their practice within a whole range of levels from micro to bigger global objectives. The diagram is represents that way. I am fully in favour of formalising and in some way recording this process, integrating it into teaching and learning and the school’s professional learning programme. Appraisal systems in place are not always naturally ongoing, responsive, immediate… they are generally summative, ‘completed’ a couple of times a year rather than being living and formative. An exception to this would perhaps be the mentoring of a PRT

So I would want to use the RTC in a cyclic and ongong manner too… and reference it within a professional eportfolio.

So what might that look like in practice when it is captured and shared within an eportfolio?

You could take an approach similar to this Mahara/MyPortfolio template. While this approach is very functional and mirrors a traditional ‘filling out a document’ approach, its strength would be in the ability to provide feedback to the teacher within MyPortfolio but I have a lot of unanswered questions regarding its use. In a worse case scenario, this approach could just become something you complete when your rego is due or within the performance management process, you just share it with your appraiser when required. It doesn’t directly reinforce the benefits of TaI nor show an ongoing cycle of reflection and next steps.

If I were in a postion to lead this in a school then I would favour a blog/journal approach rather than a page. Whether using WordPressBlogger or the blogging capacity within MyPortfolio, the tool is not important rather the ability to tag (or label or categorise) your entries and display these tags as either a list or cloud. This then becomes your blog index allowing you to select the posts which relate to and provide evidence towards the appropriate registered teacher criteria.

What is also really important to note that in this approach you don’t go out and write a post on “how I have achieved and reflected upon Criteria 4″. Instead your ongoing reflections, inquiry into practice, involvement in professional learning and development, mentoring, obvservations, staff meetings, teaching practice and so on, are blogged/reflected on as and when they happen, and any association with the criteria is noted.

It also removes the ‘timed’ appraisal. The mid-year, end-of-year, or other times for appraisals are a bit old schoolish. It’s a bit like waiting until the end of term to receive your child’s portfolio, out of date and past its usefulness in order to really contribute to new learning…

To me it is a bit of a no brainer, one system that caters for a record of teacher inquiry, clearly linked to registration criteria, evidence, authentic appraisal and reflection. And just to add one more to the mix is how the culmination of all of this within a professional portfolio can be central to a professional network. Why is it that we tend to be so protective and private when it comes to all of this stuff… sharing it with an audience has so many potential benefits…

How does your school manage this/these process(es)? Silos? I am always or the look out for examples of professional teacher eportfolios, with reference to TaI and RTC or not. Do you have any to share?