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Teacher Performance Appraisal

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Core Module Three – The Summative Report
Core Module Three:
The Role of Professional Dialogue
and Collaboration in the
Summative Report
1
Core Module Three – The Role of Professional Dialogue
and Collaboration in the Summative Report
Part One: Opening
2
The Role of Professional Dialogue and
Collaboration in the Summative Report
Overall Goal of Module Three
The overall goal of this module is to build understandings
about the Summative Report Form for Experienced Teachers,
its requirements, how to complete it and effective practice that
transforms the summative report and its related procedures
and processes into a meaningful vehicle for teacher growth
and development focussed on high levels of student
achievement.
3
The Role of Professional Dialogue and
Collaboration in the Summative Report
In this module participants will:
• Learn about the revised Summative Report Form for
Experienced Teachers and its requirements
• Participate in cooperative activities that highlight the
important role that trust, professional dialogue and
collaboration play in the development of the summative
report
• Examine the relationship between the summative
report and the components of the performance
appraisal process for experienced teachers
Continued…
4
The Role of Professional Dialogue and
Collaboration in the Summative Report
In this module participants will:
• Identify and reflect on effective appraisal practices related
to classroom observation
• Practice writing meaningful comments that reinforce
effective practice, provide direction for goal-setting and
foster professional growth
5
The Role of Professional Dialogue and
Collaboration in the Summative Report
Participant Experience with Classroom Observation
Work with a partner and on the index card you have been
given:
• Partner One lists kinds of feedback a teacher might want from a
principal observing a lesson in the classroom
• Partner Two lists what a principal might be looking for in a
classroom observation
• Partners discuss responses to questions provided
• Partners work with their table group to identify effective
classroom observation practices
6
The Role of Professional Dialogue and
Collaboration in the Summative Report
Part Two: Features and
Requirements of the
Summative Report
7
Features and Requirements of the Summative Report
• In the revised performance appraisal process for
experienced teachers the summative report form has been
strengthened to provide principals with a single document
to record all aspects of the appraisal process
• The revised summative report form includes information
previously recorded in the pre-observation and postobservation forms of the former performance appraisal
process
8
Features and Requirements of the Summative Report
• The Summative Report Form for Experienced Teachers is
a ministry-approved form that must be used to document
the performance appraisal
• The Summative Report Form for Experienced Teachers
must be used for each appraisal
• The duties of the principal may be delegated to a viceprincipal in the same school or to an appropriate
supervisory officer
9
Features and Requirements of the Summative Report
In preparing the summative report, the principal must:
• consider all 16 competencies in assessing the teacher’s
performance
• provide comments regarding the competencies identified in
discussions* with the teacher as the focus of the performance
appraisal
*Notwithstanding the discussions held between the teacher and the
principal the principal is required to assess teacher performance in
relation to all 16 competencies and may comment on competencies
other than those discussed
10
Features and Requirements of the Summative Report
Using the ministry-approved Summative Report Form for
Experienced Teachers the principal is required to:
• comment on the competencies identified in discussions with
the teacher as the focus of the teacher’s performance
appraisal (the principal may also comment on other
competencies that were assessed through the performance
appraisal)
• provide an overall rating of the teacher’s performance and
• recommend professional growth goals and strategies for the
teacher to take into account in developing, reviewing and
updating the teacher’s Annual Learning Plan
11
Features and Requirements of the Summative Report
• Principals collect evidence to support their appraisal of
experienced teacher performance
• This evidence may be described in the summative report or
attached as supporting documentation
• Teachers may also collect evidence to support their
performance appraisal. This evidence may be noted in the
summative report or attached as supporting documentation
12
The Summative Report
Part Three: Effective Practice
13
Effective Practice
• The summative report documents the appraisal process
and captures the professional dialogue between the
teacher and principal and allows them to reflect on
progress in the teacher’s development
• It becomes a vehicle for teacher reflection on their
development and in the identification of growth goals in
their ALP
14
Effective Practice
• The summative report form is a central component in the
performance appraisal process for experienced teachers
• It incorporates and makes connections between and
among all the key components of the appraisal including
the 16 competencies, the Annual Learning Plan, the preobservation and post-observation meetings, and the
classroom observation
15
Performance Appraisal Framework for Experienced Teachers
Standards of
Practice for the
Teaching
Profession
Competency
Statements
Annual Learning
Plan
Appraisal
Meetings
Summative
Report
Rating Scale
Collective Vision
of
Professionalism
That Guides
Daily Practices
Skills,
Knowledge, and
Attitudes
Vehicle for
Teachers’
Continuous
Professional
Learning
Professional
Dialogue and
Reflection on
Practice
Demonstrations
of Performance
in Relation to 16
Competencies
Rating Decision
and Identification
of Strengths and
Next Steps for
Improvement
Experienced Teacher Continuous Growth and Development
16
Effective Practice
• The performance appraisal process for experienced
teachers is a dynamic one in which interaction and
professional dialogue between teacher and principal are
ongoing and the development of the summative report a
central focus
17
Effective Practice
• At the same time that principals carry out their legal
responsibilities in preparing the summative report they fulfil
their role as instructional leaders by working collaboratively
with teachers to focus the appraisal on teacher growth and
development that brings about high levels of student
achievement
18
The Summative Report
Part Three: Working with the
Summative Report
19
Working with the Summative Report
Activity One: The Importance of Relational Trust
Trust is a human virtue, cultivated through speech,
conversation, commitments and action
~ Solomon and Flores
20
Working with the Summative Report
Activity One: The Importance of Relational Trust
• According to Bryk and Schneider the following are the four
vital signs for identifying and assessing trust in schools:
respect, competence, personal regard and integrity
• Throughout the appraisal process, respect and trust are
integral elements of a successful appraisal
21
Working with the Summative Report
Activity Two: Preparing for the Pre-Observation Meeting
• The rapport between the principal and teacher will
contribute to the success of the pre-observation meeting as
they discuss the 16 competencies that form the basis of the
performance appraisal and which of these competencies
could be the focus of the classroom observation
22
Working with the Summative Report
Activity Two: Preparing for the Pre-Observation Meeting
• In a climate of trust and mutual respect, a teacher feels
comfortable sharing both features of the classroom
program that are working well and those the teacher is
concerned about, confident that the concerns would be
heard in the spirit of collaboration and that support would
be offered
23
Working with the Summative Report
Activity Three: The Classroom Observation –
Bringing the Competencies to Life
Classroom observations are conducted on the premise that
seeing a teacher in action provides the best data source for
judging teaching effectiveness.
~ Stronge and Tucker
24
Working with the Summative Report
Activity Four: Marg’s Classroom Observation
• A formal classroom observation is only one part of a
comprehensive teacher performance appraisal. For some
competencies evidence for assessment purposes may be
obtained in other ways
25
Working with the Summative Report
Activity Four: Marg’s Classroom Observation
• Case-based professional development involves using
carefully chosen, real-world examples of teaching to serve
as springboards for discussions among educators
• A good case is carefully designed and poses fundamental
issues that reach beyond the particulars in the case and
motivates ongoing reflection and inquiry
26
Working with the Summative Report
Activity Four: Marg’s Classroom Observation
Marg Dalhousie:
• Has been teaching in the intermediate division for 18 years
• Recently moved from northern Ontario to a new suburban
school in southern Ontario
• Has a grade 8 homeroom class in her new school
• Must have at least one performance appraisal in her first
year of employment with her new board
27
Working with the Summative Report
Activity Five: The Post-observation Meeting – An
Opportunity to Focus on Effective Practice
• Because the post-observation meeting component of the
TPA process appraisal happens only once in a five-year
evaluation cycle, it is important that it is a constructive and
valuable experience for both teacher and principal
28
Working with the Summative Report
Activity Six: Writing Comments that Motivate the Teacher
• The summative report is an important tool for providing
feedback and direction for the teacher in a manner that
motivates the teacher to a higher level of performance
• Teachers refer to the information in the summative report
for guidance as they move towards their learning and
improvement goals
29
Working with the Summative Report
Activity Seven: Suggestions for Professional Growth
and Development
• To be practical and constructive, professional goals and
strategies should align with the competencies, build on the
previous goals and strategies in the teacher’s ALP and
support school improvement goals when possible
30
Working with the Summative Report
Activity Eight: Putting It All Together
• The revised performance appraisal process for experienced
teachers supports teacher professional growth and
development on a continuous basis throughout an
experienced teacher’s career
• It is a process rather than an event supported year by year
by the development and ongoing maintenance of the ALP
31
The Role of Professional Dialogue and
Collaboration in the Summative Report
Part Five: Closing
32
The Role of Professional Dialogue and
Collaboration in the Summative Report
Guided Reflection
Reflection is what allows us to learn from our
experience: it is an assessment of where we have
been and where we want to go next.
~ Kenneth Wolf
33
The Role of Professional Dialogue and
Collaboration in the Summative Report
Food for Thought
34
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