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Core Module One

A Growth-Oriented Approach to Implementing the Revised Performance Appraisal Process

for Experienced Teachers

Core Module One – A Growth-Oriented Approach to Implementing the Revised Performance Appraisal Process for Experienced Teachers

Table of Contents

1.0 Core Module One: A Growth-Oriented Approach to Implementing the Revised Performance Appraisal Process for Experienced Teachers

1.1 Intent

1.2 Approach

1.3 Requirements

1.4 Participant Expectations

1.5 Sample At-A-Glance Agenda

1.6 Slides, Facilitator Notes and Activities

1.6.1 Opening – Introduction to Core Module One (Slides 1 - 3)

1.6.2 Participant Experience with TPA (Slides 4 - 5)

1.6.3 Background (Slides 6 - 13)

1.6.4 Overview of the Components of the Revised TPA Process for Experienced Teachers (Slides 14 - 15)

1.6.5 The Context for Appraisal: Activity One – Appraisal with the “Experienced Teacher” in Mind (Slides 16 - 18)

1.6.6 The Context for Appraisal: Activity Two – Roles and Responsibilities (Slides 19 - 22)

1.6.7 The Context for Appraisal: Activity Three – Quote Exchange (Slides 23 - 24)

1.6.8 The Context for Appraisal: Activity Four – Synectics (Slide 25)

1.6.9 The Context for Appraisal: Activity Five – Jigsaw (Slides 26 - 27)

1.6.10 The Context for Appraisal: Activity Six – School Culture (Slides 28)

1.6.11 Components of the TPA Process for Experienced Teachers (Slides 29 - 46)

1.6.12 Closing (Slides 47 - 49)

1.7 Sample Tips, Strategies and Effective Practices

Implementing the Revised Performance Appraisal Process for Experienced Teachers – Spring 2008 (Web Version) ihttp://www.edu.gov.on.ca/eng/teacher/teachers.html


1.0 A Growth-Oriented Approach to Implementing the Revised Performance Appraisal Process for Experienced Teachers

1.1 Intent

The performance appraisal process for experienced teachers has been revised to strengthen its growth orientation and to promote effective appraisal practice that supports ongoing staff development, improved teaching practice and high levels of student achievement.

The revised appraisal process builds on the New Teacher Induction Program (NTIP) performance appraisal of new teachers that was introduced in June 2006. It provides a continuum of support as a new teacher successfully completes the NTIP and becomes an experienced teacher.

The appraisal process supports principals and supervisory officers in their role as instructional leaders as set out in the ministry’s Leadership Framework for Principals and Vice-Principals and the Leadership Framework for Supervisory Officers.

The Annual Learning Plan (ALP) in particular provides experienced teachers with a meaningful vehicle for supporting their professional development and growth on an ongoing basis.

The appraisal procedures provide a structure that allows principals to implement the appraisal process in a consistent and collaborative manner.

1.2 Approach

The revised performance appraisal process for experienced teachers provides a sound approach to appraisal. It is grounded in the Standards of Practice for the Teaching Profession, which make specific the competencies that teachers must demonstrate. It is a growth-oriented process in which teachers and principals are active partners in assessing teaching performance and identifying pathways to improvement. The strong correlation between good teaching and student achievement makes implicit the linkage between improved teacher performance and enhanced student learning.

The components of the appraisal framework when implemented in an integrated manner become embedded in experienced teachers’ everyday teaching environments as a process rather than as an event.

The performance appraisal process for experienced teachers fosters the collaboration and relationship building essential to creating and sustaining growth-oriented school and system cultures.

A collaborative approach to performance appraisal contributes to the establishment and strengthening of positive, mutually respectful and trusting working relationships among teachers, principals, vice-principals and supervisory officers.

In the larger context of school improvement, the performance appraisal process for experienced teachers provides principals and teachers with the processes and procedures that can bring about improvements in teaching and student learning.

Effective implementation of the revised appraisal process for experienced teachers requires school and system supports that encourage positive and collaborative working relationships among teachers and principals. This includes the provision of joint staff development opportunities for teachers, principals, vice-principals and supervisory officers to develop and expand their expertise both in implementing and in benefiting from the performance appraisal process.

1.3 Requirements

Implementing the Revised Performance Appraisal Process for Experienced Teachers – Spring 2008 (Web Version) 1http://www.edu.gov.on.ca/eng/teacher/teachers.html

http://www.edu.gov.on.ca/eng/policyfunding/leadership/SOLeadershipFramework.pdf


http://www.edu.gov.on.ca/eng/policyfunding/leadership/PVPLeadershipFramework.pdf


The requirements for school boards, supervisory officers, principals, vice-principals and teachers in the implementation of the performance appraisal of experienced teachers are set out in Part X.2 “Teacher Performance Appraisal” of the Education Act and in Ontario Regulation (O.Reg.) 99/02 and O. Reg. 98/02, as amended.

The requirements and ministry guidelines for the performance appraisal of experienced teachers including the processes, steps, timelines and forms to be completed to ensure effective and consistent implementation are further outlined in the Performance Appraisal of Experienced Teachers: Technical Requirements Manual , 2007 .

1.4 Participant Expectations

The overall goal of Core Module One is to provide an overview of the revised TPA process including implementation approaches that are growth-oriented and supportive of teacher growth and development.

In this core module, participants* will:

learn about the revised performance appraisal process for experienced teachers

consider school and system contexts within which the appraisal fosters growth and development of experienced teachers

identify and reflect on effective appraisal practices including opportunities provided in the appraisal process to support principal and experienced teacher collaboration.

*Please note that “participants” refers to teachers, vice-principals, principals and supervisory officers.


http://www.edu.gov.on.ca/eng/teacher/technicalRequirementsManual.pdf


http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_020098_e.htm

http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_020099_e.htm

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm


1.5 Sample At-A-Glance Agenda

Timing Program ResponsibilityNotes, Materials & Resources

Five-hour Workshop (includes two 15 minute breaks)*

30 Minutes

Opening (Slides 1 - 3) Participant Experience with TPA (Slides 4 - 5)

40 Minutes

Background – Development of the Revised TPA Process for Experienced Teachers (Slides 6 - 13)

Overview of the components of the Revised TPA Process for Experience Teachers (Slides 14 - 15)

At-A-Glance Comparison of the Revised TPA Process for Experienced Teachers and the Former TPA Process

120 Minutes

Growth-Oriented School and System Contexts The Context for Appraisal: Activity One - Appraisal with the

“Experienced Teacher” in Mind (Slide 18) The Context for Appraisal: Activity Three - Quote Exchange

(Slides 23 – 24) The Context for Appraisal: Activity Five – Jigsaw (Slides 26 -

27) The Context for Appraisal: Activity Four – Synectics (Slide 25)

or The Context for Appraisal: Activity Two – Roles and

Responsibilities (Slides 19 - 22) The Context for Appraisal: Activity Four – Synectics (Slide 25) The Context for Appraisal: Activity Six - School Culture (Slide

28) The Context for Appraisal: Activity Three - Quote Exchange

(Slides 23 – 24)

50 Minutes

Components of the TPA Process for Experienced Teachers Scheduling and Frequency (Slides 29 - 32) Supervision and Appraisal (Slide 33) Competency Statements and Examples of Good Teaching

Practice (Look-fors) (Slides 34 - 35) The Annual Learning Plan (ALP) (Slides 36 - 38) Appraisal Meetings (Slides 39 - 40) Summative Report Form (Slides 41 - 42) Rating Scale (Slide 43) Process Following a Performance Rating that is Unsatisfactory

(Slides 44 - 45) Role of Supervisory Officers and Directors of Education (Slide

46)

30 Minutes

Questions and Answers Closing: Free-Write and Guided Reflection (Slides 47 -49)

*Please note: This sample agenda is designed for groups of 25 participants or less. Timing would require adjustment for groups that exceed this number.



1.6

1.7 Slides, Facilitator Notes and Activities

1.7.1 Opening – Introduction to Core Module One (Slides 1 - 3)


1

Implementing the Revised TPA Process for Experienced Teachers

Core Module One:A Growth-Oriented Approach to Implementing

the Revised Appraisal Process for Experienced Teachers

3

In this module participants will:• Learn about the revised performance appraisal process

for experienced teachers • Consider school and system contexts within which the

appraisal fosters growth and development of experienced teachers

• Identify and reflect on effective appraisal practices including opportunities provided in the appraisal process to support principal and experienced teacher collaboration

Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers

2

Core Module One: A Growth-Oriented Approach to Implementing the Revised Appraisal Process for Experienced Teachers

Part One: Opening


FACILITATOR NOTES: Opening – Introduction to Core Module One (Slides 1 - 3)

Timing Considerations: Allow 10 minutes for this part.

Purpose: To introduce the session and provide an overview of participant expectations

Suggested Approach: Begin the conversation about how the core module is designed to foster a learning community

environment.

Acknowledge participant backgrounds and experience with teacher performance appraisal.

Show slide 3 to review the expectations for the core module.

Draw on Key Messages throughout the review of expectations.

Provide participants with an opportunity to reflect on and provide input into session expectations.

Encourage and allow opportunities to check for understanding and clarity.

Key Messages: The overarching goal of this core module is to embed the technical and operational aspects of the TPA

framework in a growth-oriented context that demonstrates respect for teachers as professionals, enables principals to focus on their role as instructional leaders and has a positive impact on student achievement.

The module provides a foundation for learning about the revised TPA process for experienced teachers that sets the tone and provides essential information and context for participation in Core Modules Two and Three.

The module is designed to promote collaboration and interaction that contribute to the building and strengthening of positive, mutually respectful and trusting working relationships among teachers, principals, vice-principals and supervisory officers.

The cooperative activities in this core module will provide participants with opportunities not only to learn about the revised process but also to consider the growth focus necessary to ensure meaningful appraisals that foster continuous staff development for experienced teachers and in turn improved student achievement.

Instructional Repertoire: Mini-Lecture, Questions and Answers as needed



1.7.2 Participant Experience with TPA (Slides 4 - 5)



FACILITATOR NOTES: Participant Experience with TPA (Slides 4 - 5)


Purpose: To establish common starting points and learn about participant experience with TPA

Suggested Approach: Briefly describe the purposes of the activity. Provide instructions with reference to slides 4 - 5.

Point out that participant TPA experience identified in this activity will be taken into account throughout the session.

Name the first speaker for each small group, for example, the person whose birthday is closest to today’s date.

Establish firm timelines.

Model the procedure with co-presenter giving responses to each topic, showing active listening and nonverbal support and demonstrating how to keep within the time given. Then check for understanding.

When time is up, bring participants together as a whole group. Ask the speaker from each group, one group at time, to give a summary report.

Record key points on chart paper to post for participant and facilitator reference throughout the session.


Key Messages: Keep in mind that this is an activity that is used when groups come together for important work. It

accomplishes several purposes: o sets a norm for respectful listeningo brings people into the presento gives everyone an opportunity to articulate their individual expectations.

Instructional Repertoire: Active Listening, Think-Pair-Share, Professional Dialogue



1.7.3 Background – Development of the Revised TPA Process for Experienced Teachers(Slides 6 - 8)

(Continued)



1.7.4

1.6.3 Background – Development of the Revised TPA Process for Experienced Teachers(Slides 8 - 10)

(Continued)



1.6.3 Background – Development of the Revised TPA Process for Experienced Teachers (Slides 12 - 13)



1.7.5

FACILITATOR NOTES: Background – Development of the Revised TPA Process for Experienced Teachers (Slides 6 - 13)


Purpose: To provide background about development of the revised TPA process for experienced teachers

Suggested Approach: Take participants through slides 6 - 13 drawing on Key Messages below to provide background and

build understandings about how the revised appraisal process was developed. Emphasize the consultative aspect of the revision process and the extent to which all stakeholders

have been given the opportunity to provide input in a number of forums including the Working Table on Teacher Development and position papers.

The consultative approach continues with the establishment of a Provincial Coordinating Committee (PCC) to oversee implementation (see notes about the PCC provided in the introductory section).

Acknowledge that the government heard from stakeholders that the former TPA process needed revision to ensure that its intended purposes were met; i.e., supporting teacher development and growth that leads to high levels of student achievement, allowing principals to fulfill their role as instructional leaders and fostering a collaborative and professional environment in Ontario’s schools.

Make linkages with the positive appraisal experiences and successful practices participants provided in the introductory activity to highlight the strengths of the former TPA process and to show how they are enhanced in the revised process.


Key Messages: The performance appraisal process for experienced teachers has been revised to strengthen its

emphasis on teacher growth and development that leads to high levels of student achievement. The appraisal process builds on the NTIP performance appraisal of new teachers that was introduced

in June 2006. It is intended to provide a continuum of support as a new teacher successfully completes the NTIP and becomes an experienced teacher.

Experienced teachers who have not participated in the NTIP will also benefit from the growth-focused appraisal process.

The appraisal process has been enhanced to support principals and supervisory officers in their role as instructional leaders. A copy of the Leadership Framework for Principals and Vice Principals and the Leadership Framework for Supervisory Officers are available on the Ministry’s website.

The components of the appraisal framework are intended to be implemented in an integrated fashion embedded in experienced teachers’ everyday teaching environments as a process rather than as an event.

The Annual Learning Plan in particular has been enhanced and strengthened to provide experienced teachers with a meaningful vehicle for supporting their ongoing staff development and growth.

Instructional Repertoire: Mini-lecture and Questions and Answers as required


http://www.edu.gov.on.ca/eng/policyfunding/leadership/framework.html


1.7.6 Overview of the Components of the Revised TPA Process for Experienced Teacher (Slides 14 - 15)



FACILITATOR NOTES: Overview of Components of the Revised TPA Process for Experienced Teachers (Slides 14 - 15)


Purpose: To provide a high-level, brief overview of the revisions to the revised TPA process for experienced teachers

Suggested Approach: Reference slides 14 and 15 drawing on Key Messages below.

Acknowledge that participants may be very familiar with the changes in the appraisal process for experienced teachers particularly if their boards began implementation in April 2007.

Indicate that a high-level and brief overview of the revisions will be given at this time in the session. Providing an outline of the revised process will help participants keep it in mind when discussing context next on the agenda.

Explain that a detailed discussion of each of the components of the revised TPA process including rationale and intent for each component and suggested effective appraisal practices are provided later in the module.

A recurring and strong theme in the deliberations of the Working Table on Teacher Development and its two reports, Report to the Partnership Table on a Revised Teacher Performance Appraisal System for Experienced Teachers and Report to the Partnership Table on Teacher Professional Learning is the need for a growth-oriented approach to implementation of the revised appraisal process.

Suggest that participants keep the At-A-Glance Comparison Chart HANDOUT available for reference throughout the session.

Draw on Key Messages below to introduce the At-A-Glance Comparison Chart.

Encourage and allow opportunities to check for understanding and clarity as time permits.

Key Messages: Refer also to Key Messages provided in slides 6 – 13.

Development of the revised performance appraisal process was guided by:

recommendations of the Working Table on Teacher Development and stakeholder feedback (See Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007, page 7 for a list of members)

o relevant research and effective appraisal practiceo the need to focus on teacher development and growth while enhancing the appraisal process and

reducing principal workload.

Revising the appraisal process for experienced teachers will impact principals positively by reducing the number of appraisals they have to do each year and reducing the paperwork associated with the performance appraisal process. Principals should be able to spend more time supporting experienced teachers’ professional growth rather than on completing appraisal forms.

Instructional Repertoire: Mini-lecture and Questions and Answers



http://www.edu.gov.on.ca/eng/teacher/pdfs/partnerReport.pdf

http://www.edu.gov.on.ca/eng/document/nr/06.11/teachApp.pdf



HANDOUTOverview of Components of the Revised TPA Process for Experienced Teachers

At-A-Glance Comparison Chart: 2001 TPA Process and 2007 TPA Process for Experienced Teachers

Components 2001 TPA Process for Experienced Teachers

2007 TPA Process for Experienced Teachers

Frequency Two performance appraisals in an evaluation year, every three years.

One performance appraisal in an evaluation year, every five years.

Competency Statements and Examples of Good Teaching Practice (“Look-fors”)

In assessing the teacher’s performance, the principal must consider all 16 competencies set out in Schedule 1 of Ontario Regulation 99/02, as amended

In preparing the summative report, the principal must comment on each competency

List of 133 look-fors available as an optional resource

In assessing the teacher’s performance, the principal must consider all 16 competencies set out in Schedule 1 of Ontario Regulation 99/02, as amended

In preparing the summative report, the principal provides comments 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) List of 90 look-fors available in the Log of Teaching Practice as an optional resource

Annual Learning Plan (ALP)

(Continued)

Each experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives

In an evaluation year, the ALP must be developed through a consultation that takes place in a meeting as part of the performance appraisal process

Each experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives

The ALP is teacher authored and directed and is developed in a consultative and collaborative manner with the principal. Each year, teachers in consultation with their principal, must review and update their ALP, as necessary from the previous year. They must take into account their learning plan from the previous year, their learning and growth over the year and the summative report of their most recent performance appraisal. In an evaluation year, the teacher and principal must meet to review and update the teacher’s ALP as part of the performance appraisal.

Teachers are encouraged to gather parent and student input in developing, reviewing and updating their ALP each year



Components 2001 TPA Process for Experienced Teachers

2007 TPA Process for Experienced Teachers

Appraisal Meetings Three appraisal meetings, repeated for each appraisal process, which takes place twice in an evaluation year. Pre-observation meeting Classroom observation Post-observation meeting

The three appraisal meetings remain the same, repeated for each appraisal process, which takes place once in an evaluation year.

Summative Report Three ministry-approved forms to document each meeting as part of the performance appraisal process

One enhanced ministry-approved Summative Report Form to be completed during the performance appraisal process

Rating Scale Four-point rating scale: Exemplary, Good, Satisfactory, Unsatisfactory

Two-point rating scale: Satisfactory, Unsatisfactory

Parent/Student Input

Annual parent and student survey Experienced teachers are encouraged to include parent and student input in developing, reviewing and updating the ALP

Process for Unsatisfactory Performance Appraisal Rating

Development of an Improvement Plan after first Unsatisfactory rating; On Review status after two consecutive Unsatisfactory ratings; recommendation for employment termination after three consecutive Unsatisfactory appraisals; Ontario College of Teachers notified after termination

While the teacher is On Review status, the principal and supervisory officer can jointly decide to omit the 3rd appraisal and recommend the termination of the teacher’s employment to protect the best interests of students

The process for teachers who receive an Unsatisfactory performance appraisal rating remains the same


1.7.7 The Context for Appraisal: Activity One – Appraisal with the “Experienced Teacher” in Mind(Slides 16 - 18)


FACILITATOR NOTES: The Context for Appraisal – Activity One (Slides 16 - 18)Appraisal with the “Experienced Teacher” in Mind


Purpose: To identify some general characteristics of the “experienced teacher” as an adult learner and discuss their implications for the performance appraisal process

Suggested Approach: Use slide 17 to provide a transition to this activity and refer to page 5 in the Performance Appraisal of

Experience Teachers: Technical Requirements Manual, 2007 . Use the “placemat” activity described below to engage participants in generating and considering

multiple perspectives about general characteristics of the experienced teacher as an adult leaner and then to discuss their implications for performance appraisal.

Ask one participant in each group to draw up a placemat with a rectangle in the middle and sufficient sections around the rectangle to provide each pair with one section to record responses in (see HANDOUT #2).o Step 1: In pairs, read the teacher profile for one or more (facilitator to decide approach) of the

fictional teachers Marg, Denise, Peter, or Seema keeping this question in mind: “What are some general characteristics of experienced teachers that are reflected in each profile?” (see HANDOUT #1)

o Step 2: In pairs, share your thoughts and then record your responses in one section of the placemat.o Step 3: Participants share their contributions with their table group. o Step 4: As a small group, discuss the following question: “What are some factors that should be

considered in a growth-oriented approach to the performance appraisal of these experienced teachers?” Record these in the centre space of your group’s placemat.

Use the Key Messages below as an introduction to the activity to encourage thinking and as part of the activity debrief.

Debrief and organize “Gallery Tour/Walk” at break. NOTE: One version of a gallery tour/walk is to select one member for each team to stay with the ‘display/chart’ for each group and give a one-minute overview while other groups come and listen. After two rotations, select another group member to give the overview.

If time allows, invite participants to make connections between their findings and what the writers say about adult learners in the optional HANDOUT #3.


For this activity, you will need: HANDOUT #1 – Experienced Teacher Profiles (Marg, Denise, Peter, Seema)) HANDOUT #2 – Placemat Form HANDOUT #3 – Teacher Development and Some Perspectives on Adult Learning Pens or pencils, masking tape, chart paper and markers

(Continued)




Key Messages: Explain that the profiles of the four fictional teachers Marg, Denise, Peter, Seema have been provided

as a way of bringing real-life teachers to mind. Use them to support thinking about general characteristics of experienced teachers as adult learners.

Some thoughts about the fictional teachers: o Teachers are whole people who have personal lives as well as professional lives. Personal

circumstances, background, interests and learning may impact professional growth goals and development. There are rhythms to people's lives and teachers take different paths to exemplary practice.

o Personal information has been included in the descriptions of the fictional teachers throughout the modules to make them come to life. In a real school context, the principal would know a lot about the teachers on staff and would take that knowledge into account when making suggestions for professional growth and development.

o With the SMART goals approach in mind, goals must be reasonable and timely. As an example, Denise, who is an experienced but relatively new teacher has great family responsibilities because of her father's illness. Although she is an experienced teacher, she is only in her third year of teaching and there are many challenges for her to deal with in her classroom and her school. It is not reasonable to expect Denise to take courses in the evenings or to spend a lot of time after school hours at meetings or workshops. Similarly, this is perhaps not the best time in her career to be challenging her with more than she already is learning to deal with in her teaching context. An effective and caring principal would empathize with Denise’s circumstances, encourage her to focus on her classroom program and teaching practice for the time being and provide support for her as much as possible, knowing that in future, Denise will be in a better position to pursue her professional goals.

The revised performance appraisal process for experienced teachers adopts a growth-oriented approach to teacher growth and development.

Such an approach considers the individual, social, environmental and developmental context of a teacher including career stage and self-directed professional goals, prior experiences, the context of challenges and future aspirations.

“Refer participants to HANDOUT #3 to be used as a resource in this activity. It provides a sampling of perspectives on adult learning and teacher development.

Instructional Repertoire: Placemat Activity, Paired Dialogue, Gallery Tour/Walk and Group Discussion


HANDOUT #1The Context for Appraisal: Activity One

Appraisal with the “Experienced Teacher” in Mind*

Marg Dalhousie

Marg is 46 years old and has been teaching for 18 years. She is married and has two children, one beginning grade 12 and one in grade 9. Marg has had a successful career as a teacher and has taught grades 5 to 8. The majority of her experience has been with a board in a medium-sized city in central Ontario.

Marg’s husband was recently transferred to the Toronto office of his company and Marg was fortunate to be hired by one of the suburban boards. She has been assigned a grade 8 homeroom class in a middle class community characterized by relatively high levels of immigration. Many of the students in Marg’s class come from families where other languages are spoken, but for the most part, her students’ English skills are excellent. The students’ parents are generally well educated and have high expectations for their children’s success in school. Serious behaviour problems are rare and many students achieve high academic standing.

As a new teacher in the school, Marg is working to find her niche. She has connected with another teacher who teaches grade 8 and has a good working relationship with the teacher-librarian. With all the changes in her life, a move, new jobs and new schools for her children, Marg has not been able to devote as much time or energy as she would like to her new job. She is glad that she has lots of experience and is familiar with the grade level so that not everything will be new.

Marg is concerned about the TPA that she must have because she has changed school boards. While she is confident about her skills and knowledge, she does not know the principal very well and does not really have a good sense of his vision for the school or his expectations for teachers. She hopes the revised TPA process will help her learn more.

Denise Beaul ieu

Denise is in her third year of teaching and has a grade 2/3 class in an inner city school. She is a single woman who is living with her parents in order to help her mother care for her father who is battling cancer. Denise’s sister lives out of province and is unable to help on a day-to-day basis, so Denise is providing emotional, practical and financial support to her parents. She is understandably very worried about her father and how his illness is impacting her family.

Denise also worries about her students and wonders what she can do to help them learn to read more confidently. Although she is registered to take a reading course in the fall and is interested in pursuing special education qualifications, she is simply overwhelmed with personal responsibility and meeting the day-to-day needs of her young students.

*This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.

(Continued)

Peter Stockard


Peter has been teaching the junior grades for nine years. He worked as a computer programmer for several years but was downsized and decided to pursue teaching as a second career. He has had positions at two schools in a southwestern Ontario city, both in the same board. He has been at his current school for four years and has taught grades 4 and 6. Of the two grades, he prefers the grade 6 because the students are more independent and assume a leadership role in the school. Peter enjoys coaching senior boys basketball and working with some of his own students in a different context. Peter is viewed by his colleagues as a personable man who always has a good joke to share and is ready to help out if needed. He is respected by the parents and students alike.

Peter is involved in the community as a hockey coach for his daughter’s team and has many interests outside of teaching. He and his wife are avid jazz fans and Peter volunteers with the city’s annual summer jazz festival. He is also an active alumnus of his university chapter and stays connected to the members of his graduating class through an annual golf tournament.

Seema Mohammed

Seema is a teacher in the fifth year of teaching. She is very interested in staff development and takes advantage of every opportunity to learn. Seema always wanted to be a teacher. From her early years playing school with her siblings, she imagined herself teaching science at the high school level. She studied general sciences in her undergraduate years, specializing in biology and then got her teaching certificate. She taught as an occasional teacher for a few months before being offered a position in her current high school. She enjoys working with adolescents and although the age level can be challenging, she works hard to develop positive relationships with students.

Although she heard from some of her pre-service classmates that their induction year was a challenge, for Seema, the NTIP:TPA process was very positive. Her vice-principal made sure she was able to attend board workshops on a variety of topics and supported her desire to take courses by giving her brochures and helping her find funding. She was mentored by an excellent science teacher who was also a very supportive colleague. Seema ended her first year feeling energized and confident that she is part of a profession that values learning and that her efforts to improve as a teacher would be supported.

Because her school is so large, there are many teachers that Seema does not know at all and she often feels somewhat isolated. She works with her department colleagues for the most part and finds them helpful and supportive, but everyone is very busy and collaboration is not always easy. Seema sits on several committees where she is getting to know people from other departments better. She also meets regularly with a group from her pre-service program to unwind and talk about teaching. This group also stays in touch through email and Seema finds it helps her feel connected. She also meets colleagues with similar interests through the courses she takes.

* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.



Blank Placemat Form: Appraisal with the “Experienced Teacher” in Mind



Teacher Development and Some Perspectives on Adult Learning

Adult Learning Theory and Teachers

Professional development, particularly professional development for teachers, is a type of adult learning. The principles of adult learning can provide a framework for understanding professional development for teachers, but there are additional principles applicable to professional development. Adult learning principles attempt to explain how adults learn in contrast to children, especially in a formal classroom or training setting. There are four major adult learning principles. These are listed below along with their relevance to the design of effective professional development programs:

1. Adults are self-directing; therefore, adults will take control of their learning including content, time and effort. Adults may learn better if there is a component of self-direction in the design of the professional development program.

2. Adults’ prior life experiences play a key role in their learning activities, relying on these experiences as a resource from which they can learn new things. Professional development programs, therefore, should incorporate experiential activities.

3. Adults display distinctive learning styles with their routines and strategies for processing information already established. Adults will adjust their learning strategies to be relevant to problems they are trying to solve. Professional development programs often hold the interest of adults if they are problem-centered.

4. Adults pass through different developmental stagehand this impacts the type and methods of learning in which they will engage. Professional development programs may be more effective if they take into consideration differences in career stages, interests and occupational tasks of participants.

For teachers or any adults to acquire knowledge particular to their profession, they combine technical knowledge, or the theory learned in a seminar or classroom setting and practical knowledge, or that gleaned from dealing with practical situations. Once they begin their professional career, teachers tend to experience the greatest learning curve through practical knowledge or that gained from dealing with practical situations rather than in further classroom instruction. They especially learn in situations which call upon them to make decisions and take responsibility for their actions. Because teachers tend to learn the most in specific situations that call for their decision-making, the challenge in designing professional development programs is to find a way to build upon these highly specific experiences, transferring the learning to other teachers and across practical situations.

From: Paredo. M. W., Directions in Professional Development: Findings of Current Literature, www.ncela.gwu.edu/pubs/reports/directions/findings.htm , accessed May 31, 2007

Experienced Teacher Stages and Pathways

There is no single, linear pathway or career trajectory for teachers. Instead, career paths are often cyclical and even recursive.

Differentiation of professional development practices is critical to meeting the unique learning needs of experienced teachers due to their individual developmental and experiential career paths and contexts.

As adult learners, motivation for staff development is linked to relevance, meaning and choice. Thus, developing competence and a sense of self-efficacy by directing one’s efforts to meet student needs is key to teachers undertaking staff development.

Internationally, many jurisdictions are exploring financial incentives, career ladders, differentiation of role and other forms of recognition to encourage professional development with no strong indications that these interventions are achieving desired outcomes.

It does appear that the use of incentives without clear connection to goals, standards and appropriate assessment is problematic.

From: Report to the Partnership Table on Teacher Staff development, May 14, 2007


http://www.ncela.gwu.edu/pubs/reports/directions/findings.htm

1.7.8 The Context for Appraisal: Activity Two – Roles and Responsibility (Slides 19 - 20)

(Continued)


1.6.6 The Context for Appraisal: Activity Two -- Roles and Responsibility (Slides 21 - 22)


FACILITATOR NOTES: The Context for Appraisal – Activity Two (Slides 19 - 22)Roles and Responsibilities


Purpose: To build participant understanding of the roles of all partners in the performance appraisal process of experienced teachers including supervisory officers, principals and vice-principals, parents and students

Suggested Approach: Use slides 19 - 22 to make the transition to a conversation about roles and responsibilities in the

appraisal process referencing the important role that parents play in their children’s learning.

Build on the discussion about experienced teachers and what participants reported as implications for the appraisal process.

Part One: The Role of Supervisory Officers and Principals and Vice-Principals (Slides 19 - 20)

Point out that the emphasis in this section will be on the roles of supervisory officers and principals in the appraisal process with the experienced teacher in mind.

Use the “Paired Reading” activity to build understandings about the roles and responsibilities of all who play a part in the appraisal process. (See “Paired Reading” instructions shown below).

Point out that more fulsome descriptions of roles and responsibilities are provided in each section of the Manual and are set out in the Education Act and accompanying regulations.

Use the Key Messages below to support participant contributions in the “Paired Reading” activity.

In the debrief of this activity invite participants to consider the role of parent and student input as a way of making the transition to Part 2 of this section.

Part Two: The Role of Parent and Student Input (Slides 21 - 22)

Refer to slides 21 - 22 to open the conversation about parent and student input.

In the revised TPA process, experienced teachers have the opportunity to reflect parent and student input in the professional growth goals and strategies they identify in their ALPs.

Refer participants to Core Module Two: The Annual Learning Plan that provides in-depth consideration of the role of parent and student input in the ALP. This core module provides strategies and effective practices for taking parent and student input into account in experienced teacher growth goals.

Draw on Key Messages below to support discussion about the value and importance of seeking parent and student input.

Key Messages: Refer to your chosen articles. Following is a sample article providing successful instructional

leadership practices of principals and superintendents to support discussion and identification of others:o “Superintendents as Instructional Leaders”, by Avis Glaze, Ruth Mattingley, Marjatta Longston, &

Anne Perron. The Literacy and Numeracy Secretariat (2006), Solidifying Our Leadership Alliance – Leadership Support Letter #1

Make connections again with the ministry’s Leadership Framework for Principals and Vice-Principals and the Leadership Framework for Supervisory Officers.



http://www.edu.gov.on.ca/eng/policyfunding/leadership/PVPLeadershipFramework.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/solidifying.pdf

As supervisory officers, principals and teachers fulfill their responsibilities in the appraisal process they also promote collaboration and demonstrate the mutual respect and responsibility taking that build relationship. This sets a tone within which teachers can do their work, pursue shared goals and strive to be successful.

See ministry mini-discussion paper Ontario Parent Involvement Policy.

Focus on the principal

A strong consensus is emerging among educators that whatever else they do, principals must be instructional leaders who are directly involved in the teaching and learning life of the school.

Principals have a responsibility to help teachers improve their practice and to hold them accountable for meeting their commitments to teaching and learning. These responsibilities are usually referred to as supervision. Done well supervision supports and enhances teacher development.

Supervision and appraisal have many purposes that can be grouped into three major categories: quality control, professional development and teacher motivation. One attribute of a good supervisory system is that it reflects these multiple purposes.

Reflective conversations about teacher’s ongoing growth and plans for future learning foster the establishment of collaborative, respectful and trusting professional relationships among principals and teachers.

Focus on supervisory officers and directors of education

Supervisory officers and directors are accountable to ensure that the desired outcomes of effective appraisal process are achieved.

Meeting the expectation that teacher performance appraisal contributes to the goals of the organization requires supervision by system leaders.

As supervisory officers, principals and teachers fulfill their responsibilities in the appraisal process they also promote collaboration and demonstrate the mutual respect and responsibility taking that builds relationship. This sets a tone within which teachers can do their work, pursue shared goals and strive to be successful.

Reference the Literacy and Numeracy Secretariat’s Solidifying Our Leadership Alliances Leadership Support Newsletter #1 “Superintendents as Instructional Leaders”.

Focus on parents and students

Involvement of parents is essential in order to bring about high levels of student achievement.

The establishment of the ministry’s Office of Parent Engagement reinforces the vital role that parents play in development and education of their children and in the success of schools.

The ministry’s new Parent Involvement Policy recognizes effective parent involvement as a new performance measure expected of Ontario’s publicly funded education.

Students similarly are partners in the education system and their input is valued.

“The main reason to create [school, family and community] partnerships is to help all youngsters succeed in school and in later life. When parents, teachers, students and others view one another as partners in education, a caring community forms around students and begins its work.” Epstein, 1995, p. 701

Examples of teachers gathering student input include: conferencing, observation, small group inquiry, whole group discussion and surveys

Examples of teachers gathering parent input include: parent teacher conferences, case conferences, telephone calls, communication books, agendas, and weekly homework checks




http://www.edu.gov.on.ca/eng/general/elemsec/partnership/developing.html

A synthesis of over 50 studies shows that for parent involvement to have an impact on achievement, schools must link parent activities to student learning goals and be respectful of differences among families. Schools that succeed in engaging families from very diverse backgrounds: o focus on building trusting collaborative relationship among teachers, families and community

members o recognize, respect and address families' needs and cultural diversity differences o embrace a philosophy of partnership where power and responsibility are shared.

From: Henderson, A.T. & Berla, N. (2002). A new generation of evidence: The family is critical to student achievement.

Activity Two – Paired ReadingUse paired reading when deep comprehension is required of written text. Because paired reading requires checks for comprehension at every point along the way, it is highly engaging mentally.

Instructions:

Assign partners.

Identify the pages to be read in the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007: 13-19. Read to understand roles with the goal of identifying ways principals and supervisory officers can foster collaboration and professional dialogue.

Ask partners to designate one of them as “A” and one of them as “B”.

Give instructions. A is to read one section aloud. At the completion, B will provide a summary paraphrase. B will read the next section aloud and A will provide a summary paraphrase. In like manner, the pair continues until the end of the excerpt. When they reach the end of the excerpt, they both take pencils and mark the words, phrases, or concepts that carry the most meaning for them.

Check for understanding of process and signal people to start.

Debrief to discuss opportunities for supervisory officers and principals to foster collaboration and professional dialogue in the appraisal process.

NOTE: Because some people may not want to read aloud, invite them to negotiate with their partner to read along silently. Encourage them to accommodate whatever style or learning needs they have.

Instructional Repertoire: Mini-Lecture, Active Listening, Paired Reading, Professional Dialogue




1.7.9

1.7.10 The Context for Appraisal: Activity Three – Quote Exchange (Slides 23 - 24)


FACILITATOR NOTES: The Context for Appraisal: Activity Three – Quote Exchange (Slides 23 - 24)

Timing Considerations: Allow at least 20 minutes for this activity.

Purpose: To support participants in articulating their beliefs and values about what collaborative, growth-oriented school and system cultures are in practice for teachers, vice-principals, principals and supervisory officers.

Suggested Approach: Refer to slide 23 and review instructions for the Quote Exchange.

Show slide 24 as a sample quote for the activity.

Provide copies of the quotes to participants.

Invite each participant to meet with another person to share personal connections to one of the quotes: “What does it mean to you?” Focus on beliefs and values. Participants then exchange quotes before meeting with another person to share and exchange quotes. Repeat this process as often as time allows.

Individually identify one or two insights/connections participants made to share with their table group.

At the table group, appoint a recorder/reporter.

As a table group, identify two or three common themes to report to the large group.

Debrief with reports from individual groups making connections with the next activity.

Allow time for participants to respond to co-participant contributions.

For this activity, you will need: Activity Three HANDOUT

Quote Cards (A variety of quote cards on each table for small groups)

Key Messages: This strategy helps individuals make connections between the quotes and their own values, beliefs and

experiences.

Providing groups with an opportunity for conversation focused on building understanding about the perspectives of others on a topic of shared interest promotes collaboration.

Instructional Repertoire: Quote Exchange Activity, Small Group Discussion


HANDOUTThe Context for Appraisal: Activity Three – Quote Exchange

Sample Quotes

Imagine a school that has an environment of staff growth and learning. The climate that makes learning possible for adults in this school can always improve, but the school can legitimately call itself a staff development community. This school has the context for adult learning. ~ Lois Brown Easton, 2004

Teachers and students alike seek frameworks and norm systems that help them sort out how they fit into a school’s culture. Cultural frameworks are sources of sense making and meaning that all of us need. ~ Thomas J. Sergiovanni, 2005

The learning that teachers need from each other is learning that continues throughout the day, the school and the career. It is the constant improvement of practice based on observation, feedback, reflection, evaluation and concerted effort to try again with something new. ~ Wald, & Castleberry, 2000

There is no universal definition of a learning community, but there is a consensus that you will know that one exists when you can see a group of teachers sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way. ~ C. Mitchell and L. Sackney 2000

In the final analysis, building the collaborative culture of a learning community is a question of will. A group of staff members who are determined to work together will find a way. ~ Rick DuFour, 2005

Schools teach their culture best when they embody purposes, values, norms and obligations in their everyday activities. Though this principle is widely accepted in word, it is often neglected in deed. The heartbeats of leadership and schools are strengthened when word and deed are one. This happens when leadership and virtue work together. ~ Thomas J. Sergiovanni, 2005

A stretch culture is, in fact, a culture of encouragement, caring and support, for both students and adults. ~ Eaker, 2005

There needs to be a genuine feeling that no one has arrived. Everyone needs to be swept up by the deeply engrained value placed on adult leaning. ~ Shelley Harwayne, 2003

(Continued)


When actively engaged in reflective dialogue, adults become more complex in their thinking about the world, more tolerant of diverse populations, more flexible and open toward new experiences. ~ Linda Lambert, 2003

What you focus on expands. ~ Peter Drucker, 2004

People don’t resist change…They resist being changed. ~ Anne Conzemius, 2005

Success in the knowledge economy comes to those who know themselves – their strengths, their values and how they best perform. ~ Peter F. Drucker, 2005

To know someone here or there with whom you can feel there is understanding in spite of distances or thoughts expressed – that can make life a garden. ~ Goethe

We should quietly hear both sides. ~ Goethe

Learning Community: A set of purposeful actions that are guided by a set of core values and beliefs, aimed at achieving a common vision. ~ Anne Conzemius, 2005

Job-embedded learning is learning by doing, reflecting on the experience and then generating and sharing new insights and learning with oneself and others. However, almost any learning-focused interaction between two or more educators provides an opportunity. ~ Wood & McQuarrie, 1999

From a career perspective, it may be that learning how to acquire good practices should be equally as important as the good practices themselves. ~ Joyce and Showers 2002

Sustainable staff development communities work hard to acknowledge and build on the wisdom and experience of all their members, not just existing enthusiasts – especially those who have worked in schools the longest. ~ Andy Hargreaves, 2007

Learning evolves and must engage and nurture interdependent thinking in an environment where all people are connected and valued. People must be able to disclose their assumptions and viewpoints openly, without fear of sanctions and retribution. Thus, the development of a positive school culture is imperative. ~ Kristine Kiefer Hipp and Jane Bumpers Huffman, 2007


1.7.11 The Context for Appraisal: Activity Four – Synectics (Slide 25)


FACILITATOR NOTES: The Context for Appraisal: Activity Four – Synectics (Slide 25)


Purpose: To encourage participants to open their minds to other perspectives about collaborative and growth-oriented school and system cultures

Suggested Approach: Synectics applies an organizer that supports participants in quickly generating novel ideas about topics

that they are about to explore.

The strategy is intended to focus group attention on school and system contexts to build shared understandings as well as surface underlying issues, attitudes and understanding.

Provide copies of the WORKSHEET to table groups. Categories that could be considered for analogy include foods, sports or recreational activities, television shows or movies, household objects, famous people, landmarks or local experiences.

School ContextA growth-oriented school context is like a tossed salad because it’s full of nourishment

A growth-oriented school context is NOT like a tossed salad because it takes a long time to create

System ContextA growth-oriented system context is like lasagna because there are multiple layers to consider

A growth-oriented system context is NOT like lasagna because it takes more than one person to create it

Ask participants to use post-it notes to write their analogies.

After sharing their analogy, participants post one or both columns for School Context or System Context.

Allow time for participants to dialogue, given the responses to the synectics activity, what is suggested about growth-oriented school and system contexts that support meaningful experienced teacher performance appraisals.

Key Messages: Explain that synectics is a term coined by industrial psychologists William Gordon and George Prince

by joining two Greek roots; syn – bringing together and ectics—diverse elements. They use the term to mean a ‘metaphorical problem solving process’ in order to ‘make the familiar strange’ or ‘make the strange familiar’.

For purposes in this activity, synectics is used to sustain and expand thinking by opening frames of reference and inviting divergent perspectives.

Provide additional messaging to support group insights to reinforce the importance of TPA implementation as a process rather than an event situated in growth-oriented school and system cultures.

Instructional Repertoire: Synectics, Brainstorming and Dialogue


WORKSHEETThe Context for Appraisal: Activity Four – Synectics

Brainstorm and generate analogies using the sentence stems and write them on a post-it note

Share your analogies with the group and post them on your group master chart

Choose a group favourite from each column to share with the whole group

School Context

Example:

A growth-oriented school context is like _ _ _ _ because …

A growth-oriented school context is NOT like _ _ _ _ because …

System Context

Example:

A growth-oriented system context is like _ _ _ _ because …

A growth-oriented system context is NOT like _ _ _ because …


1.7.12

1.7.13 The Context for Appraisal: Activity Five – Jigsaw (Slide 26)


1.7.14

FACILITATOR NOTES: The Context for Appraisal: Activity Five - Jigsaw (Slides 26 - 27)


Purpose: To use the writings of key researchers as a vehicle for inviting participants to articulate their values and beliefs about school and system culture and suggest implications for teacher performance appraisal

Suggested Approach: Draw participant attention to the articles you have selected on the topic of school and system culture.

The works should represent a sampling of current thinking on this topic. For suggested articles consider excerpts from:

o “Changing the culture of schools: Professional community, organizational learning and trust” by Karen Seashore Louis, 2006

o “Seven strong claims about successful school leadership” by Kenneth Leithwood et al, 2006o “Leading professional learning” by Michael Fullan, 2006o “ ‘Collaboration lite’ puts student achievement on a starvation diet” by Rick DuFour, 2003o “Professional learning communities: A reflection” by Ann Lieberman, 2007

Explain that a jigsaw strategy will be used to provide participants with an opportunity to review and reflect on these materials on their own and with others.

Provide instructions for the jigsaw activity:o Give participants a number from #1 to #5 to form expert groups and point out that all participants will

read excerpt #5 and one other reading.o Review the WORKSHEET and invite participants to keep the first two questions in mind as they read;

i.e. “What do growth-oriented school and system contexts look, feel and sound like” and “What roles do teachers, vice-principals, principals and supervisory officers play in growth-oriented school and system contexts?”

o Send all #1 participants to a table to meet as an expert group, then #2 and so on… o Instruct expert groups to read their excerpts and then as a group agree on responses to the first two

questions on the WORKSHEET. Individual participants should keep their own notes as a reference for reports they will make in their home groups.

o When time is up for expert groups, ask participants to return to their home groups.o Give participants time in their home groups for individual reports on the discussion they had in their

expert groups. Then, as a group, consider the final two questions posed in the WORKSHEET; i.e., “How are growth-oriented school and system contexts relevant to the experienced teacher performance appraisal process?” and “What are the implications for the role of teachers, vice-principals, principals and supervisory officers in the experienced teacher performance appraisal process?”

o When time is up, debrief as a whole group by asking home groups to share insights in response to the four questions on the WORKSHEET.

o Allow opportunities for groups to respond to input from their co-participants. o Emphasize that these works are a sampling of current thinking on this topic. Boards should choose

excerpts that are aligned with their local circumstances. For example, some boards have lessened emphasis on learning communities and instead are promoting establishment and growth of learning networks.

For this activity, you will need: The articles you have selected Pens or pencils, paper and post-it notes


Key Messages: The articles chosen for this activity should be a sampling of the research on this topic that boards

consider to be relevant to their local unique circumstances. Some insights to support discussion in the debrief include the following:

On school cultureo School culture is strong when there is evidence of reflective dialogue, de-privatization of practice,

collective focus on student learning, collaboration, shared norms and values.o Structural conditions that need to be in place include: time to talk, physical proximity, interdependent

teacher roles, communication structures, teacher empowerment and school autonomy.o Social and human resources that enhance professional community include openness to improvement,

trust and respect, knowledge and skill base, supportive leadership and socialization (supporting entry of teachers new to schools).

o Of these, human resources such as openness to improvement, trust and respect, teachers having knowledge and skills, supportive leadership and socialization are more critical to the development of professional community than structural conditions.

o Structural conditions including time to meet and talk, physical proximity, interdependent teacher roles, communication structures, teacher empowerment and school autonomy are important but… if a school lacks the social and human resources to make use of those structural conditions, it is unlikely that a strong professional community can develop.

On system cultureo The performance appraisal process for experienced teachers is designed to foster the collaboration

and relationship building essential to creating and sustaining growth-oriented school and system cultures.

o A growth-oriented approach to performance appraisal contributes to the establishment and strengthening of positive, mutually respectful and trusting working relationships among teachers, principals, vice-principals and supervisory officers.

o School and system cultures that foster continuous staff development for experienced teachers and identify and provide additional support where needed build capacity for meaningful performance appraisals.

o In the larger context of school improvement, the performance appraisal process for experienced teachers provides principals and teachers with the processes and procedures that can bring about improvements in teaching and student learning.

o Effective implementation of the revised appraisal process for experienced teachers requires school and system supports that encourage positive and collaborative working relationships among teachers and principals. This includes the provision of joint staff development opportunities for teachers, principals, vice-principals and supervisory officers to develop and expand their expertise both in implementing and in benefiting from the performance appraisal process.

Instructional Repertoire: Jigsaw, Small and Whole Group Discussion

WORKSHEETThe Context for Appraisal: Activity Five – Jigsaw

Excerpt #____________ Author(s) ________________________


1. What do growth-oriented school and system contexts feel, look and sound like?

2. What roles do teachers, vice-principals, principals and supervisory officers play in growth-oriented school and system contexts?

(Continued)


Excerpt #____________ Author(s) ________________________

3. How are growth-oriented school and system contexts relevant to the experienced teacher performance appraisal process?

4. What are the implications for the role of teachers, vice-principals, principals and supervisory officers in the experienced teacher performance appraisal process?


1.7.15 The Context for Appraisal: Activity Six – School Culture (Slide 28)


FACILITATOR NOTES: The Context for Appraisal: Activity Six – School Culture (Slide 28)


Purpose: To consider fictional descriptions of the school culture and goals of the schools where Marg, Denise, Peter and Seema work, assess individual school capacity for providing a growth-oriented performance appraisal of these teachers and determine implications for the performance appraisal of Marg who is in her evaluation year and for the ALPs of Denise, Peter and Seema

Suggested Approach: Draw participant attention to the HANDOUTS #1, #2, #3, #4, which provide fictional descriptions of the

each of the schools where Marg, Denise, Peter and Seema teach.

Provide the following instructions for the school culture activity:o This activity will involve individual, pair and small group work.o Each table group will consider the school culture and goals description for Marg (HANDOUT #1) and

one of the descriptions provided for Denise, Peter and Seema (HANDOUTS #2, #3, #4).o On their own, participants read the HANDOUTS their group has been assigned and keep in mind the

results of Activity Five – the characteristics of growth-oriented school and system cultures and their implications for appraisal; i.e., school culture is strong when there is evidence of reflective dialogue, de-privatization of practice, collective focus on student learning, collaboration, shared norms and values.

o Each small group should appoint a recorder/reporter who will report back to the whole group the results of their discussion.

o As a group identify strengths and challenges/areas of growth in the school cultures as they relate to performance appraisal – in a teacher’s evaluation year and in a teacher’s non-evaluation year.

o As a table group respond to the following questions as they relate to the role of teacher, vice-principal/principal and supervisory officer: 1. What strengths does each school have that the teacher, vice-principal/principal and supervisory

officer can build on to help ensure a growth-oriented performance appraisal process and/or meaningful ALP process?

2. What challenges/areas for growth should be addressed immediately and in the long term by the teacher, vice-principal/principal and supervisory officer in order to help ensure a growth-oriented performance appraisal process and/or meaningful ALP process?

o When time is up, debrief as a whole group by asking small groups to share insights in response to the questions on the WORKSHEET and in the indispensable messages they have posted.

o Allow opportunities for groups to respond to input from their co-participants.

For this activity, you will need: Insights from jigsaw activity on growth-oriented school cultures Activity Six HANDOUTS #1, #2, #3, #4 that describe the culture and school goals of the schools where

experienced teachers Marg, Denise, Peter and Seema work Activity Six WORKSHEET Pens or pencils, paper and post-it notes


Key Messages: Making linkages with participant findings in this and Activity Five provide concluding remarks such as

the following:o The core challenge facing school boards and schools is improving student achievement and

decreasing the achievement gap. Such improvement ultimately depends on improving teaching practice. The available evidence suggests that schools that cultivate particular in-school processes and conditions such as rigorous academic standards, high-quality instruction and a culture of collective responsibility for students’ academic success are best able to meet the needs of all students.

o Research findings point to the influence of workplace culture on teachers and consequently on the outcomes for students. (See for example Teacher working conditions that matter: Evidence for change by Kenneth Leithwood, 2007; Keeping good teachers, edited by Marge Schere, 2003).

o Schools that have integrated professional cultures encourage ongoing professional exchange across experience levels and sustained support and development of all teachers. Teamwork and collegiality distinguish these work settings.

o The research is emphatic about the need to provide all teachers – new and experienced teachers alike – with growth-oriented school contexts that support their professional endeavours and nurture their collaborative efforts.

o School leadership, especially principal instructional and transformational leadership is widely recognized as important in promoting these in-school processes and conditions.

Some anticipated responses in the indispensable messages provided include: o Build relationships with teachers; i.e., regular communication, feedback on performance, open-door

policy, offering helpo Foster instructional development through ongoing formative assessment; i.e., provide opportunities

and incentives for teachers to work together, protect planning time, help set reasonable goals, review lesson plans and offer instruction in teaching strategies, engage in ongoing professional dialogue

o Engage in effective appraisal practices, i.e., explain expectations and procedures from the outset, be positive but honest in giving feedback, help set reasonable goals for learning and development, balance formal observations and conferences with informal observations and feedback, play a visible and active role in staff development activities

o Facilitate a supportive school context/culture; i.e., foster a welcoming, nurturing and collegial work environment that values critical inquiry, reflection and risk taking, help other teachers understand, acknowledge and support teachers’ development and learning needs, set high expectations for teaching and learning and make them clear to all, use competencies to structure staff development opportunities, model collaborative working behaviour.

Instructional Repertoire: Mini-lecture, Guiding Question(s), Reflection, Analysis, Synthesis and Evaluation and Discussion


HANDOUT #1The Context for Appraisal: Activity Six – School Culture*

The Culture of Marg Dalhousie’s School

Marg teaches in a JK – grade 8 school that was recently built and opened three years ago. The population is growing steadily as new homes are built in the neighbourhood and now stands at 450. When the school opened, students were moved from portables on another school’s yard into brand new classrooms. Most students had been bussed before and many can now walk to school. Over time, the school is being used by the community to a greater degree for a variety of sports programs and after school classes.

The school prides itself on its gymnasium and library, which are state of the art. The school has a reputation for an excellent vocal music program under the direction of a well-known music teacher. All the senior classrooms have computers for students to use with a partner or in small groups and technology is a big focus in the school.

Many of the teachers on staff have been at the school since it opened and about a third of the original staff began their teaching careers at the school and completed their NTIP:TPA there. The principal and vice-principal were very busy in that first year working intensively with these novice teachers. As a result, those teachers tend to have a strong professional working relationship with the principal and vice-principal. Most of the other teachers moved with the students from the school where they were housed prior to the new school being opened. The move was disruptive to everyone and for some of the teachers, it meant losing valued professional relationships with the administration of the other school. Very few of them are scheduled for a teacher performance appraisal this year.

Marg’s school is developing its own professional culture and a presence in the community. The staff continues to grow as more students are enrolled and the management of change is a major issue for the administration. There has been a lot of staff development in the school to work on initiatives to support the school’s improvement goals, especially workshops on technology and character education. While these workshops are focussed on specific content, they also provide the staff with opportunities to get to know each other better, participate in professional dialogue and develop collegial relationships.

School Goals and Focus Areas (from the School Profile)

Provide a high quality literacy program through a focus on balanced literacy and reading and writing across the curriculum

Provide a high quality mathematics program through cooperative strategies and problem solving

Focus on a positive school community in partnership with parents Integrate technology across the curriculum




The Culture of Denise Beaulieu’s School

Denise works in an inner city school in the downtown core. Students come from a variety of ethnic and linguistic backgrounds. Many of their parents work more than one job and few speak English well. There is a parenting Centre on site to help families make the transition to school. Teachers find communication with the parents challenging and there is much to tell them as so many students are struggling, especially with reading. Behaviour in classrooms, hallways and in the schoolyard is a constant challenge and consistency in approach and consequences is an issue for the staff. Grade level grouping teachers meet on a weekly basis and there are meetings of the whole staff once a month. All classes in the school are combined grade groupings and students with Individual Learning Plans are integrated into regular classes. Special education resource teachers support these students in their homeroom classes. Teachers are generally friendly and supportive but there are some cliques.

The school has been grappling with high staff turn-over and low EQAO results. Many teachers at the school are quite demoralized by the lack of progress in literacy results despite considerable efforts on their part. There has been a lot of in-school staff development on literacy topics and many of the teachers have attended workshops on reading. They are also dismayed by the fact that teachers and administrators come and go so quickly. Almost two-thirds of the staff has been at the school for less than five years. The school has had three principals and four vice-principals in the past five years. With each new administrator, the staff has become less trusting and more cynical about proposed changes and innovations.

Teacher leadership is an important and promising feature of the school culture. There are several strong and well-respected teachers who have a commitment to the students, school and community. These teachers have taken on responsibility for mentoring those with less experience and have assumed leadership in many other ways. The school has a committee who manages the calendar of events and another one that works with the principal and vice-principal on the school improvement plan. In some ways, this significant level of teacher leadership has helped the new principal to settle into his role and become more familiar with the students, school and community.

School Goals and Focus Areas (from the School Profile)

Promoting a high quality literacy program through a concentration on balanced literacy, reading and writing across the curriculum

Focus on “Welcoming, Safe and Positive School Climate” Nurturing meaningful partnerships between the school and parents Commitment to sharing effective practices On-going school-based professional development for all staff




The Culture of Peter Stockard’s School

Peter works in a JK – 6 school with a student population of 450. It is situated in an established neighbourhood near the university and is experiencing declining enrolment as families are maturing, although some younger families have been moving in to new condo developments in the area. The majority of the teachers have been at the school for more than five years and several are nearing retirement. The facilities are somewhat dated and the parent community is lobbying and fund-raising for a new play structure for the yard and new computers for the library.

In general, the staff is made up of teachers who are very competent educators but work as individuals. They are not accustomed to collaborative approaches and some believe that collegiality is simply time consuming and inefficient. There is a competitive tone among some of the teachers and some parents are quite vocal about their favourites on the staff. The principal has asked a small group of teachers to work collaboratively on a few discreet school initiatives and they are finding it a useful and professionally stimulating process. Peter is part of this group. He sees the pluses of collaborative work because the quality of the product is better when many minds work on a problem.

The principal came to the school two years ago and it is her first principalship. She is eager to work with the staff to develop a supportive learning community but cautious about moving too quickly. She realizes that the teachers have a great deal of experience and expertise and doesn’t want to jeopardize their willingness to try new things by overloading them with new ideas and initiatives. Accordingly, she is working with a small group of teachers who are willing and ready to work collaboratively on some school initiatives.

She meets regularly with teachers to discuss their Annual Learning Plans and has learned a great deal through the process. She has learned that the teachers are very competent and experienced, but that some are somewhat resistant to change. She has also taken the opportunity to ask questions, seek teacher input and share her vision for the school. Some teachers have been more receptive than others to her attempts to establish trusting relationships and to involve them in professional dialogue.

School Goals and Focus Areas (from the school profile)

Promoting a high quality literacy program through a concentration on balanced literacy and reading and writing across the curriculum

Improving student skills in information technology and using it to support learning across the curriculum

Cooperative learning Focus on “Welcoming, Safe and Positive School Climate” Nurturing meaningful partnerships between the school and parents On-going school-based professional development for all staff




The Culture of Seema Mohammed’s School

Seema works in a composite high school with a student population of 1250 and a teaching staff of over 90. The administrative team has been working at the school for over ten years. They pride themselves on the excellence of their school programs and success of students. Most of the teachers have been working at the school for many years and have no plans to change settings. There is very little diversity among the teachers. Seema is one of very few relatively new teachers and one of only two women of colour.

There is some division in the school between teachers who teach in different streams, complicated by the differences in their own backgrounds and the different needs of their students. Helping teachers from different departments work together effectively is a challenge for the administration. In general, because the school is so large, teachers don’t know each other well. As in any high school, some departments are stronger than others, but teachers in all departments care about their students and strive to help them learn effectively and try to provide a well-rounded program for students.

Situated in a small city in eastern Ontario, the school draws students from across a large area and the majority of the students are bussed, some from the surrounding rural area. The school is known for its excellent fine arts program and there is an annual art exhibition which is very well attended by members of the community. Sports facilities are excellent and school teams often represent the city at provincial tournaments. There is a large special education program offering support for students with learning, communication, physical and behavioural challenges. When they complete their high school studies, students from the high school go on to university, community college, or internships as well as directly to work.

There is an interest in developing the cooperative education program to give students more opportunities to develop practical skills and to improve connections and relationships with the community. The school is working to expand its trade’s component and there are some excellent technical classes, such as auto body, hairstyling and aesthetics, food services, electronics and communications technology which are very popular and have full enrolment. Recognizing that transition to work is an important issue for secondary schools, one of the main goals for the school this year is to develop relationships with local business, industry and community organizations through an expansion of the cooperative education program in order to create more coop placements for students. Using the guidelines of the Ontario Youth Apprenticeship Program, the goal is to help all students find out more about the workplace and to begin to consider possible careers.

School Goals and Focus Areas (from the school profile) Promoting literacy and numeracy across the curriculum Continued development of information technology integration and access throughout the

school Continued focus on a safe, welcoming and positive school environment Strengthening links with community partners through cooperative education programming Improvement of assessment and evaluation practices, including communication with parents On-going school-based staff development for all staff


*This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.

WORKSHEETThe Context for Appraisal: Activity Six – School Culture

1. What strengths does each school have that the teacher, vice-principal/principal and supervisory officer can build on to help ensure a growth-oriented performance appraisal process and/or meaningful ALP process?

Teacher:

Vice-Principal / Principal:

Supervisory Officer:

2. What challenges/areas for growth should be addressed immediately and in the long term by the teacher, vice-principal/principal and supervisory officer in order to help ensure a growth-oriented performance appraisal process and/or meaningful ALP process?

Teacher:

Vice-Principal / Principal:

Supervisory Officer:


1.7.16 Components of the TPA Process for Experienced Teachers: Scheduling and Frequency(Slides 29 - 33)


FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – Scheduling and Frequency (Slides 29 - 33)

Timing Considerations: Allow a total of 50 minutes for this “Components of the TPA Process for Experienced Teachers” section.

Purpose: To build understandings about the components of revised TPA for experienced teachers and to highlight linkages between and among the components and a growth-oriented process

Suggested Approach: Draw on Key Messages of the revised TPA process below to provide intent, rationale and effective

appraisal practices. Show how the components are intended to be implemented in a coherent and seamless manner by

making connections between and among the components throughout this section. Refer to previous discussion about a focus on experienced teacher growth and development. Refer to relevant pages in the manual – for Scheduling and Frequency: pages 23-26. Refer to previous discussion about the roles and responsibilities of principals, vice-principals and

supervisory officer to re-open the discussion about effective appraisal practice and its relationship with supervision (See slides 19 - 20). Refer also to Key Messages below.


Key Messages:Scheduling and Frequency Given the sector’s shared vision and goal of improving student outcomes, there is a need for teachers

to have the benefit of regular appraisals, which provide the opportunity for dialogue with and support from the principal regarding their professional growth.

For experienced teachers, the enhanced role of the Annual Learning Plan will provide continuity between appraisals.

Supervision and Appraisal Supervision and appraisal have many purposes that are generally grouped into three major categories:

quality control, professional development and teacher motivation. One attribute of a good supervisory system is that it reflects these multiple purposes.

The appraisal process should be a transparent one in which there is clarity about expectations of both principal and teacher. For example “…There should be no surprises at the summative evaluation conference. Communicate early and often and be clear about strengths and areas for improvement and then provide clear guidance for making instructional improvements” (Stronge and Tucker, 2003).

Knowledge of how teachers can grow as competent adults is the guiding principle for supervisors in finding ways to return wisdom, power and control to both individuals and the collective staff in order for them to become true professionals. With the understanding of how teachers change, the supervisor can plan direct assistance, staff development, action research and provide opportunities for professional development at an appropriate level to stimulate teacher growth and instructional improvement. (Glickman et al, 2004).

Instructional Repertoire: Mini-lecture, Discussion


1.6.11 Components of the TPA Process for Experienced Teachers: Competency Statement and Examples of Good Teaching Practice (Slides 34 – 35)


1.7.17

FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – Competency Statements and Examples of Good Teaching Practices (Slide 34 - 35)


Purpose: To build understandings about the components of revised TPA for experienced teachers and to highlight linkages between and among the components and a growth-oriented process

Suggested Approach: Draw on Key Messages below to provide intent, rationale and effective appraisal practices.

Show how in effective appraisal practice the components are implemented in a coherent and seamless manner by making connections between and among the components throughout this section.

Suggest that the At-A-Glance Comparison Chart introduced earlier be kept handy as a reference.

Refer to previous discussion about a focus on experienced teacher growth and development.

Refer to relevant pages in the manual for Competency Statements and Examples of Good Teaching Practices: pages 20 – 22 and the Log of Teaching Practice, Appendix F, pages 58 - 77.


Key Messages: A growth-oriented approach to performance appraisal is characterized by positive, mutually respectful

and trusting working relationships among teachers, principals, vice-principals and supervisory officers.

Principals and teachers engage in frequent, and ongoing professional dialogue that helps to ensure that both teacher and principal are clear about expectations and understandings of all aspects of the appraisal.

In effective appraisal practice there should be no surprises.

Notwithstanding the discussions held between the teacher and the principal, the principal is required to assess teacher performance in relation to the 16 competencies.

The principal collects evidence to support his or her appraisal of the experienced teacher’s performance in relation to the 16 competencies.

Statements and Examples of Good Teaching Practiceso The five domains and 16 competencies derived from the Standards of Practice for the Teaching

Profession are the foundation of the appraisal process. o Competencies ensure that the criteria used for the appraisal of teachers are aligned with the skills,

knowledge and attitudes that reflect good teaching. o In assessing the teacher's performance, the principal must consider all 16 competencies as set out in

Schedule I of O.Reg.99/02, as amended.o In the pre-observation meeting, the principal provides the teacher with an overview of the 16

competencies that form the basis of the performance appraisal.

(Continued)o The principal and teacher will discuss which competencies could be the focus of the Classroom

Observation. This should not be interpreted to mean that observations related to other competencies are excluded.

o The ministry has provided space in the Summative Report Form for the principal to record the competencies that have been discussed as a focus of the Classroom Observation.


o Based on the above, the principal and teacher may also begin a discussion about which of the 16 competencies the principal could focus his/her comments in the Summative Report Form.

o In the post-observation meeting, the principal and teacher will briefly review the 16 competencies that form the basis of the performance appraisal.

o The principal and teacher will discuss the competencies that were identified as the focus of the performance appraisal and the comments regarding these that are intended for the Summative Report Form.

o Notwithstanding the discussions held between the teacher and the principal, the principal may comment on other competencies that were assessed through the performance appraisal process.

For further details, refer to Section 8, “Procedures” of the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007 .

The Look-Forso The number of look-fors has been reduced in response to stakeholder feedback that the list in the

former process be shortened from 133 to 90 and that the use of the look-fors as a resource must be clarified.

o The intent of the look-fors is to provide concrete examples of good teaching practices that show principals and teachers some observable behaviours related to each of the competencies.

o As Stronge and Tucker, 2003 have cautioned, “While performance indicators can be very useful in illuminating what to look for in teacher performance, they are not a glorified checklist that equals good teaching”.

o Used as they are intended, look-fors provide a valued resource for principals and teachers in their professional dialogue about teaching performance.

The Log of Teaching Practiceo The Log of Teaching Practice is provided as an optional resource tool for principals and/or teachers to

record selected information about a teacher’s learning and development in relation to the 16 competencies. The examples of good teaching practices provide principals and teachers with shared starting points for deciding initially what to record in the log. They also provide a stimulus for identifying other noteworthy examples of teaching and learning and a vehicle to support their ongoing professional dialogue.

o Principals and teachers should discuss whether to use the log or a similar vehicle for keeping track of appraisal related information at the beginning of the appraisal process.





1.6.11 Components of the TPA Process for Experienced Teachers: The Annual Learning Plan (Slides 36 - 37)

(Continued)


1.7.18

1.6.11 Components of the TPA Process for Experienced Teachers: The Annual Learning Plan (Slide 38)


1.7.19

FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – The Annual Learning Plan (Slides 36 - 38)


Purpose: To build understandings about the components of revised TPA process for experienced teachers and to highlight linkages between and among the components and a growth-oriented process

Suggested Approach: Reference Core Module Two: The Annual Learning Plan: A Meaningful Vehicle for Experienced

Teacher Growth and Development.

Refer to slides 36 - 38 draw on Key Messages below to provide intent, rationale and effective appraisal practices related to the ALP.

Show how the components are intended to be implemented in a coherent and seamless manner by making connections between and among the components throughout this section.

Suggest that the At-A-Glance Comparison Chart introduced earlier be kept handy as a reference.


Refer to relevant pages in the Manual – for the Annual Learning Plan: pages 27 – 28 and ALP (Sample Form), Appendix D, pages 51 – 54.

Take a few minutes to provide a walk-through the sample ALP provided clarifying what boards have responsibility for


Key Messages: The Annual Learning Plan (ALP) is an essential component of the revised performance appraisal

process that is intended to recognize experienced teachers as professionals and support their learning and growth in both the evaluation year and in the intervening years between appraisals.

Developing and maintaining an ALP provides teachers and principals the opportunity to collaborate and engage in meaningful discussions of teacher performance and growth strategies on a regular and ongoing basis.

The Annual Learning Plan:o is an important vehicle to support experienced teacher ongoing staff development and growtho is intended as a living document in which teachers document their practice, set goals and plan

strategies for their own development on an ongoing basis o provides an opportunity for teachers to reflect on their staff development and growth each yearo highlights the importance of positive, respectful working relationships and professional dialogue that

encourage teacher growth development.

In the revised performance appraisal process for experienced teachers, the ALP is a teacher-authored and directed plan that is developed in consultation with the principal.

Alignment of teacher practice, goals and plans in the ALP with system, school and student learning priorities is encouraged.

(Continued)

Through the development, review and update of the plan, experienced teachers are responsible for maintaining a high standard for their own staff development and growth. They are required to review


and update their ALP on an annual basis and are encouraged to visit and amend their ALP as frequently as their professional growth goals, strategies and learning progress and change.

Principals play a critical role supporting teachers in developing the growth goals and strategies identified in their ALP. Principals are encouraged to take the time to engage in professional and specific dialogue with teachers about their growth goals, strategies and timelines within the context of the school and school board improvement plans and priorities.

School boards are required to ensure that every teacher they employ has an ALP for each year.

The ALP must include the teacher’s professional growth goals as well as his or her action plan and timelines for achieving them.

Each year teachers in consultation with their principal are required to review and update their ALP as necessary from the previous year.

The review and update must take into account the teacher’s learning and growth over the year as well as the professional growth goals and strategies recommended in the summative report of the teacher’s most recent performance appraisal as a point of reference for growth and learning.

The teacher and the principal must sign the teacher’s ALP each year and each must retain a copy for his or her records.



1.6.11 Components of the TPA Process for Experienced Teachers: Appraisal Meetings (Slide 39)


1.7.20

1.6.11 Components of the TPA Process for Experienced Teachers: Appraisal Meetings (Slide 40)


1.7.21

FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – Appraisal Meetings (Slides 39 - 40)






Provide input to these slides by referencing the previous discussions about professional dialogue.

Engage whole group in “Neighbours” activity providing the following instructions: Turn to you neighbour, reflect on what was just said; generate practical examples of ideas expressed in the quotes; share a time when you have encountered examples of these ideas and issues that may emerge.

Refer to the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007 – see Appraisal Meetings: pages 29 – 33.


Key Messages: In the monitoring of the former TPA system, teachers reported that they valued the meetings with their

principals to discuss their performance and growth.

The professional dialogue that is a valued aspect of the former appraisal process will continue through meetings held under the revised TPA process for experienced teachers:o the pre-observation meeting between teacher and principalo the classroom observationo the post-observation meeting between teacher and principal to discuss the observation and growth

opportunities.

In addition, at the request of the new teacher or the principal a meeting will be held after the summative report has been provided to the teacher.

Debrief the “Neighbours” activity. Draw on the following messages as needed:o It has been said that a learning community is a network of conversations. This being the case, the

role of leaders is to support the conversations with the conditions necessary for staff to meet: time, location and policies that support staff investment in their community of conversations.

o Leaders must also attend to the emotional and interpersonal needs and skills of staff. Thus, developing the skills of staff in active listening, setting aside assumptions while in the conversation and trying to understand each other’s comments and making meaning of them are all necessary skills to be developed.

Instructional Repertoire: Mini-lecture, “Neighbours” Activity, Professional Dialogue



1.6.11 Components of the TPA Process for Experienced Teachers: Summative Report Form (Slides 41 - 42)


1.7.22

FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – Summative Report Form (Slides 41 - 42)






Provide a brief walk-through the Summative Report Form for New Teachers (see Appendix A in the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007) to familiarize participants with the revised form and to show how the positive features of the former forms have been captured in the new single form.

Refer to relevant pages in the Manual – for the Summative Report Form: page 32, the ministry-approved Summative Report Form for Experienced Teachers, Appendix B, pages 44 – 49 and Guide to the Appendices, Appendix A, page 43.


Key Messages: The research is not prescriptive about the number and types of forms that should be used in teacher

performance appraisal. However, there is strong consensus that there should be a final summative report that documents the appraisal process, reflects teacher input and is filed for future reference.

The former process required a pre-observation meeting form (four pages), a post-observation meeting form (three pages)and a summative report form (six pages).

There was widespread support for streamlining the paperwork associated with the former TPA process. The forms were considered redundant and time-consuming to complete. See for example the Report to the Partnership Table on a Revised Teacher Performance Appraisal System for Experienced Teachers .

The new single summative report incorporates the positive features of the pre- and post- observation forms of the previous process.

It is designed to place greater emphasis on teacher growth and to capture the conversations between the principal and the teacher throughout the appraisal process.

Instructional Repertoire: Mini-Lecture and Guided Discussion





1.6.11 Components of the TPA Process for Experienced Teachers: Rating Scale (Slides 43 - 46)


FACILITATOR NOTES: Components of the TPA Process for Experienced Teachers – Rating Scale(Slides 43 - 46)




Refer to previous discussion about appraisal focused on experienced teacher growth and development.

Refer to slides 43 - 46 and to relevant pages in the Manual – for the Rating Scale: pages 34 - 40.

Take time to review Appendix C – The Rating Scale on page 50 which provides descriptions of the overall performance ratings provided as a resource to clarify for principals and teachers what is meant by each of the ratings.

Invite participants to read the descriptions on their own. Then ask participants to work with a partner at their table group to discuss the descriptions with the goal of deepening understandings, making personal connections and identifying other descriptors. Debrief as a large group.


Key Messages: The rating scale is intended to support the principal in determining a teacher’s performance rating.

Within a Satisfactory rating, principals may also provide further feedback on strengths and possible areas for growth for the teacher.

A two-point rating scale supported by the principals’ comments is expected to increase teacher confidence, promote principal objectivity in the appraisal process and provide more consistency in implementation across the province.

Appendix C in the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007 provides descriptions of the performance ratings provided as a resource to clarify for principals and teachers what is meant by each of the ratings.

The descriptions are intended to be considered holistically rather than to be used as a checklist. Principals and teachers may find it helpful to expand on these descriptions to develop an enhanced and shared understanding of the ratings.

Instructional Repertoire: Mini-Lecture, Think-Pair-Share and Guided Discussion.




1.7.23 Closing: Free-Write and Reflection on Learning (Slides 47 - 48)


1.7.24

FACILITATOR NOTES: Free-Write and Reflection on Learning (Slides 47 - 48)


Purpose: To encourage reflection about how the components of the revised TPA process are interconnected and together as a whole are most effectively implemented using a growth-oriented approach

Suggested Approach: Refer to slide 48 and draw on Key Messages below to provide context.

See WORKSHEET for free-write activity, which asks participants to write individual personal statements about the links between new teacher appraisal and growth-oriented school and system cultures.

Debrief activity drawing on Key Messages.

Refer to previous discussions about growth-oriented school and system cultures.


Key Messages: The research is emphatic about the need to provide principals and teachers with system and school

contexts that support their professional endeavours and nurture their collaborative efforts.

Some ways of facilitating supportive school and system cultures are:o Encouraging norms of collegiality and professionalismo Modelling collaborative working behaviouro Providing meaningful staff development opportunities that promote active learning and ongoing

discussion within context o Establishing governance structures that allow for principal/teacher involvement o Fostering a welcoming, nurturing and collegial work environment that values critical inquiry, reflection

and risk taking, o Setting high expectations for teaching and learning and make them clear to all.

Instructional Repertoire: Mini-lecture, Free-Write, Inquiry, Reflection and Discussion

WORKSHEET


Free-Write: My Personal Message about Growth-Oriented TPA Process for Experienced Teachers

Keep these questions in mind as you craft your indispensable message:

1. In my role as teacher, principal, supervisory officer, what are some ways that I encourage a growth-oriented appraisal process?

2. What indispensable message do I want to communicate about experienced teacher appraisal to the educators I work with?


1.6.12 Closing: Guided Reflection (Slide 49)


FACILITATOR NOTES: Guided Reflection (Slide 49)


Purpose: To provide participants with an opportunity to consider what they have learned in the session and how it applies to their own practice

Suggested Approach: Introduce the activity by sharing the quote on slide 49.

Ask participants to complete the WORKSHEET. Point out that there are no right or wrong answers.

Give participants the option of working independently or in pairs to complete the WORKSHEET. If participants choose to work independently to fill in the WORKSHEET then provide an opportunity for them to discuss their responses with the person next to them.

Key Messages: As you return to your practice, take what you have learned through this session and consider ways in

which it can be applied to your own practice and the development, review and update of the ALP each year.

Consider ways in which you may share and perhaps continue the dialogue about what you have learned in this session with other colleagues.

Instructional Repertoire: Guided Discussion


WORKSHEETGuided Reflection

Reflection is what allows us to learn from our experiences: it is an assessment of where we have

been and where we want to go next.~ Kenneth Wolf

1. What have you learned from today’s session?

2. What will you be able to use immediately in your own practice? How will you implement this idea?

3. What will you be able to use sometime in the future in your own practice? How will you plan for implementation of this idea?


1.8 Sample Tips, Strategies and Effective Practices

1.8.1 Initiating the TPA Process for Experienced Teachers in their Evaluation Year (School Level)

What? School Level: A fall meeting for teachers in their evaluation year to initiate the TPA process

Where? Any school where there are teachers in their evaluation year

Who? Principals, vice-principals, teachers in their evaluation year

When?

Fall

How? Once the teachers in their evaluation year have been identified and notified, call a meeting to review and

discuss:o The requirements and timelines of the TPA processo How the pre-observation meeting, classroom observation and post-observation meeting will be

organized

In addition, this meeting would provide an opportunity to:o Discuss the relationship between the ALP and the process in the evaluation yearo Begin dialogue about the 16 competencieso Respond to concerns or questions of teacherso Set dates and times for pre-observation meetings

Why? One of the main themes of effective teacher performance appraisal practice is "no surprises" – the

process should be very transparent and clear

Preparing for this meeting will help principals and vice-principals plan for the TPA process for the year

1.8.2 Focussing on the ALP (School Level)

What? School Level: A meeting or a series of meetings to discuss the Annual Learning Plan and its

development with teachers who are reviewing and updating their ALP

Where? Any school

Who?

Principals, vice-principals and teachers

When?

Fall

How?

At this meeting, principals, vice-principals and teachers could:


o work through activities from “Core Module Two: The Annual Learning Plan (ALP): A Meaningful Vehicle for Experienced Teacher Growth and Development”

o discuss the relationship between the ALP and other components of the TPA processo discuss their goals and strategies for their own professional growth and development with each othero share and review school and board planso talk about ways to align teachers' goals and strategies with the school plano share ALPs with colleagues in order to get feedback, support and suggestions

Why?

Most of the teachers on a typical school staff will be in a non-evaluation year-end

All teachers have the responsibility to review and update their ALP on an annual basis.

Sharing ALPs may help build trusting relationships in the learning community of the school.

Professional dialogue is increased and enriched.

Promotes collaboration in setting and achieving goals and working through strategies.

Supports the learning community.

1.8.3 Initiating the TPA Process in September (Family of Schools Level)

What? At an early family of schools or principal's meeting, discuss some effective practices for:

o introducing the TPA process for staff in the fallo supporting teachers in their evaluation yearo time managemento meetingso engaging in professional dialogue about the Annual Learning Plano supporting teachers who are developing their first ALPo supporting teachers as they review and update their ALPo other aspects and components of the TPA process

Review the revised teacher performance appraisal process, focussing on the collaborative intent of the process as well as the technical requirements.

Explore the implications and benefits of a growth-oriented approach to TPA

Offer staff development sessions about the revised TPA for new superintendents, principals and vice-principals at a school board or family of schools level.

Where?Any school board or family of schools

Who?

Superintendents, principals and vice-principals

When? Beginning of the school year

How?

Have participants share their experiences and tips for effective TPA practice

Select one or more of the activities in Module One to do as a staff development activity


Read the articles and discuss them with colleagues

Why?

The TPA process will run more smoothly for teachers if superintendents, principals and vice principals are well informed and have adopted a growth-oriented approach

Encourages professional dialogue among superintendents, principals and vice-principals

Helps to build a learning community culture at the system level

1.8.4 Promoting the Development of a Learning Community through Reading Groups What?

Invite interested teachers, principals, vice-principals and superintendents from across the board or family of schools to join a group to discuss research and professional articles about teacher performance appraisal. Locate and distribute pertinent reading materials to discuss and critique at the group's meetings

Where? Any school board or family of schools

Who? Teachers, principals, vice-principals, superintendents

When? Throughout the school year

How? Use the reference list from the supplementary materials section as a source for research or professional

articles related to the teacher performance appraisal process or its components

Distribute the selected article(s) for pre-reading by participants

To guide reading and discussion, use questions such as:o Who is the author of this article and what are his or her credentials?o Who is this article written for?o What are the major themes and ideas in this article?o What is opinion and what is supported by research?o How does this article relate to the revised TPA process in the Ontario context?o What points do you agree with? Disagree with? Have difficulties understanding?o What questions does this article raise for you?o What can teachers or principals take from this article and use in their practice?

Meet to discuss the article

Have a different article ready to distribute at the following meeting

Have participants take turns selecting articles and leading the discussion

Ask participants to watch for and share articles from journals that might be of interest to the group

Why? Deepens understanding of the components of the appraisal process

Identifies issues in the research about the teacher performance appraisal process

Promotes professional dialogue, collaboration, trust and respect

Encourages critical thinking


http://www.edu.gov.on.ca/eng/teacher/reference.pdf

Supports the learning community

Helps participants stay current with respect to research about TPA

1.8.5 TPA as a Standing Item on the Principals' Meeting Agenda (Family of Schools Level)

What?

Set time aside at every principals' meeting to discuss TPA.

Where? Any principals' meeting or family of schools meeting that is held on a regular basis.

Who? Superintendent, principals, vice-principals (consultants in some cases)

When? Any time during the school year; monthly or as scheduled

How? Establish a standing item on the agenda to:

o share and discuss effective appraisal practiceso explore a specific component of the TPA processo address concerns or questions about the processo celebrate successeso look at related research from the reference list or other sources

Why? Builds relational trust and collaboration

Supports the learning community at the family of schools level

Links school improvement goals to school, family of school and/or system-wide improvement goals

Deepens understanding of the components of the TPA process

Provides a safe environment for problem-solving and exploring issues

1.8.6 TPA as a Standing Item on the Staff Meeting Agenda (School Level)

What?

Set aside time at every staff meeting to discuss TPA

Where? Any school

Who? Teachers, principals and vice-principals (other staff members)

When?

Any time during the school year; monthly or as scheduled

How? Establish a standing item on the agenda to:

o share and discuss effective appraisal practiceso explore a specific component of the TPA process


o address concerns or questions about the processo celebrate successeso look at related research from the reference list or other sources

Why? Builds relational trust and collaboration in the school

Supports the learning community in the school

Links teacher goals to school improvement goals deepens understanding of the components of the TPA process

Provides a safe environment for problem-solving and exploring issues


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