RTC appraisal template for Languages 2015

RTC Evidence ExampleLuciaJu

RTC Evidence OC Langs 2015 This is a template based on the exemplar above which provides good basis for appraising against registered teacher criteria, which includes reflective questions and school expectations.  These expectations may need to be adapted to comply with specific OC school goals, but are comprehensive, as are the ways presented in which teachers may fulfill the criteria.

This would be a good starting point for teachers in our department for appraisal. The completed document could be uploaded to your blog, with evidence to support each aspect then curated in appropriate entries.

Appraisal PD with Jan Hill 2015

PD with Jan Hill Appraisal

Why appraise teachers who are performing well every year?

How to effectively measure performance? 5min walk throughs? Student evaluations? All need to be done better- walk throughs should be WEEKLY, student evaluations should be online not in class, Points system? What Criteria? – several ‘ bundles’ of evidence – TAI/walk throughs/PD evidence/ These NEED TO BE ALIGNED and supported by school; needs to be an ongoing pathway Coach for TAI, HOD for RTC, Students for practice documentation of value added is the crux – need to show have taken learners from a-c not necessarily more merit/excellence

 

RTC 2010 (is in PD file ?)

Individual responsibility

Collection of evidence

Ongoing

TAI focus

Attestation (4 salary) vs appraisal vs competency – should same evidence be used for all Prior appraisal was done to teachers, now looking at joint responsibility

 

NBWLA RTC 10 requires integration of maori tanga into teaching – see Matariki y9/10 incorporate solar system lesson; and turangawaewae; using vowel sound similarities; using the Maori Spanish family the Panioras with immigration unit.

School culture needs to be open to learning TAI good start

 

Evaluative capability – What does good looks like at OC – job description Manaaki rubrics, AKO matrix, student and peer evaluations 5 min walk through – clear criteria tell you what good looks like,  curriculum documents, school charter, ERO, student achievement, (I think enthusiastic students, students who can express something they have learnt,)

 

goals need to be specific rather than broad, as do criteria – how will you know you have achieved goal? –

 

Keep and document COMPELLING evidence only – what am I doing, who will be my focus students? A group within the class, a whole class, and what will be the measure Pre-test and post test Video yourself, analyze and write up Ask two students for feedback on an activity or on a new approach you have tried. Record them on your cell phone and write up one thing From top down it has become an integrated approach where teachers are documenting what they are/should be doing TAI should be looking at Retention from y9 to y10 through ??differentiation / focus on individuals ?? Using stations?? Do some reading ( strategies qalready tried- TBL, different topics, overseas trip) Build ongoing appraisal into departmental meetings – come prepared to discuss your progress, share the latest additions to your portfolio of evidence – stop at end for time to record what you have learnt from dept discussion, what feeds back into your practice or TIA Ask, What’s your data telling you? What is your student feedback telling you?

Select specific about bundles to provide evidence

 

#3/10 each unit has a component which reflects this ( use maori in letters home to maori parents; use Maori salutations and thanks in emails routinely; my learnin has been a gap radula accumulation of how the language functions; use Maori cultural components in units of teaching to reference Aotearoa against new cultural referents; what is the impact on student learning? How does your focus group show this? How do you measure it? Ask students what they thought of this element in the unit? Did it lead to greater understanding for them?

Outcomes are paramount

Sources of evidence : achievement data, student work examples, student feed back, observations, including running commentaries done by peers ( come in and write all I say in five ten minutes), videos, sound track; feedback from students and parents, photos of before and after, peers, unit plans, year plans, surveys, dept meeting minutes, record feedback on Show is orally, professional dialogue. ALL WITHIN AN ACTION INQUIRY

3 general categories – observations, discussions, documents – to provide a range of triangulated sources which includes peers, students and self Curation of evidence – ease of understanding for anyone else

 

 

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