Full Report 31 Jul 2014 PDF

Alex Le'long
Western Heights High School

31 Jul 2014
2 people via 2 appraisals
Interlead Appraisal Connector
Report
1
Guiding Concepts
In developing this self-review we have endeavoured to create a set of items that address the key challenges of a teaching
professional's work; that can operate within guidelines established by the New Zealand Ministry of Education; that are applicable to
the school environment; and which are firmly based on established conceptual frameworks (ways of thinking about a topic).
The nature of the work we do at InterLEAD means that, over the years, we have had opportunity to examine various conceptual
frameworks, to incorporate them in our teaching and consulting, and to get feedback on their practical value from teachers and
school leaders. Outlined below are some of the key 'Guiding Concepts' upon which the review items are based.
Our Philosophy
Humans have yet to invent a tool that cannot be misused. The Hammer can be used skilfully to build, violently to injure, or ineptly so
that it bruises your thumb. The same outcomes are possible with a management tool like this. We don't think people should stop
manufacturing hammers because some use them maliciously. And even though we realise that some people adopt abrasive or
abusive approaches to appraisal and review, we don't think that should stop us from developing tools that good teachers and school
leaders can use to promote professional development.
Outlined below are some of the management principles we hope you will apply when using this review tool to build capability within
your school.
This is Not a Test: Because we use tests so often in education, you might be tempted to treat the feedback given in the review as if
it was a mark for a test. That is not the case. With tests, typically the best students in the class will consistently score high marks. If
you have a history of being a "good student" you might expect highly positive feedback in each area. That will not be the case here.
In some areas, such as the section on Competencies, a person would need to be gifted to achieve a high score in one of the areas.
We doubt that anyone will score highly in all four areas considered: that would not truly reflect the nature of competencies and
giftedness.
Taking a Long View: This tool is designed to be used throughout your career. Beginning teachers may find they get 'Novice' ratings
in most of the areas of Teaching Practice. That would be an accurate reflection of where they are in their professional development.
They have years of development ahead of them. Plans based on the feedback provided need to reflect this reality. It takes years to
develop mastery. When making developmental plans on the basis of the feedback given, aim to be realistic and focused. Think
about the "next step" that needs to be taken. Attempting to lift capability across the board would be trying to do the impossible.
Developmental Tool: Sometimes we forget that adults are learners too. We think they should automatically be experts at everything.
Of course this isn't so. One isn't born a fully capable teaching professional. Even 'child prodigies' have to work hard to develop their
talent. So, the review process is not one of 'command and control': demanding that certain ratings are achieved and disciplining
those who fall short of arbitrary standards that have been set. Rather, feedback is used developmentally: it is the basis for planning
further learning and professional growth.
Appreciation: Development works best when people appreciate and build on strengths. Not every teacher has the same strengths.
Not all deficiencies need be of real concern. A child will encounter many teachers: you don't have to do everything. You will make a
greater impact by being extraordinary at some things. Many people set developmental goals by default. They just work on their area
of greatest weakness. They work on that until it is 'OK', then shift to the next greatest weakness. At its best, this is a recipe for
mediocrity. Aim to use the feedback to identify your areas of strengths. How could you use these more fully? What currently
prevents you from using your strengths effectively? What could become another strength?
Building Developmental Partners: On one's own it is easy to lose sight of the purpose of feedback. You might start to focus on
deficiencies, treat the review as a test, or take a short-term view. What can help? Having a developmental partner - a trusted
colleague - who can help you make sense of the feedback, check the reasonableness of your plans, and offer an appropriate level
of challenge and support. When you find a developmental partner who you know is interested in your professional development,
who speaks to you openly about your developmental needs, and who you trust, treat this person as a treasure. Make it easy for
them to give you the feedback you need by asking for it, and ask repeatedly if necessary.
Alex Le'long
2
Report Contents
Sections
Overview of Results Ratings and Levels of Capability
The Classroom ( 4 Vital Teaching Practices )
Contributing to a Professional Learning Community
Criteria
Appendix
The Classroom ( 4 Vital Teaching Practices ) Responses
Contributing to a Professional Learning Community Responses
Professional Dimensions Matrix
Alex Le'long
3
Overview of Results, Ratings and Levels of Capability
The self-review process is designed to produce rich data that can help you with on-going professional development. Items and
ratings are specifically designed to reflect the levels of capability that you are showing across a wide variety of areas. We have
designed the feedback around 4 levels of capability that are discussed in literature on Adult Learning and Development.
Novice: While novices may have been introduced to the area of concern, and may have developed some ability to talk about
the subject using appropriate vocabulary, they can only perform the most basic operations. They may know what the
process is, but do not know how to do it. Even the most experienced teacher will be a novice in regard to some aspect of
teaching practice.
Capable: People who are capable are those who have started to perform basic operations associated with the subject, but
are not yet "skilled". They have to think carefully about what they are doing at each step. Usually they can reliably produce
desired results, as long as conditions are favourable (e.g. they are not required to do something else at the same time) or
they are able to refer to some with experience when things get tricky. They know what they are doing.
Proficient: People who are proficient have practiced the skill to the point where they can perform the operations in a relaxed
state. With proficiency, people know why they do various elements of the work, so they can adjust what they do when
conditions change or complexity in the environment increases.
Master: People have obtained mastery when they have the subject deeply embedded in their personal practice. They
intuitively sense when to use the skills associated with the subject and display them with a degree of "artistic flair". Others,
including those who are proficient, recognise their depth of understanding and turn to them for advise when confronted with
difficult challenges.
The answers in this report are based on:
Self appraisals: Available supporting data?
Most ratings are supported by existing data that can be readily provided.
The Classroom ( 4 Vital Practices of Teaching )
The Big Four is the framework for improving instructional practice developed by the University of Kansas Centre for Research and
Learning. The Big Four are about focussing teachers' attention on high yielding teaching practices. More specifically it's about
asking teachers to:
Encourage Positive Behaviour
Focus on Essential Content
Increase Learning through effective Instruction; and
Increase Student Motivation through Formative Assessment
The Big Four also provide a useful framework for the provision of tailored professional development and learning for teachers. In
sequence each of the Big Four provides the typical developmental pathway teachers take across their careers. Typically a novice
teacher initially focuses on gaining control in the classroom and reinforcing positive behaviour. Once achieved the next focus
becomes deepening knowledge and understanding of essential content ( Curriculum ) and then in sequence, developing effective
instruction before typically looking at increasing student motivation through Formative Assessment.
This Self Review Instrument is designed to generate feedback across all of the Big Four areas. As teachers and school leaders take
part in developmental conversations based on this feedback, they will be able to discuss where to focus developmental efforts in
the context of individual teachers' careers.
Alex Le'long
4
Classroom Management
Self Appraisal: Masterful
Current: Masterful (1 appraisal, 1 unique appraiser)
Previous: Masterful (1 appraisal, 1 unique appraiser)
Other Appraisal: Proficient
Current: Proficient (1 appraisal, 1 unique appraiser)
Self Comments:
- "http://evolutionandimagination.blogspot.co.nz/2014/06/making-and-creating-and-continuing-to.html
http://evolutionandimagination.blogspot.co.nz/2014/04/talkin-bout-revolution.html http://evolutionandimagination.blogspot.co.nz/
2014/05/observations-ero-and-our-amazing-mentor.html http://evolutionandimagination.blogspot.co.nz/2014/05/who-i-am-and-what-
i-do.html"
Content Knowledge
Self Appraisal: Proficient
Previous: Proficient (1 appraisal, 1 unique appraiser)
Other Appraisal: Masterful
Alex Le'long
5
Instructional Practice
Formative Assessment
Self Comments:
- "Solo and reflection posts on blog"
Alex Le'long
6
Key Competencies
The New Zealand Curriculum outlines 5 competencies that children need to develop through their education. Work on
competencies by Adult Education expert Douglas Hall encouraged us to apply 4 of these to the review of adults within schools: they
are closely aligned to what he refers to as "meta-competencies". By adopting the terms used within the NZ Curriculum we hope to
encourage teachers and school leaders to see the direct connection between how they display these competencies personally, and
the degree to which learners in the school develop them.
"Thinking" items are based around work by US educationalist Deborah Meier, author of In Schools We Trust. In her work she
encourages 5 different types of thinking, based on 5 key questions: "How do you know?" "What does this look like from an
alternative perspective?" "What would happen if...?" "What patterns can you see?" And "So what?" Each question provokes a very
different kind of thinking.
"Relating to Others" items are based on the work of Sara Lawrence-Lightfoot, Professor of Education at Harvard University. She
has described how productive relationships, both in education and in life generally, are based on the quality of respect. Further she
has identified key elements that contribute to respectful relationships, including curiosity, attention and dialogue.
"Managing Self" items are based on the work of Emotional Intelligence expert Reuven Bar-On. Dr Bar-On has developed his own
measures of emotional intelligence. We have adopted a framework he has published, in which outlines areas in which emotional
intelligence are expressed.
"Participating and Contributing" items are based on the work of change expert Otto Scharmer, author of Theory U: Leading from the
future as it emerges. In his work he explains how effective contribution to collaboration require individuals to (1) observe reality as it
is, (2) challenge assumptions and stimulate new thinking, (3) express their thoughts in collaboration with others, and (4) act on
commitments they have made.
Managing Self
Alex Le'long
7
Relating to Others
Self Appraisal: Masterful
Thinking
Alex Le'long
8
Participating & Contributing
Alex Le'long
9
Criteria
Alex Le'long
10
Teachers Criteria and the New Zealand Teacher's Council
The New Zealand Teacher's Council in 2010 ratified 12 Teacher's Criteria against which teachers in all New Zealand Schools and
Early Childhood Education need to be reviewed. This self-review instrument has been designed to ensure data is provided for
teacher registration. Each of the 40 questions in the Teaching Practice section also relates directly to one or more of the Teacher
Criteria. The relationship between the questions, the Big Four and the Teacher Criteria are shown in the table below.
Teacher Criteria Matrix:
The Big Four
Positive Behaviour Essential Content Effective InstructionFormative Assessment
Criteria - 1 (Question 5) Criteria - 3 (Question 19) Criteria - 2 (Question 27) Criteria - 8 (Question 34)
Criteria - 10 (Question 29)
Criteria - 10 (Question 30)
Criteria 5 has a Leadership focus and is for those teachers who also have leadership responsibilities. These fall outside the Big
Four. For the sake of registration and appraisal purposes Criteria 5 data relates to questions in the 'Management' section.
Alex Le'long
11
Criteria Description Self Grade Others Grade
Criteria - 1
Establish and maintain effective professional relationships focused
on the learning and well-being of akonga.
Masterful Proficient
Criteria - 2
Demonstrate commitment to promoting the well-being of all
akonga.
Proficient Proficient
Criteria - 3
Demonstrate commitment to bicultural partnership in Aotearoa
New Zealand.
Masterful Proficient
Criteria - 4
Demonstrate commitment to on-going professional learning and
development of personal professional practice.
Criteria - 5 Show leadership that contributes to effective teaching and learning Proficient Proficient
Criteria - 6
Conceptualise, plan and implement an appropriate learning
programme.
Criteria - 7
Promote a collaborative, inclusive and supportive learning
environment.
Criteria - 8
Demonstrate in practice their knowledge and understanding of how
akonga learn
Criteria - 9
Respond effectively to the diverse language and cultural
experiences, and the varied strengths, interests and needs of
individuals and groups of akonga.
Proficient Masterful
Criteria - 10
Work effectively within the bicultural context of Aotearoa New
Zealand
Masterful Masterful
Criteria - 11
Analyse and appropriately use assessment information, which has
been gathered formally and informally
Criteria - 12
Use critical inquiry and problem-solving effectively in their
professional practice
Alex Le'long
12
Classroom Management
Appendix
Questions and Answers
Symbol Description
The red background on a question indicates that this question has been
selected for Alex Le'long to give priority to.
A blue ring indicates Alex Le'long's own selection of an answer or question
priority
3
Indicates the number of appraisers that made this selection of an answer or
question priority
The Classroom ( 4 Vital Teaching Practices )
- 2 appraisals, 2 unique appraisers
1
Classroom practice that focuses on the individual but not to the
detriment of the whole class.
1
Skills that allow them
to do this the majority
of the time
2
Establishing and applying appropriate boundaries of
acceptable behaviour.
1
of the time
3
Identifying how the environment is shaping behaviour.
1
of the time
4
Anticipating and minimising disruptive events.
1
of the time
5
Treating students with respect.
1
of the time
Highly skilled in this
area they seem to be
able to perform this
well with what
appears to be
minimal effort.
6
Adapting classroom management to fit the culture and
background of individual children.
1
of the time
well with what
appears to be
minimal effort.
7
Reflecting, and taking action, on student successes and
failures.
1
of the time
well with what
appears to be
minimal effort.
Alex Le'long
13
8
Making learning challenging for students.
1
of the time
well with what
appears to be
minimal effort.
9
Making learning enjoyable for your students.
1
of the time
10
Keeping interactions with your students positive.
1
of the time
Alex Le'long
14
Content Knowledge
11
Making sure lessons feel unique by adjusting content to suit
your student's needs.
of the time
1
well with what
appears to be
minimal effort.
12
Relating lesson content to a range of curriculum areas.
of the time
1
well with what
appears to be
minimal effort.
13
Focusing on content that adds significant value to student
learning.
of the time
1
well with what
appears to be
minimal effort.
14
Predicting and planning for the types of errors your students
are most likely to make.
1
of the time
15
Taking advantage of opportunities that arise in the classroom,
using them to enhance student understanding of content.
of the time
1
well with what
appears to be
minimal effort.
16
Planning contingencies to deal with different levels of student
performance that emerge during lessons.
1
of the time
17
Planning how you will cover the required curriculum.
1
of the time
18
Modifying plans to take into account students' needs as they
change through the year.
1
of the time
19
Using curriculum and content knowledge in ways that show
respect for different languages and cultures.
1
of the time
well with what
appears to be
minimal effort.
20
Engaging in professional learning that seeks to develop
capability as a teacher.
1
of the time
Alex Le'long
15
Instructional Practice
21
Taking advantage of "teachable moments", adjusting plans
accordingly.
1
of the time
22
Keeping lessons on track while using student questions and
comments as springboards for discussion.
1
of the time
23
Maintaining a healthy balance between content-centred and
student-centred instruction.
1
of the time
24
Maintaining a climate where there is a high level of productive
student-teacher interaction.
1
of the time
25
Recognising when students lose interest or do not understand,
and responding appropriately .
1
of the time
26
Differentiating lessons to meet the needs of students based on
their ability levels.
1
of the time
27
Getting involved in the students' learning, making their needs
the focus of the learning situation.
1
of the time
28
Instilling a belief in the students that they are, or can be,
successful learners.
1
of the time
well with what
appears to be
minimal effort.
29
Encouraging students to achieve mastery; to go beyond the
minimum required by achievement goals.
1
of the time
30
Applying a range of differing teaching strategies and
techniques to meet the needs of students from diverse cultures
and backgrounds.
1
of the time
Alex Le'long
16
Formative Assessment
31
Using student assessment data as a basis for reflection on
how to improve teaching practice.
Has basic skills that
enable them to do
this sometimes.
1
of the time
32
Testing teaching strategies and evaluating them to see if they
improve your effectiveness as a teacher.
Has basic skills that
enable them to do
this sometimes.
1
of the time
33
Ensuring that everyone in the class, including you, is held to
account for responsibilities.
1
of the time
34
Helping students understand the purpose and value of
assessment, and how to use assessment to manage their own
learning.
1
of the time
35
Engaging individual students in reflective conversation about
"where to go next" with their learning.
1
of the time
36
Helping students to articulate what they find difficult and where
they need help with their learning.
1
of the time
37
Maintaining a classroom where students can initiate and fully
participate in learning conversations with you.
1
of the time
38
Being able to receive feedback from students and colleagues
without reacting defensively.
1
of the time
39
Enabling students to develop as independent learners.
1
of the time
40
Enabling your students to understand and explain what they
are learning and why.
1
of the time
Alex Le'long
17
Managing Self
Contributing to a Professional Learning Community
41
Understanding and accepting who you are, and operating from
a position of self-reliance.
1
Consistently
manages own
internal emotional
state in a way that
enables emotional
independence and
resilience.
Shows high levels of
emotional stability
based on a deep
understanding of
personal identity.
42
Handling your emotional state effectively when interacting with
others , even when others cause frustration and pain.
1
Consistent empathy
and personal
responsibility
exercised in ways
that establish
mutually satisfying
relationships.
43
Managing and regulating emotions when under stress.
1
Consistently
manages emotions
and exercises
impulse control, even
when stakes are
high.
44
Thinking and acting effectively when dealing with the tensions
associated with change.
1
Consistently effective
when dealing with
change; usually able
to make a positive
contribution.
45
Maintaining a generally positive mood.
1
Consistently positive
in mood and outlook;
it takes a lot to get
them down.
Alex Le'long
18
Relating to Others
46
Empowering others to solve their own problems, providing
valuable information and strategies.
1
Regular thought
given on how to help
in an empowering
way
47
Demonstrating curiosity regarding other people's views and
experiences.
1
Consistent curiosity
regarding other
perspectives
Highly curious and
affirming about other
perspectives even
when very different
48
Paying full attention to what is happening during interactions
with others.
1
Consistently gives
full attention to the
work at hand.
49
Nourishing others sense of being a worthy, whole person.
1
Consistently
compassionate and
concerned for me
and others.
Displays great skill
and compassion for
me and others. I can
turn to this person
when I am suffering.
50
Engaging in genuine, respectful dialogue that enables us to
achieve shared purposes.
1
Consistently ready to
engage in skilful
collaborative talk that
generates shared
understanding.
Alex Le'long
19
Thinking
51
Your willingness to examine the evidence that supports, or
does not support, what is being considered.
1
Consistent thought
given to basing
conclusions on
evidence.
52
Looking for and discerning meaningful patterns, using thinking
tools to map and communicate these to others.
1
Consistent use of
skilled thought so
that patterns are
used to generate
shared insight and
new understanding.
53
Considering how events and data might appear if viewed from
different points of view.
1
Consistently
respectful and
interested in the
viewpoint of others.
Highly skilled at
seeing things from
alternative
viewpoints, including
the perspectives of
those not present in
a conversation.
54
Testing out ideas and proposals by considering a variety of
scenarios; asking "What if...?".
1
Consistent and skilful
effort made to
generate alternate
scenarios and use
them to improve
planning.
55
Considering the relevance of what is being discussed;
considering the question, "So what?".
1
Consistently good at
ensuring that effort
contributes to our
shared purpose.
Alex Le'long
20
Participating & Contributing
56
Paying attention to what is really going on, and how personal
action contributes to the current situation.
1
Consistent effort to
pay attention to how
things really are.
57
Responding with flexibility when things don't go as expected.
1
Consistent flexibility,
attentive to new
situations as they
emerge.
58
Contributing the shared understanding by voicing thoughts,
even when these are potentially embarrassing or threatening
to others.
1
Consistently open in
expressing views
while showing
concern for others.
Highly capable of
voicing even the
things that are most
difficult to talk about
in a way that
engages others.
59
Following through on commitments made, in order to keep
things moving forward.
1
Consistent in
following through on
commitments.
People can rely on
what is said.
60
Trying out new actions in order to create new possibilities.
1
Consistently
experimental,
actively seeking to
create new
possibilities.
Alex Le'long
21
Professional Dimensions Matrix - Primary and secondary Teachers
Classroom
Management
Content/Curriculum
Knowledge
Instructional
Practice
Formative
Assessment
Question 1 PD3(PT)/
PD5(ST)
Question 11 PD2(PT)/PD3(ST)
Question 21 PD2(PT)/
PD3(ST)
PD3(ST)
Question 2 PD4 Question 12 PD1
PD7(ST)
Question 32 PD1
PD3(ST)
PD7(ST)
PD7(ST)
PD3(ST)
Question 5 PD4 Question 15 PD3(PT)/PD4(ST)
PD5(ST)
PD7(ST)
Question 6 PD1(PT)/
PD6(ST)
PD5(ST)
PD7(ST)
Question 7 PD4 Question 17 PD2(PT)/PD3(ST)
PD3(ST)
PD7(ST)
Question 8 PD3(PT)/
PD5(ST)
PD5(ST)
PD7(ST)
Question 9 PD3(PT)/
PD5(ST)
Question 19 PD1
PD5(ST)
PD5(ST)
PD3(ST)
PD7(ST)
Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.
Social Competencies
Managing Self Relating to Others Thinking
Participating and
Contributing
Question 1 PD5(PT)/
PD7(ST)
Question 6 PD6(PT)/
PD8(ST)
PD2(ST)
Alex Le'long
22
Managing Self Relating to Others Thinking
Participating and
Contributing
Question 2 PD6(PT)/
PD8(ST)
Question 7 PD6(PT)/
PD8(ST)
PD2(ST)
Question 3 PD6(PT)/
PD8(ST)
Question 8 PD5(PT)/
PD7(ST)
PD2(ST)
Question 4 PD6(PT)/
PD8(ST)
Question 9 PD6(PT)/
PD8(ST)
PD2(ST)
Question 5 PD7(PT)/
PD9(ST)
PD7(ST)
PD2(ST)
Note: Question numbers are relative to their question section, and may differ from the question numbering in this report.
Key
Professional
Dimension
Primary Teachers (PT) Secondary Teachers (ST)
PD 1 Professional knowledge Professional Knowledge
PD 2 Teaching Techniques
Professional Development/Professional
Learning
PD 3 Motivation of students Teaching Techniques
PD4 Classroom Management Student Management
PD5 Communication Motivation of Students
PD 6
Support for and co-operation with
colleagues
Te Reo me ona Tikanga
PD7 Contribution to wider school activities Effective Communication
PD8
Support For and Co-Operation with
Colleagues
PD9 Contribution to Wider School Activities
Alex Le'long
23

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Alex Le'long

Western Heights High School

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