Kyra's Appraisal Blog: Appraisal 2016

2016 Appraisal goals

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice

Develop and maintain an ongoing reflective blog with evidence of target student learning in reading, writing and maths that can be used for ACET application

#6: conceptualise, plan and implement an appropriate learning programme

Work with students to integrate and explicitly plan authentic, purposeful learning experiences (integrated planning template)

#11: analyse and appropriately use assessment information, which has been gathered formally and informally

Analyse assessment information and use student e-portfolios to show the ongoing progress and learning needs of students in reading, writing and maths.

1. What is your biggest success?

Movements of some of the kids in reading and some progress in maths. Styris in maths, Dylan, Warren, Blaze in reading, April in maths & reading, Nicole, Shaylah, Flynn G in maths.

2. Where are you at with your goals?

#4 - didn't complete ACET team form properly, needed more evidence. Keep this as a goal for 2017
#6 - talk to the kids more, give them options, art unit worked best with student choice - good chaos, original plans, set goals too high, plan with the kids but didn't happen. Work in progress, still continue to ask the kids and student voice, need to show that in planning.
#11 - Buffy and Kyra did a lot of analysing of data, e-portfolio started well but kids needed lots of guidance which made it harder, the year before kids were more independent, need more explicit teaching. Kyra had the mindset of the class is the same as previous classes but they don't have initiate - didn't know how to do it independently. Everything was there for them but the children needed to put it together. Previous years children were self motivated. Want to carry it on next year, link e-portfolios to the blog. Get it right from the start, teach from the start. It will be different with a smaller class. The volume of needy kids in one class was hard. Only some of 2015 children could do the work and show others or kids were hesitant to help others.
Continue on the same line for the goals
A year to year decision to be made for collaborative teaching depending on the children in that year level

3. Target students - what difference have you made? Evidence?

4. Changes for 2017?

Rubric to use and more explicit teaching around learning progressions
Keep some Year 8 books so the staff can moderate them on what standard they are at
Science and Social Studies start it early, a day a week or a science focus to understand the method, make it regular, link it into the Science Roadshow
Continue with e-porttfolios
Children taking ownerships and planning their days
Keep workshops
Go to single cell for student's needs
Committees going again

5. SLT support for 2017?

Would like a teacher aide but fussy! Teacher aide to do follow up activities, teacher works with the kids.
No teacher aide for Emma in the morning from 9am - 11am, trial for term 1. This gives Emma a chance to be independent and she does know the routines
Sue R to work on maths with Emma working on rubricon and maths resource

6. Data - Started with collaborative class and digital class to motivate the class, is it working?

Not this year, but in past years it has. It does in some areas like reading or writing on docs. Easier to get ideas down and to write. Tyler L does better on docs, iPad rather than written book. He improved from a <2B to a 2A, Bailey was a 2A to 3B. Flynn G and Alex who struggle with the pen but work better and better results on a device.
Some work well while others play with settings etc. They get the option of book or device. Good to give instant feedback while they are on docs.
Could use air server to display all the kids work and see where they are up to with writing or maths and their work record
Tyler L need referral for motor skills, Erin to look into this.
Kyra to contact Kim about Tyler's learning to show how he has improved

7. How do they know where their next steps are?

All the kids have learning progressions in their books and they are referred to. For writing they have a checklist. Might need to teach it more as it is there, the children aren't linking them together. Having a rubric for the children's learning

2016 - CLASSROOM OBSERVATION / APPRAISAL TIMETABLE

Purpose:

The revised model is expected to add rigour to and strengthen our process to support teachers and leaders to increase their pedagogical knowledge and improve practices that will increase schoolwide urgency, with the goal of improved student learning outcomes.

Points to note:

Teachers will be expected to be able to provide evidence for all twelve Practising Teacher Criteria (PTC), and will have specific goals for numbers 4, 6 and 11.
Staff will record their appraisal notes, reflections etc in one of two standardised formats (blog or google site)
The process will be a cycle of inquiry that links inquiry across teachers, teams and the SLT
Schoolwide and SLT-specific PLD will need to be provided, early in the year and also at call back days. Current suggestions include ‘how to hold difficult conversations’, ‘appraisal through cycles of inquiry’ and ‘what is evidence and how does it fit’.
To enable this to be a robust process, afternoon meetings will be scheduled as follows:

Process:

The appraising team will be the relevant Team Leader and either the Deputy Principal or Principal
The appraising Team Leader will meet with the appraisee to decide on the focus of the observation, linking this to their goals (30 minute meeting - recommend 8am prior to the observation date)
The teacher will provide a hard copy of the lesson’s plan, showing links to PTC and goals, and the explicit learning intentions for the target students involved
Class observation undertaken (45 minutes). All observations will be completed either between 9 - 11am or 11:20am - 12:30pm. Team Leaders will be allocated the afternoons of these days as part of their CRT
Appraisers will meet to review the lesson and write initial feedback notes
The feedback session will generally be held on the Wednesday following the observation, either at 3:15 - 4:00, or 4:10 - 4:55pm
Staff will continue to share around appraisal goals, individual students and student learning at staff meetings

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice	Develop and maintain an ongoing reflective blog with evidence of target student learning in reading, writing and maths that can be used for ACET application
#6: conceptualise, plan and implement an appropriate learning programme	Work with students to integrate and explicitly plan authentic, purposeful learning experiences (integrated planning template)
#11: analyse and appropriately use assessment information, which has been gathered formally and informally	Analyse assessment information and use student e-portfolios to show the ongoing progress and learning needs of students in reading, writing and maths.