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) i
http://www.edu.gov.on.ca/eng/teacher/teachers.html
Core Module One – A Growth-Oriented Approach to Implementing the Revised Performance Appraisal Process for Experienced Teachers
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
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.
1.5 Sample At-A-Glance Agenda
Timing / Program / Responsibility / Notes, 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 Slides, Facilitator Notes and Activities
1.6.1 Opening – Introduction to Core Module One (Slides 1 - 3)
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
1.6.2 Participant Experience with TPA (Slides 4 - 5)
FACILITATOR NOTES: Participant Experience with TPA (Slides 4 - 5)
Timing Considerations: Allow 30 minutes for this part.
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.
· Encourage and allow opportunities to check for understanding and clarity.
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 listening
o brings people into the present
o gives everyone an opportunity to articulate their individual expectations.
Instructional Repertoire: Active Listening, Think-Pair-Share, Professional Dialogue
1.6.3 Background – Development of the Revised TPA Process for Experienced Teachers
(Slides 6 - 8)
(Continued)
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)
FACILITATOR NOTES: Background – Development of the Revised TPA Process for Experienced Teachers (Slides 6 - 13)
Timing Considerations: Allow 15 minutes for this part.
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.
· Encourage and allow opportunities to check for understanding and clarity.
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
1.6.4 Overview of the Components of the Revised TPA Process for Experienced Teacher
(Slides 14 - 15)