Principal, Cashmere Primary School
The re-elected National Government has said it intends to immediately begin work to develop more effective teacher and principal appraisal. My wonderings are why make this a priority and why the urgency? Where are the gaps and what in the opinion of the writer would make principal and teacher appraisal more effective?
Kiwi leadership was developed and welcomed by the sector in 2008 to place more emphasis on leading learning within school communities. It links to the New Zealand Curriculum 2007 designed to provide a rich and broad curriculum for children. In 2010 the controversial National Standards were introduced into primary schools to provide a national framework on which BOTs, parents, principals and
A brief history of what is happening in schools Several initiatives over time from multiple sources resulted in the current system of performance management in schools; 1989 introduced self-management into New Zealand schools and legislation (reflecting government’s of-the-day ideology and policy), research by academics, consultation and contribution from the sector and reports from the Education Review Office (ERO) and the Ministry of Education (MOE) has over time given us a system that is robust, flexible and focused on teaching and learning with an emphasis on principal and teacher development leading to Since the late 1990s, New Zealand increased student achievement. Evaluating the performance of the principal is the responsibility education has benefited from excellent of the board of trustees (BOT) and evaluating the research including Best Evidence performance of staff is mainly the responsibility of the principal and leadership team as delegated Synthesis Iteration (BES). by the BOT. In the 1990s requirements for teacher and principal appraisal teachers can look at achievement data of their students in literacy were mandated through Administration Guideline 2, which and mathematics. required boards to promote high levels of staff performance. The In 2012 we see that most if not all schools have performance State Sector Act 1988 also required BOT as good employers to management systems operating which balance the need to develop the abilities of individual employees. ERO in a report comply with regulations, to respond to different school needs and on performance management in schools in the mid 1990s said school contexts, is evidence based and ensures students receive that many boards needed clearer direction about managing staff appropriate and challenging learning. BOTs receive guidance performance. This helped lead to the Performance Management on best practice from the School Trustees Association (STA), in Schools (PMS) framework. Then in 1999 (as part of collective the MOE through its website and TKI and from their principals agreement negotiations) the Interim Professional Standards who in turn have had specific professional development on best were introduced to give principals and BOTs clear performance practice in leading learning communities and developing the indicators to base their appraisal on and mandated that teachers skill set, confidence and effectiveness of their staff. and principals were to be appraised against these each year. Since the late 1990s, New Zealand education has benefited These are still compulsory and in 2008 the Primary Principal from excellent research including Best Evidence Synthesis Standards were revised and reduced to four dimensions. In Iteration (BES). This research is New Zealand owned and 2011 the Teachers Council introduced the ‘Registered Teachers developed and is valued across the world. We do know what Criteria’, and this lends itself to teaching as inquiry and teachers best practice is and what policies and practice will lead to providing evidence of professional learning and practice. This children experiencing learning success at school. In 2010 ERO is also compulsory. introduced new evaluation indicators and a self-review model for schools to use.
New Zealand education enjoys a very good reputation internationally for its innovation and overall excellence across all schools. Principals and teachers across New Zealand work tirelessly to provide learning environments where children can learn and experience success. We do, however, have one of the widest gaps between our highest achieving children and our lowest achieving children within and across schools. Hence in recent years there has been a focus on reducing disparity.
are inextricably linked to the school’s review, strategic planning and reporting processes ■■ are linked to school improvement, student learning and achievement and accountability ■■ use both qualitative and quantitative methodologies ■■ have a pedagogical and formative focus to assist school leaders and teachers to decide what is worth doing in the classroom and across the school and what can be stopped. ■■
What is considered to be best practice? The dual purpose of performance management systems so far developed has been principal and teacher development and principal and teacher accountability. Research published in the last ten years leans towards effective practice as having a strong link to professional development and evidence-based formative performance management systems. BES Teacher Professional Learning and Development gives four important understandings that arise from the evidence base and strongly advocates teaching as inquiry.
The government has these insights, understanding and knowledge at their disposal through the MOE and ERO. It is crucial that any initiative to improve appraisal takes these into account. There needs to be a genuine evidenced-based commitment to strengthen schooling.
in which teachers learn. Use teachers’ background knowledge and understanding of how the world works, develop new knowledge and awareness of teaching strategies and curriculum and promote thinking and self-management skills that will help teachers set goals and strive for improvement. 4. Professional learning is strongly shaped by the context in which the teacher practises. This is usually the classroom, which, in turn, is strongly influenced by the wider school culture and the community and society in which the school is situated. Teachers’ daily experiences in their practice context shape their understandings, and their understandings shape their experiences. (Timperley, p. 6)
What and why might the government want change? The only valid reason for the government to want to urgently focus on ‘appraisal’ in schools is to strengthen all schools ability to support and build upon quality teaching, learning and leadership across schools as research (BES Leadership) shows this is what makes a difference. Resource schools to be able to use the tools already available to them to strengthen their review and evaluation systems linked to student learning and staff formative performance review. Fully implement and resource Kiwi Leadership 2008 and ERO’s self-review model 2010. The full implementation of the New Zealand Curriculum 2007 and Kiwi Leadership 2008 has slowed down, partially due to the rushed implementation of National Standards and the removal of many supports to schools including the advisory service.
What are the strengths and limitations of what we have now? Schools are expected to have robust and evidence-based performance management systems along with developing and delivering the 2007 Curriculum across eight learning areas, to have valid multisource assessment including National Standards, and school review systems The dual purpose of performance operating. They are already overloaded, management systems so far developed has understaffed and under-resourced, yet ERO reports and international reports on NZ been principal and teacher development and education show that many/most schools do this well. Some schools struggle, resulting principal and teacher accountability. in schools’ capability being at variance with performance expectations. The self-managing school system has 1. Student learning is strongly influenced by what and how teachers resulted in schools being able to prioritise their strategic focus teach regardless of a student’s socioeconomic and personal allowing schools do things differently and in a different order. factors that a child brings to the learning. School effectiveness is dependent on quality teaching, leadership 2. Teaching is a complex activity. Teachers’ numerous interactions and governance and not all schools have all three working in and decisions made each day are influenced by the knowledge, sync or as well as they could be. All schools have next steps that skills, beliefs and experience of each teacher. they are working on. 3. It is important to set up conditions that are responsive to the ways
Therefore, using the insights of research, case studies and the literature we find that there is no mystery as to what effective teaching and leadership is. Recent research (including BES) scaffolds this in detail. Therefore, critical school-wide performance management practices school review and evaluation will be highly effective if they: have teacher, principal and BOT understanding and buy-in are focused on schools individual context and identified next steps ■■ are focused on student learning and student achievement ■■ require pedagogical leadership ■■ ■■
What future developments would strengthen best practice? I believe the following six actions would improve performance management in schools: Engage with the sector and find out what is happening in schools. ■■ Use ERO’s knowledge of what is happening in schools and strengthen it to accurately identify schools that need help. ■■ Strengthen and build upon Kiwi Leadership and the Teachers Council Registered Teacher Criteria by developing coaching and mentoring systems in schools. ■■
Use research to design any changes and use the sector to support struggling schools. ■■ Leave alone schools that are doing a good job and celebrate and incentivise innovation and excellence. ■■ Use the advantage that self-management gives for community buy-in and good will. ■■
My hope is that the government sees that fulfilling its pre- and post-election promise on strengthening school appraisal is wider than a narrow accountability one-size-fits-all focus and instead wants to build on current practice and improve it. The government needs to be clear about its intentions and the outcomes it is seeking.
Papers: Chapman, Patricia (2008). ‘In Search of Effective Principal Appraisal’. MEd thesis, Victoria University of Wellington. Ministry of Education resources: Ministry of Education (2008). Kiwi Leadership for Principals: Principals as educational leaders. Wellington: MOE. Ministry of Education (2008). Ka Hikitia – Managing for Success: The Mäori Education Strategy 2008–2012 (Updated 2009). Wellington: MOE. Ministry of Education (1993). The National Education Guidelines: The national administration guidelines. Wellington: MOE. ERO publications and papers:
References Best Evidence Synthesis: Robinson, V, M Hohepa and C Lloyd (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. Timperley, Helen (2008). Teacher Professional Learning and Development. Educational Practices Series 18. Geneva: International Academy of Education and International Bureau of Education Paris, UNESCO. Timperley, Helen, Aaron Wilson, Heather Barrar and Irene Fung (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education.
Education Review Office (1995). Managing Staff Performance in Schools. Wellington: New Zealand Government. —(2002). Good Practice in Principals’ Appraisal. Wellington: New Zealand Government. —(2009). Managing Professional Learning and Development in Primary Schools. Wellington: New Zealand Government. —(2010). Self-Review in Schools ‘Background Notes and Discussion Starters’. Wellington: New Zealand Government. —(2010). Evaluation Indicators for School Reviews. Wellington: New Zealand Government.
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