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CIRCLE - SA Cummins Dr Philip

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49 pages

English

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Description

The CIRCLE evaluation criteria of Student Achievement, Relationships, Communication, Initiatives and Reputation provide the basis for the Staff Evaluation and Goal Setting process.

Sujets

Sciences de l'éducation

Informations

Publié par	CIRCLE
Date de parution	18 février 2015
Nombre de lectures	0
EAN13	9781783016853
Langue	English
Poids de l'ouvrage	1 Mo

Informations légales : prix de location à la page 0,0248€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Staff Evaluation and Goal-Setting
Dr Philip SA Cummins, Eric D Bernard and Peter J Crawley
Published by CIRCLE - The Centre for Innovation, Research, Creativity and Leadership in Education Pty Ltd
Web | circle.education
Email | info@circle.education
Telephone | 02 8064 9595
Fax | 02 8008 1686
Mail | PO Box 1550 Crows Nest NSW 1585 Australia
Office | 1/39 Hume St Crows Nest NSW 2065
Philip SA Cummins, Eric D Bernard and Peter J Crawley September 2010
This book is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review permitted under the Copyright Act 1968, no part may be stored or reproduced by any process without prior written permission. Enquiries should be made to the publisher.
National Library of Australia
Cataloguing-in-Publication data:
Dr Philip SA Cummins, Eric D Bernard and Peter J Crawley Staff Evaluation and Goal-Setting
ISBN 978-1-920681-72-2
Please refer to the National Library of Australia website for Cataloguing-in-publication details.
Contents
Introduction - Staff Evaluation and Goal-Setting
1. The Staff Self-Reflection Statement
2. Assessment of Teacher Professional Standards
3. Student Surveys and Lesson Observations
4. Staff Goal-Setting
5. Review of Goals
About the Authors
Introduction-Staff Evaluation and Goal-setting
An effective staff evaluation and goal-setting process requires input from teachers, students, peers and supervisors. It requires open constructive communication and response from all participants such that the process is clearly a two-way exchange. Teachers and the school should each expect to benefit from the opportunity for reflection and mutual goal setting.

For Teachers
A process of appraisal of teachers performance as educators and members of a school community provides opportunity for praise and recognition of what is good, even exceptional, in their work. It also allows identification of any aspect of performance (teaching, staff team, pastoral, co-curricular, community participation) where specific encouragement will benefit an individual teacher, their students, and their professional career (at the current school or any other). The CIRCLE process of teacher evaluation presumes these elements of the culture of the school context: Teachers should accept and welcome the expectations of the school that they excel (are highly effective) in their primary task of creating and continuously improving the learning environments for which they are responsible. The process of teacher evaluation provided here will be conducted professionally and supportively by all participants - teachers, supervisors, students. The intention of the process is to assist teachers to set personal goals for the continuous improvement of student learning, congruent with the school s educational program and values.
The CIRCLE process of teacher evaluation provides a three part framework and accompanying materials: Individual teacher self reflection against the CIRCLE criteria of five (5) key areas of performance - student achievement, relationships, communications, learning and school program initiatives, reputation of the teacher and school Peer input by a nominated coach and by the teacher s immediate supervisor, using the grid of professional standards developed by the NSW Institute of Teachers - the dimensions of a teacher Student input according to the range of teacher attributes that most contribute to effective teaching and learning and a high professional reputation for both teacher and school.
The outcome of the CIRCLE process is goal setting, agreed by the teacher, coach and supervisor, to be pursued during the next school semester. The agreed goals and the teacher s achievement are reviewed in formal meeting three times during the semester.
The leadership of learning is a school s primary purpose. Regular teaching staff appraisal conducted by this process is a key instrument of review, continuous improvement, professional development and expression of a school s culture and values.
The CIRCLE Process of Staff Evaluation and Goal-setting
Agreement on Process Meeting 1: teacher and coach meet to agree on process including identifying at least two lessons to be observed and surveyed within the next week
Teacher Self-Assessment and Peer Assessment Teacher completes Self-Reflection Statement Teacher completes Assessment of Teacher Professional Standards Academic supervisor completes Assessment of Teacher Professional Standards Coach completes Assessment of Teacher Professional Standards
Student Surveys and Lesson Observations Teacher presents academic periods Coach completes Observation Notes for each period Students complete Student Survey in class
Review of Data Coachcollates and reviews the Self-Reflection Statement, Assessment of Teacher Professional Standards, Observation Notes, Student Surveys and other relevant data forwarded by the teacher Data and documentation forwarded to the teacher for review Meeting 2: teacher and coach meet to review collated data and documentation
Goal-setting Sign-off Teacher completes Goal-Setting Statement Meeting 3: teacher and coach meet to sign off on collated data and Goal-Setting Statement - this should occur within two weeks of Meeting 1 Head of Campus and Principal review completed documentation and write to staff member, coach and supervisor
Implementation Review of Goals Teacher implements goals Meetings 4, 5 and 6: teacher and coach meet 3 times over semester to review progress of Goal-Setting Statement Teacher and coach complete Goal-Setting Review Meeting 7: teacher and coach meet to sign off on collated data and Goal-Setting Review Head of Campus and Principal review completed documentation and write to staff member, coach and supervisor
Who needs to be interested in Student Achievement?
All schools are interested in student achievement, be it academic or personal achievement. It is reasonable that all teachers should be interested in student achievement. The matters relating to student achievement are really at the heart of managing and developing a school. To influence student achievement is the core reason most schools exist. The nature of student achievement and all aspects associated with its attainment, combine to be the central Key Review Area of the School. In senior management roles the key is to create a culture where student achievement can develop successfully in the areas of the school cared for directly by others.
What are the Review Areas for developing and appraising the professional attributes appropriate to Student Achievement?
The following steps are important to all in the school regardless of position or role. Educators need to develop and show that they are able to meet the expectations in the following Review Areas.
Review Area: The management of achievement The first requirement of an educator is to have the skills to manage a situation. It requires, at a minimum, the skills of understanding, organization and implementation. For an inexperienced teacher it is an area where there are many challenges. Some personalities find these challenges relatively straightforward; for others they present the need for considerable personal and professional growth. For experienced teachers the challenge is to continue to develop their skills and to become part on a team where they are able to contribute to projects that would be beyond the influence of individual effort or focus. For the teachers who are Heads of Department or higher within the School, the challenge becomes one of assisting others to develop their expertise in this area. Assisting others is the task senior educators need to manage in this review area.
Review Area: The values basis for achievement Student achievement needs to be referenced against something. This will ultimately need to be a set of principles and it is preferred that these principles are explicit and well understood within the School setting. A school is likely to have a principle-set that is important. Therefore, there should be some way this is embedded into the expectations about what students should achieve or the style in which that achievement will be influenced.
Review Area: The evaluation of achievement
The notion of evaluation requires that after the assessment procedures have been undertaken, there is a focus on the analysis of those results. To some extent, for a school to have the right atmosphere, it must become skillful in evaluation, as much as it should have the appropriate procedures in place. Evaluation should take place against a clear backdrop of values and principles
Review Area: The response to achievement The cycle to improve the student achievement, within the School setting, will be unsuccessful and unable to continue unless there is an intention within the School, to be responsive towards the School s improvement. The capacity to respond is a high order skill, whether it is the response of the student to a particular learning need or the School to a structural or cultural need.

Criterion 2: Relationships
Who needs to be interested in improving Relationships in schools?
No one should be surprised about the significance of relationships to successful educators. Inexperienced staff have a need to learn more about relationships with students, colleagues and parents.