Kieran Rae

Catholic Cathedral College

31 Jul 2014
0 people via 0 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.
Kieran Rae
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Report Contents
Sections
Overview of Results Ratings and Levels of Capability
Student Voice
Appendix
Student Voice Responses
Kieran Rae
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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.
Kieran Rae
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(x 1)
(x 1)
Student Voice Feedback
The following feedback was collected from students via the Student Voice system
Safety & Well-Being
Student Appraisal: Masterful
Current: Masterful (18 appraisals)
Areas to Develop (Chosen by students)
Feels physically safe in lessons.
Treats students with respect.
Kieran Rae
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(x 1)
(x 1)
Standards & Expectations
Student Appraisal: Masterful
Current: Masterful (18 appraisals)
Areas to Develop (Chosen by students)
Is enthusiastic and passionate about teaching.
Marks work and returns it within reasonable time frames.
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(x 1)
(x 1)
(x 1)
Teaching & Learning - Relationships
Student Appraisal: Masterful
Current: Masterful (18 appraisals)
Areas to Develop (Chosen by students)
Acknowledges and pays attention to what students think.
Is interested in students and their learning.
Knows what students can and can't do in their learning.
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(x 2)
(x 1)
(x 1)
(x 1)
(x 1)
Teaching & Learning - Communication
Student Appraisal: Proficient
Current: Proficient (18 appraisals)
Areas to Develop (Chosen by students)
Makes things easier to understand.
Knows when students don't understand and slows down.
Answers questions very well.
Tells students exactly how they can do better.
Is easy to ask for help from.
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(x 1)
(x 1)
(x 1)
Teaching & Learning - Motivation
Student Appraisal: Proficient
Current: Proficient (18 appraisals)
Areas to Develop (Chosen by students)
Makes learning fun and exciting.
Uses technology effectively in lessons to aid learning.
Students look forward to lessons.
Student Comments
What this person does well.
- lifts
- He communicates well with students.
- He has unlimited amounts of swag, hes also a tough guy aye.
- communicates well with the students
- Works with the class to reach a goal that is normally enjoyment and learning within each activity.
- he knows how to encourage his students depends on what type of students they are.
- Builds string friendships with his students.
- everything ehehehhehehe
What this person could do better.
- legs
- He could play less basketball
- 1
- Give students different option in open period for example Monday theory period. Not making everyone help the younger classes if
their is work students would like to do. Give the option.
- teach more about anatomical things = more group discussions = bring whole class together
- nothing hes to good hehehehe
Kieran Rae
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Safety & Well-Being
Appendix
Questions and Answers
Symbol Description
The red background on a question indicates that this question has been
selected for Kieran Rae to give priority to.
A blue ring indicates Kieran Rae'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
Student Voice
- 18 appraisals
1
Feels physically safe in lessons.
1
1
Sometimes
4
A lot of the time
13
Yes - all the time
2
Feels emotionally safe in lessons.
2
Sometimes
5
A lot of the time
11
Yes - all the time
3
Is able to focus on their learning in lessons without other
students distracting them.
7
Sometimes
8
A lot of the time
3
Yes - all the time
4
Is treated fairly.
1
Sometimes
5
A lot of the time
12
Yes - all the time
5
Is respected by others.
1
No - hardly ever
3
Sometimes
6
A lot of the time
8
Yes - all the time
6
Treats students with respect.
1
1
Sometimes
5
A lot of the time
12
Yes - all the time
Kieran Rae
10
Standards & Expectations
- 18 appraisals
7
Is prepared and well organised.
1
No - hardly ever
3
Sometimes
10
A lot of the time
4
Yes - all the time
8
Is a positive role model.
1
Sometimes
4
A lot of the time
13
Yes - all the time
9
Is enthusiastic and passionate about teaching.
1
6
A lot of the time
12
Yes - all the time
10
Sets high standards and expectations.
2
Sometimes
6
A lot of the time
10
Yes - all the time
11
Acknowledges when they get something wrong.
3
Sometimes
8
A lot of the time
7
Yes - all the time
12
Marks work and returns it within reasonable time frames.
1
5
Sometimes
8
A lot of the time
5
Yes - all the time
Kieran Rae
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Teaching & Learning - Relationships
- 18 appraisals
13
Acknowledges and pays attention to what students think.
1
1
Sometimes
9
A lot of the time
8
Yes - all the time
14
Is interested in students and their learning.
1
1
Sometimes
7
A lot of the time
10
Yes - all the time
15
Believes students can succeed.
4
A lot of the time
14
Yes - all the time
16
Cares about students.
1
No - hardly ever
7
A lot of the time
10
Yes - all the time
17
Knows what students can and can't do in their learning.
1
2
Sometimes
9
A lot of the time
7
Yes - all the time
18
Encourages students to think about their long term futures.
2
No - hardly ever
6
A lot of the time
9
Yes - all the time
Kieran Rae
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Teaching & Learning - Communication
- 18 appraisals
19
Tells students exactly how they can do better.
1
1
No - hardly ever
2
Sometimes
8
A lot of the time
7
Yes - all the time
20
Knows when students don't understand and slows down.
1
3
Sometimes
9
A lot of the time
6
Yes - all the time
21
Is easy to ask for help from.
1
2
Sometimes
6
A lot of the time
10
Yes - all the time
22
Makes things easier to understand.
2
3
Sometimes
7
A lot of the time
8
Yes - all the time
23
Asks students for feedback on how to improve their teaching.
5
No - hardly ever
6
Sometimes
4
A lot of the time
3
Yes - all the time
24
Answers questions very well.
1
1
Sometimes
10
A lot of the time
6
Yes - all the time
Kieran Rae
13
Teaching & Learning - Motivation
- 18 appraisals
25
Makes learning fun and exciting.
1
2
Sometimes
10
A lot of the time
6
Yes - all the time
26
Makes learning challenging but NOT so difficult students can't
do it.
4
Sometimes
7
A lot of the time
7
Yes - all the time
27
Sets relevant and meaningful homework.
4
No - hardly ever
7
Sometimes
4
A lot of the time
3
Yes - all the time
28
Always goes over homework when it's set.
5
No - hardly ever
8
Sometimes
2
A lot of the time
3
Yes - all the time
29
Uses technology effectively in lessons to aid learning.
1
4
Sometimes
6
A lot of the time
8
Yes - all the time
30
Students look forward to lessons.
1
3
Sometimes
4
A lot of the time
11
Yes - all the time
Kieran Rae
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