How can our inquiry cycles fit with our appraisals?
Often we are asked how curating, analysing, and discussing evidence for appraisal can be made manageable for teachers and professional leaders. Our response is to encourage teachers and professional leaders to find as many synergies with other components of practice and professional learning as possible.
Most teachers are involved in conducting inquiries or setting and monitoring progress towards goals. Sometimes these are closely linked to school or centre wide inquiries, in other cases teachers each conduct their own. Either way, it involves a process that involves teachers in:
- Determining learning strengths, interests and needs
- Setting goals relating to teacher learning
- Identifying their own professional learning needs
- Determining next steps for planning, teaching and learning
- Continuing to gather, analyse evidence about their students’ or children's' learning and their own teaching practice
The teacher can use all aspects of this process as a source of evidence for their appraisal.
The professional leader can provide additional evidence, just as anyone else who is involved in the teacher’s appraisal would contribute their evidence-observations, discussions and or documentation. When the inquiry is analysed against the Standards for the Teaching Profession, teachers and professional leaders can see how any of the Standards are being demonstrated, and consider how the Standards can enhance their practice.