Reflections on TPA 2.0- Cycle 1 by

2024-05-10 05:58:33 UTC

Evaluation systems are robust and clear.

2024-05-10 05:59:27 UTC

Help to encourage good practice

2024-05-10 05:59:56 UTC

EDM involvement has led to more objective evidence based quality assurance, consequently teachers (on the whole) are more accepting of the evaluation grade / feedback

2024-05-10 06:01:43 UTC

Encourages reflective practice and maximises success

2024-05-10 06:02:09 UTC

Provide a good foundation for teacher's to plan a lesson

2024-05-10 06:02:12 UTC

The approach with current performance management processes increases teacher involvement; maximising success and reflection. This way is likely to have positive impacts on teaching and learning.

hhurhodes — 2024-05-10 06:02:23 UTC

Teachers are applying practice from last year's ELPP on differentiation and adaptive teaching.

2024-05-10 06:02:35 UTC

Coaching promotes ownership of professional development

2024-05-10 06:02:59 UTC

Coaching promotes ownership of each teachers' own CPD

2024-05-10 06:03:38 UTC

Collaborative & capacity building approach to moderation

2024-05-10 06:04:24 UTC

Co-observation is time consuming

2024-05-10 06:04:34 UTC

Positive impact on capacity building with co-moderators.

2024-05-10 06:06:42 UTC

Use of the same rubric for all year levels

2024-05-10 06:06:51 UTC

Co-moderators (at times) get in the way of lesson observation and moderation. Through a lack of understanding or misunderstanding

2024-05-10 06:08:13 UTC

Section A favours teachers with high ability classes

2024-05-10 06:09:21 UTC

Teachers cherry pick best classes (and rightly so) because the implication of securing a good grade. Consequently we don't get a chance to see where teachers are struggling. This reduces transparency between EDM and teacher, further reducing our ability to be supportive.

2024-05-10 06:09:37 UTC

Co-observers lack of use of criteria when making judgement

2024-05-10 06:11:15 UTC

Coaching is challenging as some teachers just want to be mentored

2024-05-10 06:11:25 UTC

Coaching someone before they ultimately receive a judgement / grade, seems contradictory. What happens if a teacher decides that they'll do their best to improve dialogic teaching but your evaluation shows that they desperately need to improve in a different area?

2024-05-10 06:13:35 UTC

Lack of consideration of extending high ability learners

2024-05-10 06:14:24 UTC

Teachers teach show lessons

2024-05-10 06:15:59 UTC

Teacher attitude of "box ticking"

2024-05-10 06:22:34 UTC

Coaching questions could be used with evaluative feedback rather than purely coaching. The priority should be feedback

2024-05-10 06:24:02 UTC

Smooth the process by removing the reflective log

2024-05-10 06:24:45 UTC

Following up with teachers on paperwork (reflective log)

2024-05-10 06:26:48 UTC

During the feedback conversation, consisting of coaching, mentoring, feedback, the teachers directly populate the performance management form.The targets are completed during the feedback conversations.

2024-05-10 06:28:23 UTC

Co-moderate with each other.

2024-05-10 06:31:18 UTC

Set clear expectations and time frames with co-observers to ensure paperwork is completed in a timely manner

2024-05-10 06:35:20 UTC

EDMs only have time to formally observe lessons. There is no time for co-teaching, co-planning, co-observing for support.

2024-05-10 06:36:51 UTC

More paperwork this year, multiple comments from teachers (even normally proactive ones) about where to use and what to do with it. Have we over informationed everyone?

2024-05-10 06:37:16 UTC

Standard process from all

2024-05-10 06:42:04 UTC

Share teacher's file with them at the beginning of the year.

2024-05-10 06:42:10 UTC

Merge and refine targets with reflective log on Word document rather than Excel document

2024-05-10 06:43:41 UTC

Move some documents to word format

2024-05-10 06:47:57 UTC

Time frame is challenging to fit in all observations

2024-05-10 06:49:57 UTC

Variation in lesson length due to factors such as ramadan