Appendix 1: Evaluative questions and indicators

The indicators were based on research which showed the relationship between appraisal goals, the achievement of the goals and outcomes of the appraisal. The selected indicators focused on improvement and included elements that were most likely to result in appraisal having more impact on development of the principal and improved teaching and learning.

To what extent did the board’s most recent appraisal of the principal contribute to:

  1. The principal’s own development
  2. Staff and school development
  3. Improved student achievement
  • Performance agreement negotiated and signed
  • Realistic number of challenging but achievable goals
  • Goals are measurable or can be verified by objective measures
  • Goals are specific and include both learning goals and performance goals
  • Principal’s development goals and appraisal support the school’s strategic direction
  • Suitable balance of goals linked to principal’s development, school and staff development, outcomes for students
  • Goals include leadership to improve teaching, day-to-day management (and teaching if applicable)
  • Goals include improving outcomes for students especially Māori, Pacific, learners from low socio‑economic backgrounds, students at risk of under-achieving, students with special needs (priority learners)
  • Indicators to measure progress towards goals include specific student learning
  • Appraiser and appraisee identify challenging goals/directions for improvement
  • Appraisal identifies support and PLD needed
  • Teaching is appraised appropriately – observation of teaching and by appropriate appraiser (where applicable)
  • Principal professional development (PLD, conferences, other) relates directly to development goals
  • Feedback obtained from staff, students and parents
  • Progress from goals for one year feeds into goals for next year

What factors enhance the implementation of robust appraisal that supports improving student learning? These are examples –others may be relevant.

  • Principal’s leadership of, and commitment to, high expectations for all students
  • Principal’s expectation that all students will achieve
  • School culture of collegial discussion about teaching practices and connections to student learning based on data
  • Shared responsibility for student learning
  • Leaders’ capacity to analyse and use data to explore links with teaching
  • Leaders’ knowledge and competency in appraisal
  • Time made available for discussing teaching and links with student achievement
  • PLD on appraisal, constructive feedback, and coaching provided for leaders and teachers
  • Teachers recognise their responsibility to improve practice
  • Teachers have strong sense of self efficacy
  • Other factors specific to the school

What factors hinder the implementation of robust appraisal that supports improving student learning? These are examples - others may be relevant.

  • Goals that are not connected to student learning
  • Goals that do not identify specific measurable outcomes
  • Vague goals that do not provide challenges for teachers
  • Limited use of data on student achievement
  • Low trust among staff
  • Leaders’ lack of knowledge and competency to carry out appraisal effectively
  • Other factors specific to the school

How coherent [well-aligned] are the school’s charter, strategic plan, targets, appointments, appraisal and PLD in supporting high quality teaching, ongoing improvement and raised student achievement?

  • Strategic plan and targets informed by self review and information about student achievement
  • Appraisal goals support the school’s strategic direction
  • PLD based on school’s strategic direction and goals and likely to lead to improved student outcomes
  • Appraisal goals used to develop school-wide PLD plan
  • Actions from PLD agreed and monitored as part of appraisal
  • Leaders have PLD related to appraisal, providing constructive feedback and coaching
  • PLD includes analysing student achievement data and using it for strategic planning, resource allocation and teaching
  • Board provided with information to inform resourcing decisions, including PLD
  • Time allocated for PLD and professional learning communities
  • PLD outcomes for principal and staff evaluated and reported to board
  • Induction and mentoring programme for provisionally registered teachers and new teachers based on appraisal and school priorities