User:Leighblackall/performance review/Performance Review

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Assist academic staff to develop programmes/courses

Team Leader review comments in italics


Provide individual advice and support

  • Willie Campbell - 4098 online and presented it to Academic Board for approval with support from Terry Marler - http://www.otagopolytechnic.ac.nz/index.php?id=894&CID=AE404098
  • Various staff - Networked Learning workshops , resources, and informal communications for developing networked learning skills - http://wikieducator.org/Networked_learning
  • Tony Heptinstall and other Cookery staff - Develop, publish and promote instructional videos -
  • Provided William Lucas with advice and support for developing online language learning resources
  • Assisted Rachel Gillies develop skills for developing online literacy courses in Art
  • Assisted Hillary Jenkins to develop the Applied Travel and Tourism Programme
  • Assisted Kim Thomas to develop Horticulture Units, including the new course Permaculture Design
  • Assisted David McQuillin to develop the Massage Therapy Programme
  • Advised Ruth Lawson in the development of the Anatomy and Physiology of Animals text book
  • Co Developed Designing for Flexible Learning Practice (DFLP) - Assisting Heather Day, Terry Marler and Bronwyn Hegarty
  • Co facilitated (DFLP) providing advice and support for course and programme development to participating staff

Leigh provides excellent advice and support to individuals at all times. His skill is in encouraging staff to think beyond their original request and consider methodologies that better reflect Otago Polytechnic’s commitment to collaboration and open-ness in intellectual property policy. His advice and support often result in recognition for the staff member concerned – for example, Hilary Jenkins’ paper on the use of Open Educational Resources in Tourism being accepted for the Commonwealth of Learning’s PCF5 conference in London in July, 2008.

Provide pedagogical expertise in programme and course development

  • Willie Campbell - 4098 online: Suggested ways to develop constructivist learning environments online. Suggested a 10 step course design so as to allow for flexibility and simpler cognition
  • Networked Learning workshops: Demostrated networked learning, with empahsis on connectivist, constructionist, constructivist and meta cognitive pedagogy.
  • Tony Heptinstall - instructional videos: Training support
  • William Lucas - language learning resources: Cognitive and meta cognitive pedagogy
  • Assisted Rachel Gillies develop skills for developing online literacy courses in Art
  • Assisted Hillary Jenkins to develop the Applied Travel and Tourism Programme
  • Assisted Kim Thomas to develop Horticulture Units, including the new course Permaculture Design
  • Assisted David McQuillin to develop the Massage Therapy Programme
  • Advised Ruth Lawson in the development of the Anatomy and Physiology of Animals text book
  • Co Developed Designing for Flexible Learning Practice (DFLP) - Assisting Heather Day, Terry Marler and Bronwyn Hegarty
  • Co facilitated (DFLP) providing advice and support for course and programme development to participating staff

Leigh has more familiarity with the connectivist aspect of pedagogy than anyone else at Otago Polytechnic, and puts it into practice in his daily routine. Promoting social networking between learners, learners and teachers, and between teachers both nationally and internationally, has widened our horizons immensely and expanded our perceptions of programme and course development.

Provide expertise in developing learning materials and strategies for flexible / blended and online delivery

  • Worked with staff on numerous courses and programmes listed on the Otago Polytechnic page.
  • Willie Campbell's Workplace Assessor course on Blackboard
  • Peter Bilous' Diploma in Avalanche Studies on Blackboard

Assist with programme/course development and design

Design, develop and implement, evaluate and contribute to the improvement of courses and programmes to meet learning needs, using defensible methods

Design for flexible/blended delivery and develop flexible/blended delivery materials and courses, and assessments appropriate for such courses, to maintain currency and meet the needs of learners, industry and the professions

Provide support and instructional design expertise to academic staff

  • Worked with staff on numerous courses and programmes listed on the Otago Polytechnic page.
  • Facilitate the Networked Learning email forum for staff to access support when they need it
  • Run numerous workshops and informal meetings with staff interested in specifics ranging from social media, open access and copyright

Teaching/learning materials and activities thoroughly planned

  • In depth plan on Otago Polytechnic page that encompasses an IP policy and the development of higher quality open educational resources for open reusability

Support the development of assessment strategies, tools and feedback methods

  • Assessment activities are listed along with learning activities in the Wiki development model
  • Assessment for the Avalanche course through an innovative use of Blackboard

Guide others in the development and use of appropriate assessment strategies, methods and techniques for flexible / blended / online delivery

  • Assisted Peter Bilous in the development of assessment using the Blackboard LMS - specifically forum threads for journal based assessment
  • Assisted Hillary Jenkins in the development of formative assessments in the Travel and Tourism programme
  • Encourage the use of NZQF Units when developing new courses

Guide others in their feedback methods for flexible / blended /online delivery

  • Constant development of staff online communication techniques
  • Shown staff how to use freely available survey tools
  • Shown staff how to monitor indirect feedback through student blogs and online publishing

Be actively engaged in scholarship

Maintain own discipline currency and the ability to integrate new discipline knowledge effectively into teaching and learning practices

  • Very active in my field, mainly through the Learn Online blog, as well as the Wikieducator community and a number of other forums and regular NZ conference events

Critically reflect on practice as a teacher

Continuously improve and develop teaching practice as a result

Guide and support others in their scholarly activity through mentoring and critique

  • Assisted David McQuillin, Sarah Stewart, Caroline Macintosh, Bronwyn Hegarty, Merrolee Penman, Hillary Jenkins, and numerous others from outside the Polytech in the development of their own papers and research activities.

Develop own expertise and disseminate knowledge to others

All programme/course development meets internal and external quality standards

Practise always within the quality standards of the Polytechnic’s policies and procedures and maintaining professional standards

  • New courses and redeveloped courses have followed OP's Academic Quality procedures

Be an effective team member

Act in a collegial manner and participate in Department and Polytechnic events

  • Always inviting other team members to develop new skills
  • Always contribute openly at meetings
  • Try to find synergy in all projects

Contribute actively to the improvement of the direction and operation of the Educational Development Centre, including participation in committee/project teams and attendance at meetings and functions

  • Always contribute openly at meetings and follow through on actions.
  • Attend Web User Group meetings in an attempt to improve relations with other units
  • Established a working relationship with Marketing team members
  • Readily available for extra activities
  • Actively contributed to the relocation of office space

Contribute to Education Development Centre processes eg assessment committees

  • Actively contributed to the EDC review in 2006
  • Participate in staff and service sector reviews and surveys
  • Presented twice at OP's Leadership Team meetings

Contribute to Education Development Centre publications (newsletters, handbooks etc) and promotion and marketing activities

  • Published in Scope
  • Set up Networked Learning lunch time workshops and marketed through both formal and informal marketing channels

Be respectful and professional in dealings with other staff

  • Always professional, not always respectful

Provide open and honest feedback when requested, both to individuals and on organisational processes or issues

  • Always open and always honest

Guide and support others with respect to the development of their teaching practice

  • Ready and willing to assist anyone and have done so for many staff members of the Polytechnic as well as people outside the Polytechnic

Take responsibility to ensure administrative processes are completed in a timely fashion and with least effort

  • Always provide monthly time sheets in a timely manor
  • Keep leave plan up to date
  • Always work towards more efficient processes

Plan for own workload, personal and professional development and performance reviews

  • Manage my own workload
  • Manage my own PD
  • Initiated this performance review

Meet legislative requirements

  • Assessment and moderation meets requirements

Examine regularly own work practices to ensure personal effectiveness and efficiency

  • Keep and act on all feedback from staff
  • Always work towards more efficient processes

Guide others in developing effective work practices

  • Introduced a wide range of technologies and practices to EDC and wider staff that have resulted in more effective work practices

Professional Development

Develop and regularly update (at least yearly) personal and professional development plan, in conjunction with manager

  • IDP submitted and reviewed more regularly than twice a year

Actively pursue own professional and personal development with a view to

maintaining currency in subject area(s)

  • Attend many conferences and critical events
  • Participate in many online exchanges
  • Always engaged in the field of educational development

developing further expertise in subject area(s)

  • Involved in Sustainability projects through SHaC, Permaculture Design, and Living Campus
  • Developing skills and knowledge in NZ Mountain sports

enhancing teaching effectiveness

  • Continuous development of own online teaching environment that results in continuous development of teaching effectiveness

Undertake training as required to meet legislative requirements and specific Polytechnic staff requirements eg Health and Safety training

  • Fire Warden
  • Treaty
  • Workplace safety

Initiate and respond to feedback from students and peers using institutional feedback processes

  • Improved Designing for flexible learning practice, Facilitating online communities and Permaculture design based on formal feedback through institutional processes

Seek and use available resources to improve teaching effectiveness

  • Always seeking out and using freely available resources that might improve online teaching effectiveness
  • Blogs, wikieducator, Youtube, Blip, free and open source software...

Health and Safety

Observe safe work practices, rules and instructions relating to work and study, and to be pro-active in hazard management

  • I obey fire drills
  • I adjust my workstation on the advice of professionals
  • I close filing cabinet doors that have been left open
  • I lock windows and doors when I'm the last to leave

Ensuring that activities, or failure to take action, do not cause harm to themselves or other persons

Maintain current knowledge of the use of safety equipment

Be proactive in the reporting of the unsafe conditions or equipment, and of accidents or incidents

Other Duties

Perform and complete any reasonable duties requested by the Academic Manager

  • Advise on a great many number of areas relating to social media, copyright, Internet and content management

Curriculum delivery

Prepare own course plans, outlines and materials

Facilitate learning by use of appropriate techniques and facilities

  • I encourage the wider use of social media as is appropriate in learning generally, but specifically in programmes serious about their students learning how to learn

Ability to apply effective communication skills across a range of learning situations

  • Trained and operate effectively as a formal classroom teacher
  • Trained and operate effectively as a formal trainer and assessor
  • Work effectively as a facilitator both online and face to face
  • Have a wide range of online communication skills

Allowing due consideration of students, including those with special needs

Facilitating online communities specifically with the Community Learning Centres, the Learning Centres and Disability services

  • Enccourage staff in other departments to take advantage of these same services in their own courses and programmes

Support other staff as appropriate, including provision of teaching observations and appropriate constructive feedback

  • Provide continuous feedback on course blogs, wikis learning and assessment activities, classroom management and teaching techniques.

Student Supervision

Supervise and assist students and research and project work, providing technical and conceptual guidance to students

Support other staff in their supervision activities

  • Primarily support Bronwyn Hegarty and Terry Marler
  • I supervise Susan Ellis

Pastoral care

Resolution of student related problems

Support students

Support other staff in the resolution of problems affecting student success

  • Have conducted classes for Hillary Jenkins, Dale Parsons, Sam Mann, and Daniel Phyl

Provide pastoral support within the Department/school

Assessment of student achievements

Application of effective assessment skills

  • Conduct assessment under the supervision of a programme manager and with moderation from colleagues.
  • Use formative assessment techniques

Provision of feedback to students

  • Extensive formative assessment feedback through student blogs
  • Extended feedback to students on completion of assessable assignments

Assessment of learning

  • Formative assessment to student blogs

Assessment of experiential and theoretical learning

  • Formative assessment to student blogs and course assignments

Accuracy, consistency and reliability in marking

  • Use assessment criteria and matrix
  • Always get assessments moderated

Ensure moderation is carried out appropriately within one's own and other courses, provide/request constructive feedback

  • Always get assessments moderated

Participate in student appeal processes, ensure appropriate outcomes

NA

Development and use of assessment strategies

Review and development of assessment practices =

  • Based on student and moderator feedback

Curriculum development

Design, develop, implement and continually evaluate courses, to ensure they meet learning needs

  • See above

Design, develop, implement flexible and blended delivery methods, materials and assessments to meet the needs of learners, industries and the professions

  • See above

Scholarship

Maintain discipline currency and knowledge

  • See above

Critically reflect on practice

  • See above

Strive to continuously improve and develop teaching practice

  • See above

Support others in their scholarly activity

  • See above

Develop own expertise and disseminate knowledge appropriately

  • See above

Quality outcomes

Adherence to, and practice of Otago Polytechnic quality standards and procedures

  • See above

Teamwork collegiality

  • See above

Participation in department and polytechnic activities

  • See above

Participation in department and polytechnic processors

  • See above

Contribution to promotion and marketing activities

  • See above

Consideration of other staff

  • See above

Provision of feedback

  • See above

Support others in teaching practice

  • See above

Administration Responsibility for:

Administrative processes

  • See above

Attendance and assessment reporting

  • See above

Planning

  • See above

Legislative requirements

  • See above

Personal effectiveness and efficiency

  • See above

Support others in effective work practices

  • See above

Health and safety guidelines and policies workplace health and safety, legislation guidelines and policies

Work practices and proactive hazard management

  • See above

Insurance of safe work practice

  • See above

Current knowledge of safety issues and equipment

  • See above

Proactive in the resolve of unsafe work conditions or equipment

  • See above

Professional development - Maintain updated professional development plan

Maintain currency

  • See above

Develop expertise

  • See above

Enhance teaching effectiveness

  • See above

Enhance personal effectiveness

  • See above

Undertake legislated and polytechnic training requirements

  • See above

Engage in feedback processes for development

  • See above

Use resources to improve teaching effectiveness

  • See above

Research activity

Undertake research within field of expertise

  • See above

Produce regular research outputs, including refereed/equivalent produced research outputs relevant for PBRF requirements

  • See above

Teaching research interface

Use research to inform teaching practice

  • See above
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