Systemic action research: a strategy for whole system change

The aim of this action research project was to identify criteria that would best represent competent teaching and incorporate these within an effective teaching appraisal process. An initial literature review provided broad criteria of the process of teaching which had been shown by research to have fostered student learning. These criteria were structured within an initial proposal for an appraisal framework and were shared with staff at. a seminar in the Faculty of Health Studies at the Auckland Institute of Technology. Twelve staff representing six of the departments subsequently volunteered to participate in a research group to further develop this appraisal framework and the appraisal processes. The researcher used the action research processes of collaboration, power sharing and critical reflection to maximise the quality of and the commitment to the new appraisal procedures. This appraisal model features four dimensions of the teaching process which have been differentiated from the wider duties of a teacher's role. It was implemented in the Faculty promotion round, evaluated, and further upgraded for re‐implementation in the following year. The project has resolved several theoretical problems related to evaluating teaching. It has also produced a framework of valid appraisal criteria which can be used to effectively evaluate the quality of teaching. This appraisal process is considered to be based upon generalisable knowledge which could be utilised by other teaching organisations.