The Victorian
Government’s new
Performance &
Development
model
South Eastern
Victoria Region
May 2014
1
Meeting agenda
1. Policy framing
2.
Performance and development in a
Performance and Development culture
3.
Overview of the new Performance and
development model
4.
Outline transition into the new model
2
The case for change
• PISA data: variation within
Australian schools is
approximately 88% - much
higher than comparable
jurisdictions
• Only 3 jurisdictions (of 50)
exhibit larger within-school
variation
3
NAPLAN: Year 9 Reading, 2012, school
distributions
4
The ‘big’ picture
Towards Victoria as Learning Community (TVLC)
• A shared view of high quality instructional practice and
school wide pedagogies.
• On-going site based professional learning (New
Directions) and structured classroom observation and
feedback.
• Multiple sources of high quality feedback to the teacher,
including student voice.
• Collaborative planning, teaching and moderation of
student work/assessment and collective responsibility
for student outcomes across the school focussed on
evidence of impact.
5
Victoria as a Learning Community
Action areas for
reform
Themes
underpinning
the new
wave of
reforms
Drivers
that
support
student
learning
At the centre of this
vision for Victoria’s
education system is
student learning
and an
understanding of
how to create the
conditions to
promote powerful
learning.
6
A Performance and Development Culture
•
•
•
•
•
Professional
Accountable
Sets high expectations for student learning
Transparent and collaborative teaching practice
Collective responsibility for student learning
outcomes
• Continuing self-evaluation of the impact of
practice on student learning; and
• Openness to better ways of doing things
… across the system
7
The new Performance and
Development model
Overview of the new model
Balanced
Scorecard
Approach
Differentiated
Assessment
Development
and
Feedback
Dimensions
Improved
Student
Outcomes
Multiple
Sources of
Evidence
Australian
Standards
Goal Setting
Weightings
9
A balanced scorecard approach
2.
1. Consistency
A balanced
scorecard approach
to performance and
development assists
in promoting the
following
characteristics:
2.
Transparency
3. Professional Agency
4. Collective Efficacy
10
Balanced scorecard – key attributes
DIMENSIONS
• Australian
Professional
Standards
• SMART goals
• Specific focus on
Student
Outcomes
• Multiple sources
of evidence
+
WEIGHTINGS
• Align the
development of
staff with their
school’s goals
and priorities;
and identified
student learning
needs
• Emphasise areas
of highest priority
=
BALANCED
JUDGEMENT
• Regular, timely
and evidence
based feedback
• Recognition of
excellent
professional
practice
• Identification of
key development
areas
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Aligned, customised and responsive
The balanced scorecard approach is aligned to a school’s
strategic goals, customised to the school’s environment, and
responsive to the learning needs of every student
• Individual
accountability
• Collective
responsibility
• Alignment
with school
goals and
priorities
Principal class employee balanced scorecard
School and Student Outcomes
Leadership of
Quality Teaching
and Life-Long
Learning
Strategic Resource
Management
Strengthening
Community and
System
Engagement
Teacher balanced scorecard
Student Outcomes
• Individual
developmental
needs based
on student
learning needs
Professional
Knowledge
Professional Practice
Professional
Engagement
12
Dimensions for principals
The balanced scorecard approach is aligned to a school’s
strategic goals, customised to the school’s environment, and
responsive to the learning needs of every student
• Individual
accountability
• Collective
responsibility
• Alignment
with school
goals and
priorities
• Individual
developmental
needs based
on student
learning needs
Principal class employee balanced scorecard
School and Student Outcomes
Leadership of
Quality Teaching
and Life-Long
Learning
Strategic
Resource
Management
Strengthening
Community and
System
Engagement
13
Dimensions for teachers
The balanced scorecard approach is aligned to a school’s
strategic goals, customised to the school’s environment, and
responsive to the learning needs of every student
• Individual
accountability
• Collective
responsibility
• Alignment
with school
goals and
priorities
Teacher balanced scorecard
Student Outcomes
Professional
Knowledge
Professional
Practice
Professional
Engagement
• Individual
developmental
needs based
on student
learning needs
14
Dimensions and their link to the
Australian standards for teachers
• Professional knowledge
– Know students and how they learn
– Know the content and how to teach it
• Professional practice
– Plan and implement effective teaching and learning
– Create and maintain supportive and safe learning environments
– Assess, provide feedback and report on student learning
• Professional Engagement
– Engage in professional learning
– Engage professionally with colleagues, parents/carers and the
community
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1. Differentiation
• The new performance and development model places
significant emphasis on the importance of formal and
informal conversations between the teacher and their
reviewer.
• Performance and development assessments require
informed professional judgements about teacher practice;
leadership and improvement.
• The Australian Standards provide benchmarks for
performance at different levels of proficiency.
• Teachers and reviewers should define the expected level
of performance and development, and what are
necessary sources of evidence.
16
Why differentiate?
“Researchers have found that well designed
performance-based assessments use rubrics that
vividly describe performance standards at
different levels of expertise to evaluate teachers’
practices, strategies and outcomes.
(Darling-Hammond, “Getting Teacher Evaluation Right”, p.26, 2013)
17
Weightings
Weightings are used to align the development of staff with
the goals and priorities of their school
Dimension (teachers)
Student Outcomes
Professional Knowledge
Professional Practice
Professional Engagement
% minimum
20%
% discretion
% default
80%
allocated
across the
four
dimensions
25%
25%
25%
25%
• Weightings to:
• be distributed across all four dimensions
• be distributed in 5% increments
• total 100%
18
Performance and development outcomes
.
• A differentiated scale supports differentiated feedback and
development support.
Outcome
Exceeds Performance and Development Requirements
Fully Meets Performance and Development Requirements
Partially Meets Performance and Development Requirements
Fails to Meet Performance and Development Requirements
A tool will be available to support the determination of final performance
and development outcomes (calculation based on differentiated
outcomes multiplied by weightings).
19
The role of evidence
Evidence will play a key role in the model, and will ensure that
performance outcomes are fair, transparent and informed by
professional judgement
The new process
supports the use of
multiple sources of
evidence to evaluate
teacher performance
Student
Voice
Portfolios
of student work
demonstrating
learning
improvement
Selfreflection
Feedback:
Student,
Parent and
Community
Classroom
artefacts
assessments
Moderation
of student
work against
the standards
Structured
peer
observation &
feedback
Collaborative
professional
learning
Common
student
assessment
Collaborative
Planning
20
SMART goal methodology
The SMART goal methodology synthesises various aspects of
effective performance and development.
2.
S
M
A
R
T
specific
measurable
achievable
relevant
time-bound
21
SMART goal methodology
– Examples
2.
“I will have increased parental involvement in my classroom – having at
least 1 parent attend each excursion from Term 2 and by Term 3 having
three regular parents who assist with morning reading.
This will result in an increase of parent engagement, highlighted through
50% more parents providing feedback on their children’s report cards.”
Primary, Lead Teacher
“By the end of Term 3, I will have established a PLT to look at a range of
strategies to improve literacy within the science KLA.
Work with KLA leaders to audit literacy capabilities across science and use
as a baseline data set from which to implement targeted improvement.”
Secondary, Highly Accomplished Teacher
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The 2014/15 Transition Process
Making the transition
3
• The 2014/15 cycle allows us to undertake a self-assessment,
in order to determine our preparedness for transition to the
new model.
• The Department has developed a school self-assessment
tool for us to use to reflect on current processes, and assess
our capacity and readiness for implementation.
• Schools that demonstrate they meet the criteria are
encouraged to continue with their current processes, by
undertaking the regular decision making processes in their
school.
• Schools will develop transition plans to fully implement this
model by 2015.
24
Transitioning to the new model 2014/15
‘School Self-Assessment Tool’ Criteria
1
1
Balanced scorecard approach
22
Student
outcomes
Strong
focus
33
Australian
Professional
StandardsStandards
for Teachers
Australian
Professional
44
Professional
agency
in performance
planning
Professional
agency
in performance
55
Weightings
Weightings
66
Reflective
practice
Reflective
practice
77
Differentiation
of outcomes
performance and development outcomes
Differentiation
of P&D
on student outcomes
for Teachers
planning
and use of evidence
25
Transition into the new model 2014/15
ALL SCHOOLS
•
Self-assess their readiness and capacity to implement the new
performance and development model using the ‘School SelfAssessment Tool’
•
Based on this self-assessment, develop a plan for
implementation of the new performance and development model
for the 2015/16 performance and development cycle
•
Start-cycle stage (performance planning) of the current
performance and development cycle will be extended (for
2014/15 only) to 27 June 2014
26
Transitioning to the new model 2014/15
Roles and responsibilities for the 2014/15 cycle
TRANSITIONING INTO THE NEW MODEL
PRINCIPALS
ASST./CAMP. PRIN TEACHERS
•
•
•
The new
performance and
development
model applies
In conjunction with
their leadership
team, will develop
a plan for full
implementation of
the new
performance and
development
model for 2015
The principal will
determine, in
conjunction with
their
Assistant/Campus
principal, the
extent to which the
new model will
apply in the
2014/15
performance and
development cycle
Transition into the
new PDP template by:
• Transferring
current PDP goals
into new template*
• Developing goals
using new
template#
• Student Outcomes
goal – develop
own or adopt
state-wide goal
(see next slide)
* If PDPs have already been developed
# If PDPs have not yet been developed
27
Expectations for 2014 and beyond –
student outcomes
Student
Outcomes
dimension
2014 – Minimum expectations
2015 – Full implementation
Teachers have the choice to implement
one of the following options:
All teachers will create one to
two goals for the Student
Outcomes dimension.
1. Transfer existing Student Outcomes
goals to the new template
2. Create one to two goals for the
Student Outcomes dimension
3. Use the state-wide goal provided
below to identify a goal in this
dimension for 2015.
State-wide goal: In the 2014/15 cycle, I will critically review the outcomes data for my
students (achievement, engagement and wellbeing) during the 2014 school year with a
view to establishing a specific and meaningful student outcomes goal for my 2015/16
performance and development plan, including relevant measures, which relates to the
learning growth and development of students and is aligned with the school’s Annual
Implementation Plan.
28
Student Outcomes goal for 2014/15 only
Each teacher (or assistant /campus principal where applicable)
will include a goal(s) in the Student Outcomes dimension in the
2014/15 performance and development cycle
TEACHERS (AND ASSISTANT/CAMPUS PRINCIPALS WHERE APPLICABLE)
Scenario B
PDPs not yet
developed
Option 1 Develop a
new PDP goal for the
student outcomes
dimension
Option 2 Use the
state-wide student
outcomes goal for this
cycle.
29
Expectations for 2014 and beyond –
differentiated outcomes
2014 – Minimum expectations
Differentiation
of
performance
and
development
outcomes
2015 – Full
implementation
For 2014, Principals decide whether All Principals will use a 4they use a 4-point scale:
point scale
•
•
•
•
Exceeds
Fully Meets
Partially Meets
Fails to Meet
or, opt to use a 3-point scale:
• Fully Meets
• Partially Meets
• Fails to Meet
30
Support
Performance and Development
• Performance and Development Guidelines
• Tools and resources
– Q and A
– Self Assessment tool
– Standards for Teachers
• Templates and examples
31
Additional Support
•
•
•
•
•
•
Senior Advisor support for networks and individual principals
Rapid response HR hotline
Provision of Specialised support as identified via priority reviews
Principal presentation to Staff
Principal presentation to School Council
Today’s presentation
• Brokered support consisting of:
– Individual school consultancy and support
– Training brokerage (additional training/invitational)
– Provision of up to three days coaching and mentoring for new
principals
32
Key dates
Guidelines Released
7 May 2014
Tools & resources released
7 May 2014
PDP sign-off
27 June 2014
Mid-cycle review
Sept – Oct 2014
End-cycle review
March 2015
Performance and development
outcome advised
By 30 April 2015
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