STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
PERFORMANCE MANAGEMENT REQUIREMENTS
General Agreement 2011: Clause 43.2
In managing employee performance the Department will take into account:
a)
training and development
b)
application of skill and competencies
c)
capacity to perform at required level
d)
individual accountability and
e)
communication and feedback.
DoE Employee Performance Policy (Version 1.5 FINAL 27 February 2014)
“Performance management will provide the opportunity for each individual to demonstrate their achievements, examine
areas of their work where they could improve, and get the help they need to do it.”
SSTUWA PERFORMANCE MANAGEMENT POSITION:
The SSTUWA supports Performance Management requirements which reflect the General Agreement 2011 and the DoE
Employee Performance Policy.
The SSTUWA has endorsed a model that meets the General Agreement 2011 and DoE Employee Performance Policy
requirements and keeps members’ workloads manageable.
The model framework is as follows:
♦ Reflection:
The teacher uses professional reflective practice to review his/her performance in the context of his/her key role, the
school’s plans and priorities and system priorities. The performance manager assists this process through reflective
questioning, listening and exploration.
The reflective tool assists a teacher to reflect on his/her own practice, strengths, areas for development to plan for
future professional growth and learning (see attached sample).
◊ Generic form using AiTSL Australian Standards (Reflection Sample B)
Attachment 1
♦ Planning Process & Meetings:
1. Self-Reflection:
2. Planning Meeting:
3. Implementation &
Development:
4. Review Meeting:
Term 1
Term 1
Term 2/3
Term 4
Teacher alone
40 mins meeting
Implement strategies &
actions
40 mins meeting
♦ Strategies:
Strategies within the performance management plan are required to be negotiated and agreed to. The strategy needs
to incorporate required resourcing, time, support and access to professional learning. For example class visits, peer
coaching and professional learning need to be firstly agreed to as a strategy, then implemented with the required time
release and training.
♦ Planning Document:
A one page plan that provides for goals, strategies, resources/support, timelines and outcomes.
Two samples are attached:
I. Generic Form - DoE training package (Sample A) Attachment 2
II. Generic Form - A current school example (Sample B) Attachment 3
Authorised by Tony Mullen
SSTUWA General Secretary
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
KEY INDUSTRIAL MATTERS FOR PERFORMANCE MANAGEMENT
IMPLEMENTATION:
1. MEETING TIME FOR PERFORMANCE MANAGEMENT
Time for performance management meetings is currently a matter in dispute.
At the end of 2013 the DoE removed the provision of the 2.5 hours per FTE teacher for performance management
meetings. This was one of the “budget cuts” measures imposed by the government.
The union and the department are currently in dispute on Performance Management meeting time. This matter is
being dealt with in the WAIRC. An outcome to this dispute is expected by the end of March 2014. Members will be
advised of the Commission’s decision via eNews.
2. CLASSROOM OBSERVATION:
In February 2014 the Education Department mandated classroom/peer observation for teachers. The SSTUWA
raised this matter with the department as a matter of urgency and received the following response:
"Peer observation is not mandatory. It is anticipated principals would implement peer observation in consultation with,
and with the co-operation of, teachers in the context of their particular school culture, school priorities and available
funds".
Members please note: Peer observation is not mandatory.
3. CLASSROOM VISITS:
The DoE Employee Performance Policy 2014 states the following under “Guidelines” page 5
1. PERFORMANCE MANAGEMENT PLAN
The line manager and employee should develop a performance management plan (PMP) that contains goals,
performance indicators, timeframes and agreed support that links to operational priorities.
The DoE Employee Performance Policy 2014 states the following under “Guidelines” page 6
“As part of quality performance management feedback, a line manager can visit an employee in their classroom or
work area. Observation of this nature provides an opportunity for ongoing constructive feedback and the
determination of individual development needs.
The above statements are “Guidelines” to the Employee Performance Policy.
The SSTUWA advises school leader and teacher members that:
♦
♦
Class visits and class observations as a strategy to improve a teacher’s performance needs to be agreed to
between the parties, resourced with quality time and training and needs to be done by a qualified/trained
colleague with the required area of expertise and trust.
Where members have class observations imposed as a performance management strategy without the
above negotiations and agreement the member is advised to move to dispute and seek alternative strategies
or an alternative school leaders or colleague to manage the class observation/visits strategy.
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
4. AITSL AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHER
♦
♦
♦
♦
♦
♦
The department mandated the use of the AITSL Australian Professional Standards for Teacher as the
performance management framework to support the process.
This means the standards are to be used as the reflection tool, which guides the plan for teacher
development and improvement.
It does not mean that strategies and resources promoted on the AITSL website are mandated e.g. 360
degree feedback and peer observation.
This means the framework is used to guide the reflection, to guide the planning document, to guide the
negotiated strategies to meet the agreed goals.
The union alerts members to the use of AITSL Australian Professional Standards for Teacher as an
appraisal tool or a simplistic assessment checklist tool – e.g. classroom inspections.
The Employee Performance Policy continues to require a negotiated plan that focuses on the identified
needs of the teacher – the AITSL Australian Professional Standards for Teacher are now the framework that
the teacher and line manager use to identify the areas where support and improvement needs to occur.
THE SSTUWA DOES NOT SUPPORT PERFORMANCE MANAGEMENT
MODELS WHERE:
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
Reflection tools are used as assessment or appraisal tools (where someone else is assessing or judging
your performance).
“Coaching models” are imposed on members.
Peer observation/classroom observation is mandated and implemented without negotiation, training, quality
time and resources.
Classroom visits are imposed on members (the policy requires these to be negotiated strategies, that
means, the strategy is agreed to by both parties).
AITSL Australian Professional Standards for Teacher is used as an appraisal tool or a simplistic assessment
checklist tool – e.g. classroom inspections.
Requirements to hand over student samples and student assessments are imposed (sharing samples of
student work is appropriate IF it is connected to a self-reflection, planning and review process).
Requirements to present planning/program documents are imposed on all staff with no differentiation or
without planning being identified as an area that needs improvement (sharing samples of planning relevant
to your reflection results is adequate and would ensure a safe collegiate learning environment).
More than two goals or areas of development as a full-time teacher (and one as a part-time teacher) are
expected as part of the process;
Appraisal and accountability processes are imposed into Performance Management (they belong in whole
school review meetings and whole school accountability processes); and
Whole school Business Plan and School Development Plan Reviews are being placed into individual
performance management plans rather than being managed collaboratively as part of a whole school review
process.
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SSTUWA General Secretary
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
PERFORMANCE MANAGEMENT V PERFORMANCE APPRAISAL
The DOE Policy and DoE training packages have endorsed a developmental model for performance management, not an
appraisal model.
Here is a summary of the difference between Performance Management and Performance Appraisal:
Performance Management
Focus is on future performance
Emphasis is on continuous progress
Performance Appraisal
Focus is on past performance
Emphasis is on assessment at a set end point
Participants focus on a small number of agreed
aspects of the employees job
The PM Plan (goals, strategies, resources,
review) is negotiated and agreed to by the two
parties
The approach is collaborative
Reflective tool assists a teacher reflect on their
own practice, strengths, areas for development to
plan for future professional growth and learning
Strategies are negotiated between the parties:
e.g. Coaching: is a professional learning process
of collaborative planning, observation and
feedback. It is teacher owned, it is resourced, and
the coach is trained. It is one of a number of
strategies directly related to the identified needs
of the teacher.
Classroom visits are negotiated and agreed. The
focus is on support, mentoring and professional
learning.
Participants focus on ownership of every aspect of the
employee’s job.
The PM Plan (goals, strategies, resources, review) is set by
the employer.
The approach is inspectorial
Reflective tools are used as assessment tools: to measure
and record past & current practice as the benchmark for a
final assessment at the end of the process.
Strategies are imposed by the line manager:
e.g. Coaching: is imposed by management – often as a
whole school approach. The coach is selected by
management and imposed on the teacher. The coach follows
an assessor/inspectorial model. The coaching is not targeted
at previously agreed areas or goals.
Classroom visits are imposed. They focus on inspectorial and
observations for the purpose of assessing or appraising the
teacher.
GRADUATE TEACHER REGISTRATION REQUIREMENTS:
Please note:
The Teacher Registration Board of WA grants new teachers provisional registration for up to three years. To move from
provisional to full registration, graduate teachers have to meet the requirements of the National Professional Standards for
Teachers at the Proficient stage. There are two ways that this can occur:
♦
The Mentor Transition Process; or
♦
Graduate Teacher Induction Program (GTIP) Transition Process.
These processes require principals to sign off.
The Graduate Teacher registration process is separate from Performance Management and should not be used as a
substitute for, or alternative to, Performance Management.
SSTUWA MODEL DOCUMENTS:
The following model documents are attached:
1.
Reflective Tool: AISTL Australian Professional Standards for Teachers
2.
Performance Management Plan Sample A
3.
Performance Management Plan Sample B
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SSTUWA General Secretary
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(Attachment 1)
(Attachment 2)
(Attachment 3)
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
BRANCH AND UNION REPRESENTATIVE ACTION:
I.
II.
III.
IV.
V.
Table and discuss the SSTUWA Performance Management position and samples. (Reflective tools and
Performance Management Plans). Compare these to your current school model.
Determine which parts of the SSTUWA framework best meet the needs of members at your workplace and
which members decide to adopt.
Union Rep/s advises and meets with the principal to provide member feedback and seek agreed
implementation of the members’ options.
Inform all members of the outcome of this meeting.
Commence implementation of the agreed Performance Management model or if agreement is not reached,
seek support and advice from your school’s district organiser to progress negotiations and resolution of the
matter.
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SSTUWA General Secretary
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
ATTACHMENT 1
PERFORMANCE MANAGEMENT: REFLECTION TOOL: CLASSROOM
TEACHER
AITSL Australian Professional Standards for Teachers
1) Reflect on each standard and consider your current teaching role and practice.
2) Highlight those areas that you need further development and support with.
3) Identify specific aspects of this standard in the context of your current role – right side box.
4) Share these for the planning meeting to identify your 2/3 goals.
AITSL Australian Professional Standards for Teachers
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
1.1
1.2
1.3
1.4
1.5
1.6
Physical, social and intellectual development and characteristics
of students
Understand how students learn
Students with diverse linguistic, cultural,
religious and socioeconomic backgrounds
Strategies for teaching Aboriginal and Torres Strait Islander students
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Strategies to support full participation of students with disability
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
2.1
Content and teaching strategies of the teaching area
2.2
Content selection and organisation
2.3
Curriculum, assessment and reporting
2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and
non-Indigenous Australians
2.5
Literacy and numeracy strategies
2.6
Information and Communication Technology (ICT)
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Establish challenging learning goals
Plan, structure and sequence learning programs
Use teaching strategies
Select and use resources
Use effective classroom communication
Evaluate and improve teaching programs
Engage parents/carers in the educative process
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING COMMUNITIES
4.1
4.2
4.3
4.4
4.5
Support student participation
Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and
ethically
STANDARD 5 ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
5.1
5.2
5.3
5.4
5.5
Assess student learning
Provide feedback to students on
Make consistent and comparable
Interpret student data
Report on student achievement
their learning
judgements
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
6.1
6.2
6.3
6.4
Identify and plan professional
learning needs
Engage in professional learning
and improve practice
Engage with colleagues and improve practice
Apply professional learning and
improve student learning
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
7.1
7.2
7.3
7.4
Meet professional ethics and responsibilities
Comply with legislative,
administrative and organisational
Engage with the parents/carers
Engage with professional
teaching networks and broader
requirements
communities
REFERENCE: AITSL Australian Professional Standards for Teachers
For detailed examination of the standards identified for your growth and development use the above reference if required.
http://www.teacherstandards.aitsl.edu.au/
Authorised by Tony Mullen
SSTUWA General Secretary
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
ATTACHMENT 2
PERFORMANCE MANAGEMENT PLAN
STAFF MEMBER
MANAGER
AGREED RESPONSIBILITIES:
FOCUS FOR IMPROVEMENT
(Goal/Target)
STRATEGIES – SMART TARGETS
PD RESOURCES & SUPPORT
OUTCOMES ACHIEVED
FEEDBACK:
SIGNED ________________________________________________________ DATE __________________________
TEACHER/ MANAGER
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STATE SCHOOL TEACHERS’ UNION OF W.A. (INC)
PERFORMANCE MANAGEMENT POSITION
ATTACHMENT 3.
PERFORMANCE MANAGEMENT PLAN
Negotiated Performance Goal/s:
1.
2.
Strategies to be undertaken
Resources and support required
Agreed Timeline
Success indicators – How will I know my goal is achieved?
Review:
Staff Member
Performance Manager
Date
If you have any problems please discuss with your Union Representative and/or branch. Should further assistance be required please
don’t hesitate to contact Member Assist on 9210 6060 or 1800 106 683. Email enquiries@sstuwa.org.au
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