Annual Performance Review (APR)
process for heads of program
Every student succeeding
State Schools Strategy 2014-2018
School leaders delivering extraordinary and
sustained improvement and achievement
 Lead teaching and learning
 Develop self and others
 Lead improvement, innovation and change
 Lead the management of the school
 Engage and work with the community
Leadership Agenda
Strategic context
Performance development
Annual Performance Review
process for heads of program
Investment and support
Principals’ Leadership Agenda 25/02/15
State Schools Strategy 2014-2018
Collaborative culture in theory
Professional learning culture
+
Australian Teacher Performance and Development Framework
– August 2012, AITSL
Australian Charter for the professional learning of Teachers
and School leaders
– 2012, AITSL
5
Unpacking the Australian
Professional Standards for Teachers
How are the APST organised?
3. The seven standards
are then separated
into focus areas.
There are 37 focus
areas that have
descriptors for four
professional career
stages.
1. There are
three
domains of
teaching
2. Within the three
domains, there are
seven standards.
There are two
standards in
domains 1 and 3
and three
standards within
Domain 2.
Unpacking an APST standard
Domain
The standard
Focus area
Career
Stage
Descriptor
Illustrations of practice
Evidence
Career stages: what the language tells us
Graduate
Knowing and
understanding
Proficient
Applying
knowledge and
understanding
Highly
Accomplished
Developing a
sphere of influence
Lead
Sphere of influence
within and across
schools
Self-Assessment Tool
My Standards App
APSP and the Leadership Profiles
Australian Professional Standard for Principals (APSP) and the Leadership Profiles. Updated June 2015
APSP and the Leadership Profiles
Annual Performance Review
• Phase 1 - Reflection and goal setting
• Phase 2 - Professional practice and learning
• Phase 3 - Feedback and review
Phase 1: Reflection and goal setting
• Consider systemic agenda
• Consider your school and/or regional
context and priorities
• Consider your areas of strength and
areas for development
Tools to consider in self-reflection
Classroom Practice Continuum
Self-Assessment Tool
My Standards App
Following the recent decision by AITSL to remove
Union representation from its Board and
Committees, the QTU has decided at State
Conference to strongly recommend that QTU
members not support AITSL initiatives outside of
the scope of the APR process alignment to the
Australian Professional Standards for Teachers and
the Australian Professional Standard for Principals
and the Leadership Profiles.
Phase 1: Reflection
Phase 1 – Reflection
Consider your role description to identify areas of strength and areas for development.
Areas of strength
Areas for development
Phase 1: Reflection
Phase 1 – Reflection
Consider your role description to identify areas of strength and areas for development.
Areas of strength
Areas for development
Head of Curriculum (HOC): The identification and delivery of
professional development needs of the school in relation to curriculum,
and assessment.
Head of Curriculum (HOC): Contributing to and assisting with the facilitation of
year level planning days and activities.
Head of Special Education Services (HOSES): Embed socially-just
practices in daily school life.
Head of Special Education Services (HOSES): Understand the legislation and
policies that impact on schooling especially in relation to students with a
disability.
Guidance Officer (GO): Provide a counselling and referral service to
assist students in decision-making about critical educational and career
development.
Guidance Officer (GO): Facilitate effective working relationships with external
support agencies.
Master Teacher : Working with instructional leaders to prioritise the
teaching of literacy within the school’s curriculum and teaching
framework.
Master Teacher : Supporting all staff in the analysis of, and response to,
systemic and student data.
Head of Department (HOD): Manage the financial, facilities and
curriculum resources of the school department to achieve goals.
Head of Department (HOD): Lead your school department to commit to a
shared vision focused on providing quality learning outcomes for all students.
Phase 1: Reflection
Australian Professional Standards for Teachers
APSTs are listed in the professional practices to which
they align from the APSP and the Leadership Profiles
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning
environments
Standard 5: Assess, provide feedback and report on student
learning
Professional Practices
Areas of strength
Areas for development
Taken from the APSP and the Leadership
Profiles.
Leading teaching and learning
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Developing self and others
Standard 3: Plan for and implement effective teaching and
learning
Standard 4: Create and maintain supportive and safe learning
environments
Standard 6: Engage in professional learning
Standard 4: Create and maintain supportive and safe
learning environments
Leading the management of the school
Standard 5: Assess, provide feedback and report on
student learning
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues,
parents/carers and the community
Leading improvement, innovation and
change
Engaging and working with the community
Phase 1: Reflection
Australian Professional Standards for Teachers
Professional Practices
Areas of strength
APSTs are listed in the professional practices to which
they align from the APSP and the Leadership Profiles
Standard 1: Know students and how they learn
Standard 1.1 Knowledge of students to
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning
environments
Standard 5: Assess, provide feedback and report on student
learning
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and
learning
Standard 4: Create and maintain supportive and safe learning
environments
Standard 6: Engage in professional learning
Standard 4: Create and maintain supportive and safe
learning environments
Standard 5: Assess, provide feedback and report on
student learning
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues,
parents/carers and the community
improve learning.
Areas for development
HOD: Lead the school department to
commit to a shared vision focused on
prioritising quality learning outcomes
for all students.
Standard 2.6: Use effective teaching
strategies to integrate ICTs to increase
meaning.
PP: Seek leadership potential in others
and provide opportunities for
development.
PP: Apply effective performance
development processes and celebrate
successes.
HOC: Contribute to and assist with the
facilitation of year level planning days
and activities.
HOSES: Embed socially-just practices in
daily school life.
Standard 4.3: Manage challenging
behaviour through clear expectations.
Taken from the APSP and the Leadership
Profiles.
Leading teaching and learning
Developing self and others
Leading the management of the school
Standard 5.2: Provide timely and
effective feedback to students about
their achievement.
MT: Working with instructional leaders PP: Improve own knowledge of
to prioritise the teaching of literacy
improvement strategies and leading
within the school’s curriculum.
change.
PP: Promote parent and carer
GO: Facilitate effective working
engagement as a key aspect of raising the relationships with external support
achievement of all students.
agencies.
Leading improvement, innovation and
change
Engaging and working with the community
Phase 1: Reflection and goal setting
• Through discussion with your supervisor, agree on up to three goals
aligned to the Role description for your position, and/or the Australian
Professional Standards for Teachers, and/or the Australian
Professional Standard for Principals and the Leadership Profiles.
• Use the SMART goals strategy to record the agreed goals
• Record actions that will identify the achievement of your goals
– Refer to Leadership Development Guides
• Record expected indicators of success
– How will you know you have achieved your goals?
– What evidence will identify goal attainment?
SMART Goals
Phase 1: Set goals aligned to APSP
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for
Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for
development from:
• APST
• APSP professional
practices
• Role description
As per reflection
Goal 1:
APST 5.2
Provide feedback to
students on their learning
Goal 2: Professional
practice
Developing self and others
Goal 3:
Agreed performance
development goals
Actions to develop
capability
Refer to SMART goals
framework
Be specific about what actions you
intend to undertake and the
support and professional learning
you will require.
Indicators of success
What will you/others see if your
goal is achieved?
Phase 2 – Reflections,
comments and notes on
professional practice and
learning
Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for
Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for
development from:
•
APST
•
APSP professional
practices
•
Role description
Agreed performance
development goals
Refer to SMART goals framework
As per reflection
Goal 1:
APST 5.2
Provide feedback to students
on their learning
Goal 2: Professional practice
Developing self and others
Goal 3:
By the end of Term 3 2015, develop
and implement improved practices for
student feedback in relation to their
learning goals.
By end of Term 4 2015, develop and
demonstrate skills to establish a
leadership hierarchy within team to
share leadership and responsibility for
faculty vision.
Actions to develop
capability
Indicators of
success
Be specific about what actions
you intend to undertake and
the support and professional
learning you will require.
What will you/others
see if your goal is
achieved?
Phase 2 – Reflections,
comments and notes on
professional practice and
learning
Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for
Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for
development from:
•
APST
•
APSP professional
practices
•
Role description
Agreed
performance
development
goals
Refer to SMART
goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and
professional learning you will require.
As per reflection
Goal 1:
APST 5.2
Provide feedback to
students on their learning
By end of Term 3
2015, develop and
implement improved
practices for student
feedback in relation to
their learning goals.
•
•
•
•
•
Goal 2: Professional
practice
Developing self and others
By the end of Term 4
2015, develop and
demonstrate skills to
establish a leadership
hierarchy within team
to share leadership
and responsibility for
faculty vision.
•
•
•
•
•
Identify, observe and collaborate with colleagues who are
identified within the school as having effective feedback
processes in place to support improved student outcomes.
Examine AITSL Illustrations of practice for Focus area 5.2.
Complete the reading ‘Seven keys to effective feedback’ and
discuss with line manager to generate action plan.
Develop a standardised feedback data check-sheet with key task
elements for feedback and timing guides.
Implement and refine check-sheet as part of action plan.
Engage with the Effective Influencing Foundation Leadership
Development Guide to examine collaborative leadership actions.
Collaborate with colleagues in similar roles to examine shared
leadership models.
Create a communication action plan and review with line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action plan.
Indicators of
success
What will
you/others see if
your goal is
achieved?
Phase 2 –
Reflections,
comments
and notes on
professional
practice and
learning
Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for
Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for
development from:
•
APST
•
APSP professional
practices
•
Role description
Agreed
performance
development
goals
Actions to develop capability
Indicators of success
Be specific about what actions you intend to
undertake and the support and professional
learning you will require.
What will you/others see if your goal is achieved?
Refer to SMART
goals framework
As per reflection
Goal 1:
APST 5.2
Provide feedback to
students on their
learning
Goal 2: Professional
practice
Developing self and
others
By end of Term 3
2015, develop and
implement improved
practices for student
feedback in relation
to their learning
goals.
Identify, observe and collaborate with colleagues who
are identified within the school as having effective
feedback processes in place to support improved
student outcomes.
Examine AITSL Illustrations of practice for Focus area
5.2.
Complete the reading ‘Seven keys to effective
feedback’ and discuss with line manager to generate
action plan.
Develop a standardised feedback data check-sheet
with key task elements for feedback and timing
guides.
Implement and refine check-sheet as part of action
plan.
•
•
By the end of Term 4
2015, develop and
demonstrate skills to
establish a leadership
hierarchy within team
to share leadership
and responsibility for
faculty vision.
Engage with the Effective Influencing Foundation
Leadership Development Guide to examine
collaborative leadership actions.
Collaborate with colleagues in similar roles to examine
shared leadership models.
Create a communication action plan and review with
line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action
plan.
•
•
•
•
•
•
Personal professional learning log.
Feedback resources have been developed and are
incorporated in learning cycle.
Team meeting minutes identify strategy shared with
others.
Action plan has been created.
Meeting minutes identify communication of vision
and strategy for implementation.
Head of Program models strategy.
Leadership successes of team members celebrated.
Curriculum artefacts provide evidence of shared
leadership.
Phase 2 –
Reflections,
comments and
notes on
professional
practice and
learning
Professional learning
Examples:
–
–
–
–
–
–
–
–
Professional networks
Regional network and learning forums
Peer coaching
Leadership Development Guides
Mentoring
Action research
Formal studies
Professional reading
The Australian Charter for Professional
Learning of Teachers and School
Leaders
Relevant Collaborative Futures-focused
Evidence
• The head of program and their supervisor will identify and agree on
appropriate evidence to measure successful attainment of goals.
• Evidence supports heads of program knowing if what they are doing is
making a difference to improve outcomes for all students.
• Evidence of leadership and/or teaching practice may be seen in the
behaviours or actions of the staff, students and school community.
• Heads of program can use evidence in their routine professional
communications, practice and through whole school data sets.
• Evidence needs to come from a range of sources.
Evidence
Illustrative examples of best practice may include,
but are not limited to:
– Impact of faculty/team leadership on student outcomes,
colleagues and the school as a whole
– Stakeholder feedback
– Community partnerships supporting the school
– Head of program self-assessment
– Professional learning, including collaboration
with other school leaders
– Systemic data analysis
– Celebrating school successes
Phase 2:
Professional practice and learning
• Undertake professional formal or informal
learning to support achievement of planned
goals
• Identify, collect and reflect on agreed evidence
to support the achievement of your goals
• Receive formal and/or informal feedback
focused on improvement
Formal feedback to be given no more than four times in the 12-month cycle
Phase 2:
Professional practice and learning
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for
Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for
development from:
•
APST
•
APSP professional
practices
•
Role description
As per reflection
Agreed
performance
development goals
Goal 1:
By end of Term 3
2015, develop and
implement improved
practices for student
feedback in relation to
their learning goals.
Identify, observe and collaborate with colleagues who
are identified within the school as having effective
feedback processes in place to support improved
student outcomes.
Examine AITSL Illustrations of practice for Focus area
5.2.
Complete the reading ‘Seven keys to effective
feedback’ and discuss with line manager to generate
action plan.
Develop a standardised feedback data check-sheet
with key task elements for feedback and timing guides.
Implement and refine check-sheet as part of action
plan.
•
•
By the end of Term 4
2015, develop and
demonstrate skills to
establish a leadership
hierarchy within team to
share leadership and
responsibility for faculty
vision.
Engage with the Effective Influencing Foundation
Leadership Development Guide to examine
collaborative leadership actions.
Collaborate with colleagues in similar roles to examine
shared leadership models.
Create a communication action plan and review with
line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action plan.
•
•
APST 5.2
Provide feedback to
students on their
learning
Goal 2: Professional
practice
Developing self and
others
Refer to SMART goals
framework
Actions to develop capability
Indicators of success
Be specific about what actions you intend to
undertake and the support and professional
learning you will require.
What will you/others see if your goal is
achieved?
•
•
•
•
Personal professional learning log.
Feedback resources have been
developed and are incorporated in
learning cycle.
Team meeting minutes identify strategy
shared with others.
Action plan has been created.
Meeting minutes identify communication
of vision and strategy for implementation.
Head of Program model strategy.
Leadership successes of team members
celebrated.
Curriculum artefacts provide evidence of
shared leadership.
Phase 2 – Reflections,
comments and notes
on professional
practice and learning
Phase 3: Feedback and review
• Throughout the process, as well as during
Phase 3, timely and frequent developmentfocused feedback provided
• Full reflection of performance against agreed
goals using multiple sources of evidence
• Verbal and written feedback provided
• Feedback may form the basis for subsequent
performance reviews
• Retention as an official record (endorsed and
dated)
Key documents
•
State Schools Strategy 2014-2018
•
Queensland State Schools Annual Performance Review (APR) process for heads
of program:
–
–
–
–
•
Overview
A step-by-step guide
Annual Performance Development Plan template for heads of program
Joint statement
Australian Professional Standard for Teachers and/or Australian Professional
Standard for Principals and the Leadership Profiles
Resources
•
The Australian Charter for the Professional Learning of Teachers and School Leaders
•
PowerPoints:
– Unpacking the Australian Professional Standards for Teachers
– Unpacking the Australian Professional Standard for Principals and the Leadership Profiles
•
Regional Principal Advisors: Organisational Transformation