Teacher performance review process

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The new Queensland state school
teacher performance review process
Queensland state schools teacher
performance review process
• What is the new State School Strategy?
• What is the new teacher performance
review process?
• What does this mean for you?
• What resources are available?
2
Every student succeeding
State Schools Strategy 2014 – 2018
3
What is the new teacher performance review
process?
4
•
In July 2013, DET and the QTU agreed to a joint statement on the alignment of the
Developing Performance Framework with the Australian Professional Standards for
Teachers following agreement on their use by Ministers for Education nationally.
•
Every student succeeding State Schools Strategy 2014-2018: Teachers employing high
quality, evidence-based teaching practices focused on success for every student.
•
DET and the QTU have agreed on a process, aligned with the Australian Professional
Standards for Teachers, which is designed specifically for teachers from the
commencement of 2015.
•
DET and the QTU is continuing to negotiate an annual performance review process for
school leaders and classified officers.
Old vs New
Developing performance
framework
5
Teacher performance review process
•
Four step process
•
Three step process
•
Linked to the QCT or DET
Professional Standards for
Teachers
•
Aligned to Australian Professional
Standards for Teachers
•
Verbal or written plan
•
Written plan
•
Ongoing review and feedback –
written and/or verbal
•
Ongoing review and feedback – written
and verbal
•
Focussed on completing key work
tasks, achieving career goals and
undertaking professional
development
•
Growing capability by strengthening the
performance-focussed culture in school
through on-going professional learning
•
Career and/or performance goals
•
Career and performance goals
Teacher performance review process in action
The Department of Education and Training in conjunction with the Queensland Teachers’ Union
have released a joint statement supporting the new process.
6
Phase 1: Reflection and goal setting
• Reflect on your school context and priorities
• Reflect on and record your strengths and areas
for development
• Collaboratively establish three performance and development goals
aligned to the Australian Professional Standards for Teachers
• Record your agreed upon goals using the SMART model
• Identify actions required to support achievement of your goals
• Identify your indicators for success – How will you know you have
achieved your goals? What evidence will you use?
7
Example: Koala State School
Context:
Koala SS is located in a metropolitan region and has a population of
750 students. It is a P–12 coeducational school. Students are from a
diverse range of backgrounds including Indigenous and international.
Our school focuses on the holistic development of students including
physical, emotional, social and cognitive to provide a supportive
learning environment for all.
Priorities:
The schools priorities for 2015 are:
1. Literacy with a specific focus on writing.
2. Upper two bands – all areas.
3. Implementation of School-wide Positive Behaviour Support.
8
Reflections
To set authentic goals, it is important to reflect on current professional
practices.
 What methods might you use to support assessment and self reflection?
 Does your school have an agreed process for self reflection?
AITSL Self-Assessment tool
9
Following reflection
Once you have completed a reflective process, you then need to identify a
maximum of three focus areas for learning and development. These must
be framed around the Australian Professional Standards for Teachers and
can be from any domain.
Koala State School example: Annual performance development plan
Phase 1 & 2 — Goal setting, Professional practice and learning
Focus areas for
improvement
Professional
practice
Standard 4: Create
and maintain
supportive and safe
learning
environments
 4.3 Manage
challenging
behaviour
Agreed performance
and development
goals
Actions to develop
capability
Indicators for success
Reflections, comments
and notes during Phase
2 - professional practice
and learning
10
How do I know my goal is SMART?
11
Goals aligned to Australian Professional
Standards for Teachers and school priorities
Koala State School example: Annual performance development plan
Phase 1 & 2 — Goal setting, Professional practice and learning
Focus areas for
improvement
Professional
practice
Standard 4: Create
and maintain
supportive and safe
learning
environments
 4.3 Manage
challenging
behaviour
Agreed performance
and development
goals
Refer to Smart Goals
Framework
(Specific, Measurable,
Accurate, Relevant,
Time-phased)
By the end of Term
2, I will research,
develop and
implement a range of
strategies to
effectively deal with
challenging
behaviours in the
classroom so that
student learning and
well-being is
optimised.
Actions to develop
capability
Indicators for success
Reflections, comments
and notes during Phase 2
- professional practice
and learning
12
Professional learning
Relevant
Collaborative
Futures-focused
Examples:
– Professional learning teams
– Peer observation
– Moderating student work
– Formal studies
– Action research
– Case discussions
– Coaching
– Mentoring
– Modelling
The Australian Charter for
Professional Learning of Teachers
and School Leaders
13
Actions to develop capability
Koala State School example: Annual performance development plan
Phase 1 & 2 — Goal setting, Professional practice and learning
Focus areas for
improvement
Professional
practice
Standard 4: Create
and maintain
supportive and safe
learning
environments
 4.3 Manage
challenging
behaviour
Agreed performance and
development goals
Refer to Smart Goals
Framework
(Specific, Measurable,
Accurate, Relevant,
Time-phased)
By the end of Term 2, I
will research, develop
and implement a
range of strategies to
effectively deal with
challenging
behaviours in the
classroom so that
student learning and
well-being is
optimised.
Actions to develop
capability
Be specific
•
•
•
•
Indicators for
success
Reflections, comments
and notes during
Phase 2 - professional
practice and learning
Identify and observe
colleagues who apply a
range of effective behaviour
management strategies
Access information and
courses on behaviour
management
Reflect on and adapt
behaviour management
techniques and strategies
based on individual student
needs
Arrange for peer and/or
mentor observation and
feedback of behaviour
management strategies in
lesson/s
14
Evidence
• The teacher and their supervisor will identify and agree on appropriate
evidence to measure successful attainment of goals.
• Evidence supports teachers knowing if what they are doing is making
a difference to improve outcomes for their students.
• Teachers can use evidence from their daily practice in their reflection
and feedback conversations.
• A piece of evidence may be used to demonstrate one or more
standard descriptors.
• Evidence needs to come from a range of sources (indicated in the
following table).
NOTE: Teachers are not required to develop a portfolio of evidence.
15
Types of Evidence
Evidence Category
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Possible examples of evidence
(taken from the AITSL guides)
Teaching and learning programs
•
•
•
•
term, semester or full year programs – unit plans
Lesson plans
Learning resources
Learning tasks and activities
Classroom observations
•
•
Lesson observation notes
Video clips of practice
Student assessment and learning
•
•
•
•
•
Student conference outcomes
Teacher records of student performance
Assessment tools, tests, strategies
Individual learning plans
Individual student learning targets
Data sets (short, medium term)
•
•
•
•
Class achievement data
Benchmark testing
Attendance and behaviour
Triangulation of data
Reflection and feedback
•
•
•
•
•
Student conference notes
Student feedback and survey data
Parent-teacher interview notes
360° feedback
Performance development plan
Collaboration and communication
•
•
•
•
Meeting logs
Parent communication
Involvement in school committees
Community partnerships
Professional learning
•
•
•
Learning journal
Action research project
Professional associations
Guides to evidence
QCT website
(Proficient)
17
AITSL website
Australian Professional Standards for Teachers
What evidence will demonstrate
attainment of my goals?
Koala State School example: Annual performance development plan
Phase 1 & 2 — Goal setting, Professional practice and learning
Focus areas for
improvement
Professional
practice
Standard 4: Create
and maintain
supportive and safe
learning
environments
 4.3 Manage
challenging
behaviour
Agreed performance
and development goals
Refer to Smart Goals
Framework
(Specific, Measurable,
Accurate, Relevant,
Time-phased)
By the end of Term 2,
I will research,
develop and
implement a range of
strategies to
effectively deal with
challenging
behaviours in the
classroom so that
student learning and
well-being is
optimised.
Actions to develop
capability
Be specific
• Identify and observe
colleagues who apply
a range of effective
behaviour
management
strategies
• Access information
and courses on
behaviour
management
• Reflect on and adapt
behaviour
management
techniques and
strategies based on
individual student
needs
• Arrange for peer
and/or mentor
observation and
Indicators for success
Refer to Documentary
Evidence Guides
• Identify and observe
colleagues who apply
a range of effective
behaviour
management
strategies
• Access information
and courses on
behaviour
management
• Reflect on and adapt
behaviour
management
techniques and
strategies based on
individual student
needs
• Arrange for peer
and/or mentor
observation and
Reflections, comments
and notes during
Phase 2 - professional
practice and learning
18
Phase 2: Professional practice and learning
19
•
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 no more than 4 times in the
12 month cycle
Ongoing evidence to support learning
Evidence:
• Provides the basis for ongoing feedback, reflection and further
development
• Helps you to understand your progress in your identified performance
goals
• Assists you to identify any additional or different actions or
modifications required to achieve your goals
• Assists you to discuss your annual
performance achievements with
your supervisor
20
Phase 3: Feedback and review
21
•
Throughout the process, as well during Phase 3, timely, and
frequent improvement focused 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 (signed and dated)
Key documents
•
•
•
•
State Schools Strategy 2014 – 2018
Joint statements
Queensland state schools teacher performance review process
Queensland state schools teacher performance review process
– A step by step guide
• Annual performance development plan template
• Australian Professional Standards for Teachers
• QCT: Transition to full registration – Providing evidence of
practice – Evidence Guide
22
Resources
• The Australian Charter for the Professional Learning of
Teachers and School Leaders
• Australian Teacher Performance and Development
Framework
• AITSL online teacher self-assessment tool
• Looking at Classroom Practice
• Executive Director: Organisational Transformation
23
AITSL Resources to support teachers
To be used in conjunction with the joint statement.
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Question Time
25
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