1. Australian Teacher Performance and Development Framework Consultation proposal
Half day presentation
Preparation:
Before beginning the presentation, please familiarise yourself with the resources provided in the Facilitators Pack. It is not necessary for participants to have read the draft Framework document prior to participating in this round of consultation, however you may like to distribute the draft Framework to participants prior to delivering this presentation.
Preview the power point and presentation notes, view the video clips
Read the Frequently Asked Questions paper and Fact Sheet
Read the draft consultation document – draft Australian Teacher Performance and Development Framework (the Framework)
Be familiar with the National Professional Standards for Teachers (the Standards), the National Standard for Principals and the draft Australian Charter for the Professional Learning of Teachers and School Leaders
Materials required to support activities include:
Textas, sticky note pads, blue tac (for showcasing ideas generated during the presentation)
Print out of all activity sheets – each slide relating to the activity specifies if the documents required are for groups, or for the facilitator to use
Presenter notes:
AITSL was established on 1 January 2010 to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership.
The Ministerial Council agreed at its meeting on 14 October 2011 that the Australian Institute for Teaching and School Leadership (AITSL) collaborate with education stakeholders to develop a national framework for teacher development and performance. AITSL has collaborated with education stakeholders to develop the draft Australian Teacher Performance and Development Framework: Consultation proposal. This has been developed based on research, national mapping and analysis of existing practices, advice from national and international experts, and national consultation.
This phase of consultation seeks to further investigate existing best practices, inform the implementation of the Framework, create a national culture that values the performance and development of teachers, and generate a genuine and effective environment for the implementation of the Framework.

2. The importance of teachers
The Melbourne Declaration on Educational Goals for Young Australians makes clear that Australia aspires not to be among the best in the world, but to be the best. It acknowledges the challenges and opportunities of the 21st century and provides two simple, but powerful, goals to guide Australian education:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become:
successful learners
confident and creative individuals
active and informed citizens
Melbourne Declaration on Education Goals for Young Australians, 2008
Preparation:
The Melbourne Declaration on Educational Goals for Young Australians can be found at:
Presenter notes:
This speaks to the unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes. Presenter may like to enlarge on this.

3. Innovative international practices
Preparation:
OECD Strong Performers and Successful Reformers video
Presenter notes:
The OECD quotation at the bottom of the slide sets the scene for viewing the video and preparing for the activity
There is a collective responsibility for this important work – it is ambition around this that will take the education profession forward
Featuring in this video are Brazil, Singapore and Ontario however a suite of full length videos can be found at the address on the slide
The video provides insight into approaches taken internationally, to stimulate discussion about priorities for Australia.
In today’s global economy, countries need high-quality education systems that will teach their citizens the skills necessary to meet the challenges of tomorrow
Strong Performers and Successful Reformers in Education, © OECD, 2011

4. What are we trying to achieve in our school?
Activity: Vision
What are we trying to achieve in our school?
Work as a table group to brainstorm your responses
Preparation:
Create a hard copy of the ‘Activity – Vision’ sheet from the Facilitator’s Pack – the best size is A3 to allow the facilitator to collate the ideas from the groups to then display them
Create hard copies of the worksheet for each of the groups to use
Please note: This question may need to be altered to fit the context for the group with which you are working – i.e. If all participants are not from the same school.
Presenter notes:
This question hopes to elicit references to the schools’ mission / vision / strategic plan / reflect elements of the school’s profile and capture their hopes and dreams for the future.

5. Importance of teacher performance and development
Internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes
There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance
Presenter notes:
Emphasis is to be placed on the effect of quality teaching and importance of appraisal and feedback
Emphasise that this is not happening for all Australian teachers
Positive message –
teachers want effective feedback
teachers want support to develop and improve (both newly qualified and experienced teachers)
Although Australian teachers, according to OECD research, are not receiving the effective feedback they require, Australia is not alone in this – most OECD countries are the same, although there are pockets of excellence across sectors.

6. The Foundation
Studies show that more effective teachers are the key to producing higher performing students. Conservative estimates suggest that students with a highly effective teacher learn twice as much as students with a less effective teacher
B Jensen, Better teacher appraisal and feedback, Grattan Institute, 2011

7. The Provocation
Australian teachers report that they do not always get the feedback they need to improve
63% of teachers believed that appraisals of their work are done purely to meet administrative requirements
61% of teachers reported that teacher appraisal has little impact on the way they teach in the classroom and provides them with little or no idea of how to improve their performance
OECD Reviews of evaluation and assessment in education: Australia, 2009
Australian teachers regularly express dissatisfaction with the external delivery professional development model because whilst it heightens their awareness that change or improvement is needed it doesn’t enable them to implement and sustain improved teaching practices once they return to their school
P Cole 2004 IARTV paper
Preparation:
Check out the OECD link for further information -
Presenter notes:
Emphasis needs to be placed not on the figures but on the needs being expressed by the teachers - more focused feedback and more targeted support.

8. Research and evidence
Teacher performance has been shown to improve when the following conditions are present:
Opportunities for teacher self-reflection and objective setting
Regular classroom observation and provision of constructive feedback from their school leader, as well as their peers
Frequent feedback on classroom performance as an ongoing dialogue, not a once a year discussion
Shadowing, coaching and mentoring from peers and leaders
Opportunities to contribute to and engage in teamwork, collaboration and action learning with other teachers to obtain the best possible outcomes for students
Growing our potential, Hay Group, 2012
Preparation:
For further information check the Hay Group link -
Presenter notes:
Emphasis is intended to be given to the words in bold which identify the conditions that improve teacher performance
Important to acknowledge that the ‘conditions’ need to be of a high quality.

9. Professional learning
The Australian Charter for the Professional Learning of Teacher and School Leaders
Companion document to the National Professional Standards for Teachers, the National Professional Standard for Principals and the Australian Teacher Performance and Development Framework
A resource for planning, design and evaluation
The Australian Charter for the Professional Learning of Teachers and School Leaders is a resource to inform and influence the planning, design and evaluation of ongoing professional learning that leads to achievement, development and progression against the National Professional Standards for Teachers and the National Professional Standard for Principals. And which has a direct impact on the quality of students’ educational experiences.

10. The Framework and the Charter
The draft Framework and the draft Charter work together
They articulate what teachers require for professional growth and development
Assessment, appraisal and feedback on performance are required for professional growth to occur
The Charter describes the relationship between these aspects and advises on how professional learning can happen to greatest effect

11. Key features of the Charter
Articulates the central importance of professional learning to teacher quality and student learning
Recognises the importance of culture and context
Describes four key characteristics of professional learning
relevant
collaborative
futures focused
sustainable
Calls on teachers, school leaders and system leaders to take action
The Charter describes four key characteristics of effective professional learning:
Effective professional learning is relevant because it is being driven by the needs of students, is meaningful within the school and connects with organisational goals and initiatives. Teaching staff are more engaged in professional learning and apply their new knowledge more readily when they have some influence and control over what, how, when and where they learn and when they can reflect and receive feedback on their learning.
Learning is a collaborative process. An overall culture of ongoing learning, where there is engagement in and application of new understandings, feedback and reflection with others has a greater chance of resulting in real change.
A futures focused approach to professional learning builds build the confidence and skills of teachers and school leaders to respond to uncertainties and emerging challenges.
A learning culture that inspires sustained effort uses evidence to show that the professional learning makes a demonstrable difference to teacher and school leader practice, confidence and efficacy, student learning and system performance. Such a learning culture creates structures, provides time and finds resources to support and evaluate learning.
The ultimate test of teachers’ and school leaders’ professional learning is the impact this learning has on student outcomes.
The Charter calls educators to deliberate action. Where teachers and school leaders take individual and collective responsibility to become the best that they can be – to engage in, share
and lead learning and create and apply new knowledge, understanding and skills for the benefit of students. And where school leaders take on an additional responsibility to establish the conditions and create an environment in which professional learning and achievement flourish and to nurture a community of learners that ensures everyone has the opportunity to grow within a workplace focused on excellent outcomes for all students.

12. Solution focussed thinking
Don’t fix what isn’t broken
Stop doing what doesn’t work, and do something else
Positive change is happening all the time: our challenge is to identify and amplify useful change
Presenter notes:
Intended to emphasise that identification and amplification of good practice is a most powerful way of bringing about positive change rather than dwelling on what’s wrong.

13. Effective performance and development practices
Dandenong North Primary School, Victoria
While you view the video try to identify the existing practices being used to build a positive performance and development culture
Preparation:
View the video
Presenter notes:
Introduce video – filmed at Dandenong North Primary School, Melbourne, Victoria
AITSL is currently filming in a range of locations with the goal of identifying, recognising and publishing existing effective practices
The video promotes recognition and validation of extensive work and exemplary practice
This video quickly and succinctly unpacks several of its practices which quite clearly lead to teacher satisfaction
Encourage participants to look for existing practices being used at Dandenong North Primary School
Focus participants on the key message that there are already many great examples of effective performance and development practices occurring in Australia schools.

14. Activity: Existing practices at Dandenong North Primary School
Think, Group, Share
What strategies are contributing to Dandenong North Primary School’s attempts to build a comprehensive approach to teacher performance and development?
Record your responses on the worksheet
Each group to present their responses
Consolidate the responses
Identify those that might be relevant to your school, and what would need to change
Preparation:
Make copies (A3 to allow them to be displayed) of the “Existing practices at Dandenong North Primary School” worksheet from Facilitator’s Pack.
Presenter notes:
Collating the information into a collective response will be valuable. Display the worksheets.

15. Our work together…
The Australian Institute for Teaching and School Leadership is currently working together with stakeholders on a national consultation on a draft Australian Teacher Performance and Development Framework
Once adopted, the Framework will strengthen a performance and development culture in our schools that focuses on improving teaching and, through this, improving student learning
Presenter notes:
Emphasis here is on the collaborative nature of this work.

16. The Framework seeks to: create a culture of improvement,
feedback and growth for all teachers within all schools everyday
Presenter notes:
This slide captures the ongoing, inclusive and collaborative intent of the Framework.

17. Preparation:
Check AITSL website for information on the aspects of the DOME
Presenter notes:
Facilitator will need to unpack the DOME for participants.
The DOME represents the work of AITSL, and the aspects required to enable excellence in teaching and school leadership
AITSL’s work is underpinned by the National Professional Standards for Teachers and the National Professional Standard for Principals
The National Professional Standards for Teachers were released by Ministers in February 2011
The three red circles highlight where the draft Australian Teacher Performance and Development Framework sits within the teacher quality agenda

18. The importance of a national Framework
A new resource for Australia’s teachers
Supports teachers to receive effective performance and development opportunities
Ensures that every teacher, every year, in every school receives regular, appropriate and constructive feedback on their performance
Provides opportunities to identify areas for development
Provides effective and ongoing support to further improve practice
Preparation:
Read “Frequently Asked Questions”, number 5
Presenter notes:
The words in bold are intended to highlight how the Framework ensures that a comprehensive approach to teacher performance and development can be built.

19. The importance of a national Framework cont.
We will have a national commitment to a clear, shared and sustained focus on student learning, and on quality teaching as the means to achieve this
Through development and implementation of the framework Australian education systems should be well placed to be among the best in the world
Presenter notes:
The words in bold are intended to highlight how the Framework ensures that a comprehensive approach to teacher performance and development can be built.

20. Unpacking the draft Framework
Components of the draft Framework:
Principles
School context
Performance and development cycle
Outcomes
Support to schools
Presenter notes:
Principles - there are some important principles that should guide the implementation of this Framework in schools across Australia. These provide guidance in making the difficult decisions involved in implementation, and have also guided the development of the Framework itself.
School context - all schools are different, and need to respond to their unique contexts and histories. Schools vary widely in their existing approaches to teacher performance and development. It is clear that effective implementation takes into account starting points, and that the sequencing of change will be different in different situations.
Performance and development cycle - performance and development occurs in a cycle which provides a focus for appraising, developing and refining teaching and recognises the entitlements of teachers to receive feedback and support. Elements of the cycle are interwoven, will not necessarily occur in order, and may take more or less time depending on circumstances. However, the cycle provides a useful way of thinking about the process, and assists in identifying its important elements.
Outcomes - performance and development occurs in a cycle which provides a focus for appraising, developing and refining teaching and recognises the entitlements of teachers to receive feedback and support. Elements of the cycle are interwoven, will not necessarily occur in order, and may take more or less time depending on circumstances. However, the cycle provides a useful way of thinking about the process, and assists in identifying its important elements.
Support to schools - research suggests that designing a performance and development framework, and even designing the details of an approach at the school level, are not the main factors in achieving sustained improvement. Rather, it is the ongoing work of implementation and culture change where the real challenge lies. For this Framework to have an enduring
impact, ongoing and extensive support for schools, groups of schools, and teachers and school leaders will be critical. This support will come from a range of sources.

21. Principles and school context
Major themes:
Focus on student outcomes
Clear understanding of effective teaching
Leadership
Flexibility
Performance and development culture
Presenter notes:
A focus on student outcomes - it is a call for everything that teachers do, and that is done to support them, to be linked to increasing the positive impact of teaching on students. In this Framework, outcomes are broadly defined to include student learning, engagement in learning and wellbeing, and it is acknowledged that these can be measured in a variety of ways.
A clear understanding of effective teaching – the National Professional Standards for Teachers outline what teachers should know and be able to do at four career stages. These Standards present a comprehensive picture of the elements of effective teaching covering the three domains of professional knowledge, professional practice and professional engagement. The Standards provide a broad picture of the work of teachers. Schools, and individual teachers within them, are unlikely to be focussing on all areas of the Standards at once. Rather, the Standards should be seen as providing the basis and a common language for coming to a shared understanding of what effective teaching looks like in the context of a particular school at a particular time. This understanding of effective teaching will be shaped by the school’s context and priorities.
Leadership - research is clear not only on the importance of school leadership in improving school performance, but also on the critical role of leaders in creating a culture of performance and development. The National Professional Standard for Principals makes clear the role of the principal in leading teaching and learning, developing him or herself and others, and leading improvement in a school. All these elements are central to a performance and development culture. While it is acknowledged that principals have a central role, a performance and development culture cannot be driven by one person alone. Leadership must come from all levels, from those with and without formal leadership positions. A truly effective approach is characterised by a shared commitment to improvement and an acceptance that teachers have a powerful role to play in each others’ development, as well as their own.
Flexibility - all schools are different, and need to respond to their unique contexts and histories. Schools vary widely in their existing approaches to teacher performance and development. It is clear that effective implementation takes into account starting points, and that the sequencing of change will be different in different situations. This Framework describes the elements of an effective approach to teacher performance and development, but acknowledges that these elements will look different in each school.
Performance and development culture - armed with a clear purpose and a shared understanding of effective teaching, the challenge is to create a school culture that focuses on improvement in teaching and learning, in a climate of trust, collaboration and ongoing feedback. This goes beyond a focus on improving the teaching of individuals, to a collective responsibility for improvement of teaching in a school, and alignment of these improvement activities with the school’s plan.

22. Activity: Major themes of effective performance and development
What would your allocated theme look like in practice?
Record your theme on the worksheet
Discuss with the group (5 minutes)
One group member to record and share
Whole group sharing
Preparation:
Copy Principles of effective performance and development worksheets from the Facilitator’s Pack
Presenter notes:
The question is intended to guide participants to focus on the positive outcomes that might emerge from the implementation of each principle
Form 5 groups
Your group has been allocated one of the principles. Record your theme on the worksheet
Discuss the question with regard to your allocated theme. (5 minutes)
One group member to record and share
Whole group sharing

23. Leadership
School leadership is essential to creating a culture of professional improvement, feedback and growth within a school
Leadership must come from all levels within a school
Within the Framework opportunities for shared leadership exist through the roles of delegate and mentor/coach
Principals and other school leaders are entitled to support to implement performance and development in their schools
Preparation:
For further information read page 3 of the Framework consultation proposal.
Presenter notes:
Emphasis is on the lead learner role of the Principal and wide spread use of distributed leadership.
Acknowledgement that at different times in the building of this support structure, all teachers will be invited into leadership.

24. National Professional Standard for Principals
The Standard for Principals takes into account the crucial contribution made by principals in:
Raising student achievement at all levels and all stages
Promoting equity and excellence
Creating and sustaining the conditions under which influencing, developing and delivering community expectations and government policy quality teaching and learning thrive
Contributing to the development of a 21st century education system at local, national and international levels
Preparation:
Familiarity with the National Professional Standard for Principals could assist with this section of the presentation.

25. A shared understanding of effective teaching derived from the National Professional Standards for Teachers
The Standards will provide a common language for coming to a shared understanding of what effective teaching looks like in the context of a particular school
Preparation:
Familiarisation with the Standards.
Further information is available on page 5 of the draft consultation proposal.
Presenter notes:
This slide is intended to announce the next section of the school context.

26. Organisation of the Standards
Four Professional Career stages: Graduate, Proficient, Highly Accomplished and Lead
Three Domains: Professional Knowledge, Professional Practice, Professional Engagement
Seven Standards:
Know students and how they learn
Know the content and how to teach it
Plan for and implement effective teaching and learning
Create and maintain supportive and safe learning environments
Assess, provide feedback and report on student learning
Engage in professional learning
Engage professionally with colleagues, parents/carers and the community
Presenter notes:
This slide summarises the structure of the Standards and is intended to prepare participants to view the animated video and to respond to the reflective activity that follows.

27. Activity: A shared understanding of effective teaching
Preparation:
Copy A shared understanding of effective teaching worksheet from Facilitator’s Pack
Video
Sticky notes
Worksheet
Presenter notes:
View the ‘The Standards’ animation’
Work in pairs
It is expected that the responses will generate the discussion around both the positives and challenges that teachers see in the structure of the Standards.
It will be important that the facilitator encourages the participants to clarify the reasons for their responses.
Links to video:
Use the sticky notes to record three ideas about how the Standards might help you create a shared understanding of effective teaching
One member of your pair will present your responses and place them on the table worksheet

28. Performance and development culture
The challenge is to create a school culture that focuses on improvement in teaching and learning, in a climate of trust, collaboration and ongoing feedback
These improvement activities need to align with the school’s plans
It is only within this performance and development culture that a focus on teacher performance and development can deliver its full benefits
Preparation
Further information is available on page 5 of the draft consultation proposal.

29. Activity: Supportive school culture
What conditions make the development of a school culture that focuses on an improvement in teaching and learning possible?
Preparation:
Copy worksheet ‘Supportive school culture’ (1 per group) from Facilitator’s Pack.
For further information refer to Building Professional Community in Schools (Kruse, Louis, & Bryk 1994)
Reference: Kruse S, Louis KS & Bryk A 1994, Building professional community in schools, Madison WI, Center on Organization and Restructuring of Schools.
Presenter notes:
The reflective question is inspired by the work of Kruse, Louis & Bryk
In this work they identify the conditions under which a ‘positive learning culture’ is built in a school setting
You could expect to hear similar responses to the examples given.
Worksheet & textas
Form groups of 4
Brainstorm and record. Try to get 5 responses for each element
Whole group sharing

30. Performance and development occurs in a cycle which provides a focus for appraising, developing and refining teaching and recognising the entitlements of teachers to receive feedback and support
Elements of the cycle are interwoven, will not necessarily occur in order and may take more or less time depending on circumstances
However, the cycle provides a useful way of thinking about the process, and assists in identifying its important elements
Preparation:
For further information read pages 6 & 7 of the Framework consultation proposal.
Presenter notes:
Emphasis is intended to be on the words in bold.

31. Activity: Performance and development cycle
The cycle provides a useful way of thinking about the process of performance and development and assists in identifying its important elements
What elements are essential to an effective approach to performance and development?
Preparation:
Create enough copies of the performance and development cycle worksheet from Facilitator’s Pack for participants to work in groups of three
Reread the performance and development cycle section with a special emphasis on the essential elements.
Presenter notes:
This reflective activity is intended to generate thinking about what needs to underpin a performance and development cycle.
Participants ideas may or may not be congruent with those in the document but the activity will generate good discussion.
Have participants work in groups of three and record responses to the question on the performance and development cycle worksheet

32. Essential elements for effective performance and development
The essential elements are derived from research and existing effective practice:
Objectives
documented objectives agreed with the principal/delegate
opportunity to regularly revise objectives
Action & development
opportunity to deliver against objectives, identify their development needs and negotiate support to take action to meet them
Evidence
evidence of performance from multiple sources, including impact on student outcomes, direct observation and collaboration with colleagues
Feedback, including formal review
receive regular formal and informal feedback and participate in a formal review against objectives annually by principal/delegate including written feedback
Preparation:
Familiarity with the essential elements in the draft consultation process.
Presenter notes:
Where possible draw attention to the congruence between the Framework’s essential elements and participant’s responses.

33. Performance and development practices
Research evidence clearly indicates that an effective and achievable performance and development cycle includes the following practices:
Observation
Collegiality – working collaboratively
Formal feedback
Informal feedback
Coaching
Mentoring
Goal setting
Reflection and self assessment
Collaborative professional learning
Professional learning relevant to school and student needs
Preparation:
On the table each group is to have practice cards copied and cut out including blanks in readiness for Activity .
Presenter notes:
Explain that these practices will be used in the following activity

34. Activity: Impact / Achievability Matrix
Low
Achievability
High 2 3 4 1
Preparation:
Make copies of the base board Matrix for each group.
Presenter notes:
Explain that the Matrix continuums focus on our school’s ability to implement a particular strategy and at the same time the impact that the implementation of the strategy would have on our school.
Further detail is contained on the following slide

35. Activity: Impact / Achievability Matrix
Matrix base quadrant boards
10 cards identifying effective performance and development practices
2 spare blank cards
Task:
Work in groups of 4
Each person in turn is to place the ten cards in their chosen square for their school at this time. Take time to explain the reason/s for your choice
Together reflect on what you have learnt about your school’s/organisation’s current structures recording any insights
Preparation:
Cards and Matrix board for Impact / Achievability Matrix Activity from the Facilitator’s Pack
Presenter notes:
It will be important to follow the Task steps closely
In particular encourage the person placing the cards to take the time to explain the reasoning behind where and why they have placed the card in that position on the Matrix
Facilitator should collate the feedback from each group
Each group is to appoint a spokesperson to share the group’s insights
Facilitator records insights

36. Anticipated benefits for teachers
Effective, ongoing and constructive feedback on performance
Increased professional growth through mentoring and coaching
Access to support and development opportunities
Enhanced professional satisfaction
Access to networks through school and system wide collaboration
Formal recognition of professional achievements
Preparation:
Read page 8 (Improvement) of the Framework draft consultation.
Refer to Fact Sheet
Presenter notes:
From Fact Sheet:
Benefits for teachers
• effective, ongoing and constructive feedback on performance
• access to support and development opportunities
• increased professional growth through mentoring and coaching
• increased professional satisfaction
• formal recognition of professional achievements
Access to and participation in:
• relevant professional learning
• targeted career goal setting
• effective reflection and feedback
• school and system wide collaboration
• collegial networks

37. Links to other processes
Preparation:
Become familiar with the diagram – read page 8 of draft Framework (Integration with other processes)
Presenter notes:
The diagram shows that the Australian Teacher Performance and Development Framework is supported by the National Professional Standards for Teachers, the National Professional Standard for Principals and the Australian Charter for the Professional Learning of Teachers and School Leaders
The diagram also shows that the Framework is consistent with registration and renewal of registration, certification as a Highly Accomplished or Lead teacher, and can be used to support those aiming for career progression
The diagram also shows that performance and development processes will also identify underperformance, and must relate to processes designed to manage underperformance.

38. Support for implementation
Advice and support
A toolkit of stimulus materials, worksheets and templates
Examples of effective practice
Professional learning modules
Web presence
Online communities of practice
Preparation:
Read page 10 in the draft Framework consultation proposal
Presenter notes:
AITSL will develop materials to support implementation of the Framework including those listed on the slide
Through this consultation AITSL would also like to explore what further support will be required to ensure that every teacher in every school has access to effective, ongoing performance and development

39. Activity: Thinking about implementation
Form groups of 4
First brainstorm the challenges
Now identify any mitigation strategies that your group can think of
Finally outline the priorities for support required to enable effective implementation
Share with all participants
Preparation:
Copy Thinking about Implementation worksheet for all groups from Facilitator’s Pack
Presenter notes:
Accept all challenges (including industrial issues) that are raised and record them.

40. Activity: Existing practices in your school
Preparation:
View the video
Make copies of the Existing practices in your school worksheet for this activity.
Presenter notes:
Ask participants to record their responses to both questions:
What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
What would you like to see in a future video highlighting your school’s performance and development practices?
Ringwood Secondary College, Victoria

41. Activity: Existing practices in your school
What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
What would you like to see in a future video highlighting your school’s performance and development practices?
Preparation:
View the video
Make copies of the Existing practices in your School worksheet for this activity
Presenter notes:
Ask participants to record their responses to both questions:
What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
What would you like to see in a future video highlighting your school’s performance and development practices?

42. Stimulus card pack Table discussion…
Look through your card pack which offers a series of hot topics
Select a hot topic for discussion at your table
Share your thinking with us
Share your own hot topics with the Australian educational community
Contact us:

43. Who dares to teach must never cease to learn
John Cotton Dana