Presentation on theme: "Australian Teacher Performance and Development Framework"— Presentation transcript:
1Australian Teacher Performance and Development Framework Half day presentationPreparation:Before beginning the presentation, please familiarise yourself with the resources provided in the Facilitator’s Pack. It is not necessary for participants to have read the Framework document prior to participating in this round of consultation, however you may like to distribute the Framework to participants prior to delivering this presentation.Preview the PowerPoint and presentation notes, view the video clipsRead the Frequently Asked Questions paper and Fact SheetRead the Australian Teacher Performance and Development Framework (the Framework)Be familiar with the National Professional Standards for Teachers (the Standards), the National Professional Standard for Principals and the Australian Charter for the Professional Learning of Teachers and School Leaders (the Charter)Materials required to support activities include:markers, 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 usePresenter notes:The Australian Institute for Teaching and School Leadership (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 AITSL collaborate with education stakeholders to develop a national framework for teacher development and performance.AITSL has collaborated with education stakeholders to develop the Australian Teacher Performance and Development Framework. 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.
2The 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 excellenceGoal 2: All young Australians become:successful learnersconfident and creative individualsactive and informed citizensMelbourne Declaration on Education Goals for Young Australians, 2008Preparation: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 outcomesPresenter may like to enlarge on this
4What should we be trying to achieve in our school? Activity: VisionWhat should we be trying to achieve in our school?Preparation:Create a hard copy of the ‘Vision’ worksheet 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 usePlease 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 schoolPresenter 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 futureInstruction for activity:Work as a table group to brainstorm your responses
5Importance of teacher performance and development Internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomesThere is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performancePresenter notes:Emphasis is to be placed on the effect of quality teaching and importance of appraisal and feedbackEmphasise that this is appraisal and feedback is not currently happening for all Australian teachersPositive message:teachers want effective feedbackteachers 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
6The foundationStudies 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
7The motivationAustralian teachers report that they do not always get the feedback they need to improvePreparation:OECD link for further information -Peter Cole 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.63% of teachers believe that appraisals of their work are done purely to meet administrative requirements61% of teachers report 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, IARTV paper, 2004)
8Research and evidenceTeacher performance has been shown to improve when the following conditions are present:Opportunities for teacher self-reflection and objective settingRegular classroom observation and provision of constructive feedback from their school leader, as well as their peersFrequent feedback on classroom performance as an ongoing dialogue, not a once a year discussionShadowing, coaching and mentoring from peers and leadersOpportunities to contribute to and engage in teamwork, collaboration and action learning with other teachers to obtain the best possible outcomes for studentsGrowing our potential, Hay Group, 2012Preparation:Hay Group link for further information-Presenter notes:Emphasis is intended to be given to the words in bold which identify the conditions that improve teacher performanceImportant to acknowledge that the ‘conditions’ need to be of a high quality
9Professional learning The Australian Charter for the Professional Learning of Teachers and School LeadersA resource for planning, design and evaluationCompanion document to the Australian Teacher Performance and Development Framework, National Professional Standards for Teachers, and the National Professional Standard for PrincipalsPresenter notes: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
10The Framework and the Charter The Framework and the Charter work togetherThey articulate what teachers require for professional growth and developmentAssessment, appraisal, feedback and access to high quality learning opportunities are required for professional growth to occurThe Charter advises on how professional learning can be most effective
11Key features of the Charter Affirms the central importance of professional learning to teacher quality and student learningRecognises the importance of culture and contextArticulates the expectation that professionals actively engage in professional learning throughout their careersDescribes three key characteristics of professional learning:relevantcollaborativefuture focusedCalls on teachers, school leaders and system leaders to take actionPresenter notes:The Charter describes 3 key characteristics of effective professional learning:effective professional learning is relevant because improving student outcomes is the ultimate goal of all teachers and school leaders, and of the professional learning they undertake. Professional learning will be most engaging for adult learners and have the greatest impacts on practice when it assists teachers and school leaders to address and adapt to the challenges they face in improving student learning, engagement and wellbeinglearning is a collaborative process. Collaboration has a powerful effect in magnifying and spreading the benefits of professional learning and adds a new and valuable dimension to the learning undertaken by individuals. It connects teacher and leaders to their colleagues within and across schools and to external experts. Effective collaboration demands a disciplined and purposeful approach to collaborating to solve the challenges that are most important to improving student outcomesa future focused approach to professional learning seeks to develop teachers and school leaders who are adaptable and able to deal with new and unexpected challenges. It exposes teachers to new and emerging practices and the theories that underpin them. It should focus not simply on improving existing practice, but also on assisting teachers and school leaders to understand the theory behind what practices work in different situations, and when and how to apply a broad repertoire of strategies.There is clear evidence that purposeful professional learning for teachers and school leaders is one of the most effective strategies for improving student outcomes in our schools. The professional learning undertaken will vary to suit the context and priorities of teachers, leaders, schools, systems and sectors but the imperative to engage actively in high quality professional learning remains the same. The Charter defines effective professional learning as a shared responsibility that must be taken up at all levels of the education system – by teachers, school leaders, system leaders and policy makers.Changing culture and professional practices is not easy and will require sustained effort.
12Solution focused thinking Don’t fix what isn’t brokenStop doing what doesn’t work, and do something elsePositive change is happening all the time: our challenge is to identify and amplify useful changePresenter 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.
13Effective performance and development practices Dandenong North Primary School, VictoriaPreparation:View the video – filmed at Dandenong North Primary School, Melbourne, VictoriaPresenter notes:Introduce video – AITSL is currently filming in a range of locations with the goal of identifying, recognising and publishing existing effective practicesThe video promotes recognition and validation of extensive work and exemplary practiceThis video quickly and succinctly unpacks several of its practices which quite clearly lead to teacher satisfactionEncourage participants to look for existing practices being used at Dandenong North Primary SchoolFocus participants on the key message that there are already many great examples of effective performance and development practices occurring in Australian schoolsInstruction for activity:While you view the video try to identify the existing practices being used to build a positive performance and development culture
14Activity: Existing practices at Dandenong North Primary School Think, Group, ShareWhat 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 worksheetEach group to present their responsesConsolidate the responsesIdentify those that might be relevant to your school, and what would need to changePreparation:Make copies for each group (A3 to allow them to be displayed) of the ‘Existing practices at Dandenong North Primary School’ worksheet from Facilitator’s PackPresenter notes:Collating the information into a collective response will be valuableDisplay the worksheets
15Our work together…The Australian Institute for Teaching and School Leadership (AITSL) is working with stakeholders on national consultation on the implementation Australian Teacher Performance and Development FrameworkThe Framework will strengthen a performance and development culture in our schools that focuses on improving teaching and, through this, improving student learningPresenter notes:Emphasis here is on the collaborative nature of this work
16The Framework seeks to: create a culture of improvement, feedback and growth for all teachers within all schools everydayPresenter notes:This slide captures the ongoing, inclusive and collaborative intent of the Framework.
17The importance of a national framework A new resource for Australia’s teachersSupports teachers to receive effective performance and development opportunitiesEnsures that every teacher, in every school receives regular, appropriate and constructive feedback on their performanceProvides opportunities to identify areas for developmentProvides effective and ongoing support to further improve practicePreparation:Read “Frequently Asked Questions”, number 5Presenter 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
18The 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 thisThrough development and implementation of a national framework Australian education systems should be well placed to be among the best in the worldPresenter 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
19Unpacking the Framework Components of the Framework:A culture of performance and developmentPerformance and development cycleEssential elementsImportance of implementation
20A culture of performance and development Focus on student outcomesClear understanding ofeffective teachingLeadershipFlexibilityCoherencePresenter notes:Performance and development culture – research is unambiguous in showing that a successful approach to effective performance and development relies on creating a strong and supportive culture in a school. Formal performance and development procedures are important but excessive attention to process is a common feature of less successful approaches. It is therefore important to focus on the factors that need to be in place for a performance and development culture to flourish.A focus on student outcomes - Improving teaching is not an end in itself. It is directed at improving outcomes for students. It is important that this focus infuses any approach to teacher performance and development. This is not an argument for simplistic approaches that tie evaluation of teaching directly to single outcome measures. It is, however, 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. This Framework defines student outcomes broadly to include student learning, engagement in learning and wellbeing, and acknowledges that these can be measured in a variety of ways.A clear understanding of effective teaching – to focus on improving teaching, it is necessary to have a clear vision of what effective teaching looks like. 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 focusing 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 draft Framework describes the elements of an effective approach to teacher performance and development, but acknowledges that these elements will look different in each school.Coherence – it is important that performance and development processes in a school fit with other arrangements in which schools, teachers and school leaders are involved. Performance and development processes and teacher goals should reflect the overall approach to teaching and learning within a school, and should be consistent with the school plans. It is important that teachers and school leaders experience performance and development as something that ties together the various activities they are engaged in, rather than a separate and additional process. Alignment to school plans and school-wide approaches to professional learning are particularly important.
21Activity: Major themes of effective performance and development What would your allocated theme look like in practice?Preparation:Copy ‘Major themes of effective performance and development’ worksheets from the Facilitator’s PackPresenter notes:The question is intended to guide participants to focus on the positive outcomes that might emerge from the implementation of each themeForm 5 groupsYour group has been allocated one of the themes. Record your theme on the worksheetDiscuss the question with regard to your allocated theme. (5 minutes)One group member to record and shareWhole group sharingInstruction for activity:Record your theme on the worksheetDiscuss with the group (5 minutes)
22LeadershipSchool leadership is essential to creating a culture of professional improvement, feedback and growth within a schoolLeadership must come from all levels within a schoolWithin the Framework opportunities for shared leadership exist through the roles of delegate and mentor/coachPrincipals and other school leaders are entitled to support to implement performance and development in their schoolsPreparation:For further information read page 4 of the FrameworkPresenter notes:Emphasis is on the lead learner role of the Principal and wide spread use of distributed leadershipAcknowledgement that at different times in the building of this support structure, all teachers will be invited into leadership
23National Professional Standard for Principals The Standard for Principals takes into account the crucial contribution made by principalsPreparation:Familiarity with the National Professional Standard for Principals could assist with this section of the presentationPresenter notes:Raising student achievement at all levels and all stagesPromoting equity and excellenceCreating and sustaining the conditions under which influencing, developing and delivering community expectations and government policy quality teaching and learning thriveContributing to the development of a 21st century education system at local, national and international levels
24A shared understanding of effective teaching derived from the National Professional Standards for TeachersThe Standards provide a common language for coming to a shared understanding of what effective teaching looks like in the context of a particular schoolPreparation:Familiarisation with the StandardsFurther information is available on page 3 of the FrameworkPresenter notes:This slide is intended to announce the next section of the school context
25The National Professional Standards for Teachers Dual purpose:improvementaccountabilityMap progression acrosscareer stages:GraduateProficientHighly AccomplishedLeadPresenter notes:This slide summarises the structure of the Standards and is intended to prepare participants to view the animated video to respond to the reflective activity that followsFour Professional Career stages: Graduate, Proficient, Highly Accomplished and LeadThree Domains: Professional Knowledge, Professional Practice, Professional EngagementThe Seven Standards for TeachersKnow students and how they learnKnow the content and how to teach itPlan for and implement effective teaching and learningCreate and maintain supportive and safe learning environmentsAssess, provide feedback and report on student learningEngage in professional learningEngage professionally with colleagues, parents/carers and the community
26Activity: A shared understanding of effective teaching Preparation:Copy ‘A shared understanding of effective teaching’ worksheet from Facilitator’s Packvideosticky notesworksheetPresenter notes:View ‘The Standards’ animationWork in pairsIt 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 responsesLink to the video:Instruction for activity:Use the sticky notes to record three ideas about how the Standards might help you create a shared understanding of effective teachingOne member of your pair will present your responses and place them on the table worksheet
27Performance 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 feedbackThese improvement activities need to align with the school’s plansIt is only within this performance and development culture that a focus on teacher performance and development can deliver its full benefitsPreparationFurther information is available on page 3 and 4 of the Framework
28Activity: 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 PackFor 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 & BrykIn this work they identify the conditions under which a ‘positive learning culture’ is built in a school settingYou could expect to hear similar responses to the examples givenWorksheet & markersForm groups of 4Brainstorm and record. Try to get 5 responses for each elementWhole group sharing
29Performance 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 supportElements of the cycle are interwoven, will not necessarily occur in order and may take more or less time depending on circumstancesHowever, the cycle provides a useful way of thinking about the process, and assists in identifying its important elementsPreparation:For further information read pages of the FrameworkPresenter notes:Emphasis is intended to be on the words in bold.
30Activity: 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 elementsPreparation:Create enough copies of the ‘Performance and development cycle’ worksheet from the Facilitator’s Pack for participants to work in groups of threeReread the performance and development cycle section with a special emphasis on the essential elementsPresenter notes:This reflective activity is intended to generate thinking about what needs to underpin a performance and development cycleParticipants ideas may or may not be congruent with those in the document but the activity will generate good discussionHave participants work in groups of three and record responses to the question on the performance and development cycle worksheetAdditional presenter information to expand on the slide:What elements do you consider to be essential to an effective approach to performance and development?
31Essential elements for effective performance and development The essential elements are derived from research and existing effective practice:ObjectivesAction & developmentEvidenceFeedback, including formal reviewPreparation:Familiarity with the essential elements in the Framework – pages 5 - 7Presenter notes:Where possible draw attention to the congruence between the Framework’s essential elements and participant’s responses.Additional presenter information to expand on the slide:Objectivesdocumented objectives agreed with the principal/delegateopportunity to regularly revise objectivesAction & developmentopportunity to deliver against objectives, identify their development needs and negotiate support to take action to meet themEvidenceevidence of performance from multiple sources, including impact on student outcomes, direct observation and collaboration with colleaguesFeedback, including formal reviewreceive regular formal and informal feedback and participate in a formal review against objectives annually by principal/delegate including written feedback
32Performance and development practices Research evidence clearly indicates that an effective and achievable performance and development cycle has many elements.Preparation:On the table each group is to have practice cards copied and cut out including blanks in readiness for the activity .Presenter notes:Explain that these practices will be used in the following activityAdditional presenter information to expand on the slide:Research evidence clearly indicates that an effective and achievable performance and development cycle has many elements:ObservationCollegiality – working collaborativelyFormal feedbackInformal feedbackCoachingMentoringGoal settingReflection and self assessmentCollaborative professional learningProfessional learning relevant to school and student needs
33Activity: Impact / Achievability Matrix LowAchievabilityHigh2341Preparation: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
34Activity: Impact / Achievability Matrix Matrix base quadrant boards10 cards identifying effective performance and development practices6 spare blank cardsTask:Work in groups of 4Each 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 choiceTogether reflect on what you have learnt about your school’s/organisation’s current structures recording any insightsPreparation:Cards, Matrix board and ‘Quadrant insights’ worksheet for Impact / Achievability Matrix Activity from the Facilitator’s PackPresenter notes:It will be important to follow the Task steps closelyIn 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 MatrixFacilitator should collate the feedback from each groupEach group is to appoint a spokesperson to share the group’s insightsFacilitator records insights
35Anticipated benefits for teachers Effective, ongoing and constructive feedback on performanceAccess to support and development opportunitiesIncreased professional growth through mentoring and coachingEnhanced professional satisfactionFormal recognition of professional achievementsAccess to networks through school and system wide collaborationPreparation:Refer to Fact SheetPresenter notes:From Fact Sheet:Benefits for teacherseffective, ongoing and constructive feedback on performanceaccess to support and development opportunitiesincreased professional growth through mentoring and coachingenhanced professional satisfactionformal recognition of professional achievementsaccess to networks through school and system wide collaborationAccess to and participation in:relevant professional learningtargeted career goal settingeffective reflection and feedbackcollegial networks
36Links to other processes Preparation:Become familiar with the diagram – read page 8 of the FrameworkPresenter 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 LeadersThis means 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
37Support for implementation Resources, tools and templatesStimulus materialsExamples of effective practiceProfessional learning modulesOnline communities of practiceResearchPresenter notes:AITSL has developed materials to support implementation of the Framework including those listed on the slideThrough 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
38Activity: Thinking about implementation Form groups of 4First brainstorm the challengesNow identify any mitigation strategies that your group can think ofFinally outline the priorities for support required to enable effective implementationShare with all participantsPreparation:Copy ‘Thinking about implementation’ worksheet for all groups from Facilitator’s PackPresenter notes:Accept all challenges (including industrial issues) that are raised and record them
39Activity: Existing practices in your school Preparation:View the videoMake copies of the ‘Existing practices in your school’ worksheet for this activityRingwood Secondary College, Victoria
40Activity: 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 videoMake copies of the ‘Existing practices in your school’ worksheet for this activityPresenter 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?
41Stimulus card pack Table discussion… Look through your card pack which offers a series of hot topicsSelect a hot topic for discussion at your tableShare your thinking with usShare your own hot topics with the Australian educational communityContact us:
42Who dares to teach must never cease to learn John Cotton Dana