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The Victorian Government’s new Performance & Development model 1 May 2014 South Eastern Victoria Region.

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Presentation on theme: "The Victorian Government’s new Performance & Development model 1 May 2014 South Eastern Victoria Region."— Presentation transcript:

1 The Victorian Government’s new Performance & Development model 1 May 2014 South Eastern Victoria Region

2 2 Policy framing Meeting agenda Performance and development in a Performance and Development culture Overview of the new Performance and development model Outline transition into the new model

3 3 PISA data: variation within Australian schools is approximately 88% - much higher than comparable jurisdictions Only 3 jurisdictions (of 50) exhibit larger within-school variation The case for change

4 4 NAPLAN: Year 9 Reading, 2012, school distributions

5 5 The ‘big’ picture Towards Victoria as Learning Community (TVLC) A shared view of high quality instructional practice and school wide pedagogies. On-going site based professional learning (New Directions) and structured classroom observation and feedback. Multiple sources of high quality feedback to the teacher, including student voice. Collaborative planning, teaching and moderation of student work/assessment and collective responsibility for student outcomes across the school focussed on evidence of impact.

6 6 Victoria as a Learning Community At the centre of this vision for Victoria’s education system is student learning and an understanding of how to create the conditions to promote powerful learning. Action areas for reform Themes under- pinning the new wave of reforms Drivers that support student learning

7 7 Professional Accountable Sets high expectations for student learning Transparent and collaborative teaching practice Collective responsibility for student learning outcomes Continuing self-evaluation of the impact of practice on student learning; and Openness to better ways of doing things … across the system A Performance and Development Culture

8 The new Performance and Development model

9 9 Overview of the new model

10 10 A balanced scorecard approach A balanced scorecard approach to performance and development assists in promoting the following characteristics:

11 11 Balanced scorecard – key attributes Align the development of staff with their school’s goals and priorities; and identified student learning needs Emphasise areas of highest priority Australian Professional Standards SMART goals Specific focus on Student Outcomes Multiple sources of evidence D IMENSIONS W EIGHTINGS += BALANCED JUDGEMENT Regular, timely and evidence based feedback Recognition of excellent professional practice Identification of key development areas

12 12 Aligned, customised and responsive Individual accountability Collective responsibility Alignment with school goals and priorities Individual developmental needs based on student learning needs Student Outcomes Professional Knowledge Professional Practice Professional Engagement Principal class employee balanced scorecard Teacher balanced scorecard School and Student Outcomes Leadership of Quality Teaching and Life-Long Learning Strategic Resource Management Strengthening Community and System Engagement The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student

13 13 Dimensions for principals Individual accountability Collective responsibility Alignment with school goals and priorities Individual developmental needs based on student learning needs Principal class employee balanced scorecard School and Student Outcomes Leadership of Quality Teaching and Life-Long Learning Strategic Resource Management Strengthening Community and System Engagement The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student

14 14 Dimensions for teachers Individual accountability Collective responsibility Alignment with school goals and priorities Individual developmental needs based on student learning needs Student Outcomes Professional Knowledge Professional Practice Professional Engagement Teacher balanced scorecard The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student

15 15 Dimensions and their link to the Australian standards for teachers Professional knowledge –Know students and how they learn –Know the content and how to teach it Professional practice –Plan and implement effective teaching and learning –Create and maintain supportive and safe learning environments –Assess, provide feedback and report on student learning Professional Engagement –Engage in professional learning –Engage professionally with colleagues, parents/carers and the community

16 16 The new performance and development model places significant emphasis on the importance of formal and informal conversations between the teacher and their reviewer. Performance and development assessments require informed professional judgements about teacher practice; leadership and improvement. The Australian Standards provide benchmarks for performance at different levels of proficiency. Teachers and reviewers should define the expected level of performance and development, and what are necessary sources of evidence. Differentiation 1.

17 17 “Researchers have found that well designed performance-based assessments use rubrics that vividly describe performance standards at different levels of expertise to evaluate teachers’ practices, strategies and outcomes. (Darling-Hammond, “Getting Teacher Evaluation Right”, p.26, 2013) Why differentiate?

18 18 Weightings Weightings are used to align the development of staff with the goals and priorities of their school Weightings to: be distributed across all four dimensions be distributed in 5% increments total 100%

19 19 A tool will be available to support the determination of final performance and development outcomes (calculation based on differentiated outcomes multiplied by weightings).. Outcome Exceeds Performance and Development Requirements Fully Meets Performance and Development Requirements Partially Meets Performance and Development Requirements Fails to Meet Performance and Development Requirements Performance and development outcomes A differentiated scale supports differentiated feedback and development support.

20 20 Evidence will play a key role in the model, and will ensure that performance outcomes are fair, transparent and informed by professional judgement The role of evidence

21 21 SMART goal methodology 2. The SMART goal methodology synthesises various aspects of effective performance and development.

22 22 SMART goal methodology – Examples 2. “I will have increased parental involvement in my classroom – having at least 1 parent attend each excursion from Term 2 and by Term 3 having three regular parents who assist with morning reading. This will result in an increase of parent engagement, highlighted through 50% more parents providing feedback on their children’s report cards.” Primary, Lead Teacher “By the end of Term 3, I will have established a PLT to look at a range of strategies to improve literacy within the science KLA. Work with KLA leaders to audit literacy capabilities across science and use as a baseline data set from which to implement targeted improvement.” Secondary, Highly Accomplished Teacher

23 The 2014/15 Transition Process

24 24 The 2014/15 cycle allows us to undertake a self-assessment, in order to determine our preparedness for transition to the new model. The Department has developed a school self-assessment tool for us to use to reflect on current processes, and assess our capacity and readiness for implementation. Schools that demonstrate they meet the criteria are encouraged to continue with their current processes, by undertaking the regular decision making processes in their school. Schools will develop transition plans to fully implement this model by Making the transition 3

25 Student outcomes Australian Professional Standards for Teachers Professional agency in performance planning Weightings Reflective practice Differentiation of P&D outcomes Transitioning to the new model 2014/15 ‘School Self-Assessment Tool’ Criteria Balanced scorecard approach 1 Strong focus on student outcomes 2 Australian Professional Standards for Teachers 3 Professional agency in performance planning 4 Weightings 5 Reflective practice and use of evidence 6 7 Differentiation of performance and development outcomes

26 26 Self-assess their readiness and capacity to implement the new performance and development model using the ‘School Self- Assessment Tool’ Based on this self-assessment, develop a plan for implementation of the new performance and development model for the 2015/16 performance and development cycle Start-cycle stage (performance planning) of the current performance and development cycle will be extended (for 2014/15 only) to 27 June 2014 A LL S CHOOLS Transition into the new model 2014/15

27 27 The new performance and development model applies In conjunction with their leadership team, will develop a plan for full implementation of the new performance and development model for 2015 T RANSITIONING INTO THE N EW M ODEL P RINCIPALS The principal will determine, in conjunction with their Assistant/Campus principal, the extent to which the new model will apply in the 2014/15 performance and development cycle A SST./C AMP. P RIN Transition into the new PDP template by: Transferring current PDP goals into new template* Developing goals using new template # Student Outcomes goal – develop own or adopt state-wide goal (see next slide) T EACHERS Transitioning to the new model 2014/15 Roles and responsibilities for the 2014/15 cycle * If PDPs have already been developed # If PDPs have not yet been developed

28 28 Expectations for 2014 and beyond – student outcomes 2014 – Minimum expectations2015 – Full implementation Student Outcomes dimension Teachers have the choice to implement one of the following options: 1.Transfer existing Student Outcomes goals to the new template 2.Create one to two goals for the Student Outcomes dimension 3.Use the state-wide goal provided below to identify a goal in this dimension for All teachers will create one to two goals for the Student Outcomes dimension. State-wide goal: In the 2014/15 cycle, I will critically review the outcomes data for my students (achievement, engagement and wellbeing) during the 2014 school year with a view to establishing a specific and meaningful student outcomes goal for my 2015/16 performance and development plan, including relevant measures, which relates to the learning growth and development of students and is aligned with the school’s Annual Implementation Plan.

29 29 Student Outcomes goal for 2014/15 only Each teacher (or assistant /campus principal where applicable) will include a goal(s) in the Student Outcomes dimension in the 2014/15 performance and development cycle T EACHERS ( AND A SSISTANT /C AMPUS P RINCIPALS WHERE APPLICABLE ) Option 1 Develop a new PDP goal for the student outcomes dimension Option 2 Use the state-wide student outcomes goal for this cycle. PDPs not yet developed Scenario B

30 30 Expectations for 2014 and beyond – differentiated outcomes 2014 – Minimum expectations2015 – Full implementation Differentiation of performance and development outcomes For 2014, Principals decide whether they use a 4-point scale: Exceeds Fully Meets Partially Meets Fails to Meet or, opt to use a 3-point scale: Fully Meets Partially Meets Fails to Meet All Principals will use a 4- point scale

31 31 Support Performance and Development Performance and Development Guidelines Tools and resources –Q and A –Self Assessment tool –Standards for Teachers Templates and examples

32 32 Additional Support Senior Advisor support for networks and individual principals Rapid response HR hotline Provision of Specialised support as identified via priority reviews Principal presentation to Staff Principal presentation to School Council Today’s presentation Brokered support consisting of: –Individual school consultancy and support –Training brokerage (additional training/invitational) –Provision of up to three days coaching and mentoring for new principals

33 33 Key dates Guidelines Released Tools & resources released PDP sign-off Mid-cycle review End-cycle review Performance and development outcome advised 7 May June 2014 Sept – Oct 2014 March 2015 By 30 April 2015

34 34


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