Presentation on theme: "Half day presentation Preparation:"— Presentation transcript:
1Australian Teacher Performance and Development Framework Consultation proposal Half day presentationPreparation: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 clipsRead the Frequently Asked Questions paper and Fact SheetRead 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 LeadersMaterials 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 usePresenter 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.
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 outcomes. Presenter may like to enlarge on this.
4What are we trying to achieve in our school? Activity: VisionWhat are we trying to achieve in our school?Work as a table group to brainstorm your responsesPreparation: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 themCreate 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 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.
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 not 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 teacherB Jensen, Better teacher appraisal and feedback, Grattan Institute, 2011
7The ProvocationAustralian teachers report that they do not always get the feedback they need to improve63% of teachers believed that appraisals of their work are done purely to meet administrative requirements61% 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 performanceOECD Reviews of evaluation and assessment in education: Australia, 2009Australian 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 schoolP Cole 2004 IARTV paperPreparation: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.
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: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 performanceImportant to acknowledge that the ‘conditions’ need to be of a high quality.
9Professional learning The Australian Charter for the Professional Learning of Teacher and School LeadersCompanion document to the National Professional Standards for Teachers, the National Professional Standard for Principals and the Australian Teacher Performance and Development FrameworkA resource for planning, design and evaluationThe 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 draft Framework and the draft Charter work togetherThey articulate what teachers require for professional growth and developmentAssessment, appraisal and feedback on performance are required for professional growth to occurThe Charter describes the relationship between these aspects and advises on how professional learning can happen to greatest effect
11Key features of the Charter Articulates the central importance of professional learning to teacher quality and student learningRecognises the importance of culture and contextDescribes four key characteristics of professional learningrelevantcollaborativefutures focusedsustainableCalls on teachers, school leaders and system leaders to take actionThe 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, shareand 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.
12Solution focussed 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, VictoriaWhile you view the video try to identify the existing practices being used to build a positive performance and development culturePreparation:View the videoPresenter notes:Introduce video – filmed at Dandenong North Primary School, Melbourne, VictoriaAITSL 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 Australia schools.
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 (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.
15Our 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 FrameworkOnce adopted, the 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.
17Preparation:Check AITSL website for information on the aspects of the DOMEPresenter 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 leadershipAITSL’s work is underpinned by the National Professional Standards for Teachers and the National Professional Standard for PrincipalsThe National Professional Standards for Teachers were released by Ministers in February 2011The three red circles highlight where the draft Australian Teacher Performance and Development Framework sits within the teacher quality agenda
18The importance of a national Framework A new resource for Australia’s teachersSupports teachers to receive effective performance and development opportunitiesEnsures that every teacher, every year, 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.
19The 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 the 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.
20Unpacking the draft Framework Components of the draft Framework:PrinciplesSchool contextPerformance and development cycleOutcomesSupport to schoolsPresenter 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 enduringimpact, 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.
21Principles and school context Major themes:Focus on student outcomesClear understanding of effective teachingLeadershipFlexibilityPerformance and development culturePresenter 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.
22Activity: Major themes of effective performance and development What would your allocated theme look like in practice?Record your theme on the worksheetDiscuss with the group (5 minutes)One group member to record and shareWhole group sharingPreparation:Copy Principles 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 principleForm 5 groupsYour group has been allocated one of the principles. Record your theme on the worksheetDiscuss the question with regard to your allocated theme. (5 minutes)One group member to record and shareWhole group sharing
23LeadershipSchool 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 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.
24National 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 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 levelsPreparation:Familiarity with the National Professional Standard for Principals could assist with this section of the presentation.
25A shared understanding of effective teaching derived from the National Professional Standards for TeachersThe Standards will 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 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.
26Organisation of the Standards Four Professional Career stages: Graduate, Proficient, Highly Accomplished and LeadThree Domains: Professional Knowledge, Professional Practice, Professional EngagementSeven Standards:Know 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 communityPresenter 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.
27Activity: A shared understanding of effective teaching Preparation:Copy A shared understanding of effective teaching worksheet from Facilitator’s PackVideoSticky notesWorksheetPresenter notes:View the ‘The Standards’ animation’Work 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 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 teachingOne member of your pair will present your responses and place them on the table worksheet
28Performance 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 5 of the draft consultation proposal.
29Activity: 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 & 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 given.Worksheet & textasForm groups of 4Brainstorm and record. Try to get 5 responses for each elementWhole group sharing
30Performance 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 6 & 7 of the Framework consultation proposal.Presenter notes:Emphasis is intended to be on the words in bold.
31Activity: 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 elementsWhat 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 threeReread 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
32Essential elements for effective performance and development The essential elements are derived from research and existing effective practice: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 feedbackPreparation: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.
33Performance and development practices Research evidence clearly indicates that an effective and achievable performance and development cycle includes the following practices:ObservationCollegiality – working collaborativelyFormal feedbackInformal feedbackCoachingMentoringGoal settingReflection and self assessmentCollaborative professional learningProfessional learning relevant to school and student needsPreparation: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
34Activity: 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
35Activity: Impact / Achievability Matrix Matrix base quadrant boards10 cards identifying effective performance and development practices2 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 and Matrix board 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
36Anticipated benefits for teachers Effective, ongoing and constructive feedback on performanceIncreased professional growth through mentoring and coachingAccess to support and development opportunitiesEnhanced professional satisfactionAccess to networks through school and system wide collaborationFormal recognition of professional achievementsPreparation:Read page 8 (Improvement) of the Framework draft consultation.Refer to Fact SheetPresenter 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 achievementsAccess to and participation in:• relevant professional learning• targeted career goal setting• effective reflection and feedback• school and system wide collaboration• collegial networks
37Links 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 LeadersThe 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 progressionThe diagram also shows that performance and development processes will also identify underperformance, and must relate to processes designed to manage underperformance.
38Support for implementation Advice and supportA toolkit of stimulus materials, worksheets and templatesExamples of effective practiceProfessional learning modulesWeb presenceOnline communities of practicePreparation:Read page 10 in the draft Framework consultation proposalPresenter notes:AITSL will develop 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
39Activity: 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.
40Activity: Existing practices in your school Preparation:View the videoMake 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
41Activity: 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?
42Stimulus 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:
43Who dares to teach must never cease to learn John Cotton Dana