Presentation on theme: "Lessons from the field Graham Marshall Senior Research Fellow"— Presentation transcript:
1Teacher Performance and Development as a Driver of Teacher and School Improvement Lessons from the fieldGraham MarshallSenior Research FellowGraduate School of EducationUniversity of Melbourne
2Teacher EvaluationTeachers need feedback on their performance to help them identify how to better shape and improve their teaching practice and, with the support of effective school leadership, to develop schools as professional learning communities. At the same time, teachers should be accountable for their performance and progress in their careers on the basis of demonstrated effective teaching practice. (Teacher Evaluation OECD 2009)
3Does Teacher Performance and Development drive school improvement? Results of a study of 5 Schools around AustraliaAustralind Senior High School, Western AustraliaRingwood Secondary College, VictoriaDandenong North Primary School, VictoriaLakemba Public School, New South WalesSt. Paul’s School, Queensland
4The Australian Teacher Performance & Development Framework - August 2012 An Annual Cycle with 3 broad phasesReflection and Goal SettingProfessional Practice and LearningFeedback and Review
5The Framework and Teaching Practice Central to the Framework was the concept that teachers needed to have a very clear understanding of effective teaching.Each of these 5 schools demonstrated this – each in their own way.
6School based initiatives Lakemba Public School. NSWThe Lesson Study Method
7How do we know these school initiatives are successful All teachers are actively involved in the teacher P & D processesThe processes have been operating for at least two years and longer in most casesThere is general if not complete support from the staffThe processes directly impact on classroom practice
8A common point of entrySchools determine what good teaching looks like.Becomes the starting point for establishing successful teacher performance and development processes.
9Developing a common understanding of good teaching practice Australind Senior High School, WATraining Program on instructional strategies and classroom management
10A Focus on Feedback on Teaching Practice Focus given to feedback to teachers and teachers acting on that feedbackThe most significant feedback seemed to be feedback based on classroom observation
11The importance of classroom observation Dandenong North Primary School. VictoriaFeedback based on Classroom observation
12Multiple Sources of Feedback All schools used multiple sources of feedback to teachersThese included- classroom observation- student feedback- student performance data- feedback from teacher colleagues
13Feedback from multiple sources St. Paul’s School, WAFeedback from multiple sources
14Formative and Summative assessment All schools used both formative and summative assessments though formative assessment was the driver.The focus of each school was on teaching, how it could be improved and formative assessments of teachers (through feedback) that would help them to improve.The summative assessments arose from the accumulated formative assessments.
15Some Conclusions 1The entry point for each of these schools to effective teacher performance and development was a leadership passion for improved teacher practice matched to the skill these leaders showed in developing effective customised school based processes.
16Some Conclusions 2The starting point in each case was an identification and agreement about what good teaching looked like. The objective was improved teaching practice not improved accountability.
17Some Conclusions 3As the focus was on formative assessment and teacher improvement it was not difficult to bring the cumulative formative assessments together to develop summative assessments which all schools did.
18Has the Australian Teacher Performance and Development Framework got it right? The evidence suggests it has- broad imperatives for all schools to ensure that teachers get multiple sources of feedback- school level flexibility with implementation- it is school leaders who make it work- a focus on teaching practice as the key driver of teacher performance and development- a focus on formative teacher assessments can also deliver effective summative teacher assessments
19So does Teacher Performance and Development drive school improvement
20The link between formative and summative assessment Australind Senior High School, WAFormative and summative assessment of teachers