Australian Teacher Performance and Development Framework 30 minute presentation Preparation: 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 clips Read the Frequently Asked Questions paper and Fact Sheet Read 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 use Presenter 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.

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 The motivation Australian teachers report that they do not always get the feedback they need to improve Preparation: OECD link for further information - http://www.oecd.org/dataoecd/1/44/48519807.pdf Peter Cole link for further information - http://local37.teachers.ab.ca/SiteCollectionDocuments/Local37/2009-2010/Notices%20and%20registration%20forms/Rpt%20-%20Joint%20PD%20Framework%20Attachment%20X.pdf Presenter notes: Emphasis is to be placed on the effect of quality teaching and importance of appraisal and feedback Emphasise that this is appraisal and feedback is not currently 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 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 requirements 61% 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)

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: Hay Group link for further information- http://www.aitsl.edu.au/verve/_resources/Growing_our_potential_-_Hay_-_Mar_2012.pdf 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

Effective performance and development practices Dandenong North Primary School, Victoria Preparation: View the video – filmed at Dandenong North Primary School, Melbourne, Victoria Presenter notes: Introduce video – 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 Australian schools Instruction for activity: While you view the video try to identify the existing practices being used to build a positive performance and development culture

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 for each group (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

Our 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 Framework 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

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, 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

Unpacking the Framework Components of the Framework: A culture of performance and development Performance and development cycle Essential elements Importance of implementation

A culture of performance and development Focus on student outcomes Clear understanding of effective teaching Leadership Flexibility Coherence Presenter 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.

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 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 Link to the video: http://youtu.be/hBd8jPprOE4 Instruction for activity: 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

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 3 and 4 of the Framework

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 5 - 7 of the Framework Presenter notes: Emphasis is intended to be on the words in bold.

Anticipated benefits for teachers Effective, ongoing and constructive feedback on performance Access to support and development opportunities Increased professional growth through mentoring and coaching Enhanced professional satisfaction Formal recognition of professional achievements Access to networks through school and system wide collaboration Preparation: 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 enhanced professional satisfaction formal recognition of professional achievements access to networks through school and system wide collaboration Access to and participation in: relevant professional learning targeted career goal setting effective reflection and feedback collegial networks

Links to other processes Preparation: Become familiar with the diagram – read page 8 of the Framework 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 This 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

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

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?