1. Australian Teacher Performance and Development Framework Consultation proposal

2. 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 excellence >Goal 2: All young Australians become: –successful learners –confident and creative individuals –active and informed citizens Melbourne Declaration on Education Goals for Young Australians, 2008

3. In today’s global economy, countries need high-quality education systems that will teach their citizens the skills necessary to meet the challenges of tomorrow Strong Performers and Successful Reformers in Education, © OECD, 2011 http://www.oecd.org/document/7/0,3746,en_2649_35845621_49428807_1_1_1_1,00.html

4. >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

5. >Australian teachers report that they do not always get the feedback they need to improve >63% of teachers believed that appraisals of their work are done purely to meet administrative requirements >61% 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 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 2004 IARTV paper

6. 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

7. >Don’t fix what isn’t broken >Stop doing what doesn’t work, and do something else >Positive change is happening all the time: our challenge is to identify and amplify useful change

8. Dandenong North Primary School, Victoria While you view the video try to identify the existing practices being used to build a positive performance and development culture

9. 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

10. >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 Framework >Once adopted, the Framework will strengthen a performance and development culture in our schools that focuses on improving teaching and, through this, improving student learning >The Framework seeks to create a culture of improvement, feedback and growth for all teachers within all schools everyday

12. >A new resource for Australia’s teachers >Supports teachers to receive effective performance and development opportunities >Ensures that every teacher, every year, 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

13. Components of the draft Framework: >Principles >School context >Performance and development cycle >Outcomes >Support to schools

14. Major themes: > Focus on student outcomes > Clear understanding of effective teaching > Leadership > Flexibility > Performance and development culture

15. >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

16. >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

17. 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

18. The cycle provides a useful way of thinking about the process of performance and development and assists in identifying its important elements What elements are essential to an effective approach to performance and development?

19. The essential elements are derived from research and existing effective practice: >Objectives –documented objectives agreed with the principal/delegate –opportunity to regularly revise objectives >Action & development –opportunity to deliver against objectives, identify their development needs and negotiate support to take action to meet them >Evidence –evidence of performance from multiple sources, including impact on student outcomes, direct observation and collaboration with colleagues >Feedback, including formal review –receive regular formal and informal feedback and participate in a formal review against objectives annually by principal/delegate including written feedback

20. >Effective, ongoing and constructive feedback on performance >Increased professional growth through mentoring and coaching >Access to support and development opportunities >Enhanced professional satisfaction >Access to networks through school and system wide collaboration >Formal recognition of professional achievements

21. Links to other processes

22. >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

23. Ringwood Secondary College, Victoria

24. >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?

25. Table discussion… >Look through your card pack which offers a series of hot topics >Select a hot topic for discussion at your table >Share your thinking with us >Share your own hot topics with the Australian educational community Contact us: www.aitsl.edu.auwww.aitsl.edu.au