Australian Teacher Performance and Development Framework

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

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

What should we be trying to achieve in our school?

> 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

Studies 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 teacher.

B Jensen, Better teacher appraisal and feedback, Grattan Institute, 2011

Australian teachers report that they do not always get the feedback they need to improve

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 feedbac

k

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

> The

Australian Charter for the Professional Learning of Teachers and School Leaders

> A resource for planning, design and evaluation > Companion document to the

Australian Teacher Performance and Development Framework, National Professional Standards for Teachers

, and the

National Professional Standard for Principals

> The Framework and the Charter work together > They articulate what teachers require for professional growth and development > Assessment, appraisal, feedback and access to high quality learning opportunities are required for professional growth to occur > The Charter advises on how professional learning can be most effective

> Affirms the central importance of professional learning to teacher quality and student learning > Recognises the importance of culture and context > Articulates the expectation that professionals actively engage in professional learning throughout their careers > Describes three key characteristics of professional learning: relevant collaborative future focused > Calls on teachers, school leaders and system leaders to take action

> 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

Dandenong North Primary School, Victoria

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

> 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

The Framework seeks to:

create a culture of improvement

,

feedback and growth

for

all

teachers within

all

schools

everyday

> 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

> 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 this > Through

development and implementation of a national framework

Australian education systems should be well placed to

be among the best in the world

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

> Focus on student outcomes > Clear understanding of effective teaching > Leadership > Flexibility > Coherence

What would your allocated theme look like in practice?

> School leadership is essential to creating a culture of professional improvement, feedback and growth within a school > Leadership must come from all levels within a school > Within the Framework opportunities for shared leadership exist through the roles of delegate and mentor/coach > Principals and other school leaders are entitled to support to implement performance and development in their schools

The Standard for Principals takes into account the

crucial contribution

by principals made

The

Standards

provide a

common language

for coming to a

shared understanding

of what

effective teaching

looks like in the

context of a particular school

> Dual purpose: improvement accountability > Map progression across career stages: Graduate Proficient Highly Accomplished Lead

> 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

What

conditions

make the

development of a school culture

that focuses on an

improvement in teaching and learning

possible?

>

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

The cycle provides a useful way of thinking about the process of performance and development and assists in identifying its important elements

The essential elements are derived from research and existing effective practice: > Objectives > Action & development > Evidence > Feedback, including formal review

Research evidence clearly indicates that an effective and achievable performance and development cycle has many elements.

High 2 1 Impact Low Low 3 4 Achievability High

> Matrix base quadrant boards > 10 cards identifying effective performance and development practices > 6 spare blank cards Task: > Work in groups of 4 > Each 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 choice > Together reflect on what you have learnt about your school’s/organisation’s current structures

recording any insights

>

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

Links to other processes

>

Resources, tools

and

templates

>

Stimulus

materials >

Examples

of effective practice > Professional learning

modules

> Online

communities of practice

>

Research

>

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

Ringwood Secondary College, Victoria

> 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?

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.au

Who dares to teach must never cease to learn

John Cotton Dana