Transcript Australian Teacher Performance and Development Framework

Australian Teacher Performance and
Development Framework
Consultation proposal
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
> 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
> 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 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
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
> 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
While you view the video try to identify the existing practices being
used to build a positive performance and development culture
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 currently working together with stakeholders on national
consultation on the draft Australian Teacher Performance and
Development Framework
> Once adopted, the draft Framework will strengthen a performance
and development culture in our schools that focuses on improving
teaching and, through this, improving student learning
> The draft 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, 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
Components of the draft Framework:
> Principles
> School context
> Performance and development cycle
> Outcomes
> Support to schools
Major themes:
> Focus on student outcomes
> Clear understanding of effective teaching
> Leadership
> Flexibility
> Performance and development culture
> 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
> 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
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
What elements are essential to an effective approach to
performance and development?
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
> 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
Links to other processes
> 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