Transcript Australian Teacher Performance and Development Framework

Australian Teacher Performance and
Development Framework
Consultation proposal
> 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 provocation
> Australian teachers report that they do not always get the feedback
they need to improve
> 63% of teachers believe that appraisals of their work are done
purely to meet administrative requirements
OECD Reviews of evaluation and assessment in education: Australia, 2009
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
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 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
Major themes:
> Focus on student outcomes
> Clear understanding of effective teaching
> Leadership
> Flexibility
> 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
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
> 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
> 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?