The new Queensland state schools teacher performance review process

1. The new Queensland state schoolsteacher performance review process

2. Queensland state schools teacher performance review process • What is the new State School Strategy? • What is the new teacher performance review process? • What does this mean for you? • What resources are available?

3. Every student succeedingState Schools Strategy 2014 – 2018

4. What is the new teacher performance review process? • In July 2013, DETE and the QTU agreed to a joint statement on the alignment of the Developing Performance Framework with the Australian Professional Standards for Teachers following agreement on their use by Ministers for Education nationally. • Great teachers = Great results Action 1:We will introduce a structured annual performance review process to ensure every school teacher and leader is performing at their best. • DETE and the QTU have agreed on a process, aligned with the Australian Professional Standards for Teachers, which is designed specifically for teachers from the commencement of 2015. • DETE and the QTU is continuing to negotiate an annual performance review process for school leaders and classified officers.

5. Old vs New

6. Teacher performance review process in action The Department of Education, Training and Employment in conjunction with the Queensland Teachers’ Union have released a joint statement supporting the new process.

7. Phase 1: Reflection and goal setting • Reflect on your school context and priorities • Reflect on and record your strengths and areas • for development • Collaboratively establish three performance and development goals aligned to the Australian Professional Standards for Teachers • Record your agreed upon goals using the SMART model • Identify actions required to support achievement of your goals • Identify your indicators for success – How will you know you have achieved your goals? What evidence will you use?

8. Example: Koala State School Context: Koala SS is located in a metropolitan region and has a population of 750 students. It is a P–12 coeducational school. Students are from a diverse range of backgrounds including Indigenous and international. Our school focuses on the holistic development of students including physical, emotional, social and cognitive to provide a supportive learning environment for all. Priorities: The schools priorities for 2015 are: • Literacy with a specific focus on writing. • Upper two bands – all areas. • Implementation of School-wide Positive Behaviour Support.

9. Reflections • To set authentic goals, it is important to reflect on current professional practices. • What methods might you use to support assessment and self reflection? • Does your school have an agreed process for self reflection? AITSL Self-Assessment tool

10. Following reflection Once you have completed a reflective process, you then need to identify a maximum of three focus areas for learning and development. These must be framed around the Australian Professional Standards for Teachers and can be from any domain.

11. How do I know my goal is SMART?

12. Goals aligned to Australian Professional Standards for Teachers and school priorities

13. Professional learning Relevant Collaborative Futures-focused The Australian Charter for Professional Learning of Teachers and School Leaders Examples: • Professional learning teams • Peer observation • Moderating student work • Formal studies • Action research • Case discussions • Coaching • Mentoring • Modelling

14. Actions to develop capability

15. Evidence NOTE: Teachers are not required to develop a portfolio of evidence. • The teacher and their supervisor will identify and agree on appropriate evidence to measure successful attainment of goals. • Evidence supports teachers knowing if what they are doing is making a difference to improve outcomes for their students. • Teachers can use evidence from their daily practice in their reflection and feedback conversations. • A piece of evidence may be used to demonstrate one or more standard descriptors. • Evidence needs to come from a range of sources (indicated in the following table).

16. Types of Evidence

17. Guides to evidence Australian Professional Standards for Teachers QCT websiteAITSL website (Proficient)

18. What evidence will demonstrate attainment of my goals?

19. Phase 2: Professional practice and learning • Undertake professional formal or informal learning to support achievement of planned goals • Identify, collect and reflect on agreed evidence to support the achievement of your goals • Receive formal and/or informal feedback focused on improvement : • Formal feedback no more than 4 times in the 12 month cycle

20. Ongoing evidence to support learning Evidence: • Provides the basis for ongoing feedback, reflection and further development • Helps you to understand your progress in your identified performance goals • Assists you to identify any additional or different actions or modifications required to achieve your goals • Assists you to discuss your annual performance achievements with your supervisor

21. Phase 3: Feedback and review • Throughout the process, as well during Phase 3, timely, and frequent improvement focused feedback provided • Full reflection of performance against agreed goals using multiple sources of evidence • Verbal and written feedback provided • Feedback may form the basis for subsequent performance reviews • Retention as an official record (signed and dated)

22. Key documents State Schools Strategy 2014 – 2018 Joint statements Queensland state schools teacher performance review process Queensland state schools teacher performance review process – A step by step guide Annual performance development plan template Australian Professional Standards for Teachers QCT: Transition to full registration – Providing evidence of practice – Evidence Guide

23. Resources • The Australian Charter for the Professional Learning of Teachers and School Leaders • Australian Teacher Performance and Development Framework • AITSL online teacher self-assessment tool • Looking at Classroom Practice • Principal Advisors: Great teachers=Great results/ State Schools – Performance

24. AITSL Resources to support teachers To be used in conjunction with the joint statement.

25. Question Time