The Victorian Government’s new Performance & Development model

1. The Victorian Government’s new Performance & Development model South Eastern Victoria Region May 2014 1

2. Meeting agenda 1. • Policy framing 2. • Performance and development in a Performance and Development culture 3. • Overview of the new Performance and development model 4. Outline transition into the new model

3. The case for change • PISA data: variation within Australian schools is approximately 88% - much higher than comparable jurisdictions • Only 3 jurisdictions (of 50) exhibit larger within-school variation

4. NAPLAN: Year 9 Reading, 2012, school distributions

5. The ‘big’ picture • Towards Victoria as Learning Community (TVLC) • A shared view of high quality instructional practice and school wide pedagogies. • On-going site based professional learning (New Directions) and structured classroom observation and feedback. • Multiple sources of high quality  feedback to the teacher, including student voice. • Collaborative planning, teaching and moderation of student work/assessment and collective responsibility for student outcomes across the school focussed on evidence of impact.

6. Victoria as a Learning Community Action areas for reform Themes under-pinning the new wave of reforms At the centre of this vision for Victoria’s education system is student learningand an understanding of how to create the conditions to promote powerful learning. Drivers that support student learning

7. A Performance and Development Culture • Professional • Accountable • Sets high expectations for student learning • Transparent and collaborative teaching practice • Collective responsibility for student learning outcomes • Continuing self-evaluation of the impact of practice on student learning; and • Openness to better ways of doing things … across the system

8. The new Performance and Development model

9. Overview of the new model

10. A balanced scorecard approach 2. A balanced scorecard approach to performance and development assists in promoting the following characteristics: 1. 2. 3. 4.

11. Balanced scorecard – key attributes BALANCED JUDGEMENT = Dimensions + Weightings • Australian Professional Standards • SMART goals • Specific focus on Student Outcomes • Multiple sources of evidence • Align the development of staff with their school’s goals and priorities; and identified student learning needs • Emphasise areas of highest priority • Regular, timely and evidence based feedback • Recognition of excellent professional practice • Identification of key development areas

12. Principal class employee balanced scorecard Aligned, customised and responsive • The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student • Individual accountability • Collective responsibility • Alignment • with school • goals and • priorities • Individual developmental needs based on student learning needs Teacher balanced scorecard

13. Principal class employee balanced scorecard Dimensions for principals • The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student • Individual accountability • Collective responsibility • Alignment • with school • goals and • priorities • Individual developmental needs based on student learning needs

14. Dimensions for teachers • The balanced scorecard approach is aligned to a school’s strategic goals, customised to the school’s environment, and responsive to the learning needs of every student Teacher balanced scorecard • Individual accountability • Collective responsibility • Alignment • with school • goals and • priorities • Individual developmental needs based on student learning needs

15. Dimensions and their link to the Australian standards for teachers • Professional knowledge • Know students and how they learn • Know the content and how to teach it • Professional practice • Plan and implement effective teaching and learning • Create and maintain supportive and safe learning environments • Assess, provide feedback and report on student learning • Professional Engagement • Engage in professional learning • Engage professionally with colleagues, parents/carers and the community

16. Differentiation 1. • The new performance and development model places significant emphasis on the importance of formal and informal conversations between the teacher and their reviewer. • Performance and development assessments require informed professional judgements about teacher practice; leadership and improvement. • The Australian Standards provide benchmarks for performance at different levels of proficiency. • Teachers and reviewers should define the expected level of performance and development, and what are necessary sources of evidence.

17. Why differentiate? “Researchers have found that well designed performance-based assessments use rubrics that vividly describe performance standards at different levels of expertise to evaluate teachers’ practices, strategies and outcomes. (Darling-Hammond, “Getting Teacher Evaluation Right”, p.26, 2013)

18. Weightings • Weightings are used to align the development of staff with the goals and priorities of their school • Weightings to: • be distributed across all four dimensions • be distributed in 5% increments • total 100%

19. Performance and development outcomes . • A differentiated scale supports differentiated feedback and development support. • A tool will be available to support the determination of final performance and development outcomes (calculation based on differentiated outcomes multiplied by weightings).

20. The role of evidence • Evidence will play a key role in the model, and will ensure that performance outcomes are fair, transparent and informed by professional judgement

21. SMART goal methodology 2. • The SMART goal methodology synthesises various aspects of effective performance and development.

22. SMART goal methodology – Examples 2. “I will have increased parental involvement in my classroom – having at least 1 parent attend each excursion from Term 2 and by Term 3 having three regular parents who assist with morning reading. This will result in an increase of parent engagement, highlighted through 50% more parents providing feedback on their children’s report cards.” Primary, Lead Teacher “By the end of Term 3, I will have established a PLT to look at a range of strategies to improve literacy within the science KLA. Work with KLA leaders to audit literacy capabilities across science and use as a baseline data set from which to implement targeted improvement.” Secondary, Highly Accomplished Teacher

23. The 2014/15 Transition Process

24. Making the transition 3 • The 2014/15 cycle allows us to undertake a self-assessment, in order to determine our preparedness for transition to the new model. • The Department has developed a school self-assessment tool for us to use to reflect on current processes, and assess our capacity and readiness for implementation. • Schools that demonstrate they meet the criteria are encouraged to continue with their current processes, by undertaking the regular decision making processes in their school. • Schools will develop transition plans to fully implement this model by 2015.

25. Transitioning to the new model 2014/15 1 • ‘School Self-Assessment Tool’ Criteria 2 1 Balanced scorecard approach 3 2 Strong focus on student outcomes Student outcomes 4 3 Australian Professional Standards for Teachers Australian Professional Standards for Teachers 5 6 4 Professional agency in performance planning Professional agency in performance planning 7 5 Weightings Weightings 6 Reflective practice and use of evidence Reflective practice 7 Differentiation of performance and development outcomes Differentiation of P&D outcomes

26. Transition into the new model 2014/15 All Schools • Self-assess their readiness and capacity to implement the new performance and development model using the ‘School Self-Assessment Tool’ • Based on this self-assessment, develop a plan for implementation of the new performance and development model for the 2015/16 performance and development cycle • Start-cycle stage (performance planning) of the current performance and development cycle will be extended (for 2014/15 only) to 27 June 2014

27. Transitioning to the new model 2014/15 • Roles and responsibilities for the 2014/15 cycle Transitioning into the New Model Principals Asst./Camp. Prin Teachers • The new performance and development model applies • In conjunction with their leadership team, will develop a plan for full implementation of the new performance and development model for 2015 • The principal will determine, in conjunction with their Assistant/Campus principal, the extent to which the new model will apply in the 2014/15 performance and development cycle Transition into the new PDP template by: • Transferring current PDP goals into new template* • Developing goals using new template# • Student Outcomes goal – develop own or adopt state-wide goal (see next slide) * If PDPs have already been developed # If PDPs have not yet been developed

28. Expectations for 2014 and beyond – student outcomes • State-wide goal: In the 2014/15 cycle, I will critically review the outcomes data for my students (achievement, engagement and wellbeing) during the 2014 school year with a view to establishing a specific and meaningful student outcomes goal for my 2015/16 performance and development plan, including relevant measures, which relates to the learning growth and development of students and is aligned with the school’s Annual Implementation Plan.

29. Student Outcomes goal for 2014/15 only • Each teacher (or assistant /campus principal where applicable) will include a goal(s) in the Student Outcomes dimension in the 2014/15 performance and development cycle Teachers (and Assistant/Campus Principals where applicable) Option 1 Develop a new PDP goal for the student outcomes dimension Scenario B PDPs not yet developed Option 2 Use the state-wide student outcomes goal for this cycle.

30. Expectations for 2014 and beyond – differentiated outcomes

31. Support Performance and Development • Performance and Development Guidelines • Tools and resources • Q and A • Self Assessment tool • Standards for Teachers • Templates and examples

32. Additional Support • Senior Advisor support for networks and individual principals • Rapid response HR hotline • Provision of Specialised support as identified via priority reviews • Principal presentation to Staff • Principal presentation to School Council • Today’s presentation • Brokered support consisting of: • Individual school consultancy and support • Training brokerage (additional training/invitational) • Provision of up to three days coaching and mentoring for new principals

33. Key dates Guidelines Released 7 May 2014 Tools & resources released 7 May 2014 PDP sign-off 27 June 2014 Mid-cycle review Sept – Oct 2014 End-cycle review March 2015 Performance and development outcome advised By 30 April 2015