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Priorities may align to these topics: Consistent implementation of pedagogical framework. Improved climate to support classroom learning. High yield teaching strategies. Data literacy and data use to influence learning. Feedback on teaching practice. Moderation of student work. Community partnerships supporting learning initiatives. Where does APR fit in your current school context? School leaders How do current processes work in your school? Is there scheduled re-visits to plans to track progress towards goal attainment or re-direction? Is there checking during the collaboration on SMART goals to see if plans align to school priorities? Does the APR process influence the school’s professional development agenda? By developing knowledge of the APR process and its intent, we can see APR gain more value in school processes as a framework to support growth in ourselves and those that we supervise. APR provides the structure to support a shared responsibility for capability development through ongoing targeted professional learning and performance feedback.
Citation preview
Annual Performance Review (APR) for principals and deputy
principalsGreat Leaders develop through a never ending process of
self-study, self-reflection, education, training, and experience
Tony Buon This presentation provides information about the
principals and deputy principals annual performance review (APR)
process. As school leaders and as a system we have a crucial
opportunity to build the performance-focused culture of our schools
through the annual performance review process. Priorities may align
to these topics:
Consistent implementation of pedagogical framework. Improved
climate to support classroom learning. High yield teaching
strategies. Data literacy and data use to influence learning.
Feedback on teaching practice. Moderation of student work.
Community partnerships supporting learning initiatives. Where does
APR fit in your current school context? School leaders How do
current processes work in your school? Is there scheduled re-visits
to plans to track progress towards goal attainment or re-direction?
Is there checking during the collaboration on SMART goals to see if
plans align to school priorities? Does the APR process influence
the schools professional development agenda? By developing
knowledge of the APR process and its intent, we can see APR gain
more value in school processes as a framework to support growth in
ourselves and those that we supervise. APR provides the structure
to support a shared responsibility for capability development
through ongoing targeted professional learning and performance
feedback. Contents The APR Process Deep knowledge of the
Standards
Reflection tools to support goal development SMART goals
Professional learning for capability development Indicators /
evidence of success Queensland State Schools Annual
PerformanceReview process for principals and deputy
principals
APR process for principals and deputy principals aligned to the
national framework that is the Australian Professional Standard for
Principals and the Leadership Profiles has been in implementation
phase since commencement of Term 3, 2015. Process follows the same
three phases as APR process for teachers that aligns to APST and
implemented from the beginning of 2015; APR for Heads of Program
implementation phase commenced from the beginning of this term.
When current plans expire after their twelve month cycle, all plans
will align to the agreed standards from AITSL : APSP and APST.
Through collaboration with our industry union, the Queensland
process focusses on development of capacity at all levels. This is
not a process about rating people, but rather focused on all
employees being committed to life-long learning and contributing to
a performance-focused culture in our schools. Annual Performance
Review
Phase 1 - Reflection and goal setting Phase 2 - Professional
practice and learning Phase 3 - Feedback and review Three-phase
process and the three phases are the same for all levels of
engagement: Teacher, Head of Program, and Principal/Deputy
Principal. Deputy Principal process identifies Improve leadership
capability as the core intent. Teacher process identifies Improve
teaching capability as the core intent of that process. Head of
Program process allows them to choose to define their professional
capability development goals from either or both of the leadership
capability development framework of the APSP or the teacher
framework of the Australian Professional Standards for Teachers.
Phase 1: Reflection and goal setting
Consider systemic agenda Consider your school and/or regional
context and priorities Consider your areas of strength and areas
for development During Phase 1. Focused reflection and goal setting
is fundamental to development of a meaningful and motivating plan.
This applies to your self and to those that you supervise and
support. School and system priorities:Plans are reflective of the
schools priorities aligned to regional and systemic agendas. A
section on the template is provided for the schools priorities.
Reflect on strengths and areas for development:Principals and
deputy principals can self reflect against the Australian
Professional Standard for Principals. Self-reflection can be done
in a number of ways, and a range of tools to support this will be
showcased later in this presentation. Goals: Goals should be
aligned to the APSP and the Leadership Profiles view of effective
leadership, and reflective of systemic, professional andlocal
priorities and context. Your supervisor plays a crucial role in
supporting you through negotiation around these goals and provision
of feedback to inform your personal reflection.The Leadership
Profiles allow us to consider the improvements that we wish to make
to improve our performance in our school against the statements of
leadership action and behaviour that define effective practice.
They provide us with a framework aligned to the practices that we
undertake. Agreement on performance and development goals and
actions to develop capability, and indicators for success: Up to
three collaboratively established goals, which should identify
actions required to support achievement of the goals and indicators
of success. Development of SMART goals within Phase 1 of the APR
cycle can be challenging as we are looking to identify goals that
are clear, that allow the plan owner to see whether they are
improving, and that are aligned totheir own ambition and the
schools priorities. We will re-visit the SMART goals concept during
this forum. 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 informalfeedback focused on improvement During Phase
2 Professional learning takes place with reflection on evidence
already collected Check-in with supervisor to discuss your goal
attainment Make changes if required Identifying professional
learning that can support leadership growth can bea challenge,
particularly when framing the development plan in Phase 1. The
Organisational transformation team has developed Leadership Guides
that can support this and thesecan be accessedvia the OnePortal
link: Leadership Capability Development. Formal feedback to be
given no more than 4 times in the 12-month cycle Phase 3: Feedback
and review
Throughout the process, as well as during Phase 3, timely and
frequent development-focused feedback provided Full reflection on
performance against agreed goals using multiple sources of evidence
Verbal and written feedback provided Feedback may form the basis
for subsequent performance review Retention as an official record
(endorsed and dated) During Phase 3 At the end of each yearly
cycle, supervisors will meet with each principal or deputy
principal to review and reflect on the their performance against
the nominated goals using multiple sources of evidence. This
reflection process can inform the next performance review cycle.
Again in phase 3 the supervisor has a responsibility to provide
feedback that is performance development focused as this process is
about capability building at all levels, and a trusting
relationship between plan owner and supervisor can ensure that
feedback is provided that supports professional growth. Every
student succeeding State Schools Strategy 2014 - 2018
School leaders delivering extraordinary and sustained improvement
and achievement. Lead teaching and learning Develop self and others
Lead improvement, innovation and change Lead the management of the
school Engage and work with the community The Australian
Professional Standard for Principals and the Leadership Profiles
which are derived from the standard are the key leadership
reflection frameworks. The professional practices of the standard
are exactly the leadership topics that are contained in the State
Schools Strategy. Leading teaching and learning: Developing self
and others: Leading improvement, innovation and change: Leading the
management of the school: Engaging and working with the community:
The Leadership Development model for Queensland schools was
introduced at the Principals conference this year and also directly
aligns to the AITSL standard. Principals Leadership Agenda
Strategic context Performance and development Investment and
support Annual Performance Review process for principals and deputy
principals Principals are crucial to the success of every student.
Principal leadership and performance is a key element of the Every
student succeeding - State Schools Strategy 2014 2018. The
Principals Leadership Agenda provides a line-of sight from the
State Schools Strategy, through performance review processes, to
DETs investment in principals. The Principals Leadership Agenda
highlights the importance of developing the leadership capability
of current and future principals. The aim is to support principals
to build leadership capability throughout the various stages of
their careers. Principals LeadershipAgenda 25/02/15 Leadership
development model
The key element of the 2015 Principals Leadership Agenda is this
development model that maps capability development topics to the
Australian Professional Standard for Principals. The foundation
leadership capability topic suggestions are based on the fact that
there are some basics that all leaders need to get right - problem
solving, decision making and networking to name a few. These
capabilities are the foundation of the professional practices. The
Australian Professional Standard for Principals
The standard is an integrated model that recognises all good
leaders share common qualities and capabilities. The Standard is an
integrated model that recognises all good leaders share common
qualities and capabilities. An integrated model recognises the
diverse and complex nature of the work of principals and deputy
principals by expanding into leadership profiles that are arranged
and viewed through three different lenses. In all professions there
are leadership requirements for those in senior roles, the
difference between professions being the context in which leaders
work and what they do. For those preparing to take up the role of
principal, as well as practising principals, it is important to
consider ways of engaging with and developing an understanding of
the leadership requirements and professional practices of the
Standard. We are in the knowledge building phase in regard to the
Australian Standard as our framework for reflection on leadership
behaviours, and to immerse yourselves in the tools and resources
that support this reflection can grow a better understanding of
leadership strengths and areas for development that will become the
focus of professional development in the plan cycle. APSP and the
Leadership Profiles
The 2015 Principals Leadership Agenda is based on the Australian
Professional Standard for Principals (APSP) and the Leadership
Profiles. The APSP has been in development over the last few years
led by the federally-funded Australian Institute for Teaching and
School Leadership, more commonly known as AITSL. The APSP provides
a common language across our nation about effective and high impact
leadership practice. AITSL further developed the Standard to
identify three lenses to the integrated model. The APSP is
organised by professional practices (the light green arm of the
triangle) that have common leadership requirements of vision,
knowledge and personal qualities (the dark green arm). The third
arm of the triangle has operational, relational, strategic and
system as a continua of contexts and practice (purple arm of the
triangle). Australian Professional Standard for Principals (APSP)
and the Leadership Profiles. Updated June 2015 APSP and the
Leadership Profiles
The Leadership Profile is the extension of the Australian
professional Standard for Principals in a continuum of action
statements aligned to each of the professional practices of the
standard. Unpacking of the Leadership Profiles
Progressive and increasing in complexity Unpacking of the
Leadership profiles
Vision and values Knowledge and understanding Personal qualities
Leadership Requirements lens The Leadership Profiles are presented
through the Professional Practices and Leadership Requirements
lenses as shown in the diagram above. Within each profile statement
the Vision and values Leadership Requirement statement is
identified first, followed by the Knowledge and understanding
statement, and the Personal qualities statement concludes each
profile statement. This statement structure is further detailed on
the next slide. Professional Practice lens Leadership requirements
Developing self and others
Vision and values Knowledge and Personal qualities Understanding
Principals promote the benefits of professional learning to all
staff and ensure that their willingness and efforts to learn and
improve are recognised. They develop and implement a personal and
organisational vision that links all learning and development
activities to better outcomes for students. They work with staff to
identify and prioritise learning based on any gaps between the
requirements of their roles and their current knowledge,
understanding and skills.They model personal and professional
learning that is clearly linked to school goals and seek support
from others as appropriate. The opening sentence/s in each
Leadership Profile statement (shown in black) articulate this
profile in terms of leader Vision and values. The subsequent
statement/s (shown in red) identify the leaders capability in
regard to Knowledge and understanding. The concluding statement/s
(shown in blue) reflect the leaders capability in Personal
qualities, social and interpersonal skills. Profiles: Progressive
and increasing in complexity
Developing self and others Principals promote the benefits of
professional learning to all staff and make sure that their
willingness and efforts to learn and improve are recognised. They
develop and implement an organisational vision which links all
learning and development activities to better student outcomes
Principals createchallenging roles,responsibilities
andopportunities for seniorleaders that leverageand grow the
talents ofothers. They build andsustain a coaching andmentoring
cultureand have a system ofpeer review andfeedback in place By way
of summary, this is an example of how the skills descriptions
become increasingly complex as we move across the Profile from left
to right (light green to olive green). Box 1: Developing Self and
Others, first Leadership profile level. Box 2: Developing Self and
Others, fourth Leadership profile level. The threads of leadership
behaviours in the leadership requirements aligned to each of the
five professional practices .You can also do this as line manager
or supervisor of colleagues that you are supervising and
coaching.It is important for all to remain aware that while the
Leadership profiles are seen as developmental from the light green
column towards the left to the olive on the right, it is quite
possible that factors such as change of school or change of
portfolio responsibility could see an individual move back a stage
or more under certain circumstances. Tools to consider in
reflection
To support this reflection against the leadership behaviours and
actions that make up the Leadership Profiles, Deputy principals can
choose from a range of self reflection tool/s, some of which are
shown, as appropriate to their professional learning and context.
AITSL self-reflection tools
Following the recent decision by AITSL to remove Union
representation from its Board and Committees, the QTU has decided
at State Conference to strongly recommend that QTU members not
support AITSL initiatives outside of the scope of the APR process
alignment to the Australian Professional Standards for Teachers and
the Australian Professional Standard for Principals and the
Leadership Profiles. More recently, AITSL has added to the resource
base and are continuing to do so. You are encouraged to interact
with AITSL reflection tools to support your reflection as the tools
assist to identify areas of strength and areas for development to
shape SMART goal setting in Phase 1 of the APR. AITSL Interactive
Leadership Profiles
Explore the Profiles online, through all three lenses Professional
Practices, Leadership Requirements, Leadership Emphasis View shared
statements between two focuses from different lenses School Leader
self-assessment tool
SAT will present results through the three lenses of the Leadership
profiles, with main focus on professional practice lens. Additional
features: Ability to track results longitudinally. Create an action
plan for learning and growth. Link to interactive profiles.
Composite reports available for school leadership teams.
Respondents placed on the continuum and an area of strength and an
area for development identified for each professional practice.
These areas will be a specific leadership action statement within
the profiles. Phase 1: Reflection Professional practices Phase 1
Reflection
A self-reflection tool can be utilised to determine areas of
strength and areas for development Professional practices Areas of
strength based on the three leadership requirements: Vision and
values Knowledge and understanding Personal qualities, social and
interpersonal skills Areas for development based on the three
leadership requirements: Leading teaching and learning Developing
self and others Leading improvement, innovation and change Leading
the management of the school Engaging and working with the
community Phase 1 Reflection is hyperlinked Phase 1: Reflection and
goal setting
Through discussion with your supervisor, agree on up to three goals
aligned to the Australian Professional Standard for Principals and
the Leadership Profiles Use the SMART goals strategy to record the
agreed goals Record actions that will identify the achievement of
your goals Refer to Foundation Principal Leadership Capability
Development Guides Record expected indicators of success How will
you know you have achieved your goals? What evidence will identify
goal attainment? SMART Goals Phase 1: Set goals aligned to APSP
Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals Framework Actions
to develop capability Refer to the Principal Leadership Capability
Development Guides Indicators of success What evidence will
indicate goal attainment? How will you/others know you have
achieved your goal/s Phase 2 - Reflections, comments and notes on
professional practice and learning Professional practice Developing
self and others Goal 2 Goal 3 This example uses the Professional
practice of Developing self and others Up to three performance and
development goals to be established collaboratively aligned to
professional practices Principal example Phase 1: SMART goals
Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals framework Actions
to develop capability Principal Leadership Capability Development
Guides Indicators of success What evidence will indicate goal
attainment? How will you/others know you have achieved your goal/s
Phase 2 Reflections, comments and notes on professional practice
and learning Professional practice Developing self and others By
the end 2015, the principal will develop skills so that all
teaching staff will have opportunity to be active within a
professional learning community so that there is focus on improved
classroom practice aligned to focus area 7.4 (APST) Goal 2 Goal 3
Generate up to 3 SMART goals established collaboratively. Principal
example Phase 1: SMART goals Actions to develop capability
Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals framework Actions
to develop capability Refer to the Principal Leadership Capability
Development Guides Indicators of success How will you/others know
you have achieved your goal/s Phase 2 - Reflections, comments and
notes on professional practice and learning Professional practice
Developing self and others By the end 2015, the principal will
develop skills so that all teaching staff will have opportunity to
be active within a professional learning community so that there is
focus on improved classroom practice aligned to focus area 7.4
(APST) Engage professionally with colleagues to unpack the research
for Professional Learning Community (PLC) protocols and effective
processes Complete professional readingswith your leadership team
on PLCs Share organisational vision and lead promotion of
instructional leadership with middle management team Perform data
scan to identifyfocus areas of proposedPLC teams - e.g. Year 11
attendance and retention Write specific actions that will achieve
your specific goal Principal example Professional learning
Examples: Leadership Development Guides Regional professional
learning forums Peer coaching Mentoring Professional networks
Action research Formal studies Professional reading The Australian
Charter for Professional Learning of Teachers and School Leaders
has been developed by AITSL. It identifies the types of
professional learning most likely to lead sustainable change. The
charter details the characteristics of effective professional
learning: Relevant: the learning must assist teachers and school
leaders to address and adapt to challenges in improving student
learning, well being and engagement with learning. Collaborative:
when it connects teachers and leaders within and across schools and
to external experts. It involves a disciplined and purposeful
approach to solving the challenges most important to improving
student outcomes. Futuresfocused: professional learning that
develops teachers and leaders who are adaptable and able to deal
with new and unexpected challenges. The Foundation Leadership
Capability Development Guides are now available, with the remaining
Principal Leadership Capability Development Guides to be released
at a later date. The Australian Charter for Professional Learning
of Teachers and School Leaders Relevant Collaborative
Futures-focused Phase 1: SMART goals Principal example Indicators
of success
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practicesfor development As per reflection Agreed performance
development goals Refer to SMART Goals framework Actions to develop
capability Refer to the Principal Leadership Capability Development
Guides Indicators of success What evidence will indicate goal
attainment? How will you/others know you have achieved your goal/s
Phase 2 - Reflections, comments and notes on professional practice
and learning Professional practice Developing self and others By
the end 2015, the principal will develop skills so that all
teaching staff will have opportunity to be active within a
professional learning community so that there is focus on improved
classroom practice aligned to focus area 7.4 (APST) Engage
professionally with colleagues to unpack the research for PLC
protocols and effective processes Complete professional
readingswith your leadership team on PLCs Share organisational
vision and lead promotion of instructional leadership with middle
management team Perform data scan to identifyfocus areas of
proposedPLC teams - e.g. Year 11 attendance and retention PLCs
engaged in regular professional sharing Attendance reports Action
plan for staff professional learning meetings to raise staff
knowledge of PLCs Survey Monkey data identifies satisfaction with
site-based professional learning for staff. Student tracking data
identifies improvement in year 11 attendance and retention
Strategic plan for PLCs for 2016 Personal professional reading log
Celebrating success website, newsletters Determine the success
indicators/evidence, refer to examples of evidence slide number 23.
Principal example Evidence The principal/deputy principal and their
supervisor will identify and agree on appropriate evidence to
measure successful attainment of goals. Evidence supports leaders
knowing if what they are doing is making a difference to improve
outcomes for all students. Evidence of leadership performance may
be seen in the behaviours or actions of the staff, students and
school community. Leaders can use evidence in their daily
professional communications and practice and through whole school
data sets. Evidence needs to come from a range of sources. Evidence
Illustrative examples of best practice may include, but are not
limited to: Impact of school leadership on student outcomes,
colleagues and the school as a whole Stakeholder feedback Community
partnerships supporting the school Deputy principal self-assessment
Professional learning, including collaboration with other school
leaders Systematic data analysis Celebrating school successes Phase
1: Set goals aligned to APSP Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals Framework Actions
to develop capability Refer to the Principal Leadership Capability
Development Guides Indicators of success What evidence will
indicate goal attainment? How will you/others know you have
achieved your goal/s Phase 2 - Reflections, comments and notes on
professional practice and learning Professional practice Engaging
and working with the community Goal 2 Goal 3 This example uses the
Professional practice of Engaging and working with the community Up
to three performance and development goals to be established
collaboratively aligned to professional practices Deputy Principal
example Phase 1: SMART goals Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals framework Actions
to develop capability Principal Leadership Capability Development
Guides Indicators of success What evidence will indicate goal
attainment? How will you/others know you have achieved your goal/s
Phase 2 Reflections, comments and notes on professional practice
and learning Professional practice Engaging and working with the
community By the end 2016, the deputy principal will develop skills
to build partnerships with Aboriginal and Torres Strait Islander
community representatives that will provide opportunity for
students to develop improved understanding and respect of histories
and cultures aligned to focus area 2.4 (APST) Goal 2 Goal 3 Write 3
SMART goals established collaboratively. Deputy Principal example
Phase 1: SMART goals Actions to develop capability
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed
performancedevelopment goals Refer to SMART Goals framework Actions
to develop capability Refer to the Principal Leadership Capability
Development Guides Indicators of success How will you/others know
you have achieved your goal/s Phase 2 - Reflections, comments and
notes on professional practice and learning Professional practice
Engaging and working with the community By the end 2015, the deputy
principal will develop skills so that they may build partnerships
with Aboriginal and Torres Strait Islander community
representatives that will provide opportunity for students to
develop improved understanding and respect of histories and
cultures aligned to focus area 2.4 (APST) Access and read Dare to
Lead Professional Services Guide 2015. Visit and collaborate with a
school that is demonstrating best practice in Aboriginal and Torres
Strait Islander perspectives in curriculum. Collaborate with school
and cluster colleagues and conduct enrolment data scan to identify
community links and opportunities. Attend Dare to lead professional
learning program Developing Quality Leaders in Aboriginal and
Torres Strait Islander Education. Invite community
elders/representatives to attend a school event and to provide
strategy advice. Engage with the Leadership of Others Foundation
Leadership Development Guide to target improvements in emotional
intelligence and active listening. Write specific actions that will
achieve your specific goal Deputy Principal example Phase 1: SMART
goals Indicators of success Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practicesfor development As per reflection Agreed performance
development goals Refer to SMART Goals framework Actions to develop
capability Refer to the Principal Leadership Capability Development
Guides Indicators of success What evidence will indicate goal
attainment? How will you/others know you have achieved your goal/s
Phase 2 - Reflections, comments and notes on professional practice
and learning Professional practice Engaging and working with the
community By the end 2015, the deputy principal will develop skills
so that they may build partnerships with Aboriginal and Torres
Strait Islander community representatives that will provide
opportunity for students to develop improved understanding and
respect of histories and cultures aligned to focus area 2.4 (APST)
Access and read Dare to Lead Professional Services Guide 2015.
Visit and collaborate with a school that is demonstrating best
practice in Aboriginal and Torres Strait Islander perspectives in
curriculum. Collaborate with school and cluster colleagues and
conduct enrolment data scan to identify community links and
opportunities. Attend Dare to lead professional learning program
Developing Quality Leaders in Aboriginal and Torres Strait Islander
Education. Invite community elders/ representatives to attend a
school event and to provide strategy advice. Engage with the
Leadership of Others Foundation Leadership Development Guide to
target improvements in emotional intelligence and active listening.
Personal professional learning log. Aboriginal and Torres Strait
Islander recognition occurs at school events. Artefacts in school
identify commitment to recognition. Curriculum audit identifies
EATSIPS awareness in learning delivery. Calendar of significant
events for Aboriginal and Torres Strait Islander community is
created and promoted. School strategic planning identifies
priority. Working Party developed within school with student and
community representation. Improved community engagement with school
events. Collegial school snapshot (Dare to Lead) identifies school
leader committed to improved educational outcomes. Determine the
success indicators/evidence, refer to examples of evidence slide
number 21. Deputy Principal example Phase 2: Professional practice
and learning
Phase 1 & 2 Goal setting, professional practice and learning
These should be framed through reflection of areas of strength and
areas for development within the Australian Professional Standard
for Principals (APSP) and the Leadership Profiles Professional
Practices for development As per reflection Agreed performance
development goals Refer to SMART Goals framework Actions to develop
capability Refer to the Principal Leadership Capability Development
Guides Indicators of success What evidence will indicate goal
attainment? How will you/others know you have achieved your goal/s
Phase 2 - Reflections, comments and notes on professional practice
and learning Professional practice Developing self and others By
the end 2015, the Principal will develop skills so that all
teaching staff will have opportunity to be active within a
professional learning community which looks atimproved classroom
practice aligned to focus area 7.4 (APST) Engage professionally
with ARD to develop research base for PLC protocols and effective
processes. Complete professional reading on PLCs. Share
organisational vision and lead promotion of instructional
leadership with middle management team. Manage data scan to
identifyprofessional learning needs of team and form data based
PLCs. PLCs engaged in regular professional sharing. (Attendance
reports) Action plan for twilight sessions to raise staff knowledge
of PLCs. Survey Monkey data identifies satisfaction with site-based
professional learning for staff. (Longitudinalstudy SOS data)
Student tracking data identifiesimprovement inyear 11 attendance
and retention. Strategic plan for PLCs in 2016. Personal
professional reading log. Supervisors are to include reflections,
comments and notes during this phase. MyHR Performance, Capability
and Talent
On the MyHR Performance, Capability and Talent homepage, there is a
general instruction for all. There is also the My Plans tab at the
top which will take you to the page on which you can see your
current plans or select Create New Plan in order to commence a new
plan using the new framework aligned to the Australian Professional
Standard for Principals. Entering your plan in MyHR
The appropriate Template can be selected from the Templates
drop-down menu. The plan owner can locate themselves by entering
their identification code into the Owner Name panel, and their
school into the Owner Location. In the CLF panel, the only option
to now choose is PRINCIPAL LEADERSHIP PROFILE. Supervisor name
should also be located by entering that persons identification
code. Other fields will load automatically from that. Se sure to
SAVE. Completing your plan in MyHR
The Plan Summary at left of screen provides a checklist for
completing the stages of the process as ticks will register as each
stage is interacted with Key documents Every student succeeding:
State Schools Strategy Joint statements Queensland State Schools
Annual Performance Review (APR) process for principals and deputy
principals: Overview A step-by-step guide Fact sheet Annual
Performance Development Plan template for deputy principals
Australian Professional Standard for Principals and the Leadership
Profiles Resources The Australian Charter for the Professional
Learning of Teachers and School Leaders PowerPoint: Unpacking the
APSP and the Leadership Profiles AITSL Principal Preparation AITSL
online principal self-reflection tool Regional Principal Advisors:
Organisational Transformation Region Regional Support Contact
contact FNQ Lyn-Anne Chandler NQR To be appointed CQR Philip Duncan
NCR DD & SW Nicola Leslie SER Trudy Quast METRO Julie Amos
CENTRAL OFFICE Steve Wilson