Performance and Development Teacher Librarian Network

Performance and Development

Teacher Librarian Network

Application to you in your role

What do you hope will be different for you?

What is one thing you will do next week as

a result of what you see, hear and feel

today?

‘performance’

• Performance is a neutral term

• Deficit Model

• Focus on Development

Performance Management

Planning Performance

Managing Performance

Reviewing Performance

Rewarding Performance

Performance ManagementRole

School GoalsIndividual Goals

Skills & CapabilitiesProfessional Dev.

Formal StudyMentoring/ Coaching

Getting and Receiving Feedback

Professional Conversations

Formal Reviews

Performance PayGathering valid,

sufficient, current and authentic evidence

Diminished Performance3 or 5 Year Appraisal Annual Cycle

5 YR APPRAISAL PROCESS• Appreciative Inquiry Process• Celebrate the successes

PROFESSIONAL RENEWAL• Commendations &

Recommendations from Appraisal

REFLECTIVE PRACTICE• Appreciative Inquiry Process

• Gibbs Model

Performance Management Model

UNDER PERFORMANCE• Performance Conversation• Diminished Performance

Process

FORMAL FEEDBACK• Delivery Processes• Feedback Design


GOAL SETTING• ISMART Goals• Goal Structure


REFLECTIVE PRACTICE• Appreciative Inquiry Process

• Gibbs Model

ANNUAL REVIEW of PROFESSIONAL LEARNING PLAN

• Appreciative Inquiry Process• Celebrate the successes

ROLE CLARIFICATION• Induction Process

INFORMAL FEEDBACK• Feedback Design

PROFESSIONAL LEARNING PLAN• PD aligned with Goals

• Professional Learning Communities

Consistent across BCEStrengths- Based ProcessKey Components

◦Goal Setting◦Professional Learning Plan◦Annual Review ◦Appraisal Process

STRUCTURE of P&DP

ADVERTISING & INTERVIEWING

• Role Description• Specific Strengths sought

ORIENTATION & INDUCTION

· Role Clarification· Making Connections

REFLECTIVE PRACTICE• Role Statement• Section Annual Goals• Past Practice & Reviews

GOAL SETTING• ISMART Goals• Strength• Developmental• Career

PROFESSIONAL LEARNING PLAN• Goals / Strategies /

Outcomes • Professional Learning Details• Monitoring &Review

Strategies

REVIEW OF PROFESSIONAL LEARNING PLAN• Mid Year / Annual Review• Specific Project Reports

Performance & Development

Dynamic

What is this job and why do I want it?

How does this organisation work and

how do I fit into it? What do I need to know?

When I think about my role & the Directorate

and Section Plans where I work, how am I going ?

What’s expected of me in my role? Where do I want to go next and

when do I want to get there?

What strategies and professional learning will

help me achieve my goals?

How am I/we going? Am I on track? What

unexpected interruptions have I had to manage?

When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

Performance & Development

Dynamic

Role Clarification• Teacher Role – base role• Specific Functions and Duties - Teacher Librarians• School Specific Duties

• Seek clarity in your role and the expectations of the role:-• Role holder• Leadership• Staff• Students• Parent community

Role Clarification

When you consider the work you do at school:-

– What are the four most important duties you carry out in the school as Teacher Librarian?

– What is your greatest strength as a Teacher Librarian?

– Have you developed goals in any of these areas?









Strategies


P & D DYNAMIC

Reflection on Practice

• Organise thoughts • Make sense of work events• Engage in ongoing professional inquiry• Supports Professional Conversations• Guides development of Professional Goals• Guides Professional Development• Promotes Professional Collaboration

Reflection on practiceDESCRIPTION

• What happened?

FEELINGSWhat were you

thinking and feeling?

EVALUATION• What was good

and not so good about the

experience?

ANALYSIS• What sense can

you make of the situation?

CONCLUSION• What else could

you have done?

ACTION PLAN• If it arose again

what would you do differently?









Strategies


P & D DYNAMIC

JUST 3 GOALS...

• Strength Based Goal

• Developmental Goal

• Career Goal

GOAL SETTING• I ... inspirational• S ... specific• M ...measureable• A ... achievable• R ... realistic• T ... time-bound

I.S.M.A.R.T GoalsInspiring Taps into our inner aspirations and needs – often about the

feelings and energy associated with goal.

Specific have clarity and focus around what needs to be achieved. Avoid being vague and not exact.

Measurable Assists with goal achievement, ongoing support and accountability. What will it look like when it is achieved?

Achievable Consider resources – time and money. Can this be achieved?

Realistic Consider ability and commitment. Do you have the necessary knowledge, skills and commitment to do this? Sustainability?

Timebound This gives goals a sense of urgency and a healthy degree of pressure. If you don’t schedule it –it won’t happen.

Critique Your Goals • Typical sloppy goal…– I will become familiar with the new Australian

Curriculum.• Is it....

• I: Totally uninspiring ! Is there good energy around this?• S: What does ‘familiar with’ or ‘ new Australian curriculum ’

mean...specifically? • M: How is familiarity measured? How will you know if you

have achieved your goal?• A: Can I realistically become familiar with the whole new

curriculum? Is this practical?• R: Uncertain about ability, capability or time commitment

required? Does it fit with the School Annual goals?• T: No timeline or date.

Critique Your Goals

• Reworked goal...

–BY November 2011

– I WILL HAVE learnt more about the Reading Strand of the new Australian Curriculum

– SO THAT I can more effectively support teachers through collaborative planning and teaching

Don’t Rewrite Your Role As A Goal

• Typical ‘role rewrite’ goal…– I will develop and manage a supportive information rich

environment.

• More appropriate goal…– By September 2011,– I will have developed procedures and professional development

sessions for staff on accessing contemporary educational research

– So that staff can more easily use research data to inform their planning and teaching

Try using these stems.....• BY........

• I WILL................

• SO THAT............

Critique Your Goals Check on Goal Setting...

–Actions – Can you see any actions for yourself?

–Clarity – is there a sense of clarity for you?

–Energy – do you have a sense of energy about moving forward with your goal?

Reflecting on your own goals...

• Individually check your goals for:– Alignment with role, not a rewrite– Alignment with School Annual Plan– I.S.M.A.R.T. – Try using the writing stems (5mins: self-check)

• Partner – check each others goals– Clarity , Actions & Energy – When you say....what do you mean? (15 mins: partners)









Strategies


P & D DYNAMIC

PROFESSIONAL LEARNING PLAN• What employees want to achieve – ISMART goals

• Professional learning which will assist employees to achieve goals – QCT & National Standards

• Strategies and Resources

• Evaluation

• Key document for Mid Year / Annual Review









Strategies


P & D DYNAMIC

Mid –Year & Annual Review

Consider......• School Annual Goals

• Individual Goals

• Role Description ~ Key Result Areas

Mid –Year Review• Check for achievements against your

annual goals• Discuss engagement with

Professional Learning• Performance Conversation to share

successes & raise challenges

Annual Review• Discuss activities in your Key Result Areas

• Discuss success with Annual Goals

• Engagement with Professional Learning – how have you developed professionally

• Reflect on how your experience over the last 12 months will influence your Teaching

Reviewing Professional Learning Plans

Appreciative Inquiry

Define

Discover

DreamDesign

Deliver



Feedback for Teachers

Worked well & still is

working?

Build on?

Might Be Possible?

DoDifferently?What Plans?

Action





working?

Build on?

Might Be Possible?


Action





working?

Build on?

Might Be Possible?


Action





working?

Build on?

Might Be Possible?


Action

Feedback – Nature & Process◦ Be transparent. Explain context and purpose◦ Describe observable data NO Judgements◦ Invite a response◦ Engage in conversation to understand reasons◦ Be open to new information, different perspective◦ Be clear about conclusions and future action◦ Put conversation ‘on hold’ if necessary◦ Follow up

Professional Learning - Feedback

Understand your role responsibilities Reflect on your work regularly Use your role KRAs & School Annual Goals to

give direction to your goals Make your goals ISMART Link specific Professional learning to your goals Record goals and professional learning in a

Professional Learning Plan Review your goals using Appreciative Inquiry

model Consider Giving and Receiving Feedback

In Summary...

Issues needing further discussion

Insights

Check – In ...

Further assistance...

e: [email protected]: 3033 7439

Morning Tea ...

mailto:[email protected]

Documents

Performance and Development Teacher Librarian Network