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The Victorian Government’s new
Performance & Development
model
1
May 2014
South Eastern Victoria Region
2
Policy framing
Meeting agenda
Performance and development in a Performance and Development culture
Overview of the new Performance and development model
Outline transition into the new model
1.
2.
3.
4.
3
• PISA data: variation within Australian schools is approximately 88% - much higher than comparable jurisdictions
• Only 3 jurisdictions (of 50) exhibit larger within-school variation
The case for change
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
At the centre of this vision for Victoria’s education system is student learning and an understanding of how to create the conditions to promote powerful learning.
Action areas for reform
Themes under-pinning the new wave of reforms
Drivers that support student learning
7
• 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
A Performance and Development Culture
The new Performance and
Development model
9
Overview of the new model
Improved Student
Outcomes
DimensionsDifferentiated Assessment
Balanced Scorecard Approach
Australian Standards
Weightings
Multiple Sources of Evidence
Development and
Feedback
Goal Setting
10
A balanced scorecard approach 2.
Consistency
Transparency
Professional Agency
Collective Efficacy
1.
2.
4.
3.
A balanced scorecard approach to performance and development assists
in promoting the following
characteristics:
11
Balanced scorecard – key attributes
• Align the development of staff with their school’s goals and priorities; and identified student learning needs
• Emphasise areas of highest priority
• Australian Professional Standards
• SMART goals• Specific focus on
Student Outcomes
• Multiple sources of evidence
DIMENSIONS WEIGHTINGS+ =BALANCED
JUDGEMENT• Regular, timely
and evidence based feedback
• Recognition of excellent professional practice
• Identification of key development areas
12
Aligned, customised and responsive
• Individual accountability
• Collective responsibility
• Alignment with school goals and priorities
• Individual developmental needs based on student learning needs
Student Outcomes
Professional Knowledge
Professional PracticeProfessional Engagement
Principal class employee balanced scorecard
Teacher balanced scorecard
School and Student Outcomes
Leadership of Quality Teaching
and Life-Long Learning
Strategic Resource Management
Strengthening Community and
System Engagement
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
13
Dimensions for principals
• Individual accountability
• Collective responsibility
• Alignment with school goals and priorities
• Individual developmental needs based on student learning needs
Principal class employee balanced scorecard
School and Student Outcomes
Leadership of Quality Teaching
and Life-Long Learning
Strategic Resource
Management
Strengthening Community and
System Engagement
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
14
Dimensions for teachers
• Individual accountability
• Collective responsibility
• Alignment with school goals and priorities
• Individual developmental needs based on student learning needs
Student Outcomes
Professional Knowledge
Professional Practice
Professional Engagement
Teacher balanced scorecard
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
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
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• 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.
Differentiation1.
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“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)
Why differentiate?
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WeightingsWeightings 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%
Student Outcomes
Professional Knowledge
Professional Practice
Professional Engagement
20%80%
allocated across the
four dimensions
% minimumDimension (teachers) % discretion
25%
% default
25%
25%
25%
19
A tool will be available to support the determination of final performance and development outcomes (calculation based on differentiated outcomes multiplied by weightings).
.
Outcome
Exceeds Performance and Development Requirements
Fully Meets Performance and Development Requirements
Partially Meets Performance and Development Requirements
Fails to Meet Performance and Development Requirements
Performance and development outcomes
• A differentiated scale supports differentiated feedback and development support.
20
Evidence will play a key role in the model, and will ensure that performance outcomes are fair, transparent and informed by professional judgement
The role of evidence
Student Voice
Feedback:Student,
Parent and Community
Structuredpeer
observation & feedback
Collaborative professional
learning
The new process supports the use of multiple sources of evidence to evaluate teacher performance
Moderation of student
work against the standards
Self-reflection
Collaborative Planning
Classroom artefacts
assessments
Common student
assessment
Portfolios of student work demonstrating
learning improvement
21
S M A R Tspecific measurable achievable relevant time-bound
SMART goal methodology2.
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
The 2014/15 Transition Process
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• 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.
Making the transition3
25
1
2
3
4
5
6
7
Student outcomes
Australian Professional Standards for Teachers
Professional agency in performance planning
Weightings
Reflective practice
Differentiation of P&D outcomes
Transitioning to the new model 2014/15‘School Self-Assessment Tool’ Criteria
Balanced scorecard approach1
Strong focus on student outcomes2
Australian Professional Standards for Teachers3
Professional agency in performance planning4
Weightings5
Reflective practice and use of evidence6
7 Differentiation of performance and development outcomes
26
• 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
ALL SCHOOLS
Transition into the new model 2014/15
27
• 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
TRANSITIONING INTO THE NEW MODEL
PRINCIPALS• 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
ASST./CAMP. PRIN
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)
TEACHERS
Transitioning to the new model 2014/15Roles and responsibilities for the 2014/15 cycle
* If PDPs have already been developed # If PDPs have not yet been developed
28
Expectations for 2014 and beyond – student outcomes
2014 – Minimum expectations 2015 – Full implementation
Student Outcomes dimension
Teachers have the choice to implement one of the following options:
1. Transfer existing Student Outcomes goals to the new template
2. Create one to two goals for the Student Outcomes dimension
3. Use the state-wide goal provided below to identify a goal in this dimension for 2015.
All teachers will create one to two goals for the Student Outcomes dimension.
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 onlyEach 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
Option 2 Use the state-wide student outcomes goal for this cycle.
PDPs not yet developed
Scenario B
30
Expectations for 2014 and beyond – differentiated outcomes
2014 – Minimum expectations 2015 – Full implementation
Differentiation of performance and development outcomes
For 2014, Principals decide whether they use a 4-point scale:
• Exceeds• Fully Meets• Partially Meets • Fails to Meet
or, opt to use a 3-point scale:
• Fully Meets • Partially Meets• Fails to Meet
All Principals will use a 4-point scale
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
Tools & resources released
PDP sign-off
Mid-cycle review
End-cycle review
Performance and development outcome advised
7 May 2014
7 May 2014
27 June 2014
Sept – Oct 2014
March 2015
By 30 April 2015
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