annual performance review (apr) process for heads of program
TRANSCRIPT
Annual Performance Review (APR) process for heads of program
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
Every student succeeding State Schools Strategy 2014-2018
Strategic context Performance development Investment and support
Leadership Agenda
Principals’ Leadership Agenda 25/02/15
Annual Performance Review process for heads of
program
State Schools Strategy 2014-2018
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Collaborative culture in theory
Australian Teacher Performance and Development Framework – August 2012, AITSL
Australian Charter for the professional learning of Teachers and School leaders – 2012, AITSL
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Professional learning culture
Unpacking the Australian Professional Standards for Teachers
How are the APST organised?
1. There are three domains of teaching
2. Within the three domains, there are seven standards. There are two standards in domains 1 and 3 and three standards within Domain 2.
3. The seven standards are then separated into focus areas. There are 37 focus areas that have descriptors for four professional career stages.
Unpacking an APST standard
The standard
Domain
Illustrations of practice
Descriptor
Focus areaCareerStage
Evidence
Career stages: what the language tells us
Graduate
Knowing and understanding
Proficient
Applying knowledge and understanding
Highly Accomplished
Developing a sphere of influence
Lead
Sphere of influence within and across
schools
My Standards App
Self-Assessment Tool
APSP and the Leadership Profiles
Australian Professional Standard for Principals (APSP) and the Leadership Profiles. Updated June 2015
APSP and the Leadership Profiles
Annual Performance Review
• Phase 1 - Reflection and goal setting
• Phase 2 - Professional practice and learning
• Phase 3 - Feedback and review
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
Tools to consider in self-reflection
Classroom Practice Continuum
My Standards App
Self-Assessment Tool
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.
Phase 1: Reflection
Phase 1 – Reflection Consider your role description to identify areas of strength and areas for development.
Areas of strength Areas for development
Phase 1: Reflection
Phase 1 – Reflection Consider your role description to identify areas of strength and areas for development.
Areas of strength Areas for development
Head of Curriculum (HOC): The identification and delivery of professional development needs of the school in relation to curriculum, and assessment.
Head of Curriculum (HOC): Contributing to and assisting with the facilitation of year level planning days and activities.
Head of Special Education Services (HOSES): Embed socially-just practices in daily school life.
Head of Special Education Services (HOSES): Understand the legislation and policies that impact on schooling especially in relation to students with a disability.
Guidance Officer (GO): Provide a counselling and referral service to assist students in decision-making about critical educational and career development.
Guidance Officer (GO): Facilitate effective working relationships with external support agencies.
Master Teacher : Working with instructional leaders to prioritise the teaching of literacy within the school’s curriculum and teaching framework.
Master Teacher : Supporting all staff in the analysis of, and response to, systemic and student data.
Head of Department (HOD): Manage the financial, facilities and curriculum resources of the school department to achieve goals.
Head of Department (HOD): Lead your school department to commit to a shared vision focused on providing quality learning outcomes for all students.
Australian Professional Standards for TeachersAPSTs are listed in the professional practices to which they align from the APSP and the Leadership Profiles
Areas of strength
Areas for development
Professional PracticesTaken from the APSP and the Leadership
Profiles.Standard 1: Know students and how they learnStandard 2: Know the content and how to teach itStandard 3: Plan for and implement effective teaching and learningStandard 4: Create and maintain supportive and safe learning environmentsStandard 5: Assess, provide feedback and report on student learning
Leading teaching and learning
Standard 1: Know students and how they learnStandard 2: Know the content and how to teach it
Developing self and others
Standard 3: Plan for and implement effective teaching and learningStandard 4: Create and maintain supportive and safe learning environmentsStandard 6: Engage in professional learning Standard 4: Create and maintain supportive and safe learning environments
Leading the management of the school
Standard 5: Assess, provide feedback and report on student learning
Standard 6: Engage in professional learning
Leading improvement, innovation and change
Standard 7: Engage professionally with colleagues, parents/carers and the community
Engaging and working with the community
Phase 1: Reflection
Australian Professional Standards for TeachersAPSTs are listed in the professional practices to which they align from the APSP and the Leadership Profiles
Areas of strength
Areas for development
Professional PracticesTaken from the APSP and the Leadership
Profiles.Standard 1: Know students and how they learnStandard 2: Know the content and how to teach itStandard 3: Plan for and implement effective teaching and learningStandard 4: Create and maintain supportive and safe learning environmentsStandard 5: Assess, provide feedback and report on student learning
Standard 1.1 Knowledge of students to improve learning.
HOD: Lead the school department to commit to a shared vision focused on prioritising quality learning outcomes for all students.
Leading teaching and learning
Standard 1: Know students and how they learnStandard 2: Know the content and how to teach it
Standard 2.6: Use effective teaching strategies to integrate ICTs to increase meaning.
PP: Seek leadership potential in others and provide opportunities for development.
Developing self and others
Standard 3: Plan for and implement effective teaching and learningStandard 4: Create and maintain supportive and safe learning environmentsStandard 6: Engage in professional learning
PP: Apply effective performance development processes and celebrate successes.
HOC: Contribute to and assist with the facilitation of year level planning days and activities.
Standard 4: Create and maintain supportive and safe learning environments
HOSES: Embed socially-just practices in daily school life.
Standard 4.3: Manage challenging behaviour through clear expectations.
Leading the management of the school
Standard 5: Assess, provide feedback and report on student learning
Standard 5.2: Provide timely and effective feedback to students about their achievement.
Standard 6: Engage in professional learning
MT: Working with instructional leaders to prioritise the teaching of literacy within the school’s curriculum.
PP: Improve own knowledge of improvement strategies and leading change.
Leading improvement, innovation and change
Standard 7: Engage professionally with colleagues, parents/carers and the community
PP: Promote parent and carer engagement as a key aspect of raising the achievement of all students.
GO: Facilitate effective working relationships with external support agencies.
Engaging and working with the community
Phase 1: Reflection
• Through discussion with your supervisor, agree on up to three goals aligned to the Role description for your position, and/or the Australian Professional Standards for Teachers, and/or 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 Leadership Development Guides
• Record expected indicators of success – How will you know you have achieved your goals? – What evidence will identify goal attainment?
Phase 1: Reflection and goal setting
Phase 1: Set goals aligned to APSP
Phase 1 & 2 — Goal setting, professional practice and learningThese should be framed through reflection on areas of strength and areas for development within the
Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from: • APST • APSP professional
practices• Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the
support and professional learning you will require.
Indicators of successWhat will you/others see if your
goal is achieved?
Phase 2 – Reflections, comments and notes on
professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
Goal 2: Professional practice
Developing self and others
Goal 3:
Phase 1: SMART goals Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from: • APST • APSP professional
practices• Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional
learning you will require.
Indicators of success
What will you/others see if your goal is
achieved?
Phase 2 – Reflections, comments and notes on
professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By the end of Term 3 2015, develop and implement improved practices for student feedback in relation to their learning goals.
Goal 2: Professional practice
Developing self and others
By end of Term 4 2015, develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Goal 3:
Phase 1: SMART goals Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from: • APST • APSP professional
practices• Role description
As per reflection
Agreed performance development
goalsRefer to SMART goals framework
Actions to develop capabilityBe specific about what actions you intend to undertake and the support and
professional learning you will require.
Indicators of successWhat will
you/others see if your goal is achieved?
Phase 2 – Reflections, comments
and notes on professional practice and
learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term 3 2015, develop and implement improved practices for student feedback in relation to their learning goals.
• Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.
• Examine AITSL Illustrations of practice for Focus area 5.2.• Complete the reading ‘Seven keys to effective feedback’ and
discuss with line manager to generate action plan.• Develop a standardised feedback data check-sheet with key task
elements for feedback and timing guides.• Implement and refine check-sheet as part of action plan.
Goal 2: Professional practice
Developing self and others
By the end of Term 4 2015, develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
• Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.
• Collaborate with colleagues in similar roles to examine shared leadership models.
• Create a communication action plan and review with line manager.• Share your vision for your team and promote benefits.• Monitor and support colleagues in line with action plan.
Phase 1: SMART goals Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from: • APST • APSP professional
practices• Role description
As per reflection
Agreed performance development
goalsRefer to SMART goals framework
Actions to develop capabilityBe specific about what actions you intend to undertake and the support and professional
learning you will require.
Indicators of successWhat will you/others see if your goal is achieved?
Phase 2 – Reflections,
comments and notes on
professional practice and
learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term 3 2015, develop and implement improved practices for student feedback in relation to their learning goals.
Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.Examine AITSL Illustrations of practice for Focus area 5.2.Complete the reading ‘Seven keys to effective feedback’ and discuss with line manager to generate action plan.Develop a standardised feedback data check-sheet with key task elements for feedback and timing guides.Implement and refine check-sheet as part of action plan.
• Personal professional learning log.• Feedback resources have been developed and are
incorporated in learning cycle.• Team meeting minutes identify strategy shared with
others.
Goal 2: Professional practice
Developing self and others
By the end of Term 4 2015, develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.Collaborate with colleagues in similar roles to examine shared leadership models. Create a communication action plan and review with line manager.Share your vision for your team and promote benefits.Monitor and support colleagues in line with action plan.
• Action plan has been created.• Meeting minutes identify communication of vision
and strategy for implementation. • Head of Program models strategy.• Leadership successes of team members celebrated.• Curriculum artefacts provide evidence of shared
leadership.
Professional learning
Examples:
– Professional networks– Regional network and learning forums– Peer coaching– Leadership Development Guides– Mentoring– Action research– Formal studies– Professional reading
Relevant Collaborative Futures-focused
The Australian Charter for Professional Learning of Teachers and School Leaders
Evidence
• The head of program and their supervisor will identify and agree on appropriate evidence to measure successful attainment of goals.
• Evidence supports heads of program knowing if what they are doing is making a difference to improve outcomes for all students.
• Evidence of leadership and/or teaching practice may be seen in the behaviours or actions of the staff, students and school community.
• Heads of program can use evidence in their routine professional communications, 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 faculty/team leadership on student outcomes, colleagues and the school as a whole
– Stakeholder feedback– Community partnerships supporting the school– Head of program self-assessment – Professional learning, including collaboration
with other school leaders– Systemic data analysis– Celebrating school successes
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 to be given no more than four times in the 12-month cycle
Phase 1 & 2 — Goal setting, professional practice and learningThese should be framed through reflection on areas of strength and areas for development within the
Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from: • APST • APSP professional
practices• Role descriptionAs per reflection
Agreed performance development
goalsRefer to SMART goals framework
Actions to develop capabilityBe specific about what actions you intend to undertake and the support and professional
learning you will require.
Indicators of successWhat will you/others see if your goal is
achieved?
Phase 2 – Reflections, comments and notes
on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term 3 2015, develop and implement improved practices for student feedback in relation to their learning goals.
Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.Examine AITSL Illustrations of practice for Focus area 5.2.Complete the reading ‘Seven keys to effective feedback’ and discuss with line manager to generate action plan.Develop a standardised feedback data check-sheet with key task elements for feedback and timing guides.Implement and refine check-sheet as part of action plan.
• Personal professional learning log.• Feedback resources have been
developed and are incorporated in learning cycle.
• Team meeting minutes identify strategy shared with others.
Goal 2: Professional practice
Developing self and others
By the end of Term 4 2015, develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.Collaborate with colleagues in similar roles to examine shared leadership models. Create a communication action plan and review with line manager.Share your vision for your team and promote benefits.Monitor and support colleagues in line with action plan.
• Action plan has been created.• Meeting minutes identify communication
of vision and strategy for implementation. • Head of Program model strategy.• Leadership successes of team members
celebrated.• Curriculum artefacts provide evidence of
shared leadership.
Phase 2: Professional practice and learning
Phase 3: Feedback and review
• Throughout the process, as well as during Phase 3, timely and frequent development-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 (endorsed and dated)
Key documents
• State Schools Strategy 2014-2018
• Queensland State Schools Annual Performance Review (APR) process for heads of program:– Overview– A step-by-step guide– Annual Performance Development Plan template for heads of program– Joint statement
• Australian Professional Standard for Teachers and/or Australian Professional Standard for Principals and the Leadership Profiles
Resources
• The Australian Charter for the Professional Learning of Teachers and School Leaders
• PowerPoints:– Unpacking the Australian Professional Standards for Teachers– Unpacking the Australian Professional Standard for Principals and the Leadership Profiles
• Regional Principal Advisors: Organisational Transformation