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Australian Teacher Performance and Development Framework
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Importance of teacher performance and development> Internationally, there is unequivocal evidence that the quality
of teaching is the most significant in-school factor affecting student outcomes
> There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance
The motivation> Australian teachers report that they do not always get the
feedback they need to improve
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Research and evidenceTeacher performance has been shown to improve when the following conditions are present: > Opportunities for teacher self-reflection and objective setting> Regular classroom observation and provision of constructive
feedback from their school leader, as well as their peers> Frequent feedback on classroom performance as an ongoing
dialogue, not a once a year discussion
> Shadowing, coaching and mentoring from peers and leaders
> Opportunities to contribute to and engage in teamwork, collaboration and action learning with other teachers to obtain the best possible outcomes for students
Growing our potential, Hay Group, 2012
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Effective performance and development practices
Dandenong North Primary School, Victoria
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Activity: Existing practices at Dandenong North Primary School
Think, Group, ShareWhat strategies are contributing to Dandenong North Primary School’s attempts to build a comprehensive approach to teacher performance and development?
> Record your responses on the worksheet
> Each group to present their responses
> Consolidate the responses
> Identify those that might be relevant to your school, and what would need to change
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Our work together…
> The Australian Institute for Teaching and School Leadership (AITSL) is working with stakeholders on national consultation on the implementation Australian Teacher Performance and Development Framework
> The Framework will strengthen a performance and development culture in our schools that focuses on improving teaching and, through this, improving student learning
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The importance of a national framework
> A new resource for Australia’s teachers
> Supports teachers to receive effective performance and development opportunities
> Ensures that every teacher, in every school receives regular, appropriate and constructive feedback on their performance
> Provides opportunities to identify areas for development
> Provides effective and ongoing support to further improve practice
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Unpacking the Framework
Components of the Framework:
> A culture of performance and development
> Performance and development cycle> Essential elements> Importance of implementation
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A culture of performance and development> Focus on student outcomes> Clear understanding of
effective teaching> Leadership> Flexibility> Coherence
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Activity: A shared understanding of effective teaching
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Performance and development culture
> The challenge is to create a school culture that focuses on improvement in teaching and learning, in a climate of trust, collaboration and ongoing feedback
> These improvement activities need to align with the school’s plans
> It is only within this performance and development culture that a focus on teacher performance and development can deliver its full benefits
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> Performance and development occurs in a cycle which provides a focus for appraising, developing and refining teaching and recognising the entitlements of teachers to receive feedback and support
> Elements of the cycle are interwoven, will not necessarily occur in order and may take more or less time depending on circumstances
> However, the cycle provides a useful way of thinking about the process, and assists in identifying its important elements
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Anticipated benefits for teachers
> Effective, ongoing and constructive feedback on performance
> Access to support and development opportunities
> Increased professional growth through mentoring and coaching> Enhanced professional satisfaction> Formal recognition of professional achievements
> Access to networks through school and system wide collaboration
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Links to other processes
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Activity: Thinking about implementation
> Form groups of 4> First brainstorm the challenges> Now identify any mitigation strategies that your group
can think of> Finally outline the priorities for support required to
enable effective implementation> Share with all participants
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Activity: Existing practices in your school
> What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
> What would you like to see in a future video highlighting your school’s performance and development practices?