The Victorian Government’s new

Performance & Development

model

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May 2014

South Eastern Victoria Region

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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

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2.

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• 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

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NAPLAN: Year 9 Reading, 2012, school distributions

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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.

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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

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• 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

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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

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A balanced scorecard approach 2.

Consistency

Transparency

Professional Agency

Collective Efficacy

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2.

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A balanced scorecard approach to performance and development assists

in promoting the following

characteristics:

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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

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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

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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

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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

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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%

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A tool will be available to support the determination of final performance and development outcomes (calculation based on differentiated outcomes multiplied by weightings).

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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.

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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

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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.

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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

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1

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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

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• 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

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• 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

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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.

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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

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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

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Support

Performance and Development• Performance and Development Guidelines• Tools and resources

– Q and A– Self Assessment tool– Standards for Teachers

• Templates and examples

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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

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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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