Performance & Development 2013/14 Cycle. Regional Briefing for Principals 7-18 October 2013

Transcription

1 Performance & Development 2013/14 Cycle Regional Briefing for Principals 7-18 October

2 Agenda 1. Our Purpose 2. The case for improvement 3. Teacher Performance and Development cycle 4. Break table discussion 5. Reporting back to inform support requirements 6. Principal Performance and Development cycle 7. Next Steps 8. Questions 2

3 Today s expectations Key understandings We need to treat the performance and development process with the importance it deserves - it is critical to school and system improvement. This is about being absolutely clear about our expectations for high performance across the profession including identifying under-performance and recognising high performance when we see it. We re ensuring support is provided for every principal to implement the process well, with the full backing of the Department. There will be changes introduced for the 2014/15 performance cycle. These changes will be outlined today, with extensive consultation taking place throughout this term. 3

4 1. Our purpose Improve the quality of teaching in every classroom. Reduce within-school variability. Acknowledge and share high performance. Provide support where it is needed. Identify and address underperformance. 4

5 2. The case for improvement Victoria has a solid performance base, with significant pockets of excellence across the state. But we have too much variability in the quality of teaching practice within our schools. We need to do better, to change perceptions and expectations both inside and outside the profession and to deliver better outcomes for students. 5

6 Teachers want great feedback 6

7 Teachers want great feedback 63% of Australian teachers report that appraisal of their work is largely done simply to fulfil administrative requirements; and 61% report that appraisal of their work has little impact on the way they teach in the classroom. 7

8 We know feedback works Hattie s Visible Learning, The Power of Feedback: Feedback Effect Size =

9 We ve come a long way 9

10 The Compact (January 2013) Schools will: Demonstrate proactive and robust management of staff performance, including capacity-building and evidence-based progression against agreed targets. Focus on performance and capacity-building of all staff, recognising good performance and taking appropriate action when staff are underperforming. The Department will: Provide guidance and support resources. Provide workforce planning data and analysis. Implement a defined principal performance management cycle and accompanying processes.

11 Effective Performance & Development Clear and shared understanding of high performance expectations of all staff against the standards. Identified and understood evidence to be collected. Honest and supportive dialogue about performance throughout the cycle. Transparent and well communicated timelines for the process. Teachers able to provide the evidence to demonstrate they have met their performance goals around the standards. 11

12 High Performing What kind of performance profile should we expect? High performing High Performing At or above Threshold Under performing Low Need to raise Performance the Threshold Threshold 12

13 Aligning performance expectations Across a range of different measures of student growth in our system, somewhere near 70% of students are achieving good learning growth. Around 30% probably aren t. We have put in place some guiding ranges for teacher and principal performance assessments. In a typical school, we would expect between 60% and 80% per cent of teachers to achieve a successful performance assessment by meeting all the standards. These guiding ranges are neither thresholds nor targets, just marking a range of expected performance outcomes. 13

14 Shifting the performance culture of the profession Moving from a culture of automatic progression, to one of evidence-informed performance assessments against the standards. Rigorous assessment of performance of all staff is expected across the system. Our teacher performance profile is expected to match our student performance profile. 14

15 3. Teacher performance and Development process in 2013/14 The current performance and development arrangements continue to apply for the performance cycle. The new Victorian Government Schools Agreement 2013 bring minor procedural changes. Mid cycle is an opportunity to review, reset and raise expectations.

16 The performance and development arrangements Designed to: Support the school in meeting its responsibilities to students, parents and to Government through linking staff performance with achievement of school and Government policies and targets. Provide feedback on performance to support ongoing learning and development of staff, with a focus on ways in which student learning can be improved. 16

17 The performance and development arrangements Designed to: enhance the capacity of staff in promotion positions to apply the leadership and management competencies required in their positions. recognise effective performance through salary progression. provide a supportive environment for improving performance where the required standards are not met. (p.2) 17

18 Key dates Oct-Nov 2013 March 2014 May 2014 Mid cycle reviews 6 October Translation to new classification structure. March 1 The date for a teacher, paraprofessional class or ES class employee is to be notified in writing of the likelihood of not meeting the requirements for progression May 1 Salary progression for successful, eligible employees 18

19 Monitoring Principals will report indicative numbers of teaching and education support staff that are both meeting and not meeting the standards to their Senior Adviser at the time of the mid-cycle review. Reporting requirements will focus on all staff, regardless of their position on the salary scale. 19

20 5. The Compact reporting back Schools will: Demonstrate proactive and robust management of staff performance, including capacity-building and evidence-based progression against agreed targets. Focus on performance and capacity-building of all staff, recognising good performance and taking appropriate action when staff are underperforming. The Department will: Provide guidance and support resources. Provide workforce planning data and analysis. Implement a defined principal performance management cycle and accompanying processes.

21 4. Break table discussion 1. To what extent do the Performance and Development processes in place at your school deliver on the expectations set out in the Compact? 2. What further guidance and support resources could the Department provide to deliver on the expectations set out in the Compact? 3. What do you need to do in your school to deliver on these expectations? Feedback from your table discussion will be captured and fed back to the Australian Institute of Management to shape the capacity building program.

22 6. Principal class performance and development process in 2013/14 The current arrangements continue to apply for the performance cycle. The Designated Officer is the Senior Adviser. Minor changes as a result of the VGSA will be provided in a follow up .

23 Key dates (principal performance cycle) October 2013 Nov 2013 December 2013 April/May 2014 October 21 to November 15 Capacity building full day training for principal class and other key managers of staff. No later than 29 November The mid-cycle self-evaluation and summary of staff performance assessments must be completed and forwarded to the Designated Officer By Dec 20 Senior Advisor must have notified a principal that may not meet the standard. Regional moderation process applies for issues identified post-december 20. April 18 All annual review meetings must be completed April 30 All performance plans must be completed and signed off May 1 Salary progression for successful, eligible employees 23

24 Expected performance outcomes More rigour will be applied to the principal class performance assessments. We have an expected performance outcome range of 65-75% of principals achieving a successful outcome (meeting expectations) in a given region. As already indicated, principals will be assessed based on three elements: the school s strategic plan Commitment to professional growth and development Core accountabilities Schedule B 24

25 2014/15 cycle Enhanced performance and development arrangements are under development for the cycle. They will feature a balanced scorecard for principals, teachers and ES staff. Based on the balanced scorecard approach, every staff member will receive a performance rating between 1 and 5, with those receiving a performance rating of 3 and above eligible for progression. These arrangements will be subject to consultation in Term 4,

26 7. Next Steps Focussed capacity building The Australian Institute of Management will conduct full day session, building on your discussions from today. Relevant Senior Advisers and/or DRDs will follow up these sessions to assist with any questions/queries or further development as required. 26

27 Additional support available The HR hotline The Principals Portal The School Information Portal HRWeb Performance and Development Guidelines 27

28 Re-cap Expectations of principals: Conduct rigorous and robust performance and development processes under current arrangements Report indicative performance outcomes for all staff Attend one-day professional learning program delivered by AIM. What you can expect: Support from senior regional personnel Consultations on enhanced model to be introduced in

29 Performance and development is critical to school and system improvement. We know feedback on performance improves teaching. Improved teaching will improve student learning. 29

30 8. Questions 30