Performance and Development Framework- Summary
What actions do you need to take?
The workplace needs to be:
- collaborative and supportive
- committed to a positive culture of ongoing learning by individuals and teams
- basing the guidance for development and performance on the Australian Professional Standards for Teachers
PHASE 1: PLAN (Focus: to create an individual
Performance and Development Plan and a whole
school/workplace professional learning plan)
ALL goals must:
- align with policies, aims and strategic directions of the DEC (System Priorities)
- align with the school plan (School Priorities)
- clearly relate to the Australian Professional Standards for Teachers (Personal teaching and career aspirations)
ONGOING
Phase 3: Review (Focus: to formally review the
teachers performance and development
progress and achievement using feedback.
Phase 2: Implement (Focus: to implement the planned strategies,
support and professional learning that will lead to the achievement
of, or progress towards, the PDP goals.
through
process
Teacher
Executive
Principal
Collaboratively develop (with support and guidance from supervisor or colleagues) and articulate meaningful and appropriate
professional goals (3-5), the strategies and support required to achieve those goals. Performance and Development Plan (PDP)
Must be dynamic and implemented on an annual basis and should be finalised no later than mid term 1. (Open to adjustment
and refinement as required in consultation with supervisors).
-Works with staff to create PDPs (if
required)
Needs to identify a personal goal of their
choice
Have quality professional discussions
with supervisor/colleagues.
If the need arises, teachers may amend
and adjust their PDP throughout the
performance and development cycle to
address emergent and unexpected issues
in consultation with their supervisor.
Complete a mid-year self-assessment
Work with staff to create PDPs using a knowledge of:
-Australian Professional Standards for Teachers (APST)
- Australian Teacher Performance Development Framework
- Australian Charter for the Professional Learning of Teachers and School Leaders.
Develop a whole school/workplace Professional Learning Plan.
Provide teachers with appropriate professional learning opportunities
Have quality professional discussions
Have quality professional discussions
with team.
with executive team.
Finalise PDPs with teams or individuals
Finalise PDPs with teams or individuals
at a planning meeting. Should not
at a planning meeting. Should not
exceed 1 A4 page
exceed 1 A4 page
Be aware of the Departments TPL availability, including resources, to support staff
goals.
Support staff by meeting, and discussing Support executive staff by meeting, and
any necessary amendments to PDPs
discussing any necessary amendments to
PDPs
- Work with teachers/supervisors to systematically and strategically review progress
based on evidence, self-reflection and feedback. (Mid-year self-assessment review)
Implement the planned strategies and
Assist staff to implement the planned
The principal is required to address 3
support that leads to the achievement of
strategies and support that leads to the
broad areas of professional practice:
or progress towards PDP goals
achievement of or progress towards PDP - School planning and management
goals
- student learning outcomes
- positive, collaborative workplace
culture
As a minimum, there should be 1 piece of evidence to demonstrate progress towards or achievement of each goal in the PDP
Determine the most appropriate forms of Direct Observations- (essential element
Principals with teaching responsibilities
evidence (could be done collaboratively
of the Australian Teacher Performance
will undertake and document a mix of
with colleagues or supervisor) e.gs data,
and Development Framework). Should
structured observations of both teaching
feedback from direct supervision, results be negotiated, linked to the teachers
practice and management / leadership
of collaborative practice with colleagues, goals and the Standards.
practices.
self-reflection.
Minimum of 2 Ob surveys/year
Document Observations feedback may Documents Observations feedback
be provided following an observation of
may be provided following an
professional practice or participation in
observation of professional practice or
collegial activity.
participation in collegial activity.
Executives with teaching responsibilities
will undertake and document a mix of
structured observations of both teaching
practice and management / leadership
practices.
Have purposeful dialogue (with peers) that will support you in your ongoing professional growth and career development.
Formally review the teachers
performance and development progress
and achievement, providing explicit
constructive feedback to the teacher to
inform the next planning cycle.
Annual written feedback (summative statement) recorded on the PDP template can be used as evidence maintenance of BOSTES
accreditation.
At the end of the year, receive formal
Provide the teacher, at the end of the
Provide supervisors, at the end of the
review and written feedback.
year, formal review and written
year, formal review and written
feedback
feedback
Retain the documentation at the school
All documentation relating to the annual Principals documentation is retained
and store securely. Retain the original.
review has been provided to the teacher
locally and securely by the Director
to whom it pertains and is electronically
Public Schools. Principal to keep the
filed in a secure location.
original copy.
Inform supervisor of the outcome.
Supervisors need to be informed of the
outcome for the annual review and
acknowledge success.
