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Building a culture of growth: performance review and teacher development at Monash
Jennifer Coster Mark Rooney Susan Derry Penz
Building a culture of growth: performance review and teacher development at Monash
Jennifer Coster, Associate Director of Learning and Teaching Susan Derry Penz, Teacher Developer
Mark Rooney, Teacher Developer
City Campus
Clayton Campus
Monash English Elementary – Advanced (CEFR A2 to C1)
Monash English Bridging for Monash College Diplomas
Monash English Bridging for Monash University (Undergrad/Postgrad/HDR)
Introductory Academic Program (Monash University students with full offers)
Our context
Monash 2013 Inconsistent performance across teaching teams
Ineffective leadership support
Lack of role clarity
Lack of feedback and consultation
Professional development lacking a strategic focus
Not enough stretch
Our Challenges
Lack of staff to guide teacher development
2013 2015
99 teachers
177 teachers
136 teachers
2014
Renew Performance Review Process
Micro PD Program
Introduce Observations
Opportunity
Performance Review
Why redesign the performance review process?
What was missing What teachers wanted
• a process designed for teachers not administration staff
• conversations about the
Learning and Teaching Plan and the individual teacher’s role in achieving this Plan
• areas of instruction teachers
require development in • the support required for
teachers’ to reach their goals
• a process that values the skills and strategies required to be a good teacher
• a process that targets
individual professional development
• a process that does not
require teachers to comment on performance in tasks which are part of their everyday job
• user-friendly documentation
Review of literature
Analysis of current practices
Teacher and manager focus groups
The Redesign Process
Best Practice Learning and Teaching: a guide for teacher development
Reflection to inform goal setting
Profiling Grid
Observation rubric and feedback
Student performance data
Smart Goals
The performance review cycle
Separating Performance Review process with EBA
Opportunity to opt in or opt out of trial
Consultation with staff
Overcoming challenges with launching the new Performance Review Process
Google Site
Trial helped staff feel listened to and increased their level of motivation
provided insights into team members
Feedback
highlighted common areas for development
enabled managers to raise awareness of PD opportunities for their team satisfied with feedback they received through performance review conversation found the goal-setting process very useful and motivating
Introducing Teacher Developers
Teacher Observations
Why have classroom observations?
Encourage self development
Address each teacher’s individual needs
Discover the centre’s professional developments needs
Challenges Solutions
Loss of work due to negative observation
Negative past experiences
Observations not fed back to managers
Standardise procedures
Set teachers up
for success
Pre Observation
Lesson plan pro-forma
Pre Observation
Lesson plan pro-forma
Pre observation chat
45 Minute Classroom Observation
Post Observation
Observation notes
Post Observation
Post obs conversation
Follow up
Observation notes
Results and feedback
Approximately 150 individual teachers observed
Over 200 observations
81% Observations were helpful or very helpful
90% will/have put ideas from observation into practice
Results and Feedback: Teacher Comments • “It was very clear that the goal was my
improvement as a teacher.”
• “The observations gave me assurances of my capabilities.”
• “It gave me a ton of new ideas to try out”.
• “I can’t help feeling like a lab rat in this process - I doubt the validity of observations as a development tool.”
Micro PDs Micro PDs
Establishing Micro PDs
Why • Personal development • Support teachers • Improve teaching
quality at MUELC
Where & When • 30 minute sessions
• Four time slots • Building
momentum
Designing Micro PDs
• Thematic suite of 3 sessions
• Building on ideas
• Encouraging implementation
What • Teacher developer
observations
• Teacher requests
• Curricula and centre needs
How
Session One What are appropriate lessons aims?
Session Two
Tasks and aims
Session Three Lesson aims in the context of a curriculum
Sample Micro PD suite 1: Aims
Term 1 Setting and achieving lesson aims
Term 6 Dealing with emerging language in the classroom
Term 2 Addressing phonology in the classroom
Term 7 Integrating grammar in skills based courses
Term 3
Integrating technology and blended learning
Term 8 Addressing lexis
Term 4 Action research projects Term 9 Cohesion and coherence in academic writing
Term 5 The influence of L1 language and culture –
Chinese students
Term 10 Teaching not testing skills
Micro PD Plan 2015
For teachers Forum for discussing new strategies and sharing ideas
For MUELC Better learning and teaching
Results of Micro PDs
Culture of growth
Finding a passion and conducting action research
Presenting at PD Days and conferences
Recognition
• “A totally worthwhile PD on Chinese learners. The very next day I was able to adjust my reading lesson tasks at Elementary level in the light of my new understanding.” (Teacher A)
• “I’ve always struggled with teaching pronunciation, • but now it’s a huge part of my lessons and I teach it with
more confidence than ever.” (Teacher B)
Testimonials
Future for PD at Monash
Higher uptake of ideas
Increased teacher attendance
More teacher involvement
Reference List BALEAP. (2008). Competency Framework for Teachers of English for Academic Purposes. Retrieved from http://www.baleap.org.uk/media/uploads/pdfs/teap-competency-framework.pdf Haughey, D. (2014). A Brief History of Smart Goals, Retrieved from www.projectsmart.co.uk, Mahteva, G., Vitanova, A. & Tashevska, S. (2013). European Profiling Grid User Guide. Retrieved from http://www.adam-europe.eu/prj/9149/prj/The_EPG_PDF_publication_2013.pdf Monash College Diplomas. (2013). Monash College Developing Our Practice. Melbourne, Australia, Monash College Pty Ltd. The Department of Education and Training, (2004), Competency Framework for Teachers, Retrieved from http://det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-framework/guidelines/competency-framework-for-teachers.en?cat-id=3457997 The Department of Education & Training. (2005). Professional Learning in Effective Schools: the seven principles of highly effective professional learning, Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/profdev/proflearningeffectivesch.pdf Timperley, H. (2009, August). Using assessment data for improving teaching practice. Australian Council for Educational Research (ACER) Conference. Assessment and Student Learning: Collecting, interpreting and using data to inform teaching, Western Australia.
