Performance & Development

2013/14 Cycle

Regional Briefing for Principals

7-18 October 2013

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Agenda

1. Our Purpose

2. The case for improvement

3. Teacher Performance and Development 13-14 cycle

4. Break – table discussion

5. Reporting back to inform support requirements

6. Principal Performance and Development 13-14 cycle

7. Next Steps

8. Questions

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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.

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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.

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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.

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Teachers want great feedback

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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.

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We know feedback works

• Hattie’s Visible Learning, The Power of Feedback:

– Feedback Effect Size = 0.73

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We’ve come a long way

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.

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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.

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What kind of performance profile should

we expect?

Hig

h P

erf

orm

ing

At or above Threshold

High performing

Low Performance

Threshold

Need to raise the Threshold

High Performing

Under performing

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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.

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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.

3. Teacher performance and

Development process in 2013/14

• The current performance and

development arrangements

continue to apply for the 2013-

14 performance cycle.

• The new Victorian Government

Schools Agreement 2013 bring

minor procedural changes.

• Mid cycle is an opportunity to

review, reset and raise

expectations.

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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.

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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)

Key dates

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May 2014 March 2014 Oct-Nov 2013

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

Mid cycle reviews

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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.

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.

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.

6. Principal class performance and

development process in 2013/14

• The current arrangements

continue to apply for the 2013-

14 performance cycle.

• The Designated Officer is the

Senior Adviser.

• Minor changes as a result of the

VGSA 20113 will be provided in a

follow up email.

April/May 2014 December 2013 Nov 2013

Key dates (principal performance cycle)

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October 2013

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

October 21 to

November 15

Capacity building

– full day training

for principal

class and other

key managers of

staff.

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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

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2014/15 cycle

• Enhanced performance and development arrangements are

under development for the 2014-15 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, 2013.

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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.

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Additional support available

• The HR hotline - 1800 641 943

• The Principals’ Portal

• The School Information Portal

• HRWeb

• Performance and Development Guidelines

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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

2014.

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Performance and development is critical

to school and system improvement.

We know feedback on performance

improves teaching.

Improved teaching will improve student

learning.

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8. Questions