Performance & Development
2013/14 Cycle
Regional Briefing for Principals
7-18 October 2013
1
2 2
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
3 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.
4 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.
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.
6 6
Teachers want great feedback
7 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.
8 8
We know feedback works
• Hattie’s Visible Learning, The Power of Feedback:
– Feedback Effect Size = 0.73
9 9
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.
11 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.
12 12
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
13 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.
14 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.
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.
16 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.
17 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)
Key dates
18
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
19 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.
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)
23
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.
24 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
25 25
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.
26 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.
27 27
Additional support available
• The HR hotline - 1800 641 943
• The Principals’ Portal
• The School Information Portal
• HRWeb
• Performance and Development Guidelines
28 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
2014.
29 29
Performance and development is critical
to school and system improvement.
We know feedback on performance
improves teaching.
Improved teaching will improve student
learning.
30 30
8. Questions