Developing Performance Framework Information session for school staff

Strategic Alignment  Valuing Performance Policy Statement Developing Performance Framework Developing Performance process Code of Conduct for the QPS Independent Commission of Audit Final Report April 2013 A Plan – Better Services for Queenslanders

3 Developing Performance across DETE  Developing Performance Framework for every employee group across every phase of their career through shared responsibility, professional relationships targeted capability development and Education Queensland Capability and Standards Framework QPS Capability & Leadership Framework Senior Executive Service Performance and Development Framework

4 Session overview  What is the Developing Performance Framework?  Links to capability framework documents  Continual improvement and change  Team structures in a Developing Performance culture  Developing Performance conversations and planning

5 Discussion  What has been your experience of performance development processes?  What do you believe is your greatest strength in your current work role?  What was the best professional development you have experienced and how did it support your development?  What makes you feel valued in your workplace?

6 Purpose of the framework  The intent of the Developing Performance Framework is to promote and maintain a culture in which all employees are engaged in conversations about performance and its development.

7 Cascading nature of planning: Government initiatives DETE strategic plan Work unit strategic planning Implementation/business/team plans Individual Developing Performance plans Alignment at all levels to ensure clear line of sight between work and strategic priorities. Strategic Alignment 

Developing Performance  Process = + + Web resources Key resources Capability and Standards Frameworks Capability Frameworks: Developing Performance Framework

9 Capability Frameworks  Queensland Public Service Capability and Leadership Framework ct-specific-publications/capability-leadership- framework.aspx Education Queensland Principals’ Capability and Leadership Framework sources/items/ae65cf7e-6489-a f3- 4e77f234dc94/1/index.html?.hb=true Australian Professional Standards for Teachers (from 2014) Deputy Principals' and Head of Programs' Capability and Leadership Framework sources/file/dcead a-47a8- 94d8-7400a8bfdd77/1/index.html Senior Executive Service Performance and Development Framework pment/performance/toolkit/capability- frameworks.html

10 Principals’ Capability and Leadership Framework

11 Deputy Principals' and Head of Programs‘ Capability and Leadership Framework

12 Australian Professional Standards for Teachers  1.Know students and how they learn 2.Know the content and how to teach it 3.Plan for and implement effective teaching and learning 4.Create and maintain supportive and safe learning environments 5.Assess, provide feedback and report on student learning 6.Engage in professional learning 7.Engage professionally with colleagues, parents/carers and the community

Used effectively, this guide provides: Useful information for implementing the four phases of the Developing Performance Framework Hints and tips as you work through the process Ideas and resources to help both team leaders and team members along the way DP implementation guides Key resource

Phase 1: Clarifying expectations and work focus DP conversation & plan template  Key resource

Phase 2: Reaching an agreement Phase 3: Performing and ongoing support, including coaching and feedback Phase 4: Reviewing progress and recognising achievement DP conversation & plan template 

16 Queensland Public Service Capability and Leadership Framework A detailed PowerPoint introduction to the CLF can be located at: aff/development/performance /toolkit/presentations.html publications/capability-leadership-framework.aspx

The CLF is built on five core capabilities: 1.Supports/shapes strategic direction/thinking 2.Achieves results 3.Supports/cultivates productive working relationships 4.Displays/exemplifies personal drive and integrity 5.Communicates with influence 17 Queensland Public Service Capability and Leadership Framework

18 Building a Performance Development culture includes … a leadership focus coaching for performance professional development continuous and constructive feedback recognising achievement supporting the development of individual employees employees having ownership over their own development.

19 Continual improvement requires change Implementation of the Developing Performance Framework aims to improve the capability and performance of all staff This often means that we need to change the way we work in some way/s.

20 5.Inappropriate displays of emotion (e.g. oppositional, cynical) 6.Shutdown and avoidance (go to a happy place) 7.Sabotage These are all normal … for a while! 1.YES! 2.Exaggerating the change (e.g. turning it into a catastrophe) 3.Focusing on irrelevant detail 4.Busy doing the unimportant Adapted from the work of Bruce Sullivan ENDING BEGINNING Emotions Physical ENDING BEGINNING Emotions Physical With any change Change is part of our lives

Team leader/member Team leader refers to those leading or coaching a Developing Performance conversation. Team member refers to everyone participating in a Developing Performance conversation with their team leader.

22 As a team leader, your role is to: assist your team members to identify key work tasks support your team members as they undertake their work tasks have open discussions about professional practice and career aspirations with your team members identify and make the best use of support and professional development options available. Team Leader Role

23 As a team member, your role is to work with your team leader to: identify your key work tasks gain support to undertake key work tasks have open discussions about professional practice and career aspirations identify and make the best use of support and professional development options.. Team Member Role

24 Supervisory approach  Traditionally, teams are organised based on classification and position.  Often there is a pre-existing structure of teams. Team structures Collegial approach  Teams are structured outside of the supervisory approach. Leadership is distributed among team members.  Collaborative thought is given to the way teams are structured.

25 TeamTeam leader Prep and Year One Teachers and Teacher AidesTeacher Year Two and Three Teachers and Teacher AidesTeacher Year Four and Five Teachers and Teacher AidesTeacher Year Six and Seven Teachers and Teacher AidesTeacher Special Education Teachers and Teacher AidesHOSES and Teacher Aide Specialist Teachers (e.g. PE, LOTE, Music)Music Teacher CleanersSchools Officer Business Services Manager Visiting Teachers and Specialists (e.g. AVT, Speech Pathologist, Guidance Officer), BSM and HOSES Deputy Principal, Business Services Manager Administrative OfficersBusiness Services Manager Deputy Principal and all team leadersPrincipal Team structure – school collegial example

26 Phase 1 – Clarifying expectations and work focus Phase 2 – Reaching an agreement Phase 3 – Performing and ongoing support, including coaching and feedback Phase 4 – Reviewing progress and recognising achievement The DP process  Key resource

27 Penny Year 3 Teacher Team member Isabelle Year 2 Teacher Team leader Greg Teacher-aide Team member Meet the characters

28 Phase 1: Clarifying expectations and work focus Discussions to reach a shared understanding of: expectations day-to-day work tasks that will be a focus for development support and professional development options to enable you to carry out these tasks career aspirations The process

29 Penny Year 3 Teacher Team member Isabelle Year 2 Teacher Team leader Phase 1 conversation – scene 1 Vodcast link (Internet connection required) Video Note: The Australian Professional Standards have now replaced the EQ Professional Standards for Teachers

30 Phase 2: Reaching an agreement Discussions to decide and agree on: development areas within key work tasks support and professional development to build capabilities in these areas career goal/s The process

31 Dramatisation: Scene 2 Phase 2 – Reaching an agreement Penny Year 3 Teacher Team member Isabelle Year 2 Teacher Team leader Phase 2 conversation – scene 2 Vodcast link (Internet connection required)

32 Dramatisation: Scene 3 Phase 2 – Reaching an agreement Phase 2 conversation – scene 3 Penny Year 3 Teacher Team member Greg Teacher-aide Team member Vodcast link (Internet connection required) Video Note: The QPS Capability and Leadership Framework has replaced the Professional Framework for Public Sector Employees

33 Research suggests that: 10% of learning is from formal training events alone 20% of learning is affected through working with a coach, mentor or more experienced colleagues 70% of learning happens informally through on-the-job and off-the-job interactions. (Lombardo and Eichinger 2003, The Leadership Machine) Effective professional development 

34 Goal setting  Page 21 Implementation Guide

Goal stem  By ______ I will _______________ so that _________ ______________. Growth Coaching International Page 21 Implementation Guide (date) (what you wish to achieve) (benefit to self/organisation)

Goal examples  Teacher example: By the end of term 2 I will develop my skills in communicating student progress and performance with students, families and authorities so that all parties have clear and accurate information regarding student progress and performance. Cleaner/admin example - By the end of term 2 I will manage my work schedule and update my supervisor and colleagues regularly, so that I operate as an effective team member to achieve the best outcomes for the school.

37 Phase 3: Performing and ongoing support, including coaching and feedback Regular conversations to: update each other on progress give and receive feedback talk about things that have been working and things that have not discuss new issues or priorities The process

38 Feedback - STAR S ituation … the context at the time ‘When the office was full of students this morning …’ Task … what they were doing ‘... and you were busy finalising the stationery order … ’ A ction … specifically what you want to acknowledge in their behaviour or action ‘… the way you were able to attend to the students’ needs by being calm, patient and attentive, and treating all their queries with courtesy …’ R esults … consequences/effects of this behaviour or action ‘… led to all the students getting what they needed for the excursion, and demonstrated your respect for people and the integrity with which you provide service to all.’ Structuring feedback - STAR

39 Dramatisation: Scene 4 Phase 3 – Performing and ongoing support Phase 3 conversation – scene 4 Penny Year 3 Teacher Team member Isabelle Year 2 Teacher Team leader Vodcast link (Internet connection required)

40 Phase 4: Reviewing progress and recognising achievement Reflecting on: successes and how your capabilities have developed agreed actions that worked and did not work areas for further development (during the next work period) The process

41 Dramatisation: Scene 5 Phase 4 – Reviewing progress and improving performance Phase 4 conversation – scene 5 Penny Year 3 Teacher Team member Isabelle Year 2 Teacher Team leader Vodcast link (Internet connection required)

42 Developing Performance implementation guide for schools This resource contains information to support employees in understanding and implementing the Developing Performance process. Developing Performance – conversation and plan template The template supports team leaders and team members in preparing for, participating in, and facilitating Developing Performance conversations. Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template for school staffDeveloping Performance – a step-by-step guide to the Developing Performance conversation and plan template for school staff This guide clarifies each step in the template and the corresponding process that occurs between team leaders and team members. Developing Performance website Mentoring Handbook This handbook provides an overview of mentoring, provides guidance on how to establish a formal mentoring program and how to work with a partner in a mentoring relationship. Developing Performance – Key Resources 

43 ‘... it is about job satisfaction, spending your days in a place where you feel valued and supported when carrying out your day-to-day tasks as well as when facing new challenges, where you can discuss your learning and that of others, where improvement is planned for and does not just happen randomly and by chance … ’ (Pilot participant, 2008) What’s in it for me?