Performance and Development Teacher Librarian Network A broad overview of P&D BCEC P&D – key elements Soft Skills you will use in schools & time to actually work with them

Application to you in your role What do you hope will be different for you? What is one thing you will do next week as a result of what you see, hear and feel today?

‘performance’ Performance is a neutral term Deficit Model Focus on Development

Performance Management Planning Performance Managing Performance Reviewing Performance Rewarding Performance

Performance Management Role School Goals Individual Goals Skills & Capabilities Professional Dev. Formal Study Mentoring/ Coaching Getting and Receiving Feedback Professional Conversations Formal Reviews Performance Pay Gathering valid, sufficient, current and authentic evidence

Performance Management Model 5 YR APPRAISAL PROCESS Appreciative Inquiry Process Celebrate the successes PROFESSIONAL RENEWAL Commendations & Recommendations from Appraisal REFLECTIVE PRACTICE Gibbs Model GOAL SETTING ISMART Goals Goal Structure FORMAL FEEDBACK Delivery Processes Feedback Design REFLECTIVE PRACTICE Appreciative Inquiry Process Gibbs Model ANNUAL REVIEW of PROFESSIONAL LEARNING PLAN Celebrate the successes ROLE CLARIFICATION Induction Process INFORMAL FEEDBACK PROFESSIONAL LEARNING PLAN PD aligned with Goals Professional Learning Communities 3 or 5 Year Appraisal UNDER PERFORMANCE Performance Conversation Diminished Performance Process FORMAL FEEDBACK Delivery Processes Feedback Design Annual Cycle Diminished Performance

STRUCTURE of P&DP Consistent across BCE Strengths- Based Process Key Components Goal Setting Professional Learning Plan Annual Review Appraisal Process

Performance & Development ADVERTISING & INTERVIEWING Role Description Specific Strengths sought ORIENTATION & INDUCTION · Role Clarification · Making Connections REFLECTIVE PRACTICE Role Statement Section Annual Goals Past Practice & Reviews GOAL SETTING ISMART Goals Strength Developmental Career PROFESSIONAL LEARNING PLAN Goals / Strategies / Outcomes Professional Learning Details Monitoring &Review Strategies REVIEW OF PROFESSIONAL LEARNING PLAN Mid Year / Annual Review Specific Project Reports Performance & Development Dynamic Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

Performance & Development What is this job and why do I want it? How does this organisation work and how do I fit into it? What do I need to know? When I think about my role & the Directorate and Section Plans where I work, how am I going ? What’s expected of me in my role? Where do I want to go next and when do I want to get there? What strategies and professional learning will help me achieve my goals? How am I/we going? Am I on track? What unexpected interruptions have I had to manage? When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time? Performance & Development Dynamic Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

Role Clarification Teacher Role – base role Specific Functions and Duties - Teacher Librarians School Specific Duties Seek clarity in your role and the expectations of the role:- Role holder Leadership Staff Students Parent community

Role Clarification When you consider the work you do at school:- What are the four most important duties you carry out in the school as Teacher Librarian? What is your greatest strength as a Teacher Librarian? Have you developed goals in any of these areas?

ADVERTISING & INTERVIEWING Role Description Specific Strengths sought ORIENTATION & INDUCTION · Role Clarification · Making Connections REFLECTIVE PRACTICE Role Statement Section Annual Goals Past Practice & Reviews GOAL SETTING ISMART Goals Strength Developmental Career PROFESSIONAL LEARNING PLAN Goals / Strategies / Outcomes Professional Learning Details Monitoring &Review Strategies REVIEW OF PROFESSIONAL LEARNING PLAN Mid Year / Annual Review Specific Project Reports P & D DYNAMIC Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

Reflection on Practice Organise thoughts Make sense of work events Engage in ongoing professional inquiry Supports Professional Conversations Guides development of Professional Goals Guides Professional Development Promotes Professional Collaboration

Reflection on practice DESCRIPTION What happened? FEELINGS What were you thinking and feeling? EVALUATION What was good and not so good about the experience? ANALYSIS What sense can you make of the situation? CONCLUSION What else could you have done? ACTION PLAN If it arose again what would you do differently? Schön named two practices:-   Reflection-in-action (reflecting as the practice takes place, and Reflection-on-action (reflecting after the action) McAlpine has added a third practice the advance reflection (reflection-for-action). McAlpine, Lynn & Weston, Cynthia (2000) Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science Volume 28, Numbers 5-6, September 2000 , pp. 363-385(23) Springer Netherlands

ADVERTISING & INTERVIEWING Role Description Specific Strengths sought ORIENTATION & INDUCTION · Role Clarification · Making Connections REFLECTIVE PRACTICE Role Statement Section Annual Goals Past Practice & Reviews GOAL SETTING ISMART Goals Strength Developmental Career PROFESSIONAL LEARNING PLAN Goals / Strategies / Outcomes Professional Learning Details Monitoring &Review Strategies REVIEW OF PROFESSIONAL LEARNING PLAN Mid Year / Annual Review Specific Project Reports P & D DYNAMIC Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

JUST 3 GOALS... Strength Based Goal Developmental Goal Career Goal

GOAL SETTING I ... inspirational S ... specific M ...measureable A ... achievable R ... realistic T ... time-bound

I.S.M.A.R.T Goals Inspiring Taps into our inner aspirations and needs – often about the feelings and energy associated with goal. Specific have clarity and focus around what needs to be achieved. Avoid being vague and not exact. Measurable Assists with goal achievement, ongoing support and accountability. What will it look like when it is achieved? Achievable Consider resources – time and money. Can this be achieved? Realistic Consider ability and commitment. Do you have the necessary knowledge, skills and commitment to do this? Sustainability? Timebound This gives goals a sense of urgency and a healthy degree of pressure. If you don’t schedule it –it won’t happen.

Critique Your Goals Typical sloppy goal… I will become familiar with the new Australian Curriculum. Is it.... I: Totally uninspiring ! Is there good energy around this? S: What does ‘familiar with’ or ‘ new Australian curriculum ’ mean...specifically? M: How is familiarity measured? How will you know if you have achieved your goal? A: Can I realistically become familiar with the whole new curriculum? Is this practical? R: Uncertain about ability, capability or time commitment required? Does it fit with the School Annual goals? T: No timeline or date.

Critique Your Goals BY November 2011 Reworked goal... BY November 2011 I WILL HAVE learnt more about the Reading Strand of the new Australian Curriculum SO THAT I can more effectively support teachers through collaborative planning and teaching

Don’t Rewrite Your Role As A Goal Typical ‘role rewrite’ goal… I will develop and manage a supportive information rich environment. More appropriate goal… By September 2011, I will have developed procedures and professional development sessions for staff on accessing contemporary educational research So that staff can more easily use research data to inform their planning and teaching

Try using these stems..... BY........ I WILL................ SO THAT............

Critique Your Goals Actions – Can you see any Check on Goal Setting... Actions – Can you see any actions for yourself? Clarity – is there a sense of clarity for you? Energy – do you have a sense of energy about moving forward with your goal? Actions – Can you see any actions for yourself? Clarity: Is your goal specific enough to stand apart from what you would normally do in your role? If you didn’t have this goal would you be doing this anyway? Energy – do you have a sense of energy about moving forward with your goal?

Reflecting on your own goals... Individually check your goals for: Alignment with role, not a rewrite Alignment with School Annual Plan I.S.M.A.R.T. Try using the writing stems (5mins: self-check) Partner – check each others goals Clarity , Actions & Energy When you say....what do you mean? (15 mins: partners)

ADVERTISING & INTERVIEWING Role Description Specific Strengths sought ORIENTATION & INDUCTION · Role Clarification · Making Connections REFLECTIVE PRACTICE Role Statement Section Annual Goals Past Practice & Reviews GOAL SETTING ISMART Goals Strength Developmental Career PROFESSIONAL LEARNING PLAN Goals / Strategies / Outcomes Professional Learning Details Monitoring &Review Strategies REVIEW OF PROFESSIONAL LEARNING PLAN Mid Year / Annual Review Specific Project Reports P & D DYNAMIC Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

PROFESSIONAL LEARNING PLAN What employees want to achieve – ISMART goals Professional learning which will assist employees to achieve goals – QCT & National Standards Strategies and Resources Evaluation Key document for Mid Year / Annual Review

ADVERTISING & INTERVIEWING Role Description Specific Strengths sought ORIENTATION & INDUCTION · Role Clarification · Making Connections REFLECTIVE PRACTICE Role Statement Section Annual Goals Past Practice & Reviews GOAL SETTING ISMART Goals Strength Developmental Career PROFESSIONAL LEARNING PLAN Goals / Strategies / Outcomes Professional Learning Details Monitoring &Review Strategies REVIEW OF PROFESSIONAL LEARNING PLAN Mid Year / Annual Review Specific Project Reports P & D DYNAMIC Advertising and Interviewing : What is this job and why do I want it? Orientation and Induction: How does this organisation work and how do I fit into it? What do I need to know? Reflective Practice: When I think about my role and the plans of the organisation and the section in which I work, how am I going ? Goal Setting: What’s expected of me in my role? Where do I want to go next and when do I want to get there? Professional Learning Plan: What strategies and professional learning will help me achieve my goals? Review: How am I going? Am I on track? What unexpected interruptions have I had to manage? Review – End of Year: When thinking about my goals and professional learning , what did I do well? What can I build on? What might I do differently next time?

Mid –Year & Annual Review Consider...... School Annual Goals Individual Goals Role Description ~ Key Result Areas

Mid –Year Review Check for achievements against your annual goals Discuss engagement with Professional Learning Performance Conversation to share successes & raise challenges  

Annual Review Discuss activities in your Key Result Areas Discuss success with Annual Goals Engagement with Professional Learning – how have you developed professionally Reflect on how your experience over the last 12 months will influence your Teaching

Reviewing Professional Learning Plans Define Discover Dream Design Deliver Appreciative Inquiry

Reviewing Professional Learning Plans Feedback for Teachers Worked well & still is working? Build on? Might Be Possible? What Plans? Differently? Do Action Appreciative Inquiry What worked well and is still working – appreciating the best of what is. DISCOVER It’s about people telling stories about past experiences, high points...it is the APPRECIATING in the process. Sharing stories builds positive connection between people. The INQUIRY function comes with the invitation to share what is working well in the organisation. This second area and the third area are interwoven to a degree. People share their stories and also their hopes for the organisation. This data is what you work with in the rest of the process. Imagine what could be. DREAM Determine what should be. DESIGN What would you do differently next time, in the future...it about creating a preferred future in people’s ‘minds. Here you have conversations about the actions to which people are prepared to commit. What are they prepared to invest energy into. You are creating provocative propositions about the way you will do things. Create what will be. Start to construct and act on your plans. This is where you need your co-ordination and your improvisation. People start to self organise to make changes they feel passionate about... DELIVER This is also about celebrating what you have accomplished.

Reviewing Professional Learning Plans Feedback for Teachers Worked well & still is working? Build on? Might Be Possible? What Plans? Differently? Do Action Appreciative Inquiry What worked well and is still working – appreciating the best of what is. DISCOVER It’s about people telling stories about past experiences, high points...it is the APPRECIATING in the process. Sharing stories builds positive connection between people. The INQUIRY function comes with the invitation to share what is working well in the organisation. This second area and the third area are interwoven to a degree. People share their stories and also their hopes for the organisation. This data is what you work with in the rest of the process. Imagine what could be. DREAM Determine what should be. DESIGN What would you do differently next time, in the future...it about creating a preferred future in people’s ‘minds. Here you have conversations about the actions to which people are prepared to commit. What are they prepared to invest energy into. You are creating provocative propositions about the way you will do things. Create what will be. Start to construct and act on your plans. This is where you need your co-ordination and your improvisation. People start to self organise to make changes they feel passionate about... DELIVER This is also about celebrating what you have accomplished.

Reviewing Professional Learning Plans Feedback for Teachers Worked well & still is working? Build on? Might Be Possible? What Plans? Differently? Do Action Appreciative Inquiry What worked well and is still working – appreciating the best of what is. DISCOVER It’s about people telling stories about past experiences, high points...it is the APPRECIATING in the process. Sharing stories builds positive connection between people. The INQUIRY function comes with the invitation to share what is working well in the organisation. This second area and the third area are interwoven to a degree. People share their stories and also their hopes for the organisation. This data is what you work with in the rest of the process. Imagine what could be. DREAM Determine what should be. DESIGN What would you do differently next time, in the future...it about creating a preferred future in people’s ‘minds. Here you have conversations about the actions to which people are prepared to commit. What are they prepared to invest energy into. You are creating provocative propositions about the way you will do things. Create what will be. Start to construct and act on your plans. This is where you need your co-ordination and your improvisation. People start to self organise to make changes they feel passionate about... DELIVER This is also about celebrating what you have accomplished.

Reviewing Professional Learning Plans Feedback for Teachers Worked well & still is working? Build on? Might Be Possible? What Plans? Differently? Do Action Appreciative Inquiry What worked well and is still working – appreciating the best of what is. DISCOVER It’s about people telling stories about past experiences, high points...it is the APPRECIATING in the process. Sharing stories builds positive connection between people. The INQUIRY function comes with the invitation to share what is working well in the organisation. This second area and the third area are interwoven to a degree. People share their stories and also their hopes for the organisation. This data is what you work with in the rest of the process. Imagine what could be. DREAM Determine what should be. DESIGN What would you do differently next time, in the future...it about creating a preferred future in people’s ‘minds. Here you have conversations about the actions to which people are prepared to commit. What are they prepared to invest energy into. You are creating provocative propositions about the way you will do things. Create what will be. Start to construct and act on your plans. This is where you need your co-ordination and your improvisation. People start to self organise to make changes they feel passionate about... DELIVER This is also about celebrating what you have accomplished.

Professional Learning - Feedback Feedback – Nature & Process Be transparent. Explain context and purpose Describe observable data NO Judgements Invite a response Engage in conversation to understand reasons Be open to new information, different perspective Be clear about conclusions and future action Put conversation ‘on hold’ if necessary Follow up

In Summary... Understand your role responsibilities Reflect on your work regularly Use your role KRAs & School Annual Goals to give direction to your goals Make your goals ISMART Link specific Professional learning to your goals Record goals and professional learning in a Professional Learning Plan Review your goals using Appreciative Inquiry model Consider Giving and Receiving Feedback

Check – In ... Issues needing further discussion Insights

Further assistance... e: sdunne@bne.catholic.edu.au p: 3033 7439 Morning Tea ... Further assistance... e: sdunne@bne.catholic.edu.au p: 3033 7439