1. Australian Teacher Performance and Development Framework
Half day presentation
Preparation:
Before beginning the presentation, please familiarise yourself with the resources provided in the Facilitator’s Pack. It is not necessary for participants to have read the Framework document prior to participating in this round of consultation, however you may like to distribute the Framework to participants prior to delivering this presentation.
Preview the PowerPoint and presentation notes, view the video clips
Read the Frequently Asked Questions paper and Fact Sheet
Read the Australian Teacher Performance and Development Framework (the Framework)
Be familiar with the National Professional Standards for Teachers (the Standards), the National Professional Standard for Principals and the Australian Charter for the Professional Learning of Teachers and School Leaders (the Charter)
Materials required to support activities include:
markers, sticky note pads, blue tac (for showcasing ideas generated during the presentation)
Print out of all activity sheets – each slide relating to the activity specifies if the documents required are for groups, or for the facilitator to use
Presenter notes:
The Australian Institute for Teaching and School Leadership (AITSL) was established on 1 January 2010 to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership.
The Ministerial Council agreed at its meeting on 14 October 2011 that AITSL collaborate with education stakeholders to develop a national framework for teacher development and performance.
AITSL has collaborated with education stakeholders to develop the Australian Teacher Performance and Development Framework. This has been developed based on research, national mapping and analysis of existing practices, advice from national and international experts, and national consultation.
This phase of consultation seeks to further investigate existing best practices, inform the implementation of the Framework, create a national culture that values the performance and development of teachers, and generate a genuine and effective environment for the implementation of the Framework.

2. The importance of teachers
The Melbourne Declaration on Educational Goals for Young Australians makes clear that Australia aspires not to be among the best in the world, but to be the best. It acknowledges the challenges and opportunities of the 21st century and provides two simple, but powerful, goals to guide Australian education:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become:
successful learners
confident and creative individuals
active and informed citizens
Melbourne Declaration on Education Goals for Young Australians, 2008
Preparation:
The Melbourne Declaration on Educational Goals for Young Australians can be found at:
Presenter notes:
This speaks to the unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes
Presenter may like to enlarge on this

3. Innovative international practices
Preparation:
OECD Strong Performers and Successful Reformers in Education video
Presenter notes:
The OECD quotation at the bottom of the slide sets the scene for viewing the video and preparing for the activity
There is a collective responsibility for this important work – it is ambition around this that will take the education profession forward
Featuring in this video are Brazil, Singapore and Ontario however a suite of full length videos can be found at the address on the slide
The video provides insight into approaches taken internationally, to stimulate discussion about priorities for Australia
In today’s global economy, countries need high-quality education systems that will teach their citizens the skills necessary to meet the challenges of tomorrow
Strong Performers and Successful Reformers in Education, © OECD, 2011

4. What should we be trying to achieve in our school?
Activity: Vision
What should we be trying to achieve in our school?
Preparation:
Create a hard copy of the ‘Vision’ worksheet from the Facilitator’s Pack (the best size is A3 to allow the facilitator to collate the ideas from the groups to then display them)
Create hard copies of the worksheet for each of the groups to use
Please note: This question may need to be altered to fit the context for the group with which you are working – i.e. If all participants are not from the same school
Presenter notes:
This question hopes to elicit references to the schools’ mission / vision / strategic plan / reflect elements of the school’s profile and capture their hopes and dreams for the future
Instruction for activity:
Work as a table group to brainstorm your responses

5. Importance of teacher performance and development
Internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes
There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance
Presenter notes:
Emphasis is to be placed on the effect of quality teaching and importance of appraisal and feedback
Emphasise that this is appraisal and feedback is not currently happening for all Australian teachers
Positive message:
teachers want effective feedback
teachers want support to develop and improve (both newly qualified and experienced teachers)
Although Australian teachers, according to OECD research, are not receiving the effective feedback they require, Australia is not alone in this – most OECD countries are the same, although there are pockets of excellence across sectors

6. The foundation
Studies show that more effective teachers are the key to producing higher performing students. Conservative estimates suggest that students with a highly effective teacher learn twice as much as students with a less effective teacher.
B Jensen, Better teacher appraisal and feedback, Grattan Institute, 2011

7. The motivation
Australian teachers report that they do not always get the feedback they need to improve
Preparation:
OECD link for further information -
Peter Cole link for further information -
Presenter notes:
Emphasis needs to be placed not on the figures but on the needs being expressed by the teachers - more focused feedback and more targeted support.
63% of teachers believe that appraisals of their work are done purely to meet administrative requirements
61% of teachers report that teacher appraisal has little impact on the way they teach in the classroom and provides them with little or no idea of how to improve their performance (OECD Reviews of evaluation and assessment in education: Australia, 2009)
Australian teachers regularly express dissatisfaction with the external delivery professional development model because whilst it heightens their awareness that change or improvement is needed it doesn’t enable them to implement and sustain improved teaching practices once they return to their school (P Cole, IARTV paper, 2004)

8. Research and evidence
Teacher performance has been shown to improve when the following conditions are present:
Opportunities for teacher self-reflection and objective setting
Regular classroom observation and provision of constructive feedback from their school leader, as well as their peers
Frequent feedback on classroom performance as an ongoing dialogue, not a once a year discussion
Shadowing, coaching and mentoring from peers and leaders
Opportunities to contribute to and engage in teamwork, collaboration and action learning with other teachers to obtain the best possible outcomes for students
Growing our potential, Hay Group, 2012
Preparation:
Hay Group link for further information-
Presenter notes:
Emphasis is intended to be given to the words in bold which identify the conditions that improve teacher performance
Important to acknowledge that the ‘conditions’ need to be of a high quality

9. Professional learning
The Australian Charter for the Professional Learning of Teachers and School Leaders
A resource for planning, design and evaluation
Companion document to the Australian Teacher Performance and Development Framework, National Professional Standards for Teachers, and the National Professional Standard for Principals
Presenter notes:
The Australian Charter for the Professional Learning of Teachers and School Leaders is a resource to inform and influence the planning, design and evaluation of ongoing professional learning that leads to achievement, development and progression against the National Professional Standards for Teachers and the National Professional Standard for Principals. And which has a direct impact on the quality of students’ educational experiences

10. The Framework and the Charter
The Framework and the Charter work together
They articulate what teachers require for professional growth and development
Assessment, appraisal, feedback and access to high quality learning opportunities are required for professional growth to occur
The Charter advises on how professional learning can be most effective

11. Key features of the Charter
Affirms the central importance of professional learning to teacher quality and student learning
Recognises the importance of culture and context
Articulates the expectation that professionals actively engage in professional learning throughout their careers
Describes three key characteristics of professional learning:
relevant
collaborative
future focused
Calls on teachers, school leaders and system leaders to take action
Presenter notes:
The Charter describes 3 key characteristics of effective professional learning:
effective professional learning is relevant because improving student outcomes is the ultimate goal of all teachers and school leaders, and of the professional learning they undertake. Professional learning will be most engaging for adult learners and have the greatest impacts on practice when it assists teachers and school leaders to address and adapt to the challenges they face in improving student learning, engagement and wellbeing
learning is a collaborative process. Collaboration has a powerful effect in magnifying and spreading the benefits of professional learning and adds a new and valuable dimension to the learning undertaken by individuals. It connects teacher and leaders to their colleagues within and across schools and to external experts. Effective collaboration demands a disciplined and purposeful approach to collaborating to solve the challenges that are most important to improving student outcomes
a future focused approach to professional learning seeks to develop teachers and school leaders who are adaptable and able to deal with new and unexpected challenges. It exposes teachers to new and emerging practices and the theories that underpin them. It should focus not simply on improving existing practice, but also on assisting teachers and school leaders to understand the theory behind what practices work in different situations, and when and how to apply a broad repertoire of strategies.
There is clear evidence that purposeful professional learning for teachers and school leaders is one of the most effective strategies for improving student outcomes in our schools. The professional learning undertaken will vary to suit the context and priorities of teachers, leaders, schools, systems and sectors but the imperative to engage actively in high quality professional learning remains the same. The Charter defines effective professional learning as a shared responsibility that must be taken up at all levels of the education system – by teachers, school leaders, system leaders and policy makers.
Changing culture and professional practices is not easy and will require sustained effort.

12. Solution focused thinking
Don’t fix what isn’t broken
Stop doing what doesn’t work, and do something else
Positive change is happening all the time: our challenge is to identify and amplify useful change
Presenter notes:
Intended to emphasise that identification and amplification of good practice is a most powerful way of bringing about positive change rather than dwelling on what’s wrong.

13. Effective performance and development practices
Dandenong North Primary School, Victoria
Preparation:
View the video – filmed at Dandenong North Primary School, Melbourne, Victoria
Presenter notes:
Introduce video – AITSL is currently filming in a range of locations with the goal of identifying, recognising and publishing existing effective practices
The video promotes recognition and validation of extensive work and exemplary practice
This video quickly and succinctly unpacks several of its practices which quite clearly lead to teacher satisfaction
Encourage participants to look for existing practices being used at Dandenong North Primary School
Focus participants on the key message that there are already many great examples of effective performance and development practices occurring in Australian schools
Instruction for activity:
While you view the video try to identify the existing practices being used to build a positive performance and development culture

14. Activity: Existing practices at Dandenong North Primary School
Think, Group, Share
What strategies are contributing to Dandenong North Primary School’s attempts to build a comprehensive approach to teacher performance and development?
Record your responses on the worksheet
Each group to present their responses
Consolidate the responses
Identify those that might be relevant to your school, and what would need to change
Preparation:
Make copies for each group (A3 to allow them to be displayed) of the ‘Existing practices at Dandenong North Primary School’ worksheet from Facilitator’s Pack
Presenter notes:
Collating the information into a collective response will be valuable
Display the worksheets

15. Our work together…
The Australian Institute for Teaching and School Leadership (AITSL) is working with stakeholders on national consultation on the implementation Australian Teacher Performance and Development Framework
The Framework will strengthen a performance and development culture in our schools that focuses on improving teaching and, through this, improving student learning
Presenter notes:
Emphasis here is on the collaborative nature of this work

16. The Framework seeks to: create a culture of improvement,
feedback and growth for all teachers within all schools everyday
Presenter notes:
This slide captures the ongoing, inclusive and collaborative intent of the Framework.

17. The importance of a national framework
A new resource for Australia’s teachers
Supports teachers to receive effective performance and development opportunities
Ensures that every teacher, in every school receives regular, appropriate and constructive feedback on their performance
Provides opportunities to identify areas for development
Provides effective and ongoing support to further improve practice
Preparation:
Read “Frequently Asked Questions”, number 5
Presenter notes:
The words in bold are intended to highlight how the Framework ensures that a comprehensive approach to teacher performance and development can be built

18. The importance of a national framework cont.
We will have a national commitment to a clear, shared and sustained focus on student learning, and on quality teaching as the means to achieve this
Through development and implementation of a national framework Australian education systems should be well placed to be among the best in the world
Presenter notes:
The words in bold are intended to highlight how the Framework ensures that a comprehensive approach to teacher performance and development can be built

19. Unpacking the Framework
Components of the Framework:
A culture of performance and development
Performance and development cycle
Essential elements
Importance of implementation

20. A culture of performance and development
Focus on student outcomes
Clear understanding of
effective teaching
Leadership
Flexibility
Coherence
Presenter notes:
Performance and development culture – research is unambiguous in showing that a successful approach to effective performance and development relies on creating a strong and supportive culture in a school. Formal performance and development procedures are important but excessive attention to process is a common feature of less successful approaches. It is therefore important to focus on the factors that need to be in place for a performance and development culture to flourish.
A focus on student outcomes - Improving teaching is not an end in itself. It is directed at improving outcomes for students. It is important that this focus infuses any approach to teacher performance and development. This is not an argument for simplistic approaches that tie evaluation of teaching directly to single outcome measures. It is, however, a call for everything that teachers do, and that is done to support them, to be linked to increasing the positive impact of teaching on students. This Framework defines student outcomes broadly to include student learning, engagement in learning and wellbeing, and acknowledges that these can be measured in a variety of ways.
A clear understanding of effective teaching – to focus on improving teaching, it is necessary to have a clear vision of what effective teaching looks like. The National Professional Standards for Teachers outline what teachers should know and be able to do at four career stages. These Standards present a comprehensive picture of the elements of effective teaching covering the three domains of professional knowledge, professional practice and professional engagement. The Standards provide a broad picture of the work of teachers. Schools, and individual teachers within them, are unlikely to be focusing on all areas of the Standards at once. Rather, the Standards should be seen as providing the basis and a common language for coming to a shared understanding of what effective teaching looks like in the context of a particular school at a particular time. This understanding of effective teaching will be shaped by the school’s context and priorities.
Leadership - research is clear not only on the importance of school leadership in improving school performance, but also on the critical role of leaders in creating a culture of performance and development. The National Professional Standard for Principals makes clear the role of the principal in leading teaching and learning, developing him or herself and others, and leading improvement in a school. All these elements are central to a performance and development culture. While it is acknowledged that principals have a central role, a performance and development culture cannot be driven by one person alone. Leadership must come from all levels, from those with and without formal leadership positions. A truly effective approach is characterised by a shared commitment to improvement and an acceptance that teachers have a powerful role to play in each others’ development, as well as their own.
Flexibility - all schools are different, and need to respond to their unique contexts and histories. Schools vary widely in their existing approaches to teacher performance and development. It is clear that effective implementation takes into account starting points, and that the sequencing of change will be different in different situations. This draft Framework describes the elements of an effective approach to teacher performance and development, but acknowledges that these elements will look different in each school.
Coherence – it is important that performance and development processes in a school fit with other arrangements in which schools, teachers and school leaders are involved. Performance and development processes and teacher goals should reflect the overall approach to teaching and learning within a school, and should be consistent with the school plans. It is important that teachers and school leaders experience performance and development as something that ties together the various activities they are engaged in, rather than a separate and additional process. Alignment to school plans and school-wide approaches to professional learning are particularly important.

21. Activity: Major themes of effective performance and development
What would your allocated theme look like in practice?
Preparation:
Copy ‘Major themes of effective performance and development’ worksheets from the Facilitator’s Pack
Presenter notes:
The question is intended to guide participants to focus on the positive outcomes that might emerge from the implementation of each theme
Form 5 groups
Your group has been allocated one of the themes. Record your theme on the worksheet
Discuss the question with regard to your allocated theme. (5 minutes)
One group member to record and share
Whole group sharing
Instruction for activity:
Record your theme on the worksheet
Discuss with the group (5 minutes)

22. Leadership
School leadership is essential to creating a culture of professional improvement, feedback and growth within a school
Leadership must come from all levels within a school
Within the Framework opportunities for shared leadership exist through the roles of delegate and mentor/coach
Principals and other school leaders are entitled to support to implement performance and development in their schools
Preparation:
For further information read page 4 of the Framework
Presenter notes:
Emphasis is on the lead learner role of the Principal and wide spread use of distributed leadership
Acknowledgement that at different times in the building of this support structure, all teachers will be invited into leadership

23. National Professional Standard for Principals
The Standard for Principals takes into account the crucial contribution made by principals
Preparation:
Familiarity with the National Professional Standard for Principals could assist with this section of the presentation
Presenter notes:
Raising student achievement at all levels and all stages
Promoting equity and excellence
Creating and sustaining the conditions under which influencing, developing and delivering community expectations and government policy quality teaching and learning thrive
Contributing to the development of a 21st century education system at local, national and international levels

24. A shared understanding of effective teaching derived from the National Professional Standards for Teachers
The Standards provide a common language for coming to a shared understanding of what effective teaching looks like in the context of a particular school
Preparation:
Familiarisation with the Standards
Further information is available on page 3 of the Framework
Presenter notes:
This slide is intended to announce the next section of the school context

25. The National Professional Standards for Teachers
Dual purpose:
improvement
accountability
Map progression across
career stages:
Graduate
Proficient
Highly Accomplished
Lead
Presenter notes:
This slide summarises the structure of the Standards and is intended to prepare participants to view the animated video to respond to the reflective activity that follows
Four Professional Career stages: Graduate, Proficient, Highly Accomplished and Lead
Three Domains: Professional Knowledge, Professional Practice, Professional Engagement
The Seven Standards for Teachers
Know students and how they learn
Know the content and how to teach it
Plan for and implement effective teaching and learning
Create and maintain supportive and safe learning environments
Assess, provide feedback and report on student learning
Engage in professional learning
Engage professionally with colleagues, parents/carers and the community

26. Activity: A shared understanding of effective teaching
Preparation:
Copy ‘A shared understanding of effective teaching’ worksheet from Facilitator’s Pack
video
sticky notes
worksheet
Presenter notes:
View ‘The Standards’ animation
Work in pairs
It is expected that the responses will generate the discussion around both the positives and challenges that teachers see in the structure of the Standards.
It will be important that the facilitator encourages the participants to clarify the reasons for their responses
Link to the video:
Instruction for activity:
Use the sticky notes to record three ideas about how the Standards might help you create a shared understanding of effective teaching
One member of your pair will present your responses and place them on the table worksheet

27. Performance and development culture
The challenge is to create a school culture that focuses on improvement in teaching and learning, in a climate of trust, collaboration and ongoing feedback
These improvement activities need to align with the school’s plans
It is only within this performance and development culture that a focus on teacher performance and development can deliver its full benefits
Preparation
Further information is available on page 3 and 4 of the Framework

28. Activity: Supportive school culture
What conditions make the development of a school culture that focuses on an improvement in teaching and learning possible?
Preparation:
Copy worksheet ‘Supportive school culture’ (1 per group) from Facilitator’s Pack
For further information refer to Building Professional Community in Schools (Kruse, Louis, & Bryk 1994)
Reference: Kruse S, Louis KS & Bryk A 1994, Building professional community in schools, Madison WI, Center on Organization and Restructuring of Schools.
Presenter notes:
The reflective question is inspired by the work of Kruse, Louis & Bryk
In this work they identify the conditions under which a ‘positive learning culture’ is built in a school setting
You could expect to hear similar responses to the examples given
Worksheet & markers
Form groups of 4
Brainstorm and record. Try to get 5 responses for each element
Whole group sharing

29. Performance and development occurs in a cycle which provides a focus for appraising, developing and refining teaching and recognising the entitlements of teachers to receive feedback and support
Elements of the cycle are interwoven, will not necessarily occur in order and may take more or less time depending on circumstances
However, the cycle provides a useful way of thinking about the process, and assists in identifying its important elements
Preparation:
For further information read pages of the Framework
Presenter notes:
Emphasis is intended to be on the words in bold.

30. Activity: Performance and development cycle
The cycle provides a useful way of thinking about the process of performance and development and assists in identifying its important elements
Preparation:
Create enough copies of the ‘Performance and development cycle’ worksheet from the Facilitator’s Pack for participants to work in groups of three
Reread the performance and development cycle section with a special emphasis on the essential elements
Presenter notes:
This reflective activity is intended to generate thinking about what needs to underpin a performance and development cycle
Participants ideas may or may not be congruent with those in the document but the activity will generate good discussion
Have participants work in groups of three and record responses to the question on the performance and development cycle worksheet
Additional presenter information to expand on the slide:
What elements do you consider to be essential to an effective approach to performance and development?

31. Essential elements for effective performance and development
The essential elements are derived from research and existing effective practice:
Objectives
Action & development
Evidence
Feedback, including formal review
Preparation:
Familiarity with the essential elements in the Framework – pages 5 - 7
Presenter notes:
Where possible draw attention to the congruence between the Framework’s essential elements and participant’s responses.
Additional presenter information to expand on the slide:
Objectives
documented objectives agreed with the principal/delegate
opportunity to regularly revise objectives
Action & development
opportunity to deliver against objectives, identify their development needs and negotiate support to take action to meet them
Evidence
evidence of performance from multiple sources, including impact on student outcomes, direct observation and collaboration with colleagues
Feedback, including formal review
receive regular formal and informal feedback and participate in a formal review against objectives annually by principal/delegate including written feedback

32. Performance and development practices
Research evidence clearly indicates that an effective and achievable performance and development cycle has many elements.
Preparation:
On the table each group is to have practice cards copied and cut out including blanks in readiness for the activity .
Presenter notes:
Explain that these practices will be used in the following activity
Additional presenter information to expand on the slide:
Research evidence clearly indicates that an effective and achievable performance and development cycle has many elements:
Observation
Collegiality – working collaboratively
Formal feedback
Informal feedback
Coaching
Mentoring
Goal setting
Reflection and self assessment
Collaborative professional learning
Professional learning relevant to school and student needs

33. Activity: Impact / Achievability Matrix
Low
Achievability
High 2 3 4 1
Preparation:
Make copies of the base board Matrix for each group.
Presenter notes:
Explain that the Matrix continuums focus on our school’s ability to implement a particular strategy and at the same time the impact that the implementation of the strategy would have on our school.
Further detail is contained on the following slide

34. Activity: Impact / Achievability Matrix
Matrix base quadrant boards
10 cards identifying effective performance and development practices
6 spare blank cards
Task:
Work in groups of 4
Each person in turn is to place the ten cards in their chosen square for their school at this time. Take time to explain the reason/s for your choice
Together reflect on what you have learnt about your school’s/organisation’s current structures recording any insights
Preparation:
Cards, Matrix board and ‘Quadrant insights’ worksheet for Impact / Achievability Matrix Activity from the Facilitator’s Pack
Presenter notes:
It will be important to follow the Task steps closely
In particular encourage the person placing the cards to take the time to explain the reasoning behind where and why they have placed the card in that position on the Matrix
Facilitator should collate the feedback from each group
Each group is to appoint a spokesperson to share the group’s insights
Facilitator records insights

35. Anticipated benefits for teachers
Effective, ongoing and constructive feedback on performance
Access to support and development opportunities
Increased professional growth through mentoring and coaching
Enhanced professional satisfaction
Formal recognition of professional achievements
Access to networks through school and system wide collaboration
Preparation:
Refer to Fact Sheet
Presenter notes:
From Fact Sheet:
Benefits for teachers
effective, ongoing and constructive feedback on performance
access to support and development opportunities
increased professional growth through mentoring and coaching
enhanced professional satisfaction
formal recognition of professional achievements
access to networks through school and system wide collaboration
Access to and participation in:
relevant professional learning
targeted career goal setting
effective reflection and feedback
collegial networks

36. Links to other processes
Preparation:
Become familiar with the diagram – read page 8 of the Framework
Presenter notes:
The diagram shows that the Australian Teacher Performance and Development Framework is supported by the National Professional Standards for Teachers, the National Professional Standard for Principals and the Australian Charter for the Professional Learning of Teachers and School Leaders
This means that the Framework is consistent with registration and renewal of registration, certification as a Highly Accomplished or Lead teacher, and can be used to support those aiming for career progression

37. Support for implementation
Resources, tools and templates
Stimulus materials
Examples of effective practice
Professional learning modules
Online communities of practice
Research
Presenter notes:
AITSL has developed materials to support implementation of the Framework including those listed on the slide
Through this consultation AITSL would also like to explore what further support will be required to ensure that every teacher in every school has access to effective, ongoing performance and development

38. Activity: Thinking about implementation
Form groups of 4
First brainstorm the challenges
Now identify any mitigation strategies that your group can think of
Finally outline the priorities for support required to enable effective implementation
Share with all participants
Preparation:
Copy ‘Thinking about implementation’ worksheet for all groups from Facilitator’s Pack
Presenter notes:
Accept all challenges (including industrial issues) that are raised and record them

39. Activity: Existing practices in your school
Preparation:
View the video
Make copies of the ‘Existing practices in your school’ worksheet for this activity
Ringwood Secondary College, Victoria

40. Activity: Existing practices in your school
What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
What would you like to see in a future video highlighting your school’s performance and development practices?
Preparation:
View the video
Make copies of the ‘Existing practices in your school’ worksheet for this activity
Presenter notes:
Ask participants to record their responses to both questions:
What existing strategies are contributing to your school’s attempts to build a comprehensive approach to teacher performance and development?
What would you like to see in a future video highlighting your school’s performance and development practices?

41. Stimulus card pack Table discussion…
Look through your card pack which offers a series of hot topics
Select a hot topic for discussion at your table
Share your thinking with us
Share your own hot topics with the Australian educational community
Contact us:

42. Who dares to teach must never cease to learn
John Cotton Dana