1. Australian Teacher Performance and Development Framework
30 minute 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. 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
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 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
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)

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. 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.

10. 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

11. 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

12. 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.

13. 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

14. 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

15. 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

16. 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?