1. Annual Performance Review (APR) process for heads of program
This presentation provides information about the Annual Performance Review (APR) process for heads of program. This includes heads of curriculum, heads of special education services, master teachers, guidance officers, and heads of department.

2. Every student succeeding State Schools Strategy 2014-2018
School leaders delivering extraordinary and
sustained improvement and achievement
Lead teaching and learning
Develop self and others
Lead improvement, innovation and change
Lead the management of the school
Engage and work with the community
As part of the leadership team, heads of program contribute to the delivery of the school improvement agenda as part of ‘Great People’ within the State School Strategy
Heads of program contribute to improving teacher quality through their professional responsibilities and are also contributors to the advancement of other school priorities.
The five professional practices that are identified within the Australian Professional Standard for Principals shape the performance development parameters of all school leaders.
Leading teaching and learning:
Responsibility to create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Heads of program make a key contribution to developing a culture of effective teaching: for leading, designing and managing the quality of teaching and learning; and for students’ achievement in all aspects of their development. They support high expectations through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Heads of program model high standards of behaviour and attendance, encouraging all to be life-long learners.
Developing self and others:
Work with and through others to build a professional learning community that is focused on continuous improvement of teaching and learning. Through managing performance, effective continuing professional learning and feedback, heads of program support all staff to achieve high standards and develop their leadership capacity. They support others to build capacity and treat people fairly and with respect. They model effective leadership and are committed to their own ongoing professional development, and personal health and wellbeing, in order to manage the complexity of the role and the range of learning capabilities and actions required of the role.
Leading improvement, innovation and change:
Work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. School leaders recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised.
Leading the management of the school:
Use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Heads of program ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.
Engaging and working with the community:
Embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the wider school community, and the education systems and sectors. Heads of program develop and maintain positive partnerships with students, families and carers and all those associated with the school’s broader community. They create an ethos of respect taking account of the spiritual, moral, social, health and wellbeing of students. They promote sound lifelong learning from preschool through to adult life. They recognise the multicultural nature of Australian people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students’ families and carers from communities facing complex challenges.

3. Leadership Agenda Strategic context Performance development
Investment and support
Annual Performance Review process for heads of program
Principals’ Leadership Agenda 25/02/15
However, heads of program responsibilities can vary widely across our system, with many maintaining teaching as well as leadership roles. For this reason the annual performance review process allows heads of program to define their professional capability development goals from either or both of the leadership capability development framework or the teacher framework of the Australian Professional Standards for Teachers.

4. State Schools Strategy 2014-2018
Heads of program and all school leaders share responsibility for leading improvement of teacher quality as instructional leaders.

5. + Collaborative culture in theory Professional learning culture
A performance and development cycle, as the basis of a performance and development culture, underpins both professional standards and the Annual Performance Review process.
Charter:
Discusses building a performance culture in schools through:
Leadership support for adult learning and risk taking
Taking collective responsibility for improving practice
Collaboration aimed at specific and relevant goals for the learning needs of students
High levels of trust, interdependence and interaction
Organisational support for professional learning through school structures, explicit planning and time allocation
Focus on professional learning that is most likely to be effective in improving professional practice and student outcomes.
Framework:
Discusses the creation of a strong, supportive and effective performance and development culture through:
Leadership that leading the learning and improvement in a school
Flexibility in the how schools approach teacher performance and development
Alignment of performance and development processes with school priorities, students needs etc.
It identifies the essential elements of a performance and development cycle.
Australian Teacher Performance and Development Framework – August 2012, AITSL
Australian Charter for the professional learning of Teachers and School leaders
– 2012, AITSL

6. Unpacking the Australian Professional Standards for Teachers
Many will have gained some experience now in unpacking the Australian Professional Standards for Teachers (APST). A summary of important elements of the Standards follows:

7. How are the APST organised?
The seven standards are then separated into focus areas. There are 37 focus areas that have descriptors for four professional career stages.
There are three domains of teaching
Within the three domains, there are seven standards. There are two standards in domains 1 and 3 and three standards within Domain 2.
Organisation of the standards
The Australian Professional Standards for Teachers comprise seven standards which outline what teachers should know and be able to do. The standards are interconnected, interdependent and overlapping.
The standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains.

8. Unpacking an APST standard
Domain
The standard
Focus area
Career
Stage
Descriptor
Organisation of the standards (continued)
Click to reveal the key elements of the standards (5 arrows in total will appear)
Within each standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated into descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead.
The focus areas and descriptors identify the components of quality teaching at each career stage. They constitute agreed characteristics of the complex process of teaching. An effective teacher is able to integrate and apply knowledge, practice and professional engagement as outlined in the descriptors to create teaching environments in which learning is valued.
Illustrations of Practice (resources on the AITSL website) show what the standard looks like at a particular career stage. There may be a video demonstrating a particular focus area (Dynamic Illustration), or an annotated lesson plan or unit of work (Static Illustration) or a combination of both.
Illustrations of practice
Evidence

9. Career stages: what the language tells us
Knowing and understanding
Graduate
Applying knowledge and understanding
Proficient
Developing a sphere of influence
Highly Accomplished
Sphere of influence within and across schools
Lead
Career stages can be generally defined in this manner.
Teachers and heads of program can use the Self-Assessment Tool and/or the My Standards App to reflect upon their current performance and role in relation to the career stages.
Self-Assessment Tool
My Standards App

10. APSP and the Leadership Profiles
When reflecting upon their role as a leader, the Australian Professional Standard for Principals has become a pivotal document.
The 2015 Principals’ Leadership Agenda is based on the Australian Professional Standard for Principals (APSP) and the Leadership Profiles. These are further articulated in a supplementary resource, but also expanded upon here to assist heads of program to develop a working knowledge of their relevance to their Annual Performance Review process.
The APSP has been in development over the last few years, led by the federally-funded Australian Institute for Teaching and School Leadership, more commonly known as AITSL.
The APSP provides a common language across our nation about effective and high impact leadership practice.
The APSP was developed through an intensive and collaborative process involving national and international research, drafting, critical review and feedback from over 550 stakeholders. The APSP was tested through a series of pilot studies and builds on, and adds value to, existing standards and frameworks developed by education jurisdictions and professional bodies. An expert representative steering group was established to provide advice and support on the development and promotion of the APSP.
The APSP has been formally adopted in Queensland from Semester 2, 2015.
The APSP is organised by professional practices (the light green arm of the triangle) that have common leadership requirements of vision, knowledge and personal qualities (the dark green arm).
The third arm of the triangle has operational, relational, strategic and system as a continua of contexts and practice (purple arm of the triangle).
Australian Professional Standard for Principals (APSP) and the Leadership Profiles. Updated June 2015

11. APSP and the Leadership Profiles
Following wide consultation, the APSP was developed into the Leadership Profiles. This is a continuum that also defines a developmental pathway of increasing leadership proficiency.
It is important to note, however, that progress to the right-side column does not relate to seniority or experience, as leaders could identify themselves as moving left or right on the continuum due to change of context or area of responsibility within a school.

12. Annual Performance Review
Phase 1 - Reflection and goal setting
Phase 2 - Professional practice and learning
Phase 3 - Feedback and review
Annual performance development planning is three-phase process with a common format for the Annual Performance Review processes for teachers, heads of program, and principals and deputy principals.

13. Phase 1: Reflection and goal setting
Consider systemic agenda
Consider your school and/or regional context and priorities
Consider your areas of strength and areas for development
During Phase 1
School priorities: Plans are reflective of the school’s priorities aligned to regional and systemic agendas. A section on the template is provided for the schools’ priorities to be pasted/entered so that any candidate can be aware of their relevance to their own performance development planning.
Reflect on areas of strengths and areas for development: Heads of program can self reflect against the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals as well as on the role description associated with their specific position of Head of Curriculum, Head of Special Education Services, Master teacher, Guidance Officer or Head of Department. Self-reflection can be completed in a range of ways, including the use of tools from AITSL’s website which are previewed on the following slides
Goals: Goals should be aligned to the APSP and the Leadership Profiles’ view of effective leadership, and reflective of systemic, professional and local priorities and context.
Agreement on performance and development goals and actions to develop capability, and indicators for success: Up to three collaboratively established goals, which should identify actions required to support achievement of the goals and indicators for success.

14. Tools to consider in self-reflection
Classroom Practice Continuum
Following the recent decision by AITSL to remove Union representation from its Board and Committees, the QTU has decided at State Conference to strongly recommend that QTU members not support AITSL initiatives outside of the scope of the APR process alignment to the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals and the Leadership Profiles.
Self-Assessment Tool
Heads of program can choose from a range of self reflection tools, some of which are shown, as appropriate to their professional learning and context.
Consider your role description especially to capture any aspects in your role that are not captured by either standard, such as the counselling skills and responsibilities for guidance officers.
Each tool on this screen (that has a web-location) is hyperlinked to that location so that it can be engaged with.
Note: Following the recent decision by AITSL to remove union representation from its board and committees, the Queensland Teachers’ Union has decided at their State Conference to strongly recommend that QTU members not support AITSL initiatives outside of the scope of the APR process alignment to the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals and the Leadership Profiles.
My Standards App

15. Phase 1: Reflection Phase 1 – Reflection
Consider your role description to identify areas of strength and areas for development.
Areas of strength
Areas for development
This plan is to be reflective of your role description and needs to be developed in alignment with the Australian Professional Standards for Teachers. It may also be appropriate to draw on the Australian Professional Standard for Principals and the Leadership Profiles. With your role description, record areas of strength and areas for development within your Annual Performance Development Plan.
Heads of program and their supervisors are encouraged to access the Australian Professional Standards for Teachers and/or APSP and the Leadership Profiles for the purposes of self-reflection, and to identify areas of strength and areas for development aligned to the APST and/or APSP. The self-assessment and/or self-reflection tool is recommended to assist in this process.

16. Phase 1: Reflection Phase 1 – Reflection
Consider your role description to identify areas of strength and areas for development.
Areas of strength
Areas for development
Head of Curriculum (HOC): The identification and delivery of professional development needs of the school in relation to curriculum, and assessment. 
Head of Curriculum (HOC): Contributing to and assisting with the facilitation of year level planning days and activities.
Head of Special Education Services (HOSES): Embed socially-just practices in daily school life.
Head of Special Education Services (HOSES): Understand the legislation and policies that impact on schooling especially in relation to students with a disability.
Guidance Officer (GO): Provide a counselling and referral service to assist students in decision-making about critical educational and career development.
Guidance Officer (GO): Facilitate effective working relationships with external support agencies.
Master Teacher : Working with instructional leaders to prioritise the teaching of literacy within the school’s curriculum and teaching framework.
Master Teacher : Supporting all staff in the analysis of, and response to, systemic and student data.
Head of Department (HOD): Manage the financial, facilities and curriculum resources of the school department to achieve goals.
Head of Department (HOD): Lead your school department to commit to a shared vision focused on providing quality learning outcomes for all students.
This plan is to be reflective of your role description and needs to be developed in alignment with the Australian Professional Standards for Teachers. It may also be appropriate to draw on the Australian Professional Standard for Principals and the Leadership Profiles. With your role description, record areas of strength and areas for development within your Annual Performance Development Plan. Possible examples are shown for each context
Heads of program and their supervisors are encouraged to access the Australian Professional Standards for Teachers and/or APSP and the Leadership Profiles for the purposes of self-reflection, and to identify areas of strength and areas for development aligned to the APST and/or APSP. The self-assessment and/or self-reflection tool is recommended to assist in this process.

17. Phase 1: Reflection
Australian Professional Standards for Teachers
APSTs are listed in the professional practices to which they align from the APSP and the Leadership Profiles
Areas of strength
Areas for development
Professional Practices
Taken from the APSP and the Leadership Profiles.
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning
 Leading teaching and learning
Developing self and others
Standard 6: Engage in professional learning
Leading the management of the school
 Standard 6: Engage in professional learning
 Leading improvement, innovation and change
Standard 7: Engage professionally with colleagues, parents/carers and the community
Engaging and working with the community
This plan is to be reflective of your role description and needs to be developed in alignment with the Australian Professional Standards for Teachers. It may also be appropriate to draw on the Australian Professional Standard for Principals and the Leadership Profiles.
The second reflection table in the APDP template provides the opportunity to align areas of strength and areas for development with the seven standards of the APST and/or the five professional practices of the APSP.
Heads of program and their supervisors are encouraged to access the Australian Professional Standards for Teachers and/or APSP and the Leadership Profiles for the purposes of self-reflection, and to identify areas of strength and areas for development. A self-assessment and/or self-reflection tool is recommended to assist in this process.

18. Phase 1: Reflection
Australian Professional Standards for Teachers
APSTs are listed in the professional practices to which they align from the APSP and the Leadership Profiles
Areas of strength
Areas for development
Professional Practices
Taken from the APSP and the Leadership Profiles.
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning
 Standard 1.1 Knowledge of students to improve learning.
 HOD: Lead the school department to commit to a shared vision focused on prioritising quality learning outcomes for all students.
 Leading teaching and learning
 Standard 2.6: Use effective teaching strategies to integrate ICTs to increase meaning.
 PP: Seek leadership potential in others and provide opportunities for development.
Developing self and others
Standard 6: Engage in professional learning
 PP: Apply effective performance development processes and celebrate successes.
 HOC: Contribute to and assist with the facilitation of year level planning days and activities.
 HOSES: Embed socially-just practices in daily school life.
 Standard 4.3: Manage challenging behaviour through clear expectations.
Leading the management of the school
 Standard 5.2: Provide timely and effective feedback to students about their achievement.
 Standard 6: Engage in professional learning
 MT: Working with instructional leaders to prioritise the teaching of literacy within the school’s curriculum.
 PP: Improve own knowledge of improvement strategies and leading change.
 Leading improvement, innovation and change
Standard 7: Engage professionally with colleagues, parents/carers and the community
 PP: Promote parent and carer engagement as a key aspect of raising the achievement of all students.
 GO: Facilitate effective working relationships with external support agencies.
Engaging and working with the community
This plan is to be reflective of your role description and needs to be developed in alignment with the Australian Professional Standards for Teachers. It may also be appropriate to draw on the Australian Professional Standard for Principals and the Leadership Profiles.
The second reflection table in the APDP template provides the opportunity to align areas of strength and areas for development with the seven standards of the APST and/or the five professional practices of the APSP. Possible examples of aligning areas of strength and areas for development are shown for each context.
Heads of program and their supervisors are encouraged to align areas of strength and areas for development to the Australian Professional Standards for Teachers and/or APSP and the Leadership Profiles for the purposes of self-reflection, and to identify areas of strength and areas for development. A self-assessment and/or self-reflection tool is recommended to assist in this process.

19. Phase 1: Reflection and goal setting
Through discussion with your supervisor, agree on up to three goals aligned to the Role description for your position, and/or the Australian Professional Standards for Teachers, and/or the Australian Professional Standard for Principals and the Leadership Profiles.
Use the SMART goals strategy to record the agreed goals
Record actions that will identify the achievement of your goals
Refer to Leadership Development Guides
Record expected indicators of success
How will you know you have achieved your goals?
What evidence will identify goal attainment?
Phase 1 of the process in summary.

20. SMART Goals
Goals set as part of the Annual Performance Development Plan need to meet the SMART criteria so that it is possible for the plan owner and their supervisor to be able to determine whether goals have been attained or progress towards goals is evident. This process is about building capacity so measurement of progress is vital for the individual, the school and the system.

21. Phase 1: Set goals aligned to APSP
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from:
APST
APSP professional practices
Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require.
Indicators of success
What will you/others see if your goal is achieved?
Phase 2 – Reflections, comments and notes on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
Goal 2: Professional practice
Developing self and others
Goal 3:
This example uses the Professional practice of “Developing self and others”
Up to three performance and development goals to be established collaboratively aligned to professional practices.
One goal example is drawn from the Australian Professional Standards for Teachers, and the second is drawn from the Australian Professional Standard for Principals.

22. Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from:
APST
APSP professional practices
Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require.
Indicators of success
What will you/others see if your goal is achieved?
Phase 2 – Reflections, comments and notes on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By the end of Term , develop and implement improved practices for student feedback in relation to their learning goals.
Goal 2: Professional practice
Developing self and others
By end of Term , develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Goal 3:
Write up to 3 SMART goals established collaboratively.
These SMART goal examples aim to be Specific: the target is clear
Measurable: improved practice can be identified through evidence
Achievable: they are realistic in the
Relevant: they have meaningful positive implication for the practices of the individual and align to school context.
Time-phased: the time by which goal attainment is expected is clear.

23. Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from:
APST
APSP professional practices
Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require.
Indicators of success
What will you/others see if your goal is achieved?
Phase 2 – Reflections, comments and notes on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term , develop and implement improved practices for student feedback in relation to their learning goals.
Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.
Examine AITSL Illustrations of practice for Focus area 5.2.
Complete the reading ‘Seven keys to effective feedback’ and discuss with line manager to generate action plan.
Develop a standardised feedback data check-sheet with key task elements for feedback and timing guides.
Implement and refine check-sheet as part of action plan.
Goal 2: Professional practice
Developing self and others
By the end of Term , develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.
Collaborate with colleagues in similar roles to examine shared leadership models.
Create a communication action plan and review with line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action plan.
Identify actions to undertake as professional learning to develop personal capability to support goal attainment.

24. Phase 1: SMART goals
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from:
APST
APSP professional practices
Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require.
Indicators of success
What will you/others see if your goal is achieved?
Phase 2 – Reflections, comments and notes on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term , develop and implement improved practices for student feedback in relation to their learning goals.
Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.
Examine AITSL Illustrations of practice for Focus area 5.2.
Complete the reading ‘Seven keys to effective feedback’ and discuss with line manager to generate action plan.
Develop a standardised feedback data check-sheet with key task elements for feedback and timing guides.
Implement and refine check-sheet as part of action plan.
Personal professional learning log.
Feedback resources have been developed and are incorporated in learning cycle.
Team meeting minutes identify strategy shared with others.
Goal 2: Professional practice
Developing self and others
By the end of Term , develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.
Collaborate with colleagues in similar roles to examine shared leadership models.
Create a communication action plan and review with line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action plan.
Action plan has been created.
Meeting minutes identify communication of vision and strategy for implementation.
Head of Program models strategy.
Leadership successes of team members celebrated.
Curriculum artefacts provide evidence of shared leadership.
Record indicators of success that identify what you/others will see if each goal is achieved.

25. Professional learning
Examples:
Professional networks
Regional network and learning forums
Peer coaching
Leadership Development Guides
Mentoring
Action research
Formal studies
Professional reading
The Australian Charter for Professional Learning of Teachers and School Leaders has been developed by AITSL. It identifies the types of professional learning most likely to lead sustainable change. The charter details the characteristics of effective professional learning:
Relevant: the learning must assist teachers and school leaders to address and adapt to challenges in improving student learning, well being and engagement with learning.
Collaborative: when it connects teachers and leaders within and across schools and to external experts. It involves a disciplined and purposeful approach to solving the challenges most important to improving student outcomes.
Futures–focused: professional learning that develops teachers and leaders who are adaptable and able to deal with new and unexpected challenges.
The Foundation Leadership Development Guides are now available, with the Strategic Leadership Development Guides to be released at a later date.
The Australian Charter for Professional Learning of Teachers and School Leaders
Relevant Collaborative Futures-focused

26. Evidence
The head of program and their supervisor will identify and agree on appropriate evidence to measure successful attainment of goals.
Evidence supports heads of program knowing if what they are doing is making a difference to improve outcomes for all students.
Evidence of leadership and/or teaching practice may be seen in the behaviours or actions of the staff, students and school community.
Heads of program can use evidence in their routine professional communications, practice and through whole school data sets.
Evidence needs to come from a range of sources.

27. Evidence
Illustrative examples of best practice may include, but are not limited to:
Impact of faculty/team leadership on student outcomes, colleagues and the school as a whole
Stakeholder feedback
Community partnerships supporting the school
Head of program self-assessment
Professional learning, including collaboration
with other school leaders
Systemic data analysis
Celebrating school successes

28. Phase 2: Professional practice and learning
Undertake professional formal or informal learning to support achievement of planned goals
Identify, collect and reflect on agreed evidence to support the achievement of your goals
Receive formal and/or informal feedback focused on improvement
During Phase 2
Professional learning takes place with reflection on evidence already collected
Check-in with supervisor to discuss your goal attainment
Make changes, if agreed and as necessary, due to change of responsibilities or context.
Formal feedback to be given no more than four times in the 12-month cycle

29. Phase 2: Professional practice and learning
Phase 1 & 2 — Goal setting, professional practice and learning
These should be framed through reflection on areas of strength and areas for development within the Australian Professional Standards for Teachers and/or Australian Professional Standard for Principals (APSP) and the Leadership Profiles
Focus areas for development from:
APST
APSP professional practices
Role description
As per reflection
Agreed performance development goals
Refer to SMART goals framework
Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require.
Indicators of success
What will you/others see if your goal is achieved?
Phase 2 – Reflections, comments and notes on professional practice and learning
Goal 1: APST 5.2
Provide feedback to students on their learning
By end of Term , develop and implement improved practices for student feedback in relation to their learning goals.
Identify, observe and collaborate with colleagues who are identified within the school as having effective feedback processes in place to support improved student outcomes.
Examine AITSL Illustrations of practice for Focus area 5.2.
Complete the reading ‘Seven keys to effective feedback’ and discuss with line manager to generate action plan.
Develop a standardised feedback data check-sheet with key task elements for feedback and timing guides.
Implement and refine check-sheet as part of action plan.
Personal professional learning log.
Feedback resources have been developed and are incorporated in learning cycle.
Team meeting minutes identify strategy shared with others.
Goal 2: Professional practice
Developing self and others
By the end of Term , develop and demonstrate skills to establish a leadership hierarchy within team to share leadership and responsibility for faculty vision.
Engage with the Effective Influencing Foundation Leadership Development Guide to examine collaborative leadership actions.
Collaborate with colleagues in similar roles to examine shared leadership models.
Create a communication action plan and review with line manager.
Share your vision for your team and promote benefits.
Monitor and support colleagues in line with action plan.
Action plan has been created.
Meeting minutes identify communication of vision and strategy for implementation.
Head of Program model strategy.
Leadership successes of team members celebrated.
Curriculum artefacts provide evidence of shared leadership.
Supervisors are to include reflections, comments and notes during this phase.

30. Phase 3: Feedback and review
Throughout the process, as well as during Phase 3, timely and frequent development-focused feedback provided
Full reflection of performance against agreed goals using multiple sources of evidence
Verbal and written feedback provided
Feedback may form the basis for subsequent performance reviews
Retention as an official record (endorsed and dated)
During Phase 3
At the end of each yearly cycle, supervisors will meet with each head of program to review and reflect on the head of program’s performance against their nominated goals using multiple sources of evidence.
This reflection process will inform the next head of program performance review cycle.
Final comments by the head of program and supervisor should be in relation to the achievement of goals.
The head of program provides overall comments regarding the review outcomes and the document needs to be signed and dated by both parties.
There may be a number of reasons why a goal is not achieved, and it is important that both the head of program and their supervisor identify these.
Where expectations are not met, the head of program and their supervisor will use the outcomes of the process as a basis for discussions to commence the next cycle of the process.
The endorsed and dated plans should be kept as official records in a confidential manner.
The head of program should retain the original copy of the plan.
This process is separate and distinct from procedures for the management of unsatisfactory performance.

31. Key documents State Schools Strategy 2014-2018
Queensland State Schools Annual Performance Review (APR) process for heads of program:
Overview
A step-by-step guide
Annual Performance Development Plan template for heads of program
Joint statement
Australian Professional Standard for Teachers and/or Australian Professional Standard for Principals and the Leadership Profiles

32. Resources
The Australian Charter for the Professional Learning of Teachers and School Leaders
PowerPoints:
Unpacking the Australian Professional Standards for Teachers
Unpacking the Australian Professional Standard for Principals and the Leadership Profiles
Regional Principal Advisors: Organisational Transformation