Teacher Performance and Development in Australia - Australian ...

ContentsBackground ......................................................................................................................... 4Analysis ............................................................................................................................... 5Methodology ........................................................................................................................ 8Introduction ......................................................................................................................... 9Findings .............................................................................................................................. 10The framework for the mapping process 10Review of Teacher Performance: Which teachers are reviewed, how often, who reviews, mandatory orvoluntary, internal or external review? 12The performance and development planning cycle 14What is reviewed? How are teaching standards or other similar criteria used in the review process? 16What evidence is used in teacher reviews? 18What is the outcome of these teacher reviews? 19How is teacher development tied to teacher performance? 20Appendix A ........................................................................................................................ 21Appendix B ........................................................................................................................ 23Australian Capital Territory government systemAustralian Capital Territory Catholic sectorNew South Wales government systemNew South Wales Catholic sectorNorthern Territory government systemNorthern Territory Catholic sectorQueensland government systemQueensland Catholic sectorSouth Australian government systemSouth Australian Catholic sectorTasmanian government systemTasmanian Catholic sectorVictorian government systemVictorian Catholic sectorWestern Australian government systemWestern Australian Catholic sectorTeacher Performance and Development in Australia: A mapping and analysis of current practice in Australia3

BackgroundAs part of the Education Ministers’ commitment to develop an Australian Teacher Performance andDevelopment Framework, the Australian Institute for Teaching and School Leadership (AITSL) is undertakinga national exercise to determine existing approaches that might guide the development of such a nationalFramework.The purpose of this mapping exercise is to:1. gain an understanding of existing approaches to teacher performance and development that operate withineducation systems and sectors across the country2. identify the tools and support that are currently in place for implementation.This report is an outcome of the mapping exercise which has been conducted by a team of external consultantscomprising Graham Marshall, who is a Senior Research Fellow in the Graduate School of Education at the Universityof Melbourne and a former General Manager, Human Resources in the Victorian Department of Education andTraining, Vic Zbar, who is a highly-regarded education consultant and writer who has worked on major educationreform programs in Australia and overseas, and Peter Cole, who is a former Manager, Performance and Developmentin the Victorian Department of Education and Training and a Director of EdStaff, a national and internationaleducation recruitment business.4 Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia

departmental requirements including the requirementto conduct teacher performance reviews.Other systems provide strong incentives or supportto encourage schools to carry out performance anddevelopment policy. These incentives and supportsinclude: using the local industrial agreementswhich fully or partially embed performance anddevelopment processes in school practice (NSW,Victoria, Queensland, WA, the ACT and the NT);linking performance and development to salaryprogression (NSW, Victoria and Tasmania); providinga rich array of guidelines and support materials forschools to use (Queensland, Victoria, NT, SouthAustralia, ACT, NSW, WA); using performance anddevelopment consultants to support principals andschools to implement policy (SA) and providing anexplicit and discrete training program on performanceand development (SA, Queensland) though otherjurisdictions also provide training in this area (NSWand WA among others).2. The Catholic sectorWhere they exist, the processes used for teacherdevelopment and review in the Catholic sectorvary widely across Australia, though apart from theprocesses used in the Archdiocese of Sydney, theytend to focus very much on teacher developmentand improvement rather than assessment of teacherperformance. In some cases, such as Victoria andQueensland, the employers have joined togetherthrough the state or territory based CatholicEducation Commissions to negotiate a commonEBA with provisions covering teacher performanceand development applying to schools across thestate. In the case of the archdiocese of Sydney, theArchdiocese as the employer has negotiated anEBA, with provisions on teacher performance anddevelopment processes which only apply to schoolsin the archdiocese.(WA, SA, Tasmania, and the ACT) 1 the approachesto teacher development and review appear to be leftlargely or entirely to schools to determine, there arestill some things that can be said to apply in the largerjurisdictions of Sydney, Victoria and Queensland aswell as the NT and the ACT.In these jurisdictions, performance and developmentprocesses apply to all teachers. They would normallybe annual (annual processes are stipulated in Sydney,Victoria and the NT) and are carried out at the schoollevel by the school principal or nominee or a head ofdepartment. The processes are entirely internal to theschool.Sydney, Victoria and the NT have a requirement for anannual teacher review. In the Sydney archdiocese, theannual review process is quite explicit, but less so inVictoria and the NT.Queensland and the ACT provide for teacherappraisal at the school level.An interesting variation to the normal role of theprincipal in teacher performance and developmentoccurs in WA, where a process for teacher appraisalis laid down in the relevant EBA covering Catholicschools in WA. The EBA stipulates that the appraisalwill be carried out by the school’s appraisal committeeand/or such other persons as are agreed betweenthe employer and the teacher. The composition ofthis committee (or any alternative to this committee)is determined by agreement between the employer(presumably the principal) and the teacher.Where the EBAs cover multiple employers theyprovide a broad framework for performance anddevelopment within which individual employersultimately determine what actually takes place.Within Victoria each individual school is theemployer and in the case of Queensland thereare 23 separate employers.Given all of this, and the fact that in four jurisdictions1 The ACT and WA have very brief guidelines in their industrial agreements about performance and development processes and Tasmaniais in the process of developing its approachesTeacher Performance and Development in Australia: A mapping and analysis of current practice in Australia13

Findings (continued)The performance and developmentplanning cycle1. Government systemAll government school systems, with the exception ofTasmania, have an explicit cycle (normally annual) ofperformance and development activities.In all cases the cycle involves:1. developing a performance plan in discussionsbetween a teacher and the Principal/ nominee/ linemanager2. implementing the plan and, in some cases,undertaking teacher development activities3. reviewing performance and developing a newperformance plan.Tasmania stipulates an annual teacher performancereview, but does not require planning meetings orother activities associated with a performance anddevelopment planning cycle.Victoria, the ACT and the NT all stipulate a mid-cyclereview of teacher performance as well as an endof cycle review. NSW, Victoria, and the ACT alsohave clear timelines for each stage of the annualcycle. The NSW cycle commences in Term 4 ofeach year with the setting of performance goalsby agreement between the teacher and the schoolprincipal or nominee, and concludes in Term 4 of thefollowing year with the assessment of the teacher’sperformance. While NSW doesn’t require a midcyclereview, it proposes that there be conversationsbetween the teacher and principal or nominee duringthe year to discuss the progress of the teachertowards achieving his/her performance goals. WAalso has the expectation that the line manager willschedule formal and informal meetings during theyear to monitor teachers’ progress in relation to theirperformance management plans.The Victorian cycle commences in April/May withplanning and an agreed performance plan betweenthe teacher and principal or nominee. The mid-yearreview is held in September/October to discussthe teacher’s progress with the final assessment ofperformance in March/April the following year. Thisassessment leads into the planning process for thenext cycle.The ACT cycle commences in Term 1 with an agreedProfessional Pathways Plan between the teacherand supervisor. This is followed by the mid-cycleprogress review and feedback in Term 2 and then thesummative review of achievement and pre-planningfor the next cycle in Term 4.The NT outlines the requirements of schools overthe 12 months of the cycle, but leaves it to schoolsto determine when they carry out the variouscomponents. As elsewhere the cycle commences withthe development of a performance plan followed bymid-cycle and end of cycle reviews.Queensland and SA each have an explicit planning andreview cycle (normally, but not explicitly, annual) whichincludes the development of a performance plan andthe conduction of a performance review, but they donot stipulate a mid-cycle review or particular timingfor either the development of the performance plan orthe review. WA sets out more general requirements forannual teacher performance planning and reviews butleaves scheduling to the schools.One aspect of the performance and developmentplanning cycle that needs attention is the placeand role of teacher self-reflection, self-review orself-assessment. In the case of NSW, Queenslandand WA there is a reference to a self-review or selfreflectionas part of the teacher review process. In allother systems some form of self-review is implicit inthe performance and development review process.In some cases there is a need to have agreementbetween the teacher and principal or nominee/ linemanager on the outcomes of the review and in allcases there is seen to be great value in getting thisagreement.2. Catholic sectorThe only area of the Catholic sector which has beenidentified as having an explicit performance anddevelopment planning cycle that applies to all ofits schools is the archdiocese of Sydney. Under thePersonnel Performance Planning and Review (PPPR)cycle operating in its schools an action plan coveringthe teacher’s personal and professional goals isdeveloped in Term 1. A mid-year formal interview isconducted to monitor the progress made towards theachievement of the teacher’s goals. In Term 4, at thereview stage, a formal interview is held to review andrecord the areas of achievement, effectiveness anddevelopment in relation to the goals of the action plan.In other respects the approach to planning anddevelopment in the archdiocese of Sydney remainsvery flexible with schools making decisions about howthe process is to be implemented.14 Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia

All other areas of the Catholic sector have veryopen processes around their performance anddevelopment policies where such policies exist.Apart from the archdiocese of Sydney, only the NTstipulates the need for a performance plan thoughthe Queensland EBA refers to goal setting andother elements of a performance and developmentplanning cycle.Teacher self-reviews play a role in areas of theCatholic sector. They are explicitly referred to inboth NSW and Queensland as being integral to thereview stage of their performance and developmentprocesses. Elsewhere in the Catholic sector whereperformance and development processes are beingadopted there are some examples of teacher selfreviewbeing an element of the review process. Forexample in the NT the process of review consists ofthe teachers reviewing their teaching program withtheir head of department.Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia15

Findings (continued)What is reviewed? How are teaching standards or other similar criteriaused in the review process?1. Government systemAll government systems use teaching standards orequivalent (WA uses teacher competency standardswhich are teacher standards by another name andthe ACT uses professional descriptors), as a point ofreference in their performance and developmentprocesses though, apart from Victoria and NSW, stateand territory systems do not appear to use them as themain criteria for reviewing teacher performance (seetable below). Many systems have also indicated thatthey will be moving to use the national Standards oralign their standards to the national standards (NSW, SA,TAS, the ACT, and the NT).The Victorian guidelines on performance anddevelopment refer to the requirement that teachersprovide evidence that they meet the Department’sstandards appropriate for their level. The threelevels of teachers with their own standards areGraduate, Accomplished and Expert. Only theGraduate Standards are common to both the teacherregistration and performance and developmentprocesses.NSW has also recently moved to using the NSWteaching standards as the criteria for assessingteacher performance in their annual schoolreview process.An approach across a number of the governmentsystems is to use the performance plan that teachersdraw up in agreement with their principal or nomineeor team leader/line manager, as the major focus forteacher review. All systems except Tasmania explicitlyrefer to the requirement for teachers to have sucha plan. These plans contain performance goals orobjectives that can form the agenda for the reviewdiscussion. Any review of performance is usuallybased on the extent to which teachers have achievedtheir performance goals. Though in terms of whatthe guidelines at a system level actually indicate, itis probably more accurate to say that the teacher’sperformance goals tend to be used more as the basisfor discussion and feedback than actual assessmentof performance in these reviews.While final decisions on what these performancegoals or objectives should be are left to schools, mostsystems provide guidelines to schools and teachers.Goals that are referred to in system guidelines aboutteacher performance plans include the teacher’sindividual performance goals, goals that areconnected to the objectives of the team or area of theschool that the teacher works in, and goals that arerelated to the objectives of the school.The Standards or equivalent used in the teacher performance and development processesNSW VIC QLD SANSWIT ProfessionalTeaching Standards –used as the main criteriafor the assessment ofteacher performanceVIC DEECD Standards– separate from VITStandards (except forGraduate teachers wherethe DEECD uses theVIT Standards)- used asthe main criteria for theassessment of teacherperformanceQLD EQ ProfessionalStandards of Teachers– separate from QCTstandards- used as areference point for teacherperformance reviewThe National ProfessionalStandards for Teachers isan option for schools touse as criteria for feedbackon teachersWA TAS ACT NTWA Teacher CompetencyStandards. used as areference point for teacherperformance reviewNational ProfessionalStandards for Teachers orTas. Professional TeachingStandards used as areference point for teacherperformance reviewACT ProfessionalDescriptors used as areference point for teacherperformance reviewNT Teacher RegistrationBoard Standards usedas a reference point forteacher performancereview16 Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia

The ACT includes these and also nominates systemobjectives as ones that need to be considered whenteachers are developing their performance plans.In Queensland the guidelines stipulate that theteacher’s performance plan include work taskswhich are proposed to relate to the school’s annualoperational plan and the teacher’s job description.SA provides a range of options for schools and teachersto consider when performance plans are being drawnup. Principals and teachers have the responsibilityto develop agreed performance expectations for theteacher as a basis for professional discussion andfeedback during the year and at the end of cycle reviewstage. These performance expectations are able tobe drawn from the National Professional Standardsfor Teachers, or job or position specifications ororganisational priorities.WA stipulates that teachers’ PerformanceManagement Plans (PMPs) contain goals (alongwith performance indicators, timeframes and agreedsupport) that link to their school’s priorities. In thiscase the review could cover the teacher’s jobrequirements as well as the teacher’s performancegoals.While Tasmania does not require teachers to havea formal plan, the teacher’s goals and expectationsfor the following year arise from the discussion of thereview feedback from the previous year.Guidelines in the NT stipulate that the teacher’s planshould include measurable objectives that relate tostudent progress, the teacher’s specialism and/or theteacher’s team role.In all these cases the teacher’s performance planoutlines the key aspects of performance that will bethe subject of discussion and feedback at the reviewstage. Tasmania is one state where a wide range ofissues is listed that can come under discussion in theseperformance reviews. These include matters relatingto the Tasmanian or National Professional Standardsfor Teachers, teachers’ duty statements and particularissues such as work output and quality, organisationand communication skills, attendance, and contributionacross the school.2. Catholic sectorThe only state in the Catholic sector where teachingstandards are being explicitly referenced in theteacher review process is Victoria where the mostrecent EBA indicates that the required annual reviewmeeting will be formative and focus on affirmingteacher achievement and proposing avenues ofteacher development connected to skills /standards.The standards referred to here are based on theVictorian Institute of Teaching (VIT) Standards andadapted for the purpose of identifying teacherdevelopment needs. One interesting aspect of theVictorian process is the recognition of the need formore substantial performance reviews as teachersmove from graduate to accomplished and then fromaccomplished to expert levels in their career.As previously indicated, the archdiocese of Sydneyand the Catholic sector in the NT appear to be theonly Catholic systems/employers to specify an annualplanning and development cycle for their teachers.In the case of Sydney the employer requires thatteachers’ performance plans (called Action Plans),developed during the planning element of the cycle,are based on the teacher’s specific accountabilitiesand responsibilities as contained in their jobdescriptions. While the NSW teaching standardsprovide a context for the review stage, the reviewactually focuses on the achievement, effectivenessand development of the teacher in relation to thegoals in the Action Plan.None of the other EBAs covering Catholic schoolsthat have been provided make any reference to usingteaching standards in performance and planningprocesses where these processes exist.In the NT, which is the other jurisdiction withsomething of a planning and development cycle,performance plans are required to have goals whichare then the subject of an annual meeting betweenthe teacher and the head of department or year levelhead. The purpose of this meeting is to review theteaching program, including curriculum, assessmentand reporting. The meeting does not involve anyassessment of teacher performance. However someschools do have performance reviews involving someassessment of teacher performance and this processis being extended to other schools.Queensland, WA, the ACT and Tasmania leave theissue of what is to be covered or reviewed in teacherreviews to the schools and their principals, thoughas previously noted, EBAs might specify aspects ofthe review process or in other cases rule out certainaspects. For example the EBA covering ACT Catholicschools rules out any employee performance reviewor evaluation.Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia17

Findings (continued)What evidence is used inteacher reviews?1. Government systemIn most government systems the evidence to beused in teacher reviews is left entirely up to schoolsand the principals who are responsible for thesereviews as well as teachers in those schools.However in the case of NSW and the NT somesignificant elements of the evidence are specified.In both jurisdictions a minimum number of classroomobservations of teacher practice is required; twoobservations a year in NSW and three shortclassroom observations a year in the NT. In additionthe NSW guidelines require a review of a teacher’sdocumentation – lesson planning, lesson materialand examples of student work.2. Catholic sectorThere do not appear to be Catholic sector guidelineson the use of evidence of teacher performance for thepurpose of teacher reviews. If any evidence is usedor discussed it would be entirely a school decision.There is no suggestion that any particular form ofevidence is required for teacher review processes.The two areas of the Catholic sector where some formof assessment of teacher performance takes place,Sydney and the NT, the jurisdictions leave schoolsto determine what evidence of teacher performancewould be considered.In the NT other evidence, apart from the threeobservations of teacher practice a year, is notspecified, though the fact that the performanceobjectives to be assessed are defined as measurableobjectives relating to school performance suggeststhe type of evidence that could be used.Other systems have processes where teachers areinvited to provide evidence that they have achievedtheir performance objectives or, in the case of Victoriaand NSW, can show that they meet the standardsrequired. In WA teachers are required to carry out a selfassessmentand provide evidence of their performancein relation to job requirements and workplace priorities.The evidence required is determined at the school level.Tasmania and the ACT are two systems that doprovide examples of the evidence that teachers canuse to demonstrate that they are achieving theirperformance objectives or effectively carrying out theirroles and responsibilities.In the case of Tasmania these examples includeclassroom observation, reading teacher reports,teacher progress in the curriculum, feedback fromstudents and parents, and documented lessonplans. The ACT suggests that evidence of teacherperformance can be drawn from the teacher’s ownreflections, teaching plans and records, recent andcurrent performance plans, observations and recordsof student learning achievements. However theseare examples only and, apart from NSW and theNT, no government system specifies any particularrequirements for evidence of teacher performance tobe considered and discussed as part of the teacherreview process.18 Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia

What is the outcome of theseteacher reviews?1. Government systemIn the area of teacher performance there are four broadoutcomes from the performance review process acrossgovernment systems in the eight jurisdictions:> in Victoria, NSW and Tasmania one outcome isto confirm or otherwise that the teacher who isreviewed is assessed as performing at a sufficientlevel to receive the next salary increment unless theyare at the top of the scale> in all jurisdictions the feedback from the performancereview is designed to assist teachers to identify theirstrengths and weaknesses and work to improve theirperformance> in all jurisdictions the process leads to theidentification of areas of performance which formthe focus for performance planning in the followingperformance and development planning cycle or, inthe case of Tasmania, the agenda for the performancereview the following year2. Catholic sectorIn Victoria and Queensland in the Catholic sector theteacher review outcomes are described in terms ofaffirming achievement and suggesting avenues forprofessional development (in Victoria) and identifyingstrengths, opportunities and professional developmentneeds for teachers whilst also providing an occasionfor goal setting (in Queensland).In the archdiocese of Sydney the review outcome isan identification of the areas of teacher performanceneeding further development. The areas identifiedwould then be subject to discussion in thedevelopment of a performance plan in the followingyear.In other states and territories the outcomes, whereteacher reviews are conducted, appear to be left toschools and their principals.> in all jurisdictions the process is also designedto allow under performance to be identified andaction, usually separate from the performance anddevelopment process itself, to be taken.The outcomes in NSW are quite formal. A Reviewreport is completed at the end of the process andforwarded to the Education Department. In all otherjurisdictions any documentation relating to theperformance and development process is retained atthe school level.Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia19

Findings (continued)How is teacher development tied to teacher performance?1. Government systemGuidelines in all government systems suggestthat teacher development is incorporated into theperformance and development processes. Thosesystems with a performance and development planningcycle (all states and territories except Tasmania)incorporate teacher development plans into teachers’performance plans at the commencement of theplanning cycle. A number of systems also providesample pro forma plans for schools to use. In effect allsystems, including Tasmania, identify these teacherlearning needs largely or wholly through the discussionand feedback received as part of the teacher reviewprocess at the end of the planning cycle.The plans around teacher development are eitherincorporated directly into the teachers’ performanceplan (Victoria, Queensland, SA, WA, the ACT and theNT) or form part of a separate plan aligned to theperformance plan (as in the case in NSW where thereis a separate school level Professional Learning Planin which teachers are expected to participate).2. Catholic sectorThe role of teacher development in teacherperformance and development varies greatly indifferent state and territories in the Catholic sector.It appears that in Victoria and the NT discussion ofteacher development is a component of the annualreview meeting. In the ACT the whole performanceand development process is designed to assist inidentifying teacher learning needs. In Queenslandthe teacher appraisal process involves, in part, theidentification of development needs for teachers.In Sydney, the performance and developmentplanning cycle is somewhat linked to teacherdevelopment but only to the extent that the teacherdevelopment can be resourced.In the other states and territories there does notappear to be evidence in the EBAs that teacherdevelopment is linked to reviews of teacherperformance.In the ACT there is the additional requirement,linked to the performance and developmentplanning process, that teachers undertake at least5 days professional learning during the year. Thisprofessional learning is to be subject to discussionduring the annual teacher review process.In the NT, as well as incorporating teacherdevelopment into the annual performance anddevelopment planning cycle for all teachers, teacherdevelopment has been given a significant role in themore substantial teacher performance review processdeveloped for those teachers moving from the CT5to the CT6 levels. In this teacher performance reviewthe criteria for advancing to the next level includemeeting the requirements for teacher learning aswell as satisfying the requirements for the teacher’scontribution to the community and meeting therequirements of the relevant teacher standards.20 Teacher Performance and Development in Australia: A mapping and analysis of current practice in Australia

Performance and development consultation:Contact was made with each of the following nominees of the government systems and the Catholic and Independent sectorsNomineesAssistant DirectorAssistant Director, People & Organisational ServicesManager, Human ServicesDeputy Director and Head of Human Resource ServicesDean of Academic DevelopmentDeputy PrincipalDeputy PrincipalDirector: Teacher AccreditationHeadmasterRepresenting – OrganisationSA Commission for Catholic SchoolsCatholic Education Office of WATAS Catholic Education CommissionCatholic Education Office - Archdiocese of Canberra & Goulburn ACTBrisbane Girls GrammarIndependent Schools QLDSt Aidans SchoolIndependent Schools QLDCannon Hill Anglican CollegeIndependent Schools QLDAssociation of Independent Schools of NSWSt Paul’s School Brisbane QLD

Australian Capital Territory government systemPerformance and development approach — ACT government systemAppendix BPolicy framework Underlying principles Processes Supports and tools Relevant documentsHaving for a significantamount of time had aProfessional Pathways policyand program, in 2011 theDirectorate introduced theannual professional discussionbetween each classroomteacher and principal and/or supervisor in the school.The two processes are nowbrought together with aformal annual discussionfocused more directly onfeedback related to a teacher’sperformance, professionalresponsibilities and careerdevelopment.Professional Pathways is aperformance management anddevelopment framework forclassroom teachers, executiveteachers and deputy principals,which supports continuousimprovement of performancethrough effective goal settingand evidence-based feedback.Professional discussions atdefined stages provide theteacher with meaningfulfeedback that supports ongoinglearning and developmentbased on the evidence of theteacher’s performance and theextent to which the goals intheir plan have been met.The guiding principles forProfessional Pathways are to:• support the continuousimprovement of professionalperformance• focus on outcomes resultingfrom performance• be based on explicitmeasures of performance• focus on system and schoolpriorities• increase teachereffectiveness through criticalreflection and feedback• be linked to professionaldevelopment and support• provide collegiate supportfor career and goal setting• be formative in nature as wellas summative.The guiding principles for theannual professional discussionare to:• promote a dynamic publiceducation system, whichdevelops skilled and resilientteaching staff• support classroom teachersto continually improve theirperformanceConnection to/use of professional standardsProfessional Pathways is informed by the ACT’s ProfessionalDescriptors. These descriptors apply to teachers at all levelsand specify the Professional Knowledge, Professional Practice,Professional Relationships and Professional Attributes forclassroom teachers with dot point indicators for each. TheProfessional Descriptors have some overlap with, but are alsodifferent to the National Professional Standards for Teachers.That said, the newly-formed Teacher Quality Institute in the ACTis working with stakeholders in the ACT and other jurisdictionsto implement the national Standards in place of the ProfessionalDescriptors that have applied.Expectations of classroom teacher performance and professionalresponsibilities in the three career stages of New Educator,Experienced Teacher 1 and Experienced Teacher 2 inform theannual professional discussion. These expectations have beenupdated (in draft) for the new enterprise agreement to referencethe domains of teaching – professional knowledge, professionalpractice and professional engagement – fromthe National Professional Standards for Teachers. The updatedexpectations and professional responsibilities of classroomteachers are yet to be formally signed off by bargainingrepresentatives for the enterprise agreement for an employeevote.A new classification of Executive Teacher (Professional Practice)is to be introduced under the new enterprise agreement atfirst promotion level of Executive Teacher with a role focusedon exemplary classroom teaching and building capacity inteaching practice at the school.Aside from theguidelines listedin the nextcolumn (Relevantdocuments), theDepartment hasproduced some proformas for principalsand teachers touse, includinga ProfessionalPathways Planningand Reflection Tooland ProfessionalDescriptors toclarify the workexpectations ofteachers at alllevels to assistsupervisors inproviding feedbackon performance andrecommendationsfor professionallearning.The Departmentalso providestraining/ orientationsessions forprincipals onits performancedevelopmentapproach.• The pendingACT Departmentof Education andTraining TeachingStaff EnterpriseAgreement, 2011-2014, which willbe voted on byteaching staffin term one andsubmitted to FairWork Australiafor approval• ProfessionalPathways:Guidelines forACT public schoolteachers (updated2010)• Annualprofessionaldiscussion:Guidelines currentfrom 2011• Pathways toImprovement:Guidelines forACT public schoolteachers (updated2010)

Australian Capital Territory government systemPerformance and development approach — ACT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe annual professionaldiscussion betweenindividual teachers and theprincipal and/or supervisorbring together suchpractices as ProfessionalPathways, career planningby teachers, teacher transfer,and classroom teacherincremental progression.• be linked to the provision ofprofessional developmentand support• promote the professionalempowerment of all teachingstaff in career planning anddevelopment• value individuals andtheir capacity to positivelycontribute to schools andthe ACT public educationsystem• promote workforce planningat the school level byprincipals in discussionwith staff to sustain andrenew schools’ educationalprograms.Procedures, including accreditationThe annual Professional Pathways process provides a fourstageframework for continuous reflection and feedbackcomprising: development of a Professional Pathways Planin term 1 to be agreed between the teacher and supervisor;mid-cycle progress review and feedback in term 2; summativereview of achievement/pre-planning for the next cycle in term4; and development of the next cycle Professional PathwaysPlan to be agreed in term 1 informed by the outcomes of theprevious cycle. It is expected that the teacher’s plan will identifyand record realistic agreed goals and strategies and focuson the teacher’s professional work performance, professionalimprovement goals, professional learning, pathways fordevelopment, personal growth and career development, wholeof school role and responsibilities, implementation of the ACTQuality Teaching model, IT and other relevant training needs.The goals will include relevant system and school priorities aswell as individual development goals.Principals (or the teacher’s supervisor where nominated by theprincipal) should schedule an annual professional discussionwith each classroom teacher during semester 1. The discussionis a forum to discuss professional matters concerning theteacher’s performance and professional responsibilities, careerplans, transfer options and incremental progression. Principalsand supervisors are to use the discussion as an opportunity toprovide teachers with evidence-based and supportive feedbackon their professional growth, achievements and contributions.Where applicable, the principal and teacher will plan for theirtransfer to a new school/setting as part of career development;discuss the classroom teacher’s incremental progression onthe basis of meeting the expectations at the relevant stage; andplan for any performance issues identified to be addressed withappropriate support.• ProfessionalLearning PolicyStatement (2009)and ProfessionalLearningGuidelines(undated)

Australian Capital Territory government systemPerformance and development approach — ACT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsProfessional development/training requirementsThe expectations of professional responsibilities that applyto the annual professional discussion process specifyprofessional development/ training requirements. All teachersare expected to undertake at least 5 days of professionallearning in accordance with the enterprise agreement. NewEducators receive 15 days induction and orientation supportover three years. Under the new enterprise agreement, teachersin their first year of teaching experience following graduationwill have reduced face-to-face teaching hours to facilitatecoaching and mentoring support from experienced colleagues.Experienced Teachers 1 provide support for New Educators,and Experienced Teachers 2 actively mentor them. This alloccurs within the context of the professional learning approachoutlined in the Department’s PL policy and guidelines.Executive Teachers (Professional Practice) will take on aleadership role in providing coaching and mentoring support atthe school.How assessments are carried outEvidence can be drawn from such sources as the teacher’sown reflections, teaching plans and records, recent andcurrent Professional Pathways Plans, observations and recordsof students’ learning achievements. Any concerns aboutperformance and/or fulfilment of professional responsibilitiesshould be explored with the teacher with a view to jointlyplanning actions and support needed to address them —eg, through the teacher’s Professional Pathways Plan or aPathways to Improvement Plan, which is a program to assistidentified teachers to improve their professional practiceand work performance in a positive, constructive and nonthreateningway. The annual professional discussion alsoprovides a forum for the teacher to discuss their career planswith their principal and/or supervisor, including opportunitieswithin the school to take on professional roles andresponsibilities that will assist in this regard.

Australian Capital Territory government systemPerformance and development approach — ACT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsAs indicated, the annual professional discussion andProfessional Pathways processes have been incorporated inthe current and new enterprise agreements for public schoolteachers in the ACT. The effect is to enshrine an annualdiscussion for teachers with their supervisor/ principal whichextends beyond just their Pathways Plan to encompassfeedback on performance and a consideration of eachteacher’s career and how it best can be enhanced.AnalysisStrengths• Enhanced processes for performance and development, encompassing the annualprofessional discussion and Professional Pathways, were introduced in the currententerprise agreement and will be built on in the new agreement. As such, endorsementby AEU members of the current agreement and in-principle agreement for the newenterprise agreement (to go to an employee vote in February 2012) constitutes a vote ofconfidence in the processes by the profession in the ACT• There is a strong link established through the process between professional learningand career planning for teachers and early intervention for any performance concernsso these can be addressed• The guideline documents for the processes outlined include clear advice to principalsand supervisors aimed at establishing the climate needed for effective professionaldiscussions about performance, including confidentiality requirements• A survey conducted by the Department revealed that the overall approach is being verywell received in schools because of the support it provides for teachers in developinga clear sense of where they are going in the school and/or system. It especially wasappreciated for the feedback that teachers receive through the annual discussion.Areas for development and issues• The link to salary progression and transfer decisions by the principal could detractfrom the potential for an open and honest exchange. However, it is expected that thevast majority of teachers will progress annually through the incremental scale, withsmall numbers achieving accelerated advancement of having an increment deferred• There are no expectations about acceptable types of evidence. Schools decide on theevidence they will use, guided by Departmental documentation — whether studentoutcomes, peer observation, student feedback, etc. — and the sort of evidence usedcould vary between schools• The process does not require ongoing informal feedback. However, the training forprincipals emphasises the importance on ongoing informal discussion and feedbackas the foundation for the formal processes• There is no structured place in the process for direct observation of classroomteaching and learning.

Australian Capital Territory Catholic sectorPerformance and development approach — ACT Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe Teachers and Principals(Archdiocese of Canberra andGoulbourn Diocesan Schools)Collective Agreement, 2009-2011 1 includes a commitmentby the parties to ‘continuedevelopment and review ofa developmental appraisalprogram to assist in identifyingthe professional developmentand formative needs ofemployees’. This includes acommitment to ‘developingand refining best practicemodels which suit the needsof individual employees,schools and the Archdiocese’.It should be noted that underthe agreement, ‘projectsundertaken under collaborativeapproaches to developmentalstaff appraisal throughprofessional learning andreflection should not take theform of employee performancereview or evaluation’.The next Collective Agreementis currently being finalisedand will not substantially alterthe policy approach, with theexception of the implicationsof introducing a new ExemplarTeacher classification in theACT, as outlined in Column 3.The principles outlined fordeveloping and reviewinga developmental appraisalprogram, in summary form,are that all projects undertakenwithin the program should:• be undertaken in a spirit ofcollegial sharing• be essentially developmentaland informative• allow for critical reflection onall areas of staff experience,be owned by staff, addressissues that are local, currentand significant, and provideindividuals with affirmationas well as directionregarding future action anddevelopment• include appropriate decisionmaking processes throughparticipation• recognise the interconnectedand complex nature of thework• allow individuals to developlinks with other schools andPD approaches• promote professionaldiscourse, collaborativeinquiry, shared problemsolving and team workConnection to/use of professional standardsThe National Professional Standards for Teachers are not used forappraisal under the current collective agreement in the ACT.The next agreement will include the introduction of a newclassification at the top of the teacher’s salary scale known asExemplar Teacher. The process for achieving Exemplar Teacherstatus will involve a focused discussion between the teacherand their principal (or delegate) which relates to elements of theStandards, but not the Standards per se, nor the classificationsinvolved (ie, Accomplished and Lead).The next agreement will also include a clause which commitsthe parties to discussing the implementation of the NationalProfessional Standards for Teachers and quality teaching modelsin relation to performance and development over the life of thenext agreement.Procedures, including accreditationAs an extension of the principles for developing the process(See Column 2) it is specified that the information and processused should not be put to any purpose other than professionaldevelopment and school planning. Salary progression in thiscontext occurs in accordance with years of teaching as outlinedin the Collective Agreement.The exception to this is the newly-introduced ExemplarTeacher classification at the top of the teacher salary scale. Asalready indicated, all teachers at the top of the scale will havea focused discussion with their principal (or delegate) aboutperformance to qualify for this step. The principal makes thedecision on the basis of the evidence the teacher presents andthe Catholic Education Office vets the outcomes.The CatholicEducation Officeprovides substantialprofessionaldevelopment forprincipals andassistant principalson how to givefeedback, andchallenge andgo deeper intounderstandingperformance.These activities arecapability-basedand practiceorientedto ensurethat they arefollowed through atthe school level.• Teachers andPrincipals(Archdioceseof Canberraand GoulbournDiocesan Schools)CollectiveAgreement,2009-20111 The ACT and WA have very brief guidelines in their industrial agreements about performance and development processes and Tasmania is in the process of developing its approaches

Australian Capital Territory Catholic sectorPerformance and development approach — ACT Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documents• be developed in such a wayas to ensure they can beundertaken with adequatetime and resources• have as their goalimprovements in studentlearning outcomes throughthe enhancement ofclassroom practice• be clear in their purpose,processes and potentialoutcomes• take account of schoolplans and are resourcedso they can be effectivelyand successfully completedwithin the workload and roleexpectations agreed betweenthe Principal and staff.Professional development/training requirementsThe Collective Agreement provides that collaborativeapproaches to developmental staff appraisal, throughprofessional learning and reflection is part of ongoingprofessional development for teachers.Under the agreement, all teachers are required to participate inat least five days of approved planning and staff development.Schools can determine three of these days through negotiationwith staff and the Catholic Education Office may choose todetermine one day to cover system priorities. The remainingday can be negotiated by teachers as part of their annualindividual professional development program.Each teacher is required to have an individual professionaldevelopment plan. Responsibility for the oversight of the plan,including confirmation of staff development hours attended,resides at the school level.How assessments are carried outFor most teachers a discussion occurs each year with theirprincipal (or delegate) to identify goals for the coming year,professional learning aspirations and how the school will caterfor these.For the new Exemplar Teacher position, the parties have agreedon a set of parameters that will form the basis of the content ofthe discussion between the principal (or delegate) and eachteacher at the top of the scale. These parameters will be usedto agree a set of criteria designed to ensure a more rigorousassessment of performance occurs.Connection to industrial agreementsThe processes outlined above derive from the Teachers andPrincipals (Archdiocese of Canberra and Goulbourn DiocesanSchools) Collective Agreement and are becoming moredetailed and rigorous with each iteration.

Australian Capital Territory Catholic sectorAnalysisStrengths• The approach has the authority that flows from being part of the Collective Agreementand hence a degree of teacher ownership and support• There is a strong formative focus in place for appraisal discussions• The introduction of the Exemplar Teacher classification will support more rigorousconsideration of performance in teacher feedback discussions and the development ofagreed criteria to support this• The support for building leaders’ skills in giving and receiving performance-relatedfeedback through practice-based professional development.Areas for development and issues• The approach for teachers other than the new Exemplar Teacher classification maybe limited to a discussion about development without a structured consideration ofperformance according to the approach taken by each school• With the exception of Exemplar Teachers there is no systematic assessment ofperformance which would be assisted by the development of guidelines on acceptabletypes of evidence to demonstrate that performance-related goals have been met.This is all determined at the school level and hence varies from school to school• There is no structured place in either process for direct observation of classroomteaching and learning for all teachers other than early career teachers.

New South Wales government systemPerformance and development approach — NSW government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsTeacher performance reviewhas been governed by theoperation of the prevailingAward. The current Award -Crown Employees (Teachersin Schools and RelatedEmployees) Salaries andConditions Award 2009 – setsout the requirement that ateacher’s performance is tobe appraised annually - theTeacher Assessment andReview Schedule (TARS)process - and judgements asto performance levels are tobe based on evidence derivedfrom ‘conferences betweenthe teacher and the principal,or nominee’, observationof education programs andreview of documentation (e.g.lesson planning and studentwork samples).The TARS process has beenin place for over a decadeand always incorporatedprovision for a teacher reviewand classroom observation butwas revised by the 2009 Awardwhich incorporated the NSWteaching standards into thereview process.The Department of Educationand Training performancemanagement and policystates that these processes:• provide a frameworkto value staff, providea working environmentthat acknowledgestheir contribution andbuild capacity to ensureorganisational effectiveness• are critical for achievingcorporate objectives in thatthey link those objectiveswith employee goals andachievements• focus on improvingperformance throughmatching outcomes againstindividual, team andorganisational objectives• are an essential elementin the creation of anorganisational culturewhich promotes highquality performance andthe individual acceptanceof responsibilityand accountabilitycommensurate with theindividual’s position and roleConnection to/use of professional standardsDEC standards aligned to the NSW Institute of TeachersProfessional Teaching Standards are to be used by principalsto determine the level of satisfactory performance of a teacher.These seven standards are:• Teachers know their subject/content and how to teach thatcontent to their students• Teachers know their students and how students learn• Teachers plan, assess and report for effective learning• Teachers communicate effectively with their students• Teachers create and maintain safe and challenging learningenvironments through the use of classroom managementskills• Teachers continually improve their professional knowledgeand practice• Teachers are actively engaged members of their professionand the wider community.As well as a reference point for the 2009 Award and thePerformance and Development policy these Institute standardscover four categories of teachers:• Graduate Teacher• Professional Competence• Professional Accomplishment• Professional LeadershipWhen making judgements about teachers’ performanceprincipals may draw on the rubric descriptors of theProfessional Teaching Standards.New Scheme teachers (persons who have not taught inNSW prior to 1 October 2004) and teachers returning to workafter an absence of 5 years of more are required to achieveaccreditation at Professional Competence with the NSWInstitute of Teachers (NSWIT).Several toolkitsand professionallearning coursesand resources havebeen developed tosupport principalsand teachers withthe P&D process.These include:• a CareerDevelopmentToolkit• advice onprovidingfeedbackto improveperformance• Team Leadershipfor SchoolImprovement• Inductionprograms –Deputy Principal(ExecutivePrincipal)• First Time TeacherToolkit.Training workshopshave been providedon a state-widebasis for allprincipals in theimplementation ofthe TARS process.• Crown Employees(Teachersin Schoolsand RelatedEmployees)Salaries andConditions Award2009• Instructions forthe Completionof the TeacherAssessment andReview Schedule(2011)• NSW Instituteof TeachersProfessionalTeachingStandards 11 Available at: http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/18pp%20PTSF%20book%20v6.pdf

New South Wales government systemPerformance and development approach — NSW government systemPolicy framework Underlying principles Processes Supports and tools Relevant documents• are a continuous means forreflecting on, negotiating,developing, reviewing andmaking decisions about anindividual’s performancein achieving organisationalgoals• complement othermanagement practices ofproviding ongoing feedback,review and development ofstaff.Teachers are registered for 5 years and to stay employed musthave successful reviews to maintain registration.There are plans to move to using the National ProfessionalStandards for Teachers in 2013 subject to adequate supportmaterials and guidelines being provided to make this change.Procedures, including accreditationP&D is a continuous cycle for all employees commencing andconcluding in Term 4 each year. It involves:• setting performance goals in Term 4• implementing plans throughout the year• conversations between the teacher and principal aboutprogress towards goals held by arrangement during thecourse of the year• assessment of the teacher’s performance against theprofessional standards in November each year• individual performance plans are prepared and agreed withthe principal or nominee for the next cycle as informed by theoutcome of the last cycle• review assessments completed and sent to head office andto the teacher by the end of the first week in November.The principal has responsibility for annually reviewing andproviding feedback on the P&D of each member of staff,though this responsibility can be assigned to a nominee(usually a line manager).In making judgements about a teacher’s performance theprincipal (or nominee) is required to consider the level ofexperience of the teacher and the particular circumstances ofthe school.Teachers demonstrating continual efficiency in teachingpractice, satisfactory performance and professional growth areentitled to progress along or be maintained on the commonincremental scale or the salary level for a promotions position.Training is providedannually to newprincipals and asrefresher coursesfor experiencedprincipals.

New South Wales government systemPerformance and development approach — NSW government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsReview reports are documented on a Teacher Assessmentand Review Schedule (TARS) pro forma and forwarded to theSchool Education Director in the first week of November. Acopy is also retained at the school.A teacher can be identified as experiencing difficulty withtheir performance or as not meeting the required levelof performance at any time during the TARS process.Unsuccessful teachers are placed on an improvementprogram.The principal certifies that they (or their nominee) haveconducted the annual review of teachers’ performancein accordance with requirements and this certificationaccompanies the TARS.A separate verification statement is signed by the principal(or nominee) and the teacher attesting that correct reviewprocedures have been followed and that the teacher has metperformance requirements. This document is to be retained atthe school for 12 months.Teachers may lodge a grievance against any aspect of theP&D process.Professional development/training requirementsPD goals for the next P&D cycle are identified as part of theP&D process to support the teacher’s ongoing learning anddevelopment.Schools are required to have a School Plan and an annualProfessional Learning Plan (PLP) and report on expenditurein relation to the PLP. Teachers are expected to participate ina development plan (i.e. goals and professional learning) thatis aligned to the school’s improvement priorities, teachingstandards and improve performance in areas identified in thereview as needing improvement.

New South Wales government systemPerformance and development approach — NSW government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsUnder the NSW Institute of Teachers’ requirements teachersmust complete 100 hours of professional learning every 5years (as part of their re-accreditation requirements). 50% to beInstitute endorsed and delivered by accredited providers and50% to be teacher determined and all professional learning is tobe aligned to standards.Online registration for professional development coursesenables the system to monitor engagement in accreditedcourses.How assessments are carried outInformal meetings between the teacher and principal /supervisor over the course of the year can be used to discussthe teacher’s progress towards achieving the outcomesspecified in the performance plan.At the end of the year a formal review meeting occurs betweenthe principal or the principal’s nominee and the teacher todiscuss performance.The principal completes and forwards to the Department aTARS pro forma that lists ‘teachers demonstrating continuingefficiency in teaching practice’; ‘teachers on probationdemonstrating efficiency’ and those still on an improvementprogram or not meeting the required level of performance.Teachers are advised of the outcome of the assessment of theirperformance plan through a scheduled discussion with theprincipal or nominee where specific areas for improvement andappropriate outcomes for the next performance cycle and PDaction are identified.Where a teacher is rated as not meeting the requiredstandards, they are supported by an improvement program.

New South Wales government systemPerformance and development approach — NSW government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsThe specific processes for teacher P&D arise from Clause 7in the Crown Employees (Teachers in Schools and RelatedEmployees) Salaries and Conditions Award 2009 (due forrenegotiation in 2012). This clause states the following:• To provide feedback on an officer or temporary employee’sperformance each officer or temporary employee’s principal,supervisor or nominee shall ensure that the teacher’sperformance is appraised by annual review• The officer or temporary employee’s principal, supervisoror nominee shall be responsible for annually reviewing theperformance and development of the officer or temporaryemployee undertaking their work• For teachers in schools (including temporary teachers) thisannual review shall be supported by:(i) conferences between the school teacher and the principal,or nominee;(ii) observations of educational programs;(iii) review of documentation such as lesson planning, lessonmaterial and student work, plans, evaluations and reports, asappropriate• In implementing the annual review the principal (or nominee)will take into account the following:(i) the level of experience of the teacher (so that lessexperienced teachers are given greater attention); and(ii) the particular circumstances of the school.Salary increments are tied to satisfactory completion ofTARS. To be eligible for promotion a teacher must also havea satisfactory TARS. (Promotion and Transfer Procedures forSchool Teachers 2009, page 10.)

New South Wales government systemAnalysisStrengths• All teachers are required to participate in the TARS process• The inclusion of standards in the review process has helped to establish a commonlanguage and understanding of system expectations of performance and focuseddiscussions on standards not the individual• The process has been operating for over a decade, is enshrined in the teachers’Award and is accepted as a valid means for engaging in discussions about teachers’performance• The centrality of principals and line managers in undertaking or overseeing the processis reinforced by the principal formally verifying that the agreed review processes hasbeen undertaken and by questions about the implementation of TARS being a featureof principal reviews• Clear timelines for the commencement and completion of the review cycle• Evidence of performance includes (ongoing) conferences between the teacher andprincipal, program/classroom observation (expected minimum of two observations)and review of documentation (e.g. lesson plans and student work samples)• Professional development provided by the system (online and face-to-face) and privateproviders must be aligned with the standards or the course will not be accredited forthe purpose of teacher accreditation• The process is supported by support materials / resources advising principals how toimplement the P&D review process, but this advice is not mandated• Training is provided each year to support new principals undertake TARS reviews.Areas for development and issues• As support materials are not mandated, practices for conducting TARS reviews mayvary from school to school• Further documentation needs to be provided to guide performance improvementimplementation• What constitutes appropriate evidence of achieving standards may vary from schoolto school• Similar performances may be given different ratings in different settings• More needs to be done to strengthen alignment between system, school andindividual improvement plans, with the goal of achieving ‘cascading’ plans from theDirector General down to the teacher (e.g. NSW 2021 - State Plan, DEC 5 Year StrategyPlan, NSW Public Schools Plan, regional plans, School Plans, etc.).

New South Wales Catholic sectorPerformance and development approach — NSW Catholic sector illustrated by the Archdiocese of Sydney schoolsPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe Catholic EducationOffice, Sydney implementsthe following processesfor the development andaccountability of school staff:• Personnel PerformancePlanning and Review (PPPR)• contract renewal forprincipals and schoolleadership team members• re-appointment processfor religious educationcoordinators andco-ordinators.(Staff are employed by theExecutive Director of Schoolson behalf of the Archbishopof Sydney.)The Personnel PerformancePlanning and Review (PPPR)process for Catholic schoolstaff in the Archdiocese ofSydney is endorsed by theNSW/ACT IndependentTeacher Union. The 2006PPPR guide is published jointlyby the Catholic EducationOffice, Sydney and the NSW/ACT Independent EducationUnion.The Archdiocese of Sydney’sPersonnel PerformancePlanning and Reviewprocesses are guided by thefollowing principles:• effective PPPR processestake place within theframework of theinterrelationship andinter-dependence of theindividual, the schoolleadership team, othercolleagues, and the schoolas a whole• all PPPR processes ideallypromote professionaldialogue, collaborativeenquiry, shared problemsolving,and teamwork• staff and Principal willengage in professionaldialogue, so that PPPRprocesses are implementedin the most appropriatemanner• PPPR is designed toencourage and supportcommitment by staff to theirown professional growth• PPPR actively involvesstaff in planning their ownprofessional development.Connection to/use of professional standardsTeachers who are beginning their teaching career in NSW arerequired to demonstrate appropriate capacity with regard tothe Professional Teaching Standards of the NSW Institute ofTeachers (NSWIT). Once accredited, teachers are requiredto maintain their accreditation by continuing to meet allprofessional teaching standards, and by undertaking personaland professional development.PPPR is currently in a state of transition to contemporise theapproach and reflect introduction of Teaching Standards withinthe CEO system culture of school review and improvement.CEO, Sydney is in the process of integrating professionalstandards as a key tool for guiding the PPPR. Work has beendone with key leaders around the Professional Standardsbeing standards for all teachers. Goals for classroom teachersare starting to be developed from teacher’s reflection on theirpractice against the standards.Professional Standards are starting to be used as a map forwhole of career development, with standards describing keyresponsibilities of teachers.Procedures, including accreditationPPPR processes can be implemented in a variety of ways,whilst still maintaining the essential principles of the process.Teacher performance review is conducted annually.The process involves:• Term 1 – a Planning Interview is conducted between theteacher and principal/supervisor at the beginning of the yearwhere personal and professional development goals andstrategies are agreed and recorded in an Action Plan• Mid-year – a formal interview is conducted to monitorprogress towards the achievement of goals and to reassessthe plan if necessaryThe documentationand processesassociated withPPPR for teachersis currently beingrevised.A discussionpaper, “TeacherPPPR Review –Continual PracticeImprovement”, hasbeen developedthrough a series offorums with teachersfrom across thecareer spectrum onwhat adds value totheir work in termsof performance andreview processes.This document hasarticulated a setof principles thatshould underpinteacher performanceand review.• PPPR: PersonnelPerformancePlanning andReview – Adevelopmentprocess forCatholic schoolstaff, Archdioceseof Sydney, (2007)CEO and the NSW/ACT IEU• TeacherAccreditation:Proceduresand SupportDocuments (2006)• ProfessionalLearning in SydneyCatholic Schools(2008)• EnterpriseAgreement (June2006) Teachersemployed bythe ExecutiveDirector ofSchools, CatholicEducation Office,Archdiocese ofSydney

New South Wales Catholic sectorPerformance and development approach — NSW Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsHowever, as noted in theProcesses column, processesassociated with PPPR forteachers are currently beingrevised. The revised practiceis being developed throughcollaboration with keystakeholders with a focus onwhat processes would assistand add value to the workof teachers.Policy will be developedfollowing the development ofprocesses and procedures.PPPR is largely focused ondevelopment of individualsto be effective in meeting keyaccountabilities.Term 4 – a formal interview is conducted to review and recordareas of achievement, effectiveness and development inrelation to the goals in the Action Plan. Areas identified asneeding further development are noted for discussion in thePlanning Interview for the following year.The PPPR process is to be implemented via a strategy whichreflects both:• the particular role and career stage of the staff member and• the employment status of the individual staff member.The process of continuous improvement that is currently underdevelopment is to be located within the context of the schooland system’s improvement agenda.Professional development/training requirementsTeachers are required to complete 100 hours of professionallearning every 5 years as part of their re-accreditationrequirements. Teacher accreditation authorities can revokeaccreditation if a teacher fails to meet the continuingprofessional development requirements.Teachers are encouraged to and there is an expectation thatthey will engage in professional learning. There is also anexpectation that goals identified through a PPPR processwill be supported by the provision of relevant professionalgrowth opportunities, within the context of available resources.However, there are no minimum requirements for teachers toundertake professional development within a performance anddevelopment context.The EBA recognises ‘that professional development is a sharedresponsibility with regard to both time and resources and thatteachers, as professionals, have an ongoing need to participatein professional development’.The CEO Sydney and NSWIT provides substantial professionallearning opportunities that can be accessed as a result of PDneeds identified through the annual review meeting for eachteacher, but this remains a matter for the leadership of theschool.Contemporaryresearch andthinkers havecontributed to theshaping of thepaper, includingthe GrattanInstitute’s “BetterTeacher Appraisaland Feedback:ImprovingPerformance”.During 2012-2013work will beundertaken todevelop a rangeof tools to assistschool leaders andteachers to reflecton teacher practicesand identify goalsand directionsfor continuousimprovement. Thereflections wouldbe based on datacollected from anumber of datasources selectedby teachers.The ProfessionalTeaching Standardswould underpin andguide the processfor all teachers.

New South Wales Catholic sectorPerformance and development approach — NSW Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsHow assessments are carried outThere are no specific guidelines for the conduct of teacherperformance assessments. However, in relation to promotionpositions process must include a succinct ‘Self-ReviewStatement’ and a ‘Validation Report’.Currently, assessment practices vary across schools andthe existing practice is self-review based upon the teacher’sdetermination of what to present. The validation is throughdiscussions with the PPPR leader. This may require evidenceof claims.The development of Continual Practice Improvement (Refer tothe Supports and Tools column.) seeks to address the issueof the nature and variety of assessments. Under the emergingsystem, teachers would need to select a number of tools forassessment from a suite of tools to triangulate the data.Connection to industrial agreementsThe broad parameters and principles of PPPRs are describedin the industrial agreement but how PPPRs are to beundertaken is left to the school, except in relation to promotionpositions where the EBA stipulates that the process mustinclude a succinct ‘Self-Review Statement’ and a ‘ValidationReport’.To be specific, the EBA between the CEO and the IEU statesthat PPPR for classroom teachers:• is an annual one-to-one process of goal-setting and review,aimed at the continuing development of leadership andmanagement, and teaching and learning practices withina school• contains elements of both development and accountability,is closely linked to the School Review and Improvementprocesses, and will assist the Principal to manage thoseprocesses• is a part of ongoing professional development for teachers inSystemic schools, leading to an enhancement of the qualityof teaching and learning.The tools will bedeveloped byteachers to meettheir needs andcontexts.

New South Wales Catholic sectorPerformance and development approach — NSW Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsEBA Section 18 referring to promotion positions (Coordinators)and performance review states that:• ‘Each teacher holding a promotion position will undertakeperformance reviews while holding that position, inaccordance with the procedures for performance reviewsand for re-appointment of Coordinators agreed between theparties. They include a succinct ‘Self-Review Statement’ anda ‘Validation Report’• The performance review process would normally includeconsideration of the accumulated PPPR data over the periodof the appointment. (Initial appointment is for 2 years andsecond and subsequent appointments are for 3 years)• The Principal or his/her delegate will normally be the system’srepresentative in assessing satisfactory performance• Both the CEO and the IEU hold the view that satisfactoryperformance reviews will lead to the offering of subsequentappointments to Co-ordinators.In the event of performance that is less than fully satisfactoryhaving been identified through the review mechanism,the appointment period will be extended for one yearon a provisional basis for specified areas of concern tobe addressed through the process(es) of PerformanceCounselling.Where areas of concern have not been addressed to thesatisfaction of the Principal within the additional year, a furtherappointment will not be made and the co-ordinator will only beoffered ongoing employment as a fulltime teacher.

Northern Territory government systemPerformance and development approach — NT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsUnder Clause 41.1 of theEnterprise Agreementbetween the NT Departmentand the AEU, the parties arecommitted to implementingthe Performance ManagementFramework in all workplaces incompliance with EmploymentInstruction Number 4. This setsout the rules for developingand implementing employeeperformance managementand development systems inaccordance with the PublicSector Employment andManagement Act. The parties,in this context, also note theimportance of the capacityof teachers and educatorsto undertake relevantprofessional learning in pursuitof attitudes, knowledgeand skills identified throughthis process to improveperformance.Performance managementin the NT is designed toguide individual effort to theachievement of workplace andorganisational goals by:• establishing and aligningindividual and team workactivities to workplace andDET strategic goals andobjectives• establishing and supportingexcellent employeeperformance based onmutual understanding ofdesired behaviours andexpected outcomes• assisting employees toidentify and gain newknowledge and skills thatwill enable them to performtheir job more efficiently andeffectively• supporting ongoing learningby providing specific andtimely feedback, individualcoaching and recognition ofachievement• supporting professional andpersonal learning and careerdevelopment.Connection to/use of professional standardsUp till now the processes have used the standards developed bythe NT Teacher Registration Board. These standards recognisefour career dimensions for which the same standards, but withdifferent expectations, apply: graduate, competent, accomplishedand leadership. The NT has developed the first three of thesedimensions. There are three standards relating to ProfessionalEngagement, Professional Knowledge and Professional Practice,with some significant overlap with the National ProfessionalStandards for Teachers that Ministers have endorsed. However,the NTTRB is seeking to align its standards with the NationalProfessional Standards for Teachers by the start of 2013. This,together with the Department’s desire to underpin all relevantpolicies with the national Standards is expected to make for arelatively seamless transition from the NTTRB to the nationalStandards, which in turn is expected to be reflected in thenegotiations for the Enterprise Agreement to apply from 2014.This especially is the case since there is a degree of industrialacceptance for the approach, and the fact (as will be seen below)that the process to progress from CT5 to CT 6 uses the NationalProfessional Standards rather than those of the NTTRB.The Departmenthas developedan online trainingpackage to assistprincipals and alsoteachers undergoingthe process to doso successfully.This user-friendlypackage sets outthe stages andprocesses involvedand is live on theDepartment’sintranet usingMoodle software.The benefit of thisis that it’s possibleto check whohas completedthe training, andin cases wheredifficulty maybe experiencedin relation tothe process, asuggestion canbe made to theschool’s leadershipto undertake thetraining online.• The NTPSTeacher andEducator 2010-2013 EnterpriseAgreement• EmployeePerformanceManagement andDevelopmentSystems:EmploymentInstructionNumber 4• DET PerformanceManagementPolicy, VersionNumber 2, January2010 (Due forreview in October2012)• Guidelines andProcedures: CT5-CT6 Progression

Northern Territory government systemPerformance and development approach — NT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe Department’s PerformanceManagement Policy requiresthat structured feedbackand performance reviewmeetings are conducted onanannual basis, supported bymore frequent performancefeedback following classroomobservations or taskcompletion.Having had a system ofautomatic progressionfrom Classroom Teacher 1through to CT 9, the 2010-2013 Enterprise Agreementintroduced a hard barrier thatnow applies between CT 5 andCT 6. Under clause 22.3 of theEA, progression at this pointis now subject to successfulassessment of the teacher’sprofessional knowledge andskill. In addition, the partieshave agreed to ‘use theintroduction of this assessmentscheme to undertake areview of the performancemanagement system used inNorthern Territory Schools’.Procedures, including accreditationThere is a requirement that all teachers have an annualperformance discussion with their supervisor or principal andformulate an agreed performance plan (See below). The processis more substantial between CT 5 and 6 because of the barrierto automatic progression introduced as part of the EnterpriseAgreement and the development by the parties of an assessmentmodel for this that commenced in 2011. The agreed process inpart aligns to the National Professional Standards for Teachers,but also includes professional development and growth and theteacher’s contribution to the community. These three areas offocus are of equal importance and no one area will outweigh theother, as evident in the relevant pro formas for the process.Professional development/training requirementsProfessional development, as evident in the following outline ofhow assessments are carried out, is intrinsic to the teacher’sperformance plan as part of the continuous cycle of self-review.How assessments are carried outIt is expected that structured feedback and performance reviewmeetings are conducted on an annual basis with a minimumof two performance review meetings between the principal(or delegate) and the teacher in each 12 month period (midcycle and end of cycle reviews), supported by more frequentperformance feedback sessions following observations ortask completion. An initial meeting is held to establish thecontinuous self-review cycle and develop a draft performanceplan containing measurable objectives to be achieved thatrelate to student progress, the teacher’s specialisation and/orteam role, and professional development. It is expected thatthree short classroom observations would occur throughout the12 month review period, one of which should be by someonewith whom the teacher does not already work closely.There is also apage of linksand documentson the staff siteincluding templateplans, a templatefor recordingdiscussions, linksto the NationalProfessionalStandards forTeachers, adviceon conductingclassroomobservations andmore.The Departmentis also currentlytrialing a tailoredprogram aroundhaving difficultconversations thatthen can be revisedas needed andmade available toall principals andothers in schools.

Northern Territory government systemPerformance and development approach — NT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe principal is to regularly initiate professional conversationswith teachers during the cycle to discuss progress in achievingthe negotiated objectives in the plan and any additional trainingor support that may be required. Teachers are advised to bringevidence of achievements against their plan to the mid and endof cycle review meetings and principals are required to providetimely, clear and developmental feedback regarding observedachievement during the review period. Where a performanceissue has been identified, the teacher must be given theopportunity to correct the identified deficiencies along with thenecessary support.Assessment for meeting the requirements for progression fromCT 5 to CT 6 involves a 12 month process between the teacherand their principal/supervisor comprising the following steps:• a discussion between the teacher and their principal (ordelegate) at the beginning of their fifth year of teaching thatbuilds on the teacher’s performance reviews in the precedingyears and is used to formulate a 12 month progressionassessment plan• quarterly discussions between the principal/ delegate and theteacher to monitor progress against the CT5-CT6 progressionassessment plan with a record of discussion kept, signedand held by both parties• a final assessment by the principal/delegate at the endof the third quarter of progression against the plan and, ifit is clear the teacher will meet the assessment criteria, arecommendation to the Executive Director for approval

Northern Territory government systemPerformance and development approach — NT government systemPolicy framework Underlying principles Processes Supports and tools Relevant documents• referral to an Assessment Panel (comprising the principal/delegate, a delegate of the General Manager HumanResources and a peer with at least 5 years teachingexperience nominated by the teacher) when the principal/delegate feels the requirements for progression have notbeen met at this time, to support the teacher to meet thesethrough such measures as appointing a mentor, regularmeetings with the teacher to discuss progress andclassroom observation• the right to request a review and even lodge a grievancewhere approval for progression is withheld.Connection to industrial agreementsAs already indicated, the performance and developmentprocess, including the non-automatic increment between CT 5and CT 6 derives from the Enterprise Agreement for 2010to 2013.AnalysisStrengths• The overall approach has the authority that flows from being part of the EnterpriseAgreement both at an official level and in terms of teachers’ perceptions of itsacceptability.• There are significant supports in place, particularly accessible online, to ensure that theprocess works and continues to be accepted in NT schools• The processes are in place to align to the national Standards which in turn can supporttheir adoption in other relevant policy domains.• There is an expectation that teacher’s plans include measurable objectives includingrelated to student progress.• There is an expectation that classroom observation is part of the performancemanagement process and guidelines for conducting successful observation andproviding feedback on these.Areas for development and issues• Work has commenced and is well underway on the migration of the national Standardsinto the performance management system, in the context of the commitment in theEnterprise Agreement to review the performance management system in the NT, whichalso will impact on such related policies as probation.• The harder edged consequence of the CT5-CT6 barrier and the decision the principal(on recommendation to the Executive Director) makes could detract from the potentialfor an open and honest exchange.

Northern Territory Catholic sectorPerformance and development approach — NT Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe overarching policyframework for teacherperformance and developmentin NT Catholic schools isprovided by three linked andoverlapping documents:• the sector’s strategic planwhich sets out the keyprinciples for teaching andlearning as specified in thenext column• a school improvementand renewal frameworkwhich binds teachersto ‘uphold professionalexpectations as outlinedin the Catholic Educationdocument, Sharers of theVision, and the ProfessionalStandards of the NT TeacherRegistration Board’• ‘Sharers of the Vision’ whichoutlines the responsibilitiesof the employing authority tostaff members, including to‘encouraging and providingopportunities for all staff toparticipate in professionaldevelopment, and timelyreview and/or appraisalof performance andeffectiveness’.The core principles underlyingthe sector’s efforts to developteaching and learningcommunities are that it will:• build supportiverelationships with allmembers of the teachingand learning communitybased on respect, integrityand trust• provide flexible professionallearning opportunities whichrecognise the link betweenresearch, pedagogicalpractices and professionalstandards for teaching• support stakeholdersin addressing ongoingcompliance requirementsand accountabilityexpectations.Connection to/use of professional standardsAlthough, as indicated in column 1, teachers are bound to upholdthe professional standards of the NTTRB, the process of annualreview does not relate to the standards but instead to teachers’duties as specified in each teacher’s position document. TheNTTRB standards recognise four career dimensions for which thesame standards, but with different expectations, apply: graduate,competent, accomplished and leadership. The NT has developedthe first three of these dimensions. There are three standardsrelating to Professional Engagement, Professional Knowledgeand Professional Practice, with some significant overlap withthe national Standards that Ministers have endorsed. However,the NTTRB is seeking to align its standards with the nationalStandards by the start of 2013.Procedures, including accreditationAll new teachers to a school have induction mentoring inrelation to their performance and role and receive feedbackon this.All teachers have a plan and annual review at the school level.The performance of all teachers is addressed in the context of anannual meeting each teacher has with their head of departmentor year level head to conduct a review of their teaching programincluding curriculum assessment and reporting. Some schoolsalso have a teacher performance review at the end of the year andthe sector is moving towards this occurring in all schools. It alsois looking towards using the National Professional Standards forTeachers as a core document for this end of year review mappedto local school expectations. If the annual meeting surfacesany performance concerns, then a support plan and program isdeveloped to enable the teacher to fulfil the duties of their role.A significantsource of supportto principals inparticular comesfrom a small groupof senior educationconsultants, jointlyfunded by CatholicEducation NT andschools, who mentorprincipals throughsuch processes asthe annual reviewand subsequentprofessional learningand support.The sector also hasan ACEL LeadershipCourse which is notspecifically aboutperformance anddevelopment, buthas some relevanceto it, with the resultthat some principalsare using it to thisend.• Catholic EducationNT: towards 2012strategic plan• Catholic EducationNT: schoolimprovement andrenewal framework• ‘Sharers ofthe Vision’:Expectationsassociated withworking in aCatholic Schoolin the NorthernTerritory• Catholic School(Northern Territory)CollectiveEnterpriseAgreement 2011

Northern Territory Catholic sectorPerformance and development approach — NT Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe specific approachesthat then apply are includedin the Collective EnterpriseAgreement for 2011, to berenegotiated in 2012.Salary progression under the EA occurs annually within theteacher’s salary range ‘having regard to the acquisition andutilisation of skills and knowledge through experience in his orher teaching practice over the relevant period’. The skills andprofessional knowledge ‘will be demonstrated by meetingobjective criteria developed between the parties and based onindustry standards’.All teachers in the sector must have accreditation to teach in aCatholic school and Catholic Education NT provides programsto enable teachers who do not have such accreditation toobtain it.Professional development/training requirementsProfessional learning and support is covered by the CatholicEducation NT School Manual rather than the EnterpriseAgreement. The identification of professional learning needsemerges from the annual review discussion and forms part ofthe teacher’s annual plan.Catholic Education NT runs a study incentive program thatencourages and provides financial assistance for teachers toupgrade their qualifications (eg, Masters, Diploma, Certificatelevel) with two intakes a year.Teachers are now required to re-register with the NTTRB everyfive years and, as part of this process, are required to present aportfolio of PD and study undertaken during that time related totheir role and performance as a teacher.How assessments are carried outAs indicated above, the assessments really occur as part ofthe annual process whereby individual teachers review theirteaching program together with their head of department/yearlevel, with a move towards an end of year performance reviewmeeting along the lines already in use in some schools.

Northern Territory Catholic sectorPerformance and development approach — NT Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsAs indicated, elements of the performance and developmentprocess are covered by the Collective Enterprise Agreement(to be renegotiated this year), including the expectation thatdefined criteria are met for salary progression to occur.AnalysisStrengths• Teachers are all expected to have a plan linked to their role which forms the basis of anannual review discussion and principals are expected to support teachers to meet therequirements of that plan with appropriate support where required• The Enterprise Agreement acknowledges the need for teachers to acquire and useskills and professional knowledge, which potentially can link directly to the nationalstandards; particularly given the link to NTTRB standards established in CatholicEducation NT documents and the NTTRB’s work to align to the national standards• There is comprehensive induction for all teachers new to the sector which includesa focus on the expectations of teachers and their performance, including the reviewprocess in which they will be expected to engage• The work of the senior education consultants can help to engender a greater degree ofconsistency of application of annual review discussions across the sector.Areas for development and issues• The move towards reconciling the two review processes outlined in Column 3 couldpotentially resolve any confusion between the two at the school level• Neither process requires or promotes ongoing informal feedback• There are no clear guidelines on acceptable types of evidence for either the annualreview or salary progression. Schools decide on the evidence they will use — whetherstudent outcomes, peer observation, student feedback, etc. — and the sort ofevidence used varies from school to school• There is in this context no structured place in the process for direct observation ofclassroom teaching and learning.

Queensland government sectorPerformance and development approach — Queensland government sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe Developing PerformanceFramework which outlinesa four phase developingperformance process(as outlined in the Processescolumn)Department of Education andTraining Teachers’ CertifiedAgreement 2010Under this Agreement theunion has agreed …”to thephased implementation ofthe Developing PerformanceFramework (“the Framework”)for all teachers employed bythe Department according totimelines determined by theavailability of induction forSchool Leaders and teachersnecessary to implement it.The Developing PerformanceframeworkProvides teachers and theircolleagues and team leaderswith a process, documentsand tools to:• Clarify work priorities• Discuss career aspirations• Plan support andprofessional developmentto continue to build teachercapability.It aims to promote andmaintain a positive workplaceculture based on qualityconversations aboutwork related practice andperformance.Connection to/use of professional standardsIn Schedule 10 of the Certified Agreement between theDepartment and the Union there is an agreed statementabout the implementation of the Developing PerformanceFramework that says “For classroom teachers and those witha predominantly classroom role, the (Education Queensland)Professional Standards for Teachers is the reference point”Prior to the Developing Performance planning meetingsbetween the teacher and the team leader, both the teacherand the team leader are invited to reflect on the teacher’sperformance by using the Education Queensland ProfessionalStandards of Teachers.There is no reference to the Queensland College of Teachers’(QCT) Professional Standards for Queensland Teachers whichseem to only apply to teachers seeking provisional or fullteacher registration.At the moment there are two sets of teacher standards thatcould apply to teachers in Queensland. There are the EducationQueensland’s (EQ) Professional Standards for Teachers whichwere released in 2005, which are seen as “an aspirationalframework which can be used by teachers to formulate goalsand extend their own learning in order to strengthen classroompractice”.DevelopingPerformance –conversation andplan template.Step by step guideto the DevelopingPerformanceconversation andplan template.On-line resourcesand courses.Consultantsavailable to supportregions.• DevelopingPerformanceFramework• DevelopingPerformanceImplementationGuide for Schools• Department ofEducation andTraining Teachers’Certified• Agreement 2010including Schedule10In addition there are the Queensland College of Teachers(QCT) Professional Standards for Queensland Teachersreleased in early 2007. These standards represent the minimumbenchmark or entry level into the profession and describeprovisional registration requirements

Queensland government systemPerformance and development approach — Queensland government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsProcedures, including accreditationThe four phases of the Developing performance framework are:Phase 1: Clarifying expectations and work focusTeachers work with their team leaders and colleagues to identify:• role expectations and work priorities• support and development required to carry out this role andthe tasks required• career aspirations.Phase 2: Reaching an agreementWritten or verbal agreement is reached between the teachersand team leader and /or colleagues on these matters.Phase 3: Performing and ongoing support, including coachingand feedback.Teachers carry out agreed work tasks and access agreedsupport/ professional development. There are ongoingconversations between the teacher and the team leader andcolleagues which include ”positive and constructive feedbackon work related practice and performance”.Agreed adjustments can be made as required to the originalplan during this phase.Phase 4: Reviewing progress and recognising achievementThe teacher and the team leader meet to review the work taskscompleted and the progress made towards achieving careeraspirations. Discussion covers professional developmentand support provided. Focus is on development achievedand mutually identifying strengths and areas for furtherimprovement. Strategies for further development are alsodiscussed.If “repeated” unsatisfactory performance is identified the linemanager is required to implement a separate process formanaging unsatisfactory performance.The timeline for the four phase process is expected to be withinthe school year but is open to other timelines agreed at theschool level.

Queensland government systemPerformance and development approach — Queensland government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsProfessional development/training requirementsIt appears there are no requirements apart from theprofessional development that is agreed on by the teacher andthe line manager.How assessments are carried outThe assessment is in the form of a mutually agreed outcome tothe phase four stage of the process - Reviewing progress andrecognising achievement.Connection to industrial agreementsAs indicated in the policy column the whole policy is covered bythe 2010 Certified Agreement between Education Queenslandand the Teachers’ Union.An important element of that Agreement that would have animpact on the way the Developing Performance is implementedis the following local consultative process“The model (of the Framework) to be implemented in eachschool/worksite shall be the subject of consultation withinthe Local Consultative Committee or in accordance with theConsultation Processes for Small Schools. Where consensuscannot be reached on the appropriate model, the issue will besubject to further discussion between the parties with a view toreaching consensus.”The Agreement also makes clear that there is an intentionto bring the Developing Performance Framework and theteacher registration process together as outlined in the jointcommunique from Education Queensland and the QTU issuedin August 2010. This communique indicated that“ ...by 2012 all teachers are able to meet QTC registrationrequirements as a result of of their engagement with theDeveloping Performance Framework”.

Queensland government systemAnalysisStrengths• It is a comprehensive performance and development process which has been agreedby the teachers’ union and now applies to all teachers• There are strong links established between teachers setting out to complete tasksand meet priorities, the support and professional development required to achievethese goals and a review to establish whether the tasks have been completed and thepriorities met• The framework is strongly supported with guidelines, on-line resources including toolsand courses.Areas for development and issues• The evidence teachers and their team leaders would use to discuss whether teachershave achieved their performance goals is not covered in the guidelines, howeveris implicit in the development of ‘indicators for success’ as part of the DevelopingPerformance Plan template• The role of classroom observation in teacher development and its use at the reviewstage is not referred to in the documentation. A joint statement between EducationQueensland and the Queensland Teachers’ Union on collegial engagement inclassrooms represents agreement on classroom observation• The level of agreement required for implementation may be an impediment toimplementation in some schools.

Queensland Catholic sectorPerformance and development approach — Queensland Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe two EnterpriseBargaining Agreementswith similar wording whichcover Catholic schoolsacross QueenslandAs part of these agreementsa teacher appraisal processhas been adopted which isdescribed as:• a process of self-appraisaland validation [which]provides [teachers with] anoccasion to identify strengthsand opportunities, set goalsand identify professionaldevelopment needs.These Agreements whichnominally expire on June30 2012 were negotiatedby the Qld CatholicEducation Commission onbehalf of the 23 CatholicEmploying Authorities acrossQueensland (5 diocesesand 18 religious institutions)provided the frameworkfor the implementation ofteacher performance anddevelopment procedures byeach employing authority. Theactual procedures used varyaccording to the employingauthority.There are 9 Principlesunderlying the agreedappraisal processShared responsibility:responsibility for the process isshared between the employerand the employeeNegotiation: negotiableaspects of the process withinthe agreed framework, areidentified and documented bythe employer/ school.Consultation: on the actualappraisal process is heldbetween the employer orprincipal and the employee,but the employer/ principalmakes the final decision onthe process.Self-review: There is a selfreviewof performance basedon the role description and theduty statement. The self-reviewincludes areas of effectiveperformance and areas thatmay need further development.The form in which the selfreviewis transmitted (written,oral, etc.) is negotiated.Validation: Data relating tothe role and duty statementswill be used to validate theself-review. The method forcarrying out the validation willbe subject to consultation.Connection to/use of professional standards:The policy framework is not connected to teacher professionalstandards.Procedures, including accreditation:The appraisal process involves the identification of strengths,opportunities and professional development needs forteachers, whilst also providing an occasion for goal setting.This process is a shared responsibility between the employerand the teacher, and is conducted by utilising self-review;information gathering from sources relevant to the appraisal;panel review; and employer validation. The framework of theappraisal process is based on a set of established principlesproviding guidance and structure.Professional development/training requirements:While there is a process for recognising teachers professionaldevelopment for the purposes of teacher registration withthe Qld. College of Teachers, there are no requirements forteachers to undertake professional development within aperformance and development context.How assessments are carried out:The process of validation of teacher self -review variesaccording to the employing authority.Connection to industrial agreementsThe broad parameters and principles are all laid down inthe industrial agreements but the actual processes used arenegotiated between each individual employing authority and itsemployees within the terms of these parameters and principles.• Catholic EmployingAuthoritiesSingle EnterpriseCollectiveAgreement –Diocesan Schoolsof Queensland2010• Catholic EmployingAuthoritiesSingle EnterpriseCollectiveAgreement –Religious InstituteSchools ofQueensland 2010

Queensland Catholic sectorPerformance and development approach — Queensland Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsDocumentation: A writtenreport is provided after theSummative Appraisal whichis submitted to the employingauthority/ principal.Confidentiality: All materialsare confidential apart from thefinal report.Natural Justice: Onlysubstantiated informationcan be used as part of theprocess. The appraisee canseek information about thecontent of information suppliedand who supplied it duringthe process. The appraiseeis also given a “reasonableopportunity” to respond tomatters raised in the process.Resourcing: Resourcing ofthe process is a matter fornegotiation between thoseinvolved in the appraisalprocess and the employingauthority. The self-review doesnot receive additional resourcesfrom the employing authority.AnalysisStrengths• A broad and very flexible process of performance and development has beenendorsed by the two relevant EBA’s and is applicable to all Catholic schools andteachers in Queensland.Areas for development and issues• There appear to be few guidelines for performance and development processesacross Queensland catholic schools.• There appears to be no connection between teacher performance and developmentprocesses and teaching standards.

South Australian government systemPerformance and development approach — South Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe Performance andDevelopment Policyis a “….continuous cycleof performance planning,professional learning,feedback, recognition andaccountability measuressupports the currency andcontinuous improvement ofour highly skilled and engagedworkforce”.The objective of thePerformance and DevelopmentPolicy for teachers is to:• define and clarifyperformance expectationsand behavioural standards• identify performanceobjectives throughperformance planning• support achievement ofperformance objectivesthrough professionallearning• review performance againstagreed performanceexpectations and objectives• build on strengths andattending to developmentalneeds• recognise contributions andachievements• provide guidance,encouragement and regularfeedback.The Performance andDevelopment Policyunderpinned by:• fairness, equity and trust• mutual respect,understanding andresponsibility• openness to learning andchange• performance processes thatare integrated into day-todayworkplace practices• accountability throughprofessional conversationsand authentic feedback• recognition and reward• work–life balance• supportive and safe workingenvironments• access to effective andrelevant professionaldevelopment• commitment to improveoutcomes for childrenand students.Connection to/use of professional standardsThe National Professional Standards for Teachers are includedas an option for schools to include in the performanceexpectations that are agreed between the school leader and theteacher in finalising a teacher performance and developmentplan. Guidelines are provided for these performanceexpectations though there are no mandated requirements.Procedures, including accreditationThe procedures are based on a performance and developmentplanning cycle with a Performance and Development Planconsisting of1. Performance Planning: agreed performance objectives(between the school leader and the teacher) that are:• challenging and encourage creativity and innovation• align with relevant performance expectations, such asprofessional standards or job and person specifications• align with, and support the achievement of, organisationalpriorities• provide focus and opportunity for career aspirations• take account of the range and level of the employee’sresponsibilities.If agreement cannot be reached on these performanceobjectives, or when managing instances of unsatisfactoryperformance, leaders have the authority to determineperformance objectives, and establish timeframes for expectedachievement.2. Professional Learning (agreed professional learningactivities that):• support the achievement of established performanceobjectives• further develop knowledge, skills and capabilities• build on existing strengths and areas for development• support career aspirations.SamplePerformanceand DevelopmentPlan template.Lesson ObservationTool.ProfessionalConversationsTemplate.Trainingprograms areprovided for leadersand teachersfocussing ondeveloping themicro skills that willassist leaders andteachersto implementthe policy.Four Performanceand Developmentconsultants supportPrincipals withperformance anddevelopmentprocesses andissues on a regionalbasis.• Performance andDevelopmentPolicy September(DECS September2011)• Performance andDevelopmentGuideline (DECSSeptember 2011)• Sh. AustralianEducationStaff (School& Pre-Schools)EnterpriseBargaining Award(2010)

South Australian government systemPerformance and development approach — South Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documents3. Performance Review:• A performance review focuses on contributions,achievements and measures of success for the precedingreview period as well as strengths and areas fordevelopment• It is an opportunity to give and receive feedback aboutperformance. Feedback should be evidence and strengthbased, explicit, objective and gathered from multiplesources• It can also be used to reflect on successes, objectives thatmay not have been met, and how things may have beendone differently. An honest and supportive performancereview provides a significant learning opportunity for futureactivities• When both leader and employee are satisfied with theoutcomes of the performance conversation they agree toa Performance and Development Plan, and establish atimeframe for the next performance conversation.Performance conversations are not a one-off event. Coaching,support, training, feedback and recognition provided ona regular basis throughout the life of a Performance andDevelopment Plan are essential to achieving performanceimprovement.This Performance and development process will identifyareas of unsatisfactory performance in which case a separateprocess is carried out.Professional development/training requirements:Professional learning is a required component of thePerformance and Development Plan but there are no mandatedrequirements of the content of the professional learning.How assessments are carried out:Assessments of performance are carried out by agreementbetween the leader and the teacher in a performance review.There is no stated connection between these assessments andteacher certification, salary increments or promotion.

South Australian government systemPerformance and development approach — South Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsThis policy is not covered by the current EBA (2010). Howeverin this agreement there is a requirement for teachers whowish to progress to the new Step 9 teacher classification tocomplete a Professional Development Plan (PDP). There isalso a requirement that the teacher undertake an annual reviewwhich will include a review of the PDP as well as a review of theteacher’s performance.Note: Information to the system about the implementation ofPerformance and Development processes is provided throughan annual survey of schools.AnalysisStrengths• There is a focus on performance expectations including teaching standards in thePerformance and Development Plan• The role of feedback and review of performance is also emphasised in the process.There is a strong link established between teacher performance and professionallearning• There is a program of professional development for principals and teachers to assistschools to implement the policy• The professional development program is focussing in particular on the developmentof the micro skills, such as developing the capacity to provide good feedback, whichwill be vital to the success of the policy• A lot of emphasis and support is being given to the Performance and Developmentplanning at this stage as the starting point for implementation.• The capacity of principals to deal with unsatisfactory teacher performance is seen asbeing significantly enhanced by this policy.Areas for development and issues• There is a recognised need to more explicitly reference the National ProfessionalStandards for Teachers now that they have been adopted• There is a need for more guidelines and information about the performance anddevelopment process at the review stage and the evidence that would be used toassess how teachers are meeting their performance expectations and other elementsof their Performance and Development Plan• There is a need to promote classroom observation as a strategy for performanceimprovement and as evidence of that improvement• Narrowing a performance and development focus to unsatisfactory teacherperformance could affect the impact of the policy on all teachers.

South Australian Catholic sectorPerformance and development approach — South Australian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsCurrently there is no policyframework. Schools typicallyuse processes and guidelinesthey either develop in-house orglean from other sources.However the Commissionis working to develop aProfessional Feedback andReview process and is lookingto build on and support theoutcomes of the existingAITSL work in developinga National Framework forTeacher Performance andDevelopment.Position statements can include reference to an annualperformance review as well as an outline of a teacher’s dutiesand responsibilities.Connection to/use of professional standardsA number of Catholic schools in SA are using the nationalStandards as a reference point for teacher self- review whichwould be typically followed up by a discussion between theteacher and a school leader.Procedures, including accreditationProfessional development/training requirementsHow assessments are carried outConnection to industrial agreementsThe only reference to teacher performance and developmentin the current applicable EBA is to the long term AST 1 processdating back many years.An example of ateacher self-reviewtool was providedthat demonstrateshow teachers areable to placethemselves on acontinuum in theareas of:• ethos and values• planning andprogramming• relationships forlearning• teachingmethodology• children andstudent needs• behaviourmanagementAssessment andreporting• professionalresponsibilities.StrengthsAnalysisAreas for development and issues• There is an opportunity to develop a system wide framework for teacher performanceand development based on the outcomes of this AITSL work.

Tasmanian Government sectorPerformance and development approach — Tasmanian government sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsSection 34(1) (g) of the StateService Act 2000 requiresall Government Agenciesto ‘develop and implementsystems to evaluate theperformance of employees’and 2007 State ServicesCommissioner’s DirectionNo.4 establishes the minimumstandard for such systems.These included that all staffshould be involved; it shouldbe based on an annual cycleand identify employee’straining needs; and be alignedwith corporate objectives.Leading for High Performance(schools) and Managingfor High Performance (nonschools)are the two mainsystems which provide foremployees to receive regularand structured feedbackon their performance andprofessional learning needs,and are designed to helpprincipals and managers andemployees work together toachieve and maintain highperformance.The Leading for HighPerformance program forproviding feedback onperformance was introducedinto schools across the statein response to a 2008 schoolimprovement survey revealingthat input into decision makingand constructive feedbackwere important elements of aneffective workplace.The objective of Leadingfor High Performance is ‘tocreate a culture of supportivefeedback and improvementwithin schools that all schoolbasedemployees can benefitfrom’.Connection to/use of professional standardsThe Teachers Registration Board of Tasmania registersteachers working in Tasmanian Government, Catholic andIndependent schools.All practicing Tasmanian school teachers must be registeredby the Board using the Tasmanian Professional TeachingStandards Framework.The principal has responsibility for ensuring that every memberof school staff (teaching and non-teaching) has a one-on-oneperformance feedback discussion with their supervisor or adesignated senior leader in the school at least once per year.Principals and teachers may use the National ProfessionalStandards for Teachers and Principals or other standards andtools when undertaking these conversations with teachers.Tasmania has indicated that it will be linking performancereviews to the national standards.Procedures, including accreditationReview discussionsThe Leading for Performance guidelines provide an overviewof the minimum process to be implemented within schoolsfor the review of staff performance. These include that at leastonce per year teachers must have a one-on-one feedbackdiscussion led by the principal (or appropriate nominee)focussed on their performance and professional learningneeds. The feedback discussion should include:• establishing agreed performance goals and expectations• feedback about current performance in relation to thesegoals and expectations• identifying professional learning needs and goals andassociated support strategies• identifying any support strategies to be put in place toassist the individual to meet their performance goals andprofessional learning goals.Professionallearning inmanagingperformancereviews is availableto teachers andleaders.A PrincipalReference Grouphas been formedto develop aperformancemanagement tool toguide improvementpractices.Leading for HighPerformance- SupportingInformation(Departmentof EducationTasmania).• Teaching Service(Tasmanian PublicSector) Award• State Service Act2000• Commissioner’sDirection No.4(State ServicesCommission) 2007• TasmanianProfessionalTeachingStandardsFramework(TeachersRegistration Boardof Tasmania)• Leading for HighPerformance

Tasmanian government systemPerformance and development approach — Tasmanian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsIn May 2011 the TasmanianParliament introduced a newBill which strives to achievecontinual improvementin the public service. TheState Service Amendment(Performance) Bill 2011 seeksto build capacity across allgovernment departmentsby directing state servicepersonnel to activelyparticipate in an annualperformance managementprocess.To meet the vision of thisBill, and enact its purposein a meaningful way, theDepartment of Educationwill develop a performanceculturebased on continuousimprovement.A Management ofUnderperformance Policysupports the management ofemployee underperformanceand/or inappropriate conduct.The policy is underpinned by aset of guidelines and processsteps.Performance discussions can focus on national or locallydevised teaching standards, duty statements and feedbackdiscussion could focus on a range of areas such as workoutput and quality; organisation and communication skills;attendance; contribution across the school, initiative; etc.A brief written record of the outcomes of the discussion mustbe kept covering agreed performance goals and expectations;professional learning needs; and support strategies. Thisdocument forms the basis for discussions at the next reviewconversation.The scheduling of reviews and the actual form they take is alocal matter, providing that local processes conform to thebroader policy framework.This process is being reviewed in order to strengthencompliance with the State Service Amendment (Performance)Bill 2011.Professional development/training requirementsIt is a requirement that as part of the review processprofessional learning needs must be identified anddocumented in a review report.How assessments are carried outWhilst it is stipulated that the assessment of performance mustbe based upon evidence, there is local flexibility in the evidencecollected to assess performance. Suggestions in supportmaterials include a range of options such as incidental classroomobservation; reading teacher’s reports; progress in the curriculum;feedback from students and parents; documented lesson plans;and discussions with teachers on matters such as curriculum.

Tasmanian government systemPerformance and development approach — Tasmanian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsThe only reference to teacher review in the Award relates tothe provisions for salary. The Award states that principals havethe authority to approve salary progression from one salarypoint to the next salary point within a range in a classificationband, subject to an assessment of satisfactory performance.Performance is assessed against the employee’s existingPerformance Plan. Where an employee does not have anexisting Performance Plan, performance is assessed againsttheir Statement of Duties.AnalysisStrengths• Every staff member is to be assessed and provided with feedback on theirperformance• Performance review discussions are supported by training and guidelines• Whilst the review process needs to be based on evidence, there is local flexibilityabout this• Guidance is provided about possible sources of performance evidence• Minimum expectations in relation to P&D processes have been established• A performance management tool to guide improvement practices is being developed.Areas for development and issues• Whilst there are guidelines for the performance feedback discussion, there are noguidelines about other elements of a performance and development cycle• Whilst it might occur, there is no structured place in the assessment process for directobservation of classroom teaching and learning• Schools decide on the evidence they will use — whether student outcomes, peerobservation, student feedback, etc. — and the sort of evidence used varies fromschool to school. This is likely to result in variability and inconsistency between schoolsabout judgements and assessments of performance.

Tasmanian Catholic sectorPerformance and development approach — Tasmanian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsPolicy is currently beingdeveloped on teacherperformance and developmentin Tasmanian Catholic Schools.With the promulgation ofthe National ProfessionalStandards for Teachers in2011, the Tasmanian CatholicEducation Office (TCEO)initiated discussions and someplanning with Principals with aview to developing processesof teacher performance anddevelopment based on theseStandards.The TCEO has drafted aTeacher Role Description(based mainly on the newStandards) and this draftwill be provided to the wholePrincipal group for finalconsultation and endorsement.The TCEO has commenceddrafting a Teacher PerformanceDevelopment & Reviewprocess that will be completedby the end of February 2012and will go to a small groupof Principals for refining andimplementation (March 2012)in a pilot program in 3-4schools across the statethis year.The draft 2012 TeacherPerformance Development andReview (TPDR) is based upon:• a developmentalunderstanding of individualgrowth and learning• a belief that the skills,understandings andcompetencies of teachersshould be affirmed andstrengthened’• a belief that the developmentof the teacher is enhancedby regularly reviewing andidentifying opportunitiesfor growth.Connection to/use of professional standardsThe TCEO has developed a draft definition of the role ofa teacher (Teacher Role Description). The descriptors ofthe seven teacher standards ‘are taken from the secondProfessional Career Stage, the Proficient stage, of the NationalProfessional Standards for Teachers, the stage at which mostcurrent teachers would be placed and to which Graduate stageteachers would initially aspire’.These standards are also incorporated into the draft TeacherPerformance Development and Review (TPDR) document.Procedures, including accreditationTPDR processes are still under discussion and will bedeveloped and piloted this year.A description of the characteristics of the draft TPDR indicatesthat the process intends to:• be closely linked to the key result areas of the Teacher RoleDescription document• focus on growing the professional / working relationshipbetween each teacher and his / her line manager (i.e.Principal / Principal’s delegate), predominantly through thevehicle of regular meaningful professional conversations• provide the individual teacher with the opportunity ofdiscussing with his / her line manager the identificationof strengths and areas to be worked upon, and thedevelopment of an agreed set of annual goals and workplans aligned to both individual teacher needs andorganizational / school needs• incorporate opportunities for both parties to monitor progresstowards achievement of agreed goals and work plans and,towards the end of each year, review what’s been done.• be manageable in terms of its use of time and otherresources.• Teacher RoleDescription (draft)(TCEO 2012)• TeacherPerformanceDevelopment andReview (draft)(TCEO 2012)• ProfessionalLearningHandbook (TCEO2011)• ManagingUnsatisfactoryPerformance(TCEO)

Tasmanian Catholic sectorPerformance and development approach — Tasmanian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThis pilot program will beevaluated at the end of theyear to further refine theprocess so it can be used forall schools and all teachersin 2014.Teacher performance anddevelopment is included in theTCEO’s Strategic ImprovementPlan as a priority area to beaddressed and progressed.Professional development/training requirementsThe TCEO Professional Learning Handbook (2011) advisesthat all employees with Catholic Education Tasmania arerequired to hold some level of accreditation relevant to theirposition. Teaching and non-teaching staff, including office andancillary staff, are required, as a minimum, to hold Strand 1accreditation. This involves achieving a total of 6 points (eachpoint being the equivalent of 6 hours contact time at approvedprofessional learning sessions). Once Strand 1 is achieved, itis required to be maintained by gaining further points (3 pointsover 3 years).The planned TPDR process is likely to incorporate a reviewprocess that leads to goal setting and the development of anannual professional learning plan.How assessments are carried outThere are no specific guidelines for the conduct of teacherperformance assessments at this stage. It is anticipated thatdraft processes for assessing performance will be developedshortly for piloting in schools in 2012.Processes for managing poor teacher performance havebeen established.Connection to industrial agreementsAn early draft appendix on the role of a teacher will be insertedinto the new industrial agreement that will come out ofnegotiations with the relevant union this year.The intention is to introduce to this appendix a level in thecurrent classification of teachers scale where a teacher mayprogress from a Graduate Teacher to a Proficient Teacher bygoing through a process (yet to be worked through) that willvalidate such progression (or not).(The TCEO has not previously had teacher performancematters embedded in its industrial agreements).

Tasmanian Catholic sectorAnalysisStrengthsThe P&D processes are still in the development stage. Nevertheless from early draft P&Ddocumentation it appears likely that the planned TPDR process will:• apply to all schools and teachers• be based on an annual cycle consisting of an interview to set performance goals;regular conversations between teachers and their line managers; an end of year reviewprocess that will identify areas for improvement; and professional learning related toidentified improvement needs• be incorporated in the EBA.Areas for development and issues• It is not possible at this stage to identify issues or areas for development as theTPDR processes are still in the development stage and will be developed throughconsultation, piloting processes in selected schools and then refining these processesfor whole sector adoption in 2014.

Victorian government systemPerformance and development approach — Victorian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsTeacher performance anddevelopment has beengoverned by the operation ofthe prevailing EBA at the time.The existence of theDEECD’s Performance andDevelopment (P&D) Cultureframework means that teacherP&D commonly is addressedin that context. The P&DCulture framework comprisesfive elements that are specifiedin terms of three accreditationlevels for schools:• Extent to which the schoolprovides effective inductionand mentoring support• Extent to which the schooluses multiple sourcesof feedback to informindividual, team andcollective practice• Extent to which individualshave a P&D plan aligned toschool goals and informedby feedback• Extent to which aprofessional learningstrategy reflects individual,team and collectivedevelopment needs• Extent to which individualsfeel that the school has theinternal capacity to engagein ongoing improvement.The P&D arrangements aredesigned to:• support the school inmeeting its responsibilitiesto students, parents and theGovernment by linking staffperformance with that ofthe school, Department andGovernment policies andtargets• provide feedback onperformance to supportongoing learning anddevelopment of staff, witha focus on how studentlearning can be improved• enhance the capacity ofstaff in promotion positionsto apply the leadership andmanagement competenciesrequired in their positions• recognise effectiveperformance through salaryprogression• provide a supportiveenvironment for improvingperformance where therequired standards arenot met.Connection to/use of professional standardsSalary progression in Victoria is not automatic. Eligibleemployees must demonstrate that all the applicable Victorianprofessional teaching standards have been met throughthe P&D process. Advancement from graduate teacher toaccomplished teacher is subject to the teacher satisfying theapplicable standards, as is advancement from accomplishedto expert teacher. All professional standards must be met toachieve a satisfactory assessment.The standards used are employer standards that relate tocareer progression and the salary structure outlined in the EBA.While they try to encapsulate the intent of the Victorian Instituteof Teaching standards for full registration, they differentiatebetween the classifications within the EBA. They are, in thatsense, role-based prescriptions, albeit containing expectationsaround performance and behaviours, and hence also recognisethat as teachers move up the structure they take on differentroles. By contrast, the VIT standards for full registration are thesame for all classifications.Procedures, including accreditationP&D is a continuous cycle for all employees commencing 1May each year and concluding on April 30 the following year, inline with the process for members of the Principal Class whoseassessment depends on data that commonly is not availableuntil that time. The cycle involves:• planning in April/May to prepare and agree performanceplans with the principal• mid cycle review in September/October to discuss theteacher’s progress• assessment of the teacher’s performance against theVictorian professional standards in March/April• performance plans prepared and agreed with the principal inApril/May for the next cycle informed by the outcome of thelast cycleThe HumanResources P&DGuide – TeacherClass includesadvice onimplementation ofthe process.A range of onlineresources havebeen developedfor each elementof the P&D culture,based on identifiedsuccessful schoolapproaches.(A sample of theseare provided asattachments tothis report). Thesecomprise resourcesto assist schools to:• provide effectiveinduction andmentoringsupport, includinginductionchecklists andprocesses• Performance andDevelopmentCulture, RevisedSelf AssessmentFramework• Human ResourcesPerformance andDevelopmentGuide – TeacherClass (Lastupdated, 4 August2010)• Human Resource:RemunerationTeaching Service(last updated, 26July 2010)• Victorian SchoolsAgreement 2008:A Guide forPrincipals

Victorian government systemPerformance and development approach — Victorian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe fact a new EBA is beingnegotiated in 2012 meansbusiness as usual for thetime being, but potentiallycould lead to changes inremuneration arrangements,the classification structure orany of the processes outlinedin this report.A key element of theDepartment’s TeachingService Remuneration Policyis ‘Recognition and rewardfor the quality of the workand contribution to theachievement of improvedlearning outcomes for studentsin the government schoolsystem’.The principal has ultimate responsibility for the P&Dassessment for each member of staff, though this canbe assigned to a nominee, with the exception of the finalassessment decision.A judgment that a teacher’s performance is unsatisfactory cantrigger separate unsatisfactory performance procedures.Teachers may lodge a grievance against any aspect of theP&D process.Professional development/training requirementsPD needs and proposed action for the next P&D cycleshould be identified as part of the P&D process to supportthe teacher’s ongoing learning and development, and theircapacity to undertake their role effectively. In the case of aleading teacher, identifying PD to be undertaken that improvestheir capacity to undertake the leadership role is important.Proposed PD may encompass participation in appropriateprograms and activities, leading or presenting at PD programsor activities, opportunities to access the support of a mentoror critical friend, whole school improvement activities, onlinetraining and professional reading. In completing the PDoutcomes and achievements for the year in their performanceplan, teachers should indicate ways in which their learning isbeing applied in the role.• use multiplesources offeedbackincludingmentoring, criticalfriend and learningwalk processes,resources toguide reflection,pro formasfor feedback,surveys and otherresources• develop individualP&D plansincluding sampleplans, plan proformas andteacher annualreviews• develop aprofessionallearning strategyincluding materialon mentoring andcoaching, schoolprofessionallearning plans andreports• develop theinternal capacityto engagein ongoingimprovement.

Victorian government systemPerformance and development approach — Victorian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsHow assessments are carried outA formal mid-cycle meeting occurs between the principaland the teacher to discuss performance. Progress towardsachieving the outcomes specified in the performance plan, interms of meeting the applicable professional standards shouldbe discussed and any refinement to the plan that is neededbe agreed.Towards the end of April the following year, teachers completethe relevant sections of the performance plan setting out theirachievements/ outcomes and verifiable evidence for these.The principal considers the achievements/outcomes andevidence in relation to each standard and makes a decisionabout whether the teacher has satisfied all the standards.Teachers are advised of the outcome of the assessment oftheir performance plan through a scheduled discussion withthe principal where they are provided with comprehensive andconstructive feedback as the basis for discussing specificareas for improvement and appropriate outcomes for the nextperformance cycle and PD action to be included in the nextperformance plan.Where a teacher does not meet one or more professionalstandards, the principal and/or other designated staff will workwith them to identify the factors affecting performance andaction is taken to support them to improve.All teachers, including those on the maximum salary for theirclassification, must have a performance assessment outcomerecorded.Connection to industrial agreementsThe specific processes for teacher P&D arise from the VictorianGovernment Schools Agreement, 2008 (due for renegotiationin 2012) and are outlined in a P&D Guide. The agreementincludes a specific commitment to ‘system performanceand development processes that recognise and affirm highperformance, address underperformance and value continuoushigh quality professional learning’.These aresupplemented bycase studies ofschools nominatedby regionsfor displayingexemplary P&Dculture practice.

Victorian government systemAnalysisStrengths• Part of a broader framework for school improvement based on developing a P&Dculture in schools. The framework and incentives initially used required schools todemonstrate that they had the necessary P&D processes in place and virtually allschools have now done that• Involves an ongoing process linked to the development of individual performanceplans• The process is well-established in schools and all teachers have participated for someyears in P&D discussions in the school• Clear timelines for the process, including formal, scheduled mid cycle and end ofcycle reviews• Encouragement of the use of evidence and multiple sources of feedback• Link to broader school and system objectives and priorities and to professionalstandards for teachers• Accompanied by examples from schools, including tools and pro formas, for eachelement of the broader P&D culture framework• Significant work is underway, particularly through a Performance Pay Trial, to supportprincipals in giving constructive feedback and linking it to professional learning anddevelopment to improve. This work has included the development of a balancedscorecard for demonstrating that standards have been achieved and hence becomingmore specific about the evidence required, and hence may help to address some ofthe areas for development and issues outlined in the next column.Areas for development and issues• The process does not require or promote ongoing informal feedback. This is not tosuggest that it does not occur in many schools, since the P&D Culture accreditationprocess demonstrated that it does, but that it is not systematically required• The link to salary progression decisions by the principal could detract from thepotential for an open and honest exchange though, as indicated below, the denial ofsalary progression is extremely rare• The fact that 98% of teachers are deemed satisfactory may suggest a need to supportprincipals to differentiate performance more. This in part is seen as relating to the lackof any agreement about what quality teaching looks like in schools• The timing of the cycle overlaps school years and would create problems whenteachers move. It also means that their plans span school years and potentiallyshifting objectives• There are no guidelines on acceptable types of evidence to demonstrate that thestandards have been met. Schools decide on the evidence they will use — whetherstudent outcomes, peer observation, student feedback, etc. — and the sort ofevidence used varies from school to school. Some do have clear, contextualisedbehaviours that provide evidence of demonstrating the standards, but others do not• There is no structured place in the process for direct observation of classroomteaching and learning• There is some desire to tie elements of the approach to teacher P&D more clearlyto the P&D Culture process — eg using the teacher performance and developmentprocess to reinforce the expectation that teachers work more in teams and developgreater consistency of effective practice.

Victorian Catholic sectorPerformance and development approach — Victorian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsUnlike the government andeven some other Catholicsector authorities, the CatholicEducation Commission Victoria(CECV)/ Catholic EducationOffice Melbourne (CEOM) isnot an employing authority.Given this, it does not mandatebut rather works in partnershipwith schools to develop policyframeworks and supportsthat guide planning and definepriorities and approaches.Teacher performance anddevelopment is embedded ina number of sector policiesrather than constitutinga policy in its own right.For example, the SchoolImprovement Frameworkincludes a range of surveysadministered by Insight SRCdesigned to gather feedbackfrom staff, students andparents, such as the StaffOrganisation Health surveys,that go to the issue of teacherquality, appraisal and feedbackon a whole school basis.Similarly, the Leadership inCatholic Schools Frameworkpromotes leadership actionsconducive to teacher P&D.While there is no formalstatement of principlesunderlying teacherperformance and development,there are relevant principlesunderpinning the frameworksand support the CEOMprovides on teacher P&D, andhence its implementation inschools, in each of:• the PerformanceManagement Strategyfor school leaders which,amongst other things,specifies that performancemanagement aims toprovide professional growthof the individual and teamswithin the Catholic schoolcommunity to support therealisation of the CatholicSchool Vision, support theachievement of school goals,and be underpinned byprinciples of justice, equity• the rationale for a P&DCulture Project (referenced inColumn 3) which is premisedon the belief that effectiveschools embrace a culture oflearning and improvement,a key component of whichis providing objective,constructive and actionablefeedback on teacherperformance to enable themto grow professionallyConnection to/use of professional standardsClause 28.3 of the Victorian Catholic Education Multi-EmployerAgreement 2008 specifies that a teacher is required toparticipate in an Annual Review Meeting with the principalor principal’s nominee. The meeting is to be formative andfocus on ‘affirming achievement and suggesting avenuesfor professional development’ in accordance with the skillsidentified in an appendix to the Agreement. These skills areoutlined in terms of Standards of Professional Practice forteachers at classification levels Graduate 1 and 2 (in the threeclassification structure of Graduate, Accomplished and Expert)and Standards of Professional Practice for Accomplishedand Expert Teachers. Each of these sets of Standards ofProfessional Practice is based on the Victorian Institute ofTeaching’s Standards for Full Registration of teachers, butwith different dot point skill descriptors appropriate to theclassifications involved.All professional learning organised by the CEOM is aligned tothe VIT Professional Standards and schools are also urged tofocus their professional learning and work on these.Procedures, including accreditationThe Multi-Employer Agreement, as noted, requires anannual ‘formative’ review meeting between the teacherand the principal or principal’s nominee, and specifies thefocus as affirming achievement and suggesting avenues forprofessional development. Both the conduct of the meetingand the nature of evidence related to meeting the skillsembodied in the standards used is determined by the school.Teachers, in this context, progress automatically on an annualbasis from Graduate through to Expert, subject to years ofexperience specified in the agreement. At both Graduate 2 andAccomplished 5 teacher level, the agreement requires that theannual review meeting ‘should be used for a more substantialformative review of the previous years and renewal of theteacher’s performance for the future’. Again the approach andevidence used is determined at the school level.The primary supportto schools comes inthe form of guidingframeworks andprofessional learningopportunities theCEOM provides andprojects initiatedthat potentiallycan provide casestudies and/or toolsthat schools canuse. Some of thekey supports in thisregard are:• the Performance& DevelopmentCulture Projectand associatedworkshops• the CECV-VITHigh PerformingTeacher Project• training andprovision ofin-school andexternal coaches• Victorian CatholicEducationMulti-EmployerAgreement 2008,Teachers: Salariesand SpecificConditions ofService

Victorian Catholic sectorPerformance and development approach — Victorian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThere is an expectationthrough these and otherpolicies that schools addressteacher P&D as part oftheir focus on improvingteacher quality. A lot ofschools therefore haveindividual learning plans forteachers, though this is notsystematically monitored bythe sector.The sector’s Multi-employerAgreement, which is due forrenegotiation this year, has anexpectation about an annualreview meeting for teachingstaff (See Column 3).• The rationale for a P&DCulture Project (referencedin Column 3) which ispremised on the belief thateffective schools embracea culture of learning andimprovement, a keycomponent of whichis providing objective,constructive and actionablefeedback on teacherperformance to enable themto grow professionally.The sector has initiated a CECV-VIT High Performing TeacherProject which potentially could influence the procedures used.In 2011 the project developed an evidence-based model foridentifying and acknowledging high performing teachers in thesector and trialled it with a small number of teachers in Catholicschools. The process engaged teachers and leaders in criticallyreflecting on aspects of high performance as identified in themandatory evidence distilled from the National ProfessionalStandards for Teachers at the Highly Accomplished level.Participating teachers were expected to develop case studiesof their work that illustrated mandatory evidence related totheir professional learning, work with students, work withcolleagues and work in their school and school community.They were required to also provide supporting documentationto illustrate the contribution of their work towards improvedstudent learning. The case studies were supplemented byreports from two trained assessors (members of participatingschools’ leadership teams) who visited the teacher’s schoolover two days, and contextualised references from the teacher’sprincipal, a nominated colleague and a nominated memberof the school community. Based on these multiple sources ofevidence the project team decided whether the teacher hadmet the evidence criteria for high performance. Stage 2 of theproject in 2012 will draw on the experience of Stage 1 to test anumber of different models for assessment to identify a scalableapproach that can apply across sector schools.• the CEOM willbe runninga leadershipconference in2012 whichhas a focus onleaders’ roles inrelation to P&D,which is seen asa stepping stoneinto the nextphase of workrelated to teacherP&D.Professional development/training requirementsAs indicated, the annual review meeting is designed toinclude a focus on ‘avenues for professional development’ inaccordance with the professional standards used. The CEOMprovides substantial professional learning opportunities that canbe accessed as a result of PD needs identified through variousmeans including the annual review meeting for each teacher,but this remains a matter for the leadership of the school.

Victorian Catholic sectorPerformance and development approach — Victorian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsHow assessments are carried outThere are no specific guidelines for the conduct ofassessments or process proformas to use in relation to theAnnual Review Meeting. This reflects the level of schoolautonomy that exists and the consequent onus on the schoolleadership to devise its own approach.There is, however, a Performance and Development Culture(PDC) Project in place which involves a growing numberof schools, and is helping to generate case studies andsamples of approaches, pro formas, etc. on which Catholicschools can draw. The project is based on the premisethat ‘an effective school provides all staff with objective,constructive and actionable feedback on their performanceand opportunities for ongoing and responsive professionallearning’. The initiative grew out of a partnership with theVictorian DEECD to implement the longer-standing Governmentsector’s Flagship Strategy 4: ”Creating and Supporting aPerformance and Development Culture in Schools” in Catholicschools. The PDC aligns with the four-year CEOM SchoolImprovement Framework cycle, particularly the ‘Leadership andManagement’ and ‘Learning and Teaching’ spheres. It providesprofessional learning workshops to schools which targeta range of Performance and Development Culture-relatedareas, including effective feedback, and schools involved worktowards formal accreditation in the same way as applies togovernment schools.Connection to industrial agreementsAs already indicated, the industrial agreement requires aformative annual review meeting, though progression throughthe teacher levels occurs on the basis of years of service.

Victorian Catholic sectorAnalysisStrengths• The range of support in place for professional learning that promotes a culture ofprofessional learning and feedback, underpins a focus on teacher development, andincludes a number of opportunities for direct observation of classroom teachingand learning• The CEOM works in partnership with Catholic schools to provide a range offrameworks and services which embed principles around teacher performance anddevelopment, and assist in developing the capacity of Catholic school principals,leaders and teachers• The ‘formative’ focus of the annual review meeting and requirement that a formalmeeting of this sort be held between each teacher and their principal/ nominee• The growing focus within the sector on the importance of providing all staff with‘objective, constructive and actionable feedback on their performance, andopportunities for ongoing and responsive professional learning’• Active engagement with VIT professional standards as a part of all professionallearning the sector organises• The use of School Improvement surveys that gather data and provide feedback toschools around school climate, and which incorporate information around professionalgrowth, appraisal and recognition• The sector partnership with the VIT to generate research and practice around anevidence-based model for identifying high performing teachers.Areas for development and issues• There is currently no specific policy framework addressing this area in its own right.The introduction of the National Professional Standards for Teachers may provide anappropriate context to consider such a policy framework to assist schools in developingeffective school-based structures and processes around teacher performanceand development• The industrial agreement process does not address ongoing informal feedback• There are no guidelines within the Multi-employer Agreement on acceptable typesof evidence of performance against the standards. Schools decide on the evidencethey will use — whether student outcomes, peer observation, student feedback, etc.— and the sort of evidence used varies from school to school. Similarly, there are noguidelines or pro formas on process which results in variability between schools• There is no structured place in the annual review meeting process for directobservation of classroom teaching and learning, though observation exists within thecontext of other professional learning policies and practices.

Western Australian government systemPerformance and development approach — West Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe WA Department ofEducation’s EmployeePerformance Policy was put inplace in 2010 and revised in2011 to incorporate Principals’Performance Review. TheEmployee PerformancePolicy 2010 was revised toincorporate the statutoryprovisions for substandardperformance that exist in thePublic Sector Management Act1994 WA (PSMA), (section 79)and generally streamline theprevious policy.The legislative underpinningfor performance managementin the Department is arequirement in section29 of the PSMA that chiefexecutive officers evaluatethe performance of their staff.There is a Commissioner’sInstruction issued under thePSMA by the Public SectorCommissioner.One intention of the 2010Employee Performance Policyrevision was to sharpen theaspect of accountabilitywhich historically had beensuppressed in favour of adevelopmental focus.The Policy is predicated onthe capacity of line managersidentifying a range ofperformance from excellentto substandard and providingfeedback and support to staffto address their particularneeds.The Director General’sClassroom First Strategyhighlights the importanceof effective performancemanagement. The Strategyoutlines that while theperformance of each school isa key focus of accountability,so is the performance ofeach employee whether thatis within a school or otherDepartmental workplace.“Performance managementwill provide the opportunity foreach individual to demonstratetheir achievements, examineareas of their work where theycould improve, and get thehelp they need to do it.”Connection to/use of professional standardsThe Competency Framework for Teachers 2004 is theDepartmental tool recommended as a reference forassessment against defined competency standards.The Competency Framework for Teachers describes threeprofessional elements of teachers’ work: attributes, practiceand knowledge. (In future reference to the National ProfessionalStandards for Teachers will be incorporated into the policy.)Separate industrial processes apply to the achievement ofSenior Teacher status and Level 3 Classroom Teacher status.Senior Teacher is achieved by way of completing professionallearning requirements and service at the top of the pay scaleand attracts additional salary increment.Level 3 Classroom Teacher status recognises exemplaryteachers who meet defined competency standards. Additionalsalary is paid to teachers who achieve this status. Teachersvoluntarily apply for certification which is not connectedto performance management. This process is undertakencentrally.Procedures, including accreditationThe Employee Performance Policy states that all employeesare to participate in a performance management processconsistent with the Public Sector Standards on PerformanceManagement where:• staff regularly demonstrate accountability for theirperformance• staff have access to growth and development opportunitiesthat allow for employee interests• the process links to the intended outcomes of theDepartment’s strategic directions.Teacher EmployeePerformanceTemplate(not mandatory).• CompetencyFramework forTeachers (2004)WA Dept. ofEducation andTraining• WA Departmentof Education’sEmployeePerformance Policy(2010)

Western Australian government systemPerformance and development approach — West Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThis Commissioner’sInstruction is called thePerformance ManagementStandard and establishesbasic requirements pertainingto documentation and naturaljustice surrounding how theprocess should be conductedacross the WA public sector.The linking of performancemanagement with substandardperformance, together withthe industrial nature of thisprocess, can colour theprocess of performancemanagement in a negative wayfor some staff members.Aside from the legislativeunderpinning, the EmployeePerformance Policy rests ontwin goals of accountabilityand development. Historically,accountability had beenviewed as a separate processby teachers and principals,whereas performancemanagement had been seenas largely developmental.The current policy conflatesaccountability anddevelopment under the guiseof employee performance andrecognises that both are keyelements of how performancemanagement is undertaken.Performance managementis defined as ‘the formal andinformal continuous process ofevaluating and supporting anemployee’s performance in theworkplace’.All line managers are to conduct and document performancemanagement with staff.However, although all schools understand the significance ofperformance management and the need to establish systemsto ensure compliance, the extent to which the policy andpractice is embedded necessarily varies across schools. Localpractice is dependent on the strength and continuity of schoolleadership, the performance culture within the school and thelength of time formal processes have been applied.Surveys conducted prior to the introduction of the currentpolicy by centralised government indicated a patchy degree ofengagement with performance management across schools.Reported compliance in 2011 was significantly higher at 80per cent.

Western Australian government systemPerformance and development approach — West Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe procedures in the Employee Performance Policy stipulatesamong other things that:• teachers are to be provided with regular, timely andconstructive feedback on their performance• teachers are to have a performance management plan (PMP)that contains appropriate goals, performance indicators,timeframes and agreed support that link to operationalpriorities• performance is to be reviewed in relation to the teacher’srole and responsibilities and reference to the CompetencyFramework as outlined in the template recommended for theperformance management of teachers• teachers are to self-assess and provide evidence of theirperformance in relation to job requirements and workplacepriorities• informal and formal processes, including classroomobservation, can form part of the review process• line managers are to schedule meetings to monitor teachers’performance against the PMP• line managers are to provide feedback and documentperformance in relation to the PMP• feedback should identify a range of performance fromexcellent to unsatisfactory• line managers are to identify professional learning that mayassist the employee to achieve outcomes outlined in the PMP• grievance procedures can be initiated where a teacher isconcerned with the review outcome or processes followed.Professional development/training requirementsAs stated above, it is expected that PD needs will be identifiedas part of the P&D process to support the teacher’s ongoinglearning and development, and their capacity to undertake theirrole effectively. These are to be incorporated in teachers’ PMPs.

Western Australian government systemPerformance and development approach — West Australian government systemPolicy framework Underlying principles Processes Supports and tools Relevant documentsHow assessments are carried outThe current process does not mandate how performancemanagement must be done or how frequently. There is flexibilityfor schools to adopt an approach that suits them whichadheres to the procedural requirements contained in the Policyalthough it is expected that this will, in most cases, be a 12month cycle.Connection to industrial agreementsIn the previous Agreement the Performance Managementpolicy was replicated in the Agreement. This is no longer thecase, although the recently negotiated Agreement is subjectto members of the State School Teachers Union of WesternAustralia (SSTUWA) accepting the proposal at a ballot inFebruary 2012. The Agreement states that any changes tothe Policy first require consultation with the SSTUWA (i.e. analteration to Performance Management policy still needs to bedealt with within an industrial context.)

Western Australian government systemAnalysisStrengths• Staff believe that the performance management process allows them to demonstratetheir progress with identified outcomes that are directly linked to employees’accountability• The process is well-established in schools and teachers have participated for someyears in P&D discussions in the school• There is flexibility for schools to adopt an approach that suits their local circumstances• Documentation is provided to guide performance improvement implementation(a template is available but not mandatory; other resources such as a powerpointpresentation, case studies and videos are available to assist)• Direct observation of classroom teaching and learning is expected in the performancemanagement process but it is not mandated.Areas for development and issues• The current process does not mandate how, how frequently and when performancemanagement must be conducted but there is an expectation that it will be done over a12 month cycle in most cases• There are no guidelines on acceptable types of evidence. Schools decide on theevidence they will use — whether student outcomes, peer observation, studentfeedback, etc. — and the sort of evidence used varies from school to school. This islikely to result in variability and inconsistency between schools about judgements andassessments of performance• Meaningful feedback varies in quality and quantity• Continuity is not always maintained across schools or in a school with a changingleadership group• Unlike many other public organisations the impact of poor performance on students,parents and staff can be difficult to manage given the nature of teaching• The industrial legacy of performance management and substandard performance stillhas some bearing on how performance issues are viewed and managed• Reporting of performance management processes is based on survey not hard data(for example a standard electronic reporting system) resulting in weaker evidenceabout quality and the extent of performance management across the system.

Western Australian Catholic sectorPerformance and development approach — West Australian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThere is no common processfor conducting performanceand development reviews ofteachers in Catholic schools.The Catholic Education Officeonly manages the performancereview process for Principals.All other performance anddevelopment management/appraisal processes for staffin Catholic schools is theresponsibility of the Principal.Connection to/use of professional standardsTeacher’s performance for registration and re-registrationpurposes is determined in relation to the ProfessionalStandards for Teaching developed by the Western AustralianCollege of teaching (WACOT).Principals determine their own processes for conductingreviews of teacher performance. Typically these do not includethe use of WACOT professional standards as benchmarks forappraising staff.Procedures, including AccreditationAccreditation to teach in a Catholic school includes therequirement to participate in an orientation program andundertake six hours of Faith Story and Witness in their first yearand to complete of three tertiary units (in the fields of ReligiousEducation, theology or scripture) approved for Accreditation bythe Catholic Education Office within five years of appointment.Most if not allschools havedeveloped their ownpro formas. Thereare no pro formasmandated by theCatholic EducationOffice.Principals sharepractices thatwork. Often outsideconsultants areinvited to assist.• Western AustralianProfessionalStandards forTeaching(www.wacot.wa.edu.au)• The RomanCatholicArchbishop ofPerth TeachersEnterpriseBargainingAgreement 2009On completion of the components staff are issued with anAccreditation to Teach in a Catholic School certificate which isvalid for five years. Staff are required to undertake a minimumof 30 hours of ongoing professional renewal every five years.Anyone holding a position that has tenure is required to gothrough an appraisal at regular intervals. At the end of tenurethe position is re-advertised.Teacher review processes can be implemented in a variety ofways at the school, whilst still meeting the requirements of theEBA. The EBA stipulates that the appraisal shall be carried outby the school’s appraisal committee and/or such other personsas are agreed between the employer and the teacher.The composition of the appraisal committee varies from schoolto school but would usually include the Principal, DeputyPrincipal and a line manager (e.g. the Head of Learning Area).

Western Australian Catholic sectorPerformance and development approach — West Australian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsThe EBA states the appraisal is to be based on a ‘written set ofcriteria’. Typically, assessments are based on AITSL or WACOTTeacher Standards, and/or school based criteria developedfrom other instruments.Whilst it is up to individual schools to determine their reviewprocesses, typically this would involve teacher observation, 360degree feedback, self-reflection and a formal interview with thePrincipal or Deputy Principal.Professional development/training requirementsWACOT registers teachers for a 5 year period. Teachers arerequired to complete professional learning as part of their reaccreditationrequirements.Professional learning for the re-accreditation must be linked toprofessional standards and be substantiated. Teachers needto demonstrate that they have engaged in a minimum of threeout of 16 types of professional development activities listed byWACOT.Teacher accreditation can be revoked if a teacher fails to meetthe continuing professional development requirements.WACOT provides substantial professional learning opportunitieslinked to the standards.How assessments are carried outTeacher review is the responsibility of the principal and isusually carried out by the school’s appraisal committee.There are no specific guidelines for the conduct of teacherperformance assessments and there is significant variationbetween schools.Whilst evidence of achievement could be substantiated byreference to evidence derived from a self-review, studentfeedback, lesson documentation and classroom observations,there is no mandated process for validating teacherperformance. It is up individual schools to determine theevidence that is required by a teacher to support performanceclaims.

Western Australian Catholic sectorPerformance and development approach — West Australian Catholic sectorPolicy framework Underlying principles Processes Supports and tools Relevant documentsConnection to industrial agreementsTeacher performance and development management/appraisal processes are the responsibility of the Principal, asenunciated in their Contract of Employment under duties andresponsibilities: ‘5.2.5 manages the supervision and evaluationof staff’.The Teachers’ Enterprise Bargaining Agreement 2009states that:• ‘When a teacher accepts an appointment within the Catholicsystem in Western Australia for the first time, the appointmentis probationary and as such the teacher is subject toprofessional appraisal in the second year of employment soas to confirm ongoing employment.’ Clause 25 (1)Ongoing appraisal for teaching staff is referred to in Clause 22.It is only a brief outline of the process and its application varieswidely from school to school. The EBA states that:(a) the appraisal shall be carried out by the school’s appraisalcommittee and/or such other persons as are agreed betweenthe employer and the teacher(b) the appraisal shall be based on a written set of criteria thatshall be provided to the teacher prior to the appraisal processcommencing(c) the teacher shall be provided with a written report, on theoutcomes of the appraisal. The report shall clearly indicate thepurpose of the appraisal, the format used and the results andrecommendations arising out of the appraisal. Copies of alldocumentation relied upon by the employer, shall be providedto the teacher upon request.A review/appraisal process for staff holding leadershippositions is required for their renewal of contracts.

Western Australian Catholic sectorAnalysisStrengths• The expectation that teachers will participate in a performance review process isincorporated in the EBA• The requirement that principals will implement a performance review process isincorporated in the Conditions of Service.Areas for development and issues• Practices for conducting PPPRs vary from school to school which is likely to result invariability and inconsistency between schools about judgements and assessments ofperformance• The process may not require or promote ongoing informal feedback• There is no requirement for direct observation of classroom teaching and learning• What constitutes appropriate evidence of performance/achieving standards is likely tovary from school to school• There may be no connection between teacher performance and developmentprocesses and teaching standards.

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