CREATING A PERFORMANCE AND DEVELOPMENT CULTURE IN
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CREATING A PERFORMANCE AND DEVELOPMENT CULTURE IN

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CREATING A PERFORMANCE AND DEVELOPMENT CULTURE IN CREATING A PERFORMANCE AND DEVELOPMENT CULTURE IN Presentation Transcript

  • CREATING A PERFORMANCE AND DEVELOPMENT CULTURE IN SCHOOLS Department of Education and Training Conference March 2004
  • PHASING OF WORKFORCE DEVELOPMENT STRATEGY Workforce Effectiveness 2003 2006 2009
      • Leadership capacity building
      • Embedding performance and development culture
      • Active shaping of supply
      • Roll out of transformational workforce models
    Time While predominant focus should be on three near term priorities, Department also needs to encourage schools that have these in place to undertake further innovations
      • Differentiated rewards and recognition to sustain performance and development culture
      • Trial/pilots of transformational workforce models
  • MOVING TO A PERFORMANCE AND DEVELOPMENT CULTURE IN VICTORIAN GOVERNMENT SCHOOLS 'Professional Development' and 'Performance Management' are completely separate No effective feedback for teachers Inability to deal with poor performers Leaders focused on management Accountability largely focused on student outcomes 'Performance and Development' Rich and constructive feedback for teachers Objective broad-based data on which to assess performance and manage under performance Leaders focused on coaching and staff development Balance scorecard approach
  • MOST TEACHERS DO NOT GET CONSTRUCTIVE FEEDBACK ON THEIR PERFORMANCE Source: VGS Staff Performance And Development Handbook; School Visits; Stakeholder Interview; BCG Analysis ‘ Prior to the end of the review cycle the teacher will complete the “Statement Of Performance”... It can include both qualitative and quantitative outcomes and must be verifiable. Where this is not the case the teacher may be required to provide evidence...’ ‘ At the end of the review period the principal will assess the teacher’s performance against the dimensions/standards and make a decision, based on the balance of evidence, whether the teacher has met all dimensions/standards’
  • QUESTIONS LINKED TO PERFORMANCE MANAGEMENT GENERATED MANY OF THE WORST RESPONSES TO THE SURVEY Deviation From Average Score (%) Source: BCG Engaging For Results Survey of 11 VGS Schools, 2003 Engaging For Results Survey Responses Q42. ‘At this school staff recognition and rewards are clearly tied to performance’ Q44. ‘A staff member’s poor individual performance is not tolerated in this school’ Other Questions Performance Management Related Questions
  • HOWEVER SOME SCHOOLS GET VERY GOOD RATINGS ON PERFORMANCE MANAGEMENT Average Score Average Response Scale 1 = Strongly disagree 5 = Strongly agree Note: n = 226 Source: BCG Engaging For Results Survey of 11 VGS Schools, 2003 Survey Responses For ‘Effective Performance Management’
  • THERE IS A STRONG CORRELATION BETWEEN TEACHER SATISFACTION AND EFFECTIVE PERFORMANCE MANAGEMENT Correlation Between Effective Performance Management And School Recommendation Ratings (1) Average Of Questions Related To Existence Of Effective Performance Management At Their School
    • Including all teachers except principal class
    • Answer to question ‘I would recommend this school to my friends as a good place to work’
    • Source: BCG Engaging For Results Survey of 11 VGS Schools, 2003
    Teacher Satisfaction (2) This correlation is 63% for DE&T which is even stronger than the correlation in the broader BCG Database of 50% Scale 1 = Strongly disagree 5 = Strongly agree
  • GOOD PRACTICE INVOLVES USE OF MULTIPLE SOURCES OF DATA DURING PERFORMANCE REVIEWS This is the only component used in most schools VCE results (adjusted to capture value-add) Retention figures Student survey (For leadership team) 360deg management survey Evidence of performance to the professional standards (normal DET process) Outcomes of team-based 'learning projects' Performance data Individual pieces of data are put into context by other analysis and the teacher's own reflections Performance review and development plan + Teacher reflection on performance data + + Bendigo SSC Example Sources Of Performance Data Review Process
  • SOME SCHOOLS USE STUDENT FEEDBACK AS ONE OF THE PERFORMANCE DATA INPUTS Selected Survey Questions
    • I like this unit
    • This class provides a good learning environment
    • My teacher
      • ... has a sound knowledge of this subject
      • ... is well organised and prepared for lessons
      • ... caters for my ability level
      • ... provides me with valuable feedback on my work
      • ... is fair and reasonable to all students in this unit
      • ... challenges and assists me to achieve my best
    • I am satisfied with the effort I have made in this unit
    Source: Bendigo SSC Example: Bendigo SSC
  • BALANCED SCORECARD PROVIDES A GOOD BASIS FOR PERFORMANCE AND DEVELOPMENT OF PRINCIPALS Key Performance Indicators
    • Student Achievement
    • People Management
      • Performance and development culture
    • Parent Relations
      • Parent opinion
    • Network/System Contribution
      • Sharing of good practice, ideas
      • Mentoring, coaching others
    • OHS
      • Staff absence
      • Workcover absences
    Mandated Metrics AIM Numeracy, literacy, VCE (metrics should be value-added) Staff response to survey (1) on existence of performance and development culture Parent opinion survey (1) Principal peer and SEO survey Staff sick leave rates Workcover days lost Principal Balanced Scorecard Student Achievement People Management Parent Relations OHS This year Last year LSG Benchmark (1) Data to be collected by third party to ensure independence Source: BCG analysis This forms a minimum data set to be supplemented by relevant additional criteria and measurement Network/System Contribution
  • POSSIBLE ACCREDITATION MODEL FOR P&D CULTURE Element Induction for beginning teachers Multiple sources of feedback on teacher effectiveness Customised development plans based on individual development needs Quality PD to meet those development needs Belief by staff that the school has a P&D culture Metric
    • All beginning teachers participate in an effective mentoring program
    • Use of three of the following sources of data as part of annual review:
      • Adjusted student outcomes data
      • Student feedback
      • Parent feedback
      • Observation data
      • Attendance data
    • Each teacher has a development plan that clearly links to their own development issues
    • Each teacher participates in PD that helps improve their effectiveness as teachers
    • Staff feel that the school culture is supportive of personal growth and development
    Self Assessment Submission describing mentoring program and testimonials by beginning teachers Submission describing sources of data used and how they are used, including sample of how data is provided to teacher Submission of process for developing development plans and sample development plan Description of PD at the school with table describing PD undertaken by each teacher. Can include observation of fellow teachers; coaching; mentoring etc Internal survey results External Verification Selected interviews with beginning teachers Selected interviews with teachers Review of sample of development plans (randomly selected) External survey of teachers; selected interviews with teachers External survey of teachers; selected teacher interviews.
  • GOAL IS THE CREATION OF A PERFORMANCE AND DEVELOPMENT CULTURE IN ALL SCHOOLS Policy Aim Should Be To Move Schools Towards Higher Levels Of Performance Over Time... ...Creating A Larger Cohort Of Schools With A Highly Effective Workforce ‘ Transformed’ Schools Sustained Performance and Development Culture Schools Traditional Schools Struggling Schools Traditional Schools Early Stage Performance and Development Culture Schools Sustained Performance and Development Culture Schools 'Transformed' Schools Early StagePerformance and Development Culture Schools Highly Effective Workforce Schools Struggling Schools Illustrative