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20120516 the draft_framework_consultation_20120516-1

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  • Please note – the Management of underperformance sits outside of the Framework and is a matter for employers and their EBAs.
  • Purpose of the FrameworkImprove teacher effectiveness and student outcomesEnsure all teachers have access to effective, continuous and constructive feedback throughout their careersFocus all schools on continuous teacher performance appraisal, growth and improvementElements of the FrameworkSupport school contextClear purposeLeadershipSharing understanding of effective teachingSupportive school culturePerformance and development cycleSetting objectivesAction and developmentEvidenceFeedback including formal review
  • Transcript

    • 1. The draft Australian TeacherPerformance and Development Framework: Consultation proposal
    • 2.  Creating a culture of improvement, feedback and growth for all teachers within all schools Recognises the entitlements of teachers to receive feedback and support
    • 3.  Focus on student outcomes Understanding of effective teaching based on Standards Flexibility to respond to local needs Collective responsibility Support for teachers and school leaders Access to quality development opportunities Monitoring and evaluation of implementation
    • 4.  Clear purpose Leadership Shared understanding of effective teaching based on the Standards Supportive school structure
    • 5.  Objectives – Documented objectives agreed with principal/delegate – Objectives regularly reviewed Action and development – Opportunity to deliver against objectives – Opportunity to identify development needs and negotiate support
    • 6.  Evidence – Derived from multiple sources and include as a minimum: » data showing impact on student outcomes » information based on observation of practice » demonstration of teacher collaboration with colleagues
    • 7.  Feedback including formal review – Receive regular formal and informal feedback – Receive a formal review against objectives annually by principal/delegate including written feedback
    • 8.  Improved: – Student learning – Teaching – Teacher satisfaction Integration with other processes – Promotion – Registration and renewal of registration – Certification of highly accomplished and lead teachers – Management of underperformance
    • 9.  Advice and support Resources, tools and templates Stimulus materials and research Examples of effective practice Professional learning modules Web presence Online communities of practice
    • 10. Focus questions1. How do the proposed principles and Framework align with your current practices at the system or school level?2. What would need to change through implementation of the Framework to create genuine improvements in teaching practice and student outcomes? The Framework:3. How adequately and clearly do components of the Framework; principles, supportive school context, performance and development cycle, and outcomes of teacher performance and development, describe a comprehensive teacher performance and development approach that supports ongoing teacher improvement?4. Do the essential elements adequately describe and encompass what should be present to best serve students in all Australian schools? Support to schools:5. What are priorities for support, who needs support, and what forms of support should be available? Additional:6. How adequately and clearly does the structure and the language used make the Framework accessible to the profession?7. Are there any critical areas of teacher performance and developmentthat require further consideration or elaboration?
    • 11. 2012 Draft Framework for consultation (May - June) National consultation around implementation (June - September ) Presentation to Education Ministers for endorsement (August) Implementation of the Australian Teacher2013 Performance and Development Framework For more information visit www.aitsl.edu.au or email performance@aitsl.edu.au

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