Australian Teacher Performance and Development Framework

AITSL is funded by the Australian GovernmentAustralian TeacherPerformance andDevelopment FrameworkAugust 2012Performance and Development CultureFocus on studentoutcomesandReflectionsettinggoalClear understanding ofeffective teachingC oherencereviewFeedback andPerformance andDevelopment CycleProfessional practiceand learningLeadershipFlexibility

The Australian Institute for Teaching and School Leadership (AITSL) has been working closely with keyeducation stakeholders to develop the Australian Teacher Performance and Development Framework(the Framework). The Framework outlines the critical factors for creating a performance and developmentculture in schools, including essential elements that should be present in all Australian schools.In developing the nationally consistent approach to teacher performance and development, AITSL consultedwith all state and territory education employers, Catholic and Independent school authorities, teacher regulatoryauthorities, peak national bodies, including teacher unions and principal associations, and practising teachersand principals.The Institute’s responsibility to lead this work is outlined in its Letter of Expectation from the CommonwealthMinister for Education.The Australian Teacher Performance and Development Framework was endorsed by Education Ministers at theStanding Council on School Education and Early Childhood (SCSEEC) on 3 August 2012.The Australian Institute for Teaching and School Leadership was formed to provide national leadership for the Commonwealth, state and territorygovernments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government.© 2012 Education Services Australia as the legal entity for the Standing Council on School Education and Early Childhood (SCSEEC).ISBN: 978-0-9872351-6-9Education Services Australia, as the legal entity for the Standing Council on School Education and Early Childhood (SCSEEC) owns thecopyright in this publication. This publication or any part of it may be used freely only for non-profit education purposes provided the sourceis clearly acknowledged. The publication may not be sold or used for any other commercial purpose.Other than as permitted above or by the Copyright Act 1968 (Commonwealth), no part of this publication may be reproduced, stored,published, performed, communicated or adapted, regardless of the form or means (electronic, photocopying or otherwise), without theprior written permission of the copyright owner.Address inquiries regarding copyright to: SCSEEC Secretariat, PO Box 202, Carlton South, VIC 3053, Australia.

ContentsThe importance of teacher performance and development ................................................. 2A culture of performance and development .......................................................................... 3A focus on student outcomes ................................................................................................. 3A clear understanding of effective teaching ................................................................................. 3Leadership ........................................................................................................................ 4Flexibility ........................................................................................................................... 4Coherence ........................................................................................................................ 4Performance and development cycle ................................................................................. 5Reflection and goal setting ..................................................................................................... 5Professional practice and learning ............................................................................................ 6Feedback and review ............................................................................................................ 7The importance of implementation ..................................................................................... 8Teacher performance and development in context ......................................................................... 8The evidence base for this Framework ............................................................................... 9Acknowledgements ............................................................................................................ 10About AITSL .......................................................................................................................11Australian Teacher Performance and Development Framework – August 2012

The importance of teacher performanceand developmentAustralia has a high performing education system thatfares well on international comparisons. This has beenachieved in large part through the efforts of highlyskilled and motivated teachers and school leadersover generations. However, the rest of the worldis not standing still. The Melbourne Declaration onEducational Goals for Young Australians makes clearthat Australia aspires not to be among the best in theworld, but to be the best.It acknowledges the challenges and opportunitiesof the 21st century, and provides two simple, butpowerful goals to guide Australian education:Goal 1: Australian schooling promotesequity and excellence.Goal 2: All young Australians become:> successful learners> confident and creative individuals> active and informed citizens.In seeking to achieve these goals, there is nomore important endeavour than further improvingthe quality of teaching in Australia. Nationally andinternationally, there is unequivocal evidence thatthe quality of teaching is the most significant inschoolfactor affecting student outcomes. There isalso strong evidence that better appraisal, coachingand feedback leading to targeted development canimprove teacher performance. In Australia, thereare schools that have outstanding performanceand development practices and have seen tangibleimprovements in the quality of teaching as a result.However, in aggregate, Australian teachers reportthat they do not always get the feedback they needto improve. In an OECD survey, 63% of Australianteachers report that appraisal of their work is largelydone to fulfil administrative requirements.The Australian Teacher Performance and DevelopmentFramework (the Framework) calls for the creationof a performance and development culture in allAustralian schools. A performance and developmentculture is characterised by a clear focus on improvingteaching as a powerful means of improving studentoutcomes. In particular, it requires that teachers: knowwhat is expected of them; receive frequent, usefulfeedback on their teaching; and access high qualitysupport to improve their practice. This Frameworkaims to promote genuine professional conversationsthat improve teaching and minimise the risk thatadministrative and bureaucratic requirements willbecome the focus.The Australian Teacher Performance and DevelopmentFramework highlights what is required to build acomprehensive and effective approach to highperformance and development. It outlines thecharacteristics of a successful system, and the culturethat needs to be in place for sustained improvementsto occur in schools. It describes the characteristicsof an effective performance and development cycle,including the elements of the cycle that are essentialfor success and should be implemented in allAustralian schools.2 Australian Teacher Performance and Development Framework – August 2012

LeadershipResearch is clear not only on the importance ofschool leadership in improving school performance,but also on the critical role of leaders in creatinga culture of performance and development. TheAustralian Professional Standard for Principals makesclear the role of the principal in leading teaching andlearning, developing him or herself and others, andleading improvement in a school. All these elementsare central to a performance and development culture.While it is acknowledged that principals have a centralrole, a performance and development culture cannotbe driven by one person alone. Leadership mustcome from all levels, from those with and withoutformal leadership positions.A truly effective approach is characterised by a sharedcommitment to improvement and an acceptance thatteachers have a powerful role to play in each others’development, as well as their own.CoherenceIt is important that performance and developmentprocesses in a school fit with other arrangementsin which schools, teachers and school leaders areinvolved. Performance and development processesand teacher goals should reflect the overall approachto teaching and learning within a school, and shouldbe consistent with the school plans. It is important thatteachers and school leaders experience performanceand development as something that ties together thevarious activities they are engaged in, rather than aseparate and additional process. Alignment to schoolplans and school-wide approaches to professionallearning are particularly important.FlexibilityAll schools are different, and need to respond to theirunique contexts and histories. Schools vary widely intheir existing approaches to teacher performance anddevelopment. It is clear that effective implementationtakes into account starting points, and that thesequencing of change will be different in differentsituations. This Framework describes the elementsof an effective approach to teacher performance anddevelopment, but acknowledges that these elementswill look different in each school.4 Australian Teacher Performance and Development Framework – August 2012

Performance and development cycleThe processes associated with teacher performance and development typically occur in a cycle which provides astructure for appraising, developing and refining teaching practice, and recognises the entitlement of teachers toreceive feedback and support. The components of the cycle are interwoven, will not necessarily occur in order, andmay take more or less time depending on circumstances. However, the cycle provides a useful way of thinking aboutthe process, and assists in identifying its important elements.Within the performance and development cycle, there are four elements that are essential to an effectiveapproach. These have been distilled from the research, practitioner advice and an analysis of current goodpractice. While these are necessary, they will not by themselves be sufficient to gain the maximum benefit fromthis process. However, it is important to be clear about common requirements and the minimum level of supportthat all teachers can expect in Australian schools. This section of the Framework describes the components ofthe cycle, and the four essential elements that should be present in all Australian schools.Performance and Development CultureFocus on studentstudenton FocusoutcomesandReflectionsettinggoalofunderstanding ClearteachingeffectiveoherenceCreviewandFeedbackPerformance andDevelopment CycleProfessional practiceand learningLeadershipFlexibilityReflection and goal settingThe cycle begins with setting goals. To engagepurposefully in performance appraisal anddevelopment a teacher, with the support of theprincipal or delegate, must clearly articulate agreedgoals based on the school’s shared view of effectiveteaching, derived from the Australian ProfessionalStandards for Teachers. These will include goalsrelated to a teacher’s impact in and beyond theclassroom. Goals should take into account theteacher’s own reflection on their teaching practiceinformed by evidence and feedback, the schoolstrategic plan, and goals or priorities set by andfor teams of teachers within the school. Goals shouldbe designed to be measurable and should havea clear link to the types of evidence to be used asa basis for feedback and reflection. A teacher’sgoals should be regularly reviewed and adjusted ascircumstances change. Goals should address bothteacher performance and teacher development.Essential element: All teachers have a set ofdocumented and regularly reviewed goals relatedto both performance and development, and waysof measuring progress towards them, that are agreedwith the principal or delegate.Australian Teacher Performance and Development Framework – August 20125

Professional practice and learningPerformance and development goals form thebasis for subsequent action to change and improveteaching practice. An effective approach to improvingpractice will include a conscious effort to collect andreflect on evidence that provides insight into theeffectiveness of teacher practice, and informs growthand access to high quality professional learning.This should occur in a context of frequent formaland informal feedback.An important part of effective professional practiceis collecting evidence that provides the basis forongoing feedback, reflection and further development.The complex work of teaching generates a rich andvaried range of evidence that can inform meaningfulevaluations of practice for both formative and summativepurposes. Potential sources of evidence include:> evidence of the impact of teaching on studentoutcomes> direct observation of teaching> evidence of the teacher’s impact oncolleagues and the school as a whole> student feedback> peer/supervisor feedback> parent feedback> teacher self-assessment> evidence of participation in professionallearning and teacher reflection on its impact.This is far from being an exhaustive list. However, it doesrepresent the breadth of evidence most often cited in theinternational research on teacher effectiveness.There are some forms of evidence that are particularlyimportant in reviewing teacher performance. Evidenceof student learning directly captures the outcomesof teaching, and must have a central role. Researchshows observation of classroom teaching, linkedto timely and useful feedback that focuses onimprovement, is a particularly useful tool for teacherdevelopment, and is the most commonly used formof evidence across OECD countries. Beyond theclassroom, evidence should also demonstrate ateacher’s impact on colleagues and the performanceof the school.Engaging in high quality professional learning isa major strategy for improving teacher practice.An effective approach to professional learning isdescribed in the Australian Charter for the ProfessionalLearning of Teachers and School Leaders. The Charter:> affirms the importance of learning in improvingthe professional knowledge, practice andunderstanding of all teachers and school leadersto achieve improvement in student outcomes> articulates the expectation that all teachers andschool leaders actively engage in professionallearning throughout their careers> describes the characteristics of a high qualitylearning culture and of effective professionallearning, to assist teachers, school leaders andthose who support them to get the most from theirprofessional learning.Based on research, the Charter identifies effectiveprofessional learning as being relevant, collaborativeand future focused. It identifies the importance of alearning culture within a school, and emphasises thatprofessional learning should be based on changingteacher practice to meet student needs. Consistentwith this focus, access to professional learningopportunities should be negotiated to take intoaccount the priorities and resources of schools.Essential element: All teachers are supported inworking towards their goals, including through accessto high quality professional learning.Essential element: Evidence used to reflect onand evaluate teacher performance, including throughthe full review described below, should come frommultiple sources and include as a minimum: datashowing impact on student outcomes; informationbased on direct observation of teaching; andevidence of collaboration with colleagues.6 Australian Teacher Performance and Development Framework – August 2012

Feedback and reviewSchools with an effective approach to teacherperformance and development have a commitmentto ongoing formal and informal feedback andcoaching built into their culture. Timely, frequent andimprovement focused feedback supports teachers’efforts to improve their practice, guides choices aboutprofessional learning, and informs reflection on andrevision of performance and development goals.Even in a context of frequent informal feedback,it is important to create space for a full reflection on ateacher’s performance against all of their performanceand development goals, conducted using multiplesources of evidence gathered during the review period.This most often takes the form of a formal performanceand development review. Such a review should includethe provision of verbal and written feedback thatprovides a basis for reflection on practice to informfurther improvement during the next cycle.Essential element: All teachers receive regular formaland informal feedback on their performance. Thisincludes a formal review against their performanceand development goals at least annually, with verbaland written feedback being provided to the teacher.Australian Teacher Performance and Development Framework – August 20127

AcknowledgementsThe Australian Teacher Performance and Development Framework was endorsed by Education Ministers at theStanding Council on School Education and Early Childhood on 3 August 2012.Dr Chris Bourke MLAMinister for Education and Training(Australian Capital Territory)The Hon. Peter Garrett AM MPMinister for School Education,Early Childhood and Youth(Australian Government)The Hon. Adrian Piccoli MPMinister for Education(New South Wales)Deputy Chair, Standing Council onSchool Education and Early ChildhoodThe Hon. Dr Christopher Burns MLAMinister for Education and Training(Northern Territory)The Hon. John-Paul Langbroek MPMinister for Education, Training and Employment(Queensland)The Hon. Grace Portolesi MPMinister for Education and Child Development(South Australia)The Hon. Nick McKim MPMinister for Education and Skills(Tasmania)The Hon. Martin Dixon MLAMinister for Education(Victoria)The Hon. Peter Hall MLCMinister for Higher Education and SkillsMinister for the Teaching Profession(Victoria)The Hon. Peter Collier MLCMinister for Education(Western Australia)Chair, Standing Council on SchoolEducation and Early Childhood10 Australian Teacher Performance and Development Framework – August 2012

About AITSLThe Australian Institute for Teaching and School Leadership was formed to provide national leadership for theCommonwealth, state and territory governments in promoting excellence in the profession of teaching andschool leadership with funding provided by the Australian Government.AITSL works with the education community to:> set and maintain standards to promote excellencein teaching and school leadership> lead and influence excellence in teaching andschool leadership> support and recognise excellence in teaching andschool leadership.To find out more about AITSL and its work please visitaitsl.edu.au.Contact AITSLRequests for further information and any queriesregarding the Australian Teacher Performance andDevelopment Framework should be directed toperformance@aitsl.edu.au.Australian Teacher Performance and Development Framework – August 201211

aitsl.edu.auFurther informationTelephone: +61 3 9944 1200Email: performance@aitsl.edu.auMelbourne | Brisbane | CanberraAITSL is funded by the Australian GovernmentISBN 978-0-9872351-6-9Updated December 2012