A whole-of-practice approach
‘Seeking self-knowledge is a prerequisite for and motivation of growth and improvement’ (London, 2003).
The whole-of-practice approach ensures teacher performance and development is framed against the Australian Professional Standards for Teachers (the Standards), in the context of the school’s strategic priorities. The Standards inform the development of professional learning goals, provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment. The Standards, and associated resources such as the Classroom Practice Continuum, can be found on the
Performance and development planning, goal setting, conversations, and feedback should encompass all elements of a teacher’s practice in the context of their school and their Performance and Development Plan (PDP). It should acknowledge that the totality of a teacher’s work contributes to improvements in student achievement, engagement and wellbeing, and place strong emphasis on the collective responsibility amongst school based staff for the learning of all students.
Teachers will use the Standards and the school’s priorities, as articulated in the School Strategic Plan (SSP) and the Annual Implementation Plan (AIP), to reflect on their practice and inform their PDP. Teachers will set 4 goals, one in each of the Domains of Teaching from the Standards (Professional Knowledge, Professional Practice and Professional Engagement) and a student outcomes goal, taking into account the Domains of Teaching. Each of the goals may reference elements of the others. This approach acknowledges the holistic nature of teachers' practice.
The PDP documentation comprises:
- 4 performance and development goals
- strategies that will be used to support the achievement of each goal
- evidence that will be collected to demonstrate achievement of each goal
The PDP documentation, recorded in eduPay, also functions as a record of the formal review conversations that will be held between teachers and reviewers at mid-cycle and end-cycle points. Supporting these formal discussions, ongoing performance and development conversations across the school staff should continue throughout the cycle.
Figure 1 Whole-of-practice approach for teacher class employees
A whole-of-practice approach for Performance and Development for Teacher Class Employees
Reviewed 15 October 2021