Developing Performance Framework

Information sessionfor school staff

Strategic Alignment

Valuing Performance Policy Statement

Valuing Performance Policy Statement

Developing Performance FrameworkDeveloping Performance process

Developing Performance FrameworkDeveloping Performance process

Code of Conduct for the QPSCode of Conduct for the QPSIndependent Commission of Audit Final Report April 2013

 A Plan – Better Services for Queenslanders

Independent Commission of Audit Final Report April 2013

 A Plan – Better Services for Queenslanders

3

Developing Performance across DETE

Developing Performance Framework

for

every employee group

across

every phase of their career

through

shared responsibility,

professional relationships

targeted capability development

and

Education Queensland Capability and Standards

Framework

QPS Capability & Leadership Framework

Senior Executive Service Performance and Development Framework

4

Session overview

What is the Developing Performance Framework?

Links to capability framework documents

Continual improvement and change

Team structures in a Developing Performance culture

Developing Performance conversations and planning

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Discussion

What has been your experience of performance development processes?

What do you believe is your greatest strength in your current work role?

What was the best professional development you have experienced and how did it support your development?

What makes you feel valued in your workplace?

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Purpose of the framework

The intent of the Developing Performance Framework is to promote and maintain a

culture in which all employees are engaged in conversations about

performance and its development.

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Cascading nature of planning: •Government initiatives •DETE strategic plan•Work unit strategic planning•Implementation/business/team plans•Individual Developing Performance plans

Alignment at all levels to ensure clear line of sight between work and strategic priorities.

Strategic Alignment

Developing Performance

Process

= + + Web resources

Key resources

Capability and Standards

Frameworks

Capability Frameworks:http://education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html

Developing Performance Frameworkhttp://education.qld.gov.au/staff/development/performance/

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Capability Frameworks

Queensland Public Service Capability and Leadership Frameworkhttp://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx

Education Queensland Principals’ Capability and Leadership Frameworkhttps://learningplace.eq.edu.au/cx/resources/items/ae65cf7e-6489-a578-43f3-4e77f234dc94/1/index.html?.hb=true

Australian Professional Standards for Teachers (from 2014)http://www.teacherstandards.aitsl.edu.au/

Deputy Principals' and Head of Programs' Capability and Leadership Frameworkhttps://learningplace.eq.edu.au/cx/resources/file/dcead650-922a-47a8-94d8-7400a8bfdd77/1/index.html

Senior Executive Service Performance and Development Frameworkhttp://education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html

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Principals’ Capability and Leadership Framework

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Deputy Principals' and Head of Programs‘Capability and Leadership Framework

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Australian Professional Standards for Teachers

1.Know students and how they learn2.Know the content and how to teach it3.Plan for and implement effective teaching and learning 4.Create and maintain supportive and safe learning environments 5.Assess, provide feedback and report on student learning 6.Engage in professional learning 7.Engage professionally with colleagues, parents/carers and the community

Used effectively, this guide provides:

•Useful information for implementing the four phases of the Developing Performance Framework•Hints and tips as you work through the process•Ideas and resources to help both team leaders and team members along the way

DP implementation guides

Key resource

Phase 1: Clarifying expectations and work focus

Phase 1: Clarifying expectations and work focus

DP conversation & plan template

Key resource

Phase 2: Reaching an agreement Phase 2: Reaching an agreement

Phase 3: Performing and ongoing support, including coaching and feedback

Phase 4: Reviewing progress and recognising achievement

Phase 4: Reviewing progress and recognising achievement

DP conversation & plan template

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Queensland Public ServiceCapability and Leadership Framework

A detailed PowerPoint introduction to the CLF can be located at:

http://education.qld.gov.au/staff/development/performance/toolkit/presentations.html

http://www.psc.qld.gov.au/publications/subject-specific-publications/capability-leadership-framework.aspx

The CLF is built on five core capabilities:

1. Supports/shapes strategic direction/thinking

2. Achieves results

3. Supports/cultivates productive working relationships

4. Displays/exemplifies personal drive and integrity

5. Communicates with influence

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Queensland Public ServiceCapability and Leadership Framework

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Building a Performance Development culture includes …

• a leadership focus

• coaching for performance

• professional development continuous and constructive feedback

• recognising achievement

• supporting the development of individual employees

• employees having ownership over their own development.

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Continual improvement requires change

•Implementation of the Developing Performance Framework aims to improve the capability and performance of all staff

•This often means that we need to change the way we work in some way/s.

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5. Inappropriate displays of emotion (e.g. oppositional, cynical)

6. Shutdown and avoidance (go to a happy place)

7. Sabotage

These are all normal … for a while!

1. YES!

2. Exaggerating the change (e.g. turning it into a catastrophe)

3. Focusing on irrelevant detail

4. Busy doing the unimportant

Adapted from the work of Bruce Sullivanhttp://www.brucesullivan.com.au/

ENDING BEGINNINGEmotions

PhysicalENDING BEGINNINGEmotions

Physical

With any change

Change is part of our lives

Team leader/member

• Team leader refers to those leading or coaching a Developing Performance conversation.

• Team member refers to everyone participating in a Developing Performance conversation with their team leader.

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As a team leader, your role is to:

• assist your team members to identify key work tasks

• support your team members as they undertake their work tasks

• have open discussions about professional practice and career aspirations with your team members

• identify and make the best use of support and professional development options available.

Team Leader Role

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As a team member, your role is to work with your team leader to:

• identify your key work tasks • gain support to undertake key work tasks • have open discussions about professional practice

and career aspirations • identify and make the best use of support and

professional development options.

.

Team Member Role

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Supervisory approach

Traditionally, teams are organised based on classification and position.

Often there is a pre-existing structure of teams.

Team structures

Collegial approach

Teams are structured outside of the supervisory approach. Leadership is distributed among team members.

Collaborative thought is given to the way teams are structured.

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Team Team leader

Prep and Year One Teachers and Teacher Aides Teacher

Year Two and Three Teachers and Teacher Aides Teacher

Year Four and Five Teachers and Teacher Aides Teacher

Year Six and Seven Teachers and Teacher Aides Teacher

Special Education Teachers and Teacher Aides HOSES and Teacher Aide

Specialist Teachers (e.g. PE, LOTE, Music) Music Teacher

Cleaners Schools Officer

Schools Officer Business Services Manager

Visiting Teachers and Specialists (e.g. AVT, Speech Pathologist, Guidance Officer), BSM and HOSES

Deputy Principal, Business Services Manager

Administrative Officers Business Services Manager

Deputy Principal and all team leaders Principal

Team structure – school collegial example

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Phase 1 – Clarifying expectations and work focus

Phase 2 – Reaching an agreement

Phase 3 – Performing and ongoing support, including coaching and feedback

Phase 4 – Reviewing progress and recognising achievement

The DP process

Key resource

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PennyYear 3

Teacher

Team member

IsabelleYear 2

Teacher

Team leader

GregTeacher-aide

Team member

Meet the characters

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Phase 1: Clarifying expectations and work focus

Discussions to reach a shared understanding of:• expectations• day-to-day work tasks that will be a focus for

development• support and professional development options

to enable you to carry out these tasks• career aspirations

Phase 1: Clarifying expectations and work focus

Discussions to reach a shared understanding of:• expectations• day-to-day work tasks that will be a focus for

development• support and professional development options

to enable you to carry out these tasks• career aspirations

The process

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PennyYear 3

Teacher

Team member

IsabelleYear 2

Teacher

Team leader

Phase 1 conversation – scene 1

Vodcast link(Internet connection required)

Video Note: The Australian Professional Standards have now replaced the EQ Professional Standards for Teachers

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Phase 2: Reaching an agreement

Discussions to decide and agree on:• development areas within key work

tasks• support and professional development

to build capabilities in these areas• career goal/s

Phase 2: Reaching an agreement

Discussions to decide and agree on:• development areas within key work

tasks• support and professional development

to build capabilities in these areas• career goal/s

The process

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Dramatisation: Scene 2Phase 2 – Reaching an agreement

PennyYear 3

Teacher

Team member

IsabelleYear 2

Teacher

Team leader

Phase 2 conversation – scene 2

Vodcast link(Internet connection required)

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Dramatisation: Scene 3Phase 2 – Reaching an agreement

Phase 2 conversation – scene 3

PennyYear 3

Teacher

Team member

GregTeacher-aide

Team member

Vodcast link(Internet connection required)

Video Note: The QPS Capability and Leadership Framework has replaced the Professional Framework for Public Sector Employees

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Research suggests that:

•10% of learning is from formal training events alone

•20% of learning is affected through working with a coach, mentor or more experienced colleagues

•70% of learning happens informally through on-the-job and off-the-job interactions.

(Lombardo and Eichinger 2003, The Leadership Machine)

Effective professional development

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Goal setting

Page 21 Implementation Guide

Goal stem

By ______ I will

_______________ so that _________ ______________.Growth Coaching International

Page 21 Implementation Guide

(date)

(what you wish to achieve)

(benefit to self/organisation)

Goal examples

• Teacher example: By the end of term 2 I will develop my skills in communicating student progress and performance with students, families and authorities so that all parties have clear and accurate information regarding student progress and performance.

• Cleaner/admin example - By the end of term 2 I will manage my work schedule and update my supervisor and colleagues regularly, so that I operate as an effective team member to achieve the best outcomes for the school.

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Phase 3: Performing and ongoing support, including coaching and feedback

Regular conversations to:• update each other on progress • give and receive feedback• talk about things that have been

working and things that have not• discuss new issues or priorities

The process

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Feedback - STARSituation … the context at the time

‘When the office was full of students this morning …’

Task … what they were doing

‘ ... and you were busy finalising the stationery order … ’

Action … specifically what you want to acknowledge in their behaviour or action

‘… the way you were able to attend to the students’ needs by being calm, patient and attentive, and treating all their queries with courtesy …’

Results … consequences/effects of this behaviour or action

‘… led to all the students getting what they needed for the excursion, and demonstrated your respect for people and the integrity with which you provide service to all.’

Structuring feedback - STAR

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Dramatisation: Scene 4Phase 3 – Performing and ongoing support

Phase 3 conversation – scene 4

PennyYear 3

Teacher

Team member

IsabelleYear 2

Teacher

Team leader

Vodcast link(Internet connection required)

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Phase 4: Reviewing progress and recognising achievement

Reflecting on:• successes and how your capabilities

have developed• agreed actions that worked and did

not work• areas for further development

(during the next work period)

Phase 4: Reviewing progress and recognising achievement

Reflecting on:• successes and how your capabilities

have developed• agreed actions that worked and did

not work• areas for further development

(during the next work period)

The process

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Dramatisation: Scene 5Phase 4 – Reviewing progress and improving performance

Phase 4 conversation – scene 5

PennyYear 3

Teacher

Team member

IsabelleYear 2

Teacher

Team leader

Vodcast link(Internet connection required)

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• Developing Performance implementation guide for schoolsThis resource contains information to support employees in understanding and implementing

the Developing Performance process.

• Developing Performance – conversation and plan templateThe template supports team leaders and team members in preparing for, participating in, and

facilitating Developing Performance conversations.

• Developing Performance – a step-by-step guide to the Developing Performance conversation and plan template for school staff

This guide clarifies each step in the template and the corresponding process that occurs between team leaders and team members.

• Developing Performance websitehttp://education.qld.gov.au/staff/development/performance/index.html

• Mentoring HandbookThis handbook provides an overview of mentoring, provides guidance on how to establish a

formal mentoring program and how to work with a partner in a mentoring relationship.

Developing Performance – Key Resources

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‘ ... it is about job satisfaction, spending your days in a place where you feel valued and supported when carrying out your day-to-day tasks as well as when facing new challenges, where you can discuss your learning and that of others, where improvement is planned for and does not just happen randomly and by chance … ’ (Pilot participant, 2008)

What’s in it for me?