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Performance and Development Teacher Librarian Network

Performance and Development Teacher Librarian Network. Application to you in your role What do you hope will be different for you? What is one thing you will do next week as a result of what you see, hear and feel today?. ‘performance’. Performance is a neutral term

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Performance and Development Teacher Librarian Network

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  1. Performance and DevelopmentTeacher Librarian Network

  2. Application to you in your role • What do you hope will be different for you? • What is one thing you will do next week as a result of what you see, hear and feel today?

  3. ‘performance’ • Performance is a neutral term • Deficit Model • Focus on Development

  4. Performance Management

  5. Performance Management

  6. Performance Management Model • REFLECTIVE PRACTICE • Appreciative Inquiry Process • Gibbs Model • ROLE CLARIFICATION • Induction Process • GOAL SETTING • ISMART Goals • Goal Structure • FORMAL FEEDBACK • Delivery Processes • Feedback Design • PROFESSIONAL RENEWAL • Commendations & Recommendations from Appraisal • PROFESSIONAL LEARNING PLAN • PD aligned with Goals • Professional Learning Communities • REFLECTIVE PRACTICE • Appreciative Inquiry Process • Gibbs Model • UNDER PERFORMANCE • Performance Conversation • Diminished Performance Process • 5 YR APPRAISAL PROCESS • Appreciative Inquiry Process • Celebrate the successes • INFORMAL FEEDBACK • Feedback Design • ANNUAL REVIEW of PROFESSIONAL LEARNING PLAN • Appreciative Inquiry Process • Celebrate the successes • FORMAL FEEDBACK • Delivery Processes • Feedback Design • FORMAL FEEDBACK • Delivery Processes • Feedback Design Diminished Performance 3 or 5 Year Appraisal Annual Cycle

  7. STRUCTURE of P&DP • Consistent across BCE • Strengths- Based Process • Key Components • Goal Setting • Professional Learning Plan • Annual Review • Appraisal Process

  8. Performance & Development Dynamic

  9. Performance & Development Dynamic

  10. Role Clarification • Teacher Role – base role • Specific Functions and Duties - Teacher Librarians • School Specific Duties • Seek clarity in your role and the expectations of the role:- • Role holder • Leadership • Staff • Students • Parent community

  11. Role Clarification When you consider the work you do at school:- • What are the four most important duties you carry out in the school as Teacher Librarian? • What is your greatest strength as a Teacher Librarian? • Have you developed goals in any of these areas?

  12. P & D DYNAMIC

  13. Reflection on Practice • Organise thoughts • Make sense of work events • Engage in ongoing professional inquiry • Supports Professional Conversations • Guides development of Professional Goals • Guides Professional Development • Promotes Professional Collaboration

  14. Reflection on practice

  15. P & D DYNAMIC

  16. JUST 3 GOALS... • Strength Based Goal • Developmental Goal • Career Goal

  17. GOAL SETTING • I ... inspirational • S ... specific • M ...measureable • A ... achievable • R ... realistic • T ... time-bound

  18. I.S.M.A.R.T Goals

  19. Critique Your Goals • Typical sloppy goal… • I will become familiar with the new Australian Curriculum. • Is it.... • I:Totally uninspiring ! Is there good energy around this? • S: What does ‘familiar with’ or ‘ new Australian curriculum ’ mean...specifically? • M: How is familiarity measured? How will you know if you have achieved your goal? • A: Can I realistically become familiar with the whole new curriculum? Is this practical? • R: Uncertain about ability, capability or time commitment required? Does it fit with the School Annual goals? • T: No timeline or date.

  20. Critique Your Goals • Reworked goal... • BY November 2011 • I WILL HAVE learnt more about the Reading Strand of the new Australian Curriculum • SO THAT I can more effectively support teachers through collaborative planning and teaching

  21. Don’t Rewrite Your Role As A Goal • Typical ‘role rewrite’ goal… • I will develop and manage a supportive information rich environment. • More appropriate goal… • By September 2011, • I will have developed procedures and professional development sessions for staff on accessing contemporary educational research • So that staff can more easily use research data to inform their planning and teaching

  22. Try using these stems..... • BY........ • I WILL................ • SO THAT............

  23. Critique Your Goals Check on Goal Setting... • Actions– Can you see any actions for yourself? • Clarity – is there a sense of clarity for you? • Energy– do you have a sense of energy about moving forward with your goal?

  24. Reflecting on your own goals... • Individually check your goals for: • Alignment with role, not a rewrite • Alignment with School Annual Plan • I.S.M.A.R.T. • Try using the writing stems (5mins: self-check) • Partner – check each others goals • Clarity , Actions & Energy • When you say....what do you mean? (15 mins: partners)

  25. P & D DYNAMIC

  26. PROFESSIONAL LEARNING PLAN • What employees want to achieve – ISMART goals • Professional learning which will assist employees to achieve goals – QCT & National Standards • Strategies and Resources • Evaluation • Key document for Mid Year / Annual Review

  27. P & D DYNAMIC

  28. Mid –Year & Annual Review Consider...... • School Annual Goals • Individual Goals • Role Description ~ Key Result Areas

  29. Mid –Year Review • Check for achievements against your annual goals • Discuss engagement with Professional Learning • Performance Conversation to share successes & raise challenges

  30. Annual Review • Discuss activities in your Key Result Areas • Discuss success with Annual Goals • Engagement with Professional Learning – how have you developed professionally • Reflect on how your experience over the last 12 months will influence your Teaching

  31. Reviewing Professional Learning Plans Appreciative Inquiry

  32. Reviewing Professional Learning Plans Appreciative Inquiry

  33. Reviewing Professional Learning Plans Appreciative Inquiry

  34. Reviewing Professional Learning Plans Appreciative Inquiry

  35. Reviewing Professional Learning Plans Appreciative Inquiry

  36. Professional Learning - Feedback • Feedback – Nature & Process • Be transparent. Explain context and purpose • Describe observable data NO Judgements • Invite a response • Engage in conversation to understand reasons • Be open to new information, different perspective • Be clear about conclusions and future action • Put conversation ‘on hold’ if necessary • Follow up

  37. In Summary... • Understand your role responsibilities • Reflect on your work regularly • Use your role KRAs & School Annual Goals to give direction to your goals • Make your goals ISMART • Link specific Professional learning to your goals • Record goals and professional learning in a Professional Learning Plan • Review your goals using Appreciative Inquiry model • Consider Giving and Receiving Feedback

  38. Check – In ... • Issues needing further discussion • Insights

  39. Further assistance...e:sdunne@bne.catholic.edu.aup:3033 7439 Morning Tea ...

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