Actieplan voor prestatieontwikkeling
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PERFORMANCE AND DEVELOPMENT FRAMEWORK FOR PRINCIPALS, EXECUTIVES AND TEACHERS IN NSW PUBLIC SCHOOLS Introduction and Context The NSW Department of Education and Communities is committed to attracting, inducting, developing and recognising a high performing workforce.. Performance and Development Process Effective performance and development processes are based on three distinct yet interdependent phases: 1 • • • Phase 1: Plan Phase 2: Implement Phase 3: Review The phases encompass the various activities teachers, executives and principals are already undertaking in the normal course of their work, rather than create separate and additional processes.. 2 Figure 1 Key phases of the annual performance and development process Professional learning support for teachers and supervisors in: • Developing goals • Identifying appropriate evidence • Observing teaching • Giving and receiving effective feedback PLAN Teacher works with the supervisor to systematically and strategically review progress based on evidence, selfreflection and feedback from the previous cycle.. Staff may wish to use professional learning to assist in career planning that may involve, but is not limited to: • • • • • reflecting on one’s skills, knowledge and experiences reflecting on achievements in other positions, for example work with agencies such as the Board of Studies, Teaching and Educational Standards (BOSTES), professional associations and community organisations, or as a school/local area project manager consideration of career goals, which may be in terms of career stages (Proficient Teacher, Highly Accomplished Teacher and Lead Teacher), or school based or nonschool based promotion identifying ways to achieve career goals (the strategies should support teachers to recognise their current and developing capabilities, professional goals and achievements) reflecting on and evaluating progress, and modifying career planning as appropriate.. 10 • • • • Principals – Principal Improvement Pro
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