The new Performance and Development Framework provides a critical opportunity for executive and classroom teachers in multi-campus colleges to identify their particular professional development needs.
The Performance and Development Framework provides an industrially legitimate and professionally sound means for executive and classroom teachers to state their professional learning needs in relation to their access to the three stages of learning in the secondary curriculum.
The policy declares: “All teachers have a right to be supported in their professional learning, as well as a responsibility to be involved in performance and development processes that facilitate their professional growth and the provision of quality teaching.”
Role and responsibilities of the College Management Group
Under the Framework, principals are required to present evidence to address three broad areas of professional practice: school planning and management; student learning outcomes; and, a positive, collaborative workplace culture.
“Effective performance and development requires a collaborative and supportive workplace committed to a positive culture of ongoing learning by individuals and teams,” the policy states.
In providing educational leadership consistent with these criteria and the Principles for the Staffing of Multi-Campus Colleges, the College Management Group has a responsibility to develop a college culture that encourages all staff to discuss their professional development needs and career pathway through a range of forums and processes, including the Performance and Development Framework.
A priority should be to support executive and classroom teachers that have a professional need to access stages of the curriculum and related professional development opportunities not available in their current campuses.
In addition to the possible relocation of staff, meeting these needs can involve:
- facilitating cross-campus allocations as the most collegial way of meeting the individual professional need for access to all stages of the secondary curriculum
- negotiating short term assignments or exchanges of teachers across campuses
- initiating innovative and collegial professional learning.
Role and responsibilities of campus executive and teaching staff
Under the Framework, all principals, executive and classroom teachers have a responsibility to identify goals and relevant professional learning that take into account system priorities (such as new syllabuses), school priorities (such as the whole school professional learning plan) and personal teaching and career aspirations.
In addition to their negotiated goals, the policy states that “teachers must be able to identify a personal goal of their choice and be provided with the appropriate professional learning opportunities”.
Consistent with these criteria and the Principles for the Staffing of Multi-Campus Colleges, executive and classroom teachers have a responsibility to consider their employment within the broader context of the college structure, their career aspirations and consequent professional needs.
A teacher’s Performance and Development Plan is an appropriate place to state those aspirations and needs through both the identified Professional Goals and corresponding Professional Learning sections of the Performance and Development Plan template.
Any subsequent expression of interest in a cross-campus allocation or an allocation leading to full relocation within a college should be primarily based on the identified professional need to access a stage of the secondary curriculum or other related professional opportunity not available in their current campus.
Executive and classroom teachers should also investigate and be open to the full range of possible strategies for meeting their identified professional needs, including participating in and contributing to a culture of collegiality and professional development across campuses.
As agreements between the Federation and the Department, the Performance and Development Framework and Principles for the Staffing of Multi-Campus Colleges underpin a shared commitment to meeting the dual challenge of improving educational outcomes for the academically, socially and culturally diverse students within a college and providing meaningful access to each stage of the curriculum and related professional development for individual teachers.