Performance and Development Framework- Summary

Effective performance and development requires a collaborative and supportive

workplace committed to a positive culture of ongoing learning by individuals and
teams.

Replaces previous processes outlined under the Teacher Assessment and Review Schedule (Tars);
P(rincipal)ARS and O(fficer)ARS.
The overarching purpose of the performance and development process is to support the ongoing
improvement of student outcomes through continuous development of a skilled, effective and professional
teaching workforce.
The processes are a positive developmental activity that is intrinsically linked to the policies, aims
and strategic directions of the NSW DEC and reflected in school planning processes.
The Australian Professional Standards for Teachers forms the basis for guiding development and
assessing performance.
This framework provides simple, adaptable information and tools that support ALL staff to
sustain a positive and collaborative performance and development culture in their workplace.
3 Distinct Phases
Phase 1) Plan: Create an individual
Performance and Development Plan
(PDP) through collaboration and
professional dialogue with colleagues
and a whole school/ workplace PLP
to guide work for the year.
PDP developed and is based on:
-Australian Professional Standards for
Teachers (APST)
- Australian Teacher Performance
Development Framework
- Australian Charter for the
Professional Learning of Teachers and
School Leaders.
Goal Setting: Goals need to:
- be meaningful and appropriate; and
- align with policies, aims and
strategic directions of the DEC and
school plan
- be clearly related to APST.
Teachers need at least 3 and no more than 5 professional goals and take into account system priorities (ie new
syllabuses); school priorities (Whole school PLP); personal teaching and career aspirations; accreditation
requirements (where applicable). TEACHERS MUST BE ABLE TO IDENTIFY A PERSONAL GOAL AND BE PROVIDED WITH
APPROPRIATE PL OPPORTUNITIES.
**PDP is implemented on an annual basis and should be finalised no later than term 1. Needs to be finalised at a planning
meeting between the teacher and the supervisor. May also be done with a team approach.
** PDP is a dynamic plan to be amended when the need arises and not exceed 1 A4 page.
**TPL must be well-resourced and timely and meet the needs of teachers.
Phase2) Implement: Focus is to:
- implement the planned strategies, support and professional learning that will lead to the achievement of, or progress
towards, PDP goals.
- continuously improve teaching, learning and leadership practice and the learning outcomes for students.
- ensure reflective practice and feedback to allow for refinements to be made to the PDP.
Identifying evidence to assess progress towards goals
-Evidence is systematically collected, sourced from the everyday work of the teacher and will demonstrate progress towards
goal/s.
- determining the most appropriate forms of evidence should be a collaborative activity.
- Evidence will align to the APST and include (but is not limited to) data; feedback from direct observation (essential to the
framework and needs to be a minimum of 2 documented observations per year); results of collaborative practices with
colleagues; self-reflection. The quantity of evidence is a professional judgement.

Phase 3) Review: formal review of teachers performance and development progress and achievement, providing explicit,
constructive feedback to the teacher to inform the next planning cycle.
- Annual written feedback (summative statement) recorded on the PDP template and can be used for evidence for maintenance
of BOSTES accreditation.
- 2 main formal reviews self-assessment review midway through the cycle and the annual review at the end of the cycle.