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Riverina APs epac

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This is the presentation made by Kevin Schipp at the 2011 AP Conference, Riverina

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Riverina APs epac

  1. 1. MANAGING EMPLOYEE PERFORMANCE AND CONDUCT- QUALITY TEACHING Riverina Regional Assistant Principal’s Conference- 31 August 2011 Staff Efficiency and Conduct Team Employee Performance and Conduct Directorate NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au
  2. 2. The Role of EPAC <ul><li>Child Protection Teams </li></ul><ul><li>Staff Efficiency and Conduct Team </li></ul><ul><li>Serious Misconduct Investigation Team </li></ul>
  3. 3. The Role of SECT <ul><li>Provide early advice and assistance on the management of staff efficiency and conduct matters </li></ul><ul><li>Assist schools in resolving emergent issues </li></ul><ul><li>Support and monitor efficiency programs </li></ul><ul><li>Initiate disciplinary action as needed </li></ul>
  4. 4. <ul><li>CONDUCT </li></ul><ul><li>EFFICIENCY </li></ul>
  5. 5. Conduct <ul><li>Behaviour which may need disciplinary </li></ul><ul><li>action, eg: </li></ul><ul><li>Failure to notify </li></ul><ul><li>Failure to exercise duty of care to students </li></ul><ul><li>Failure to Follow School Policies </li></ul><ul><li>Lateness to school, class and duties without valid reason </li></ul><ul><li>Abusive behaviour </li></ul><ul><li>Abuse of alcohol and other drugs </li></ul><ul><li>Inappropriate use of communication devices </li></ul><ul><li>Failure to follow lawful directions </li></ul>
  6. 6. Common Issues <ul><li>Duty of Care </li></ul><ul><li>Relationships with students </li></ul><ul><li>Respect/Professional Behaviour/Dignity </li></ul><ul><li>Electronic Communication Devices </li></ul><ul><li>Drugs/Alcohol/Tobacco </li></ul><ul><li>Conflicts of interest </li></ul><ul><li>Secondary Employment </li></ul><ul><li>Gifts/Benefits/Bribes </li></ul><ul><li>Recruitment </li></ul>
  7. 7. Dealing with the difficult person <ul><li>Addressing issues – tips </li></ul><ul><li>Ignoring issues </li></ul><ul><li>Be ready </li></ul><ul><li>Novices v Experts </li></ul><ul><li>Seek support </li></ul><ul><li>Have a plan/process </li></ul><ul><li>Fight your fight </li></ul><ul><li>To die on a hill? </li></ul><ul><li>Staying on track </li></ul><ul><li>Finalise/document </li></ul><ul><li>Training staff </li></ul><ul><li>The battle v the war </li></ul>
  8. 8. Teacher Quality <ul><li>TARS </li></ul><ul><li>EARS </li></ul><ul><li>PARS </li></ul><ul><li>Standards,Processes,Timeframes </li></ul>
  9. 9. Standards – minimum level of satisfactory performance <ul><li>1: Teachers know their subject content and how to teach that content to their students </li></ul><ul><li>2: Teachers know their students and how they learn </li></ul><ul><li>3: Teachers plan, assess and report for effective learning </li></ul>
  10. 10. Standards – minimum level of satisfactory performance <ul><li>4: Teachers communicate effectively with their students </li></ul><ul><li>5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills </li></ul>
  11. 11. Standards – minimum level of satisfactory performance <ul><li>6: Teachers continually improve their professional knowledge and practice </li></ul><ul><li>7: Teachers are actively engaged members of their profession and the wider community. </li></ul>
  12. 12. Executive Teachers <ul><li>Executive teachers must demonstrate the capacity to provide successful educational leadership. This must be demonstrated through: </li></ul><ul><li>Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice. </li></ul><ul><li>Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs. </li></ul><ul><li>Educational leadership skills to build the capacity and manage the performance of individuals and teams. </li></ul><ul><li>Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents. </li></ul><ul><li>Ability to plan and manage resources effectively and equitably to support teaching and learning. </li></ul><ul><li>Knowledge of and commitment to the Department’s Aboriginal education policies. </li></ul>
  13. 13. Teacher Quality <ul><li>Improvement Programs: </li></ul><ul><li>Teacher Improvement Program </li></ul><ul><li>Executive Improvement Program </li></ul><ul><li>Performance Improvement Program for Principals </li></ul><ul><li>Probationary Teachers </li></ul><ul><li>School Based Non teaching Staff </li></ul>
  14. 14. Amendments to TIP - 2010 <ul><li>1.Teaching standards are incorporated as required standards for all teaching staff </li></ul><ul><li>2. Amended time-frames </li></ul><ul><li>No extension beyond ten works for all classification of staff </li></ul><ul><li>All program are to be completed within 20 week period (unless exceptional circumstances) </li></ul>
  15. 15. EIP - 2010 <ul><li>1.Teaching standards are incorporated as required standards for all teaching staff </li></ul><ul><li>2. Amended time-frames </li></ul><ul><li>No extension beyond ten works for all classification of staff </li></ul><ul><li>All program are to be completed within 20 week period (unless exceptional circumstances) timeframes </li></ul><ul><li>3. Leadership and management standards are incorporated in all EIPs </li></ul>
  16. 16. PRELIMINARY PROCEDURES <ul><li>These procedures are to occur before any formal process is put in place: </li></ul><ul><li>School-based Non Teaching Staff </li></ul><ul><ul><li>mandatory informal counselling should precede a formal program of support </li></ul></ul><ul><li>Probationary Teachers </li></ul><ul><ul><li>A formal Induction Program has to have occurred </li></ul></ul><ul><li>Teachers Experiencing Difficulties </li></ul><ul><ul><li>Informal support is to be provided </li></ul></ul>
  17. 17. Informal Support <ul><li>Informal support is not a program </li></ul><ul><li>Informal support assists in identifying issues with a teacher’s performance and commencing a dialogue with the teacher about those issues as part of a process of improvement. </li></ul><ul><li>Informal support is a process of support to address issues </li></ul><ul><li>Informal support can assist in resolving performance issues without the necessity to proceed to an Improvement Program </li></ul><ul><li>The suggested time frame for the informal support process is five weeks </li></ul><ul><li>It also demonstrates support has been provided prior to the commencement of an Improvement Program </li></ul>
  18. 18. Informal Support Plan <ul><li>The Informal Support Plan will: </li></ul><ul><li>Identify the issues which are causing concern </li></ul><ul><li>Assist in developing and implementing strategies to address these issues </li></ul><ul><li>Specify what support will be provided and who will be involved in providing this support </li></ul><ul><li>Specify the methods, frequency and purpose of monitoring including regular meetings </li></ul><ul><li>Identify the required outcomes as a result of the implementation of the support plan </li></ul>
  19. 19. What happens following the implementation of a plan of informal support? Has the Teacher achieved a satisfactory level of performance? Yes No Hold meeting and provide final letter (if required) to teacher indicating success and availability of ongoing support Contact SECT to prepare to move to formal Improvement Program Notify SECT and provide copy of final letter (if used) Hold meeting, issue letter (if required) advising teacher that there are still concerns with efficiency Implement formal Improvement Program
  20. 20. RUNNING A PROGRAM <ul><li>The key to a program which supports the outcome is to follow the procedures and be, and be seen to be, open, transparent, fair and consistent: </li></ul><ul><li>Maintain regular contact with SECT </li></ul><ul><li>Comprehensive documentation </li></ul><ul><li>Regular meaningful feedback to staff member </li></ul><ul><li>Regular / weekly review of program </li></ul><ul><li>Roles of the principal, supervisor and support person </li></ul>
  21. 21. The program <ul><li>All programs will include: </li></ul><ul><li>Areas of concern </li></ul><ul><li>Standard of performance required </li></ul><ul><li>Timeframe of program </li></ul><ul><li>Strategies to address concerns </li></ul><ul><li>Support to be provided </li></ul><ul><li>Specific indicators to demonstrate improvement </li></ul><ul><li>Process for monitoring and feedback. </li></ul>
  22. 22. Things to consider before drafting the Improvement Program <ul><li>Staff to be involved-observations, meetings, support etc </li></ul><ul><li>Supervision including independent peer/expert to observe performance </li></ul><ul><li>Notify union </li></ul><ul><li>Support program must be 10 weeks </li></ul><ul><li>Consider the period of year – look at calendar (school) </li></ul>
  23. 23. COMPLETING THE PROGRAM <ul><li>The program can have 2 conclusions </li></ul><ul><li>Staff member assessed as meeting required level of performance – complete Attachment P, forward to SED and SECT, advise teacher in writingO </li></ul><ul><li>2. Staff member assessed as not meeting required level of performance – complete Attachment Q, staff member notified, directed to alternate duties and case referred for independent review (Attachment R) </li></ul>
  24. 24. Issues/Problems <ul><li>Pressure on staff involved: share the joy! </li></ul><ul><li>Health issues : everyone’s! </li></ul><ul><li>Time frames </li></ul><ul><li>Independent reviews </li></ul><ul><li>Conduct- difficult people! </li></ul>
  25. 25. SECT 9244 5649 EPAC 9266 8070 Child Protection Investigation Unit