Annual Performance Development Plan for heads of program:

Heads of curriculum, heads of special education services, guidance officers, master teachers, heads of department

The Annual Performance Review (APR) process allows heads of program to choose to define their professional capability development goals from either or both the leadership capability development framework of the Australian Professional Standard for Principals and/or the teacher framework of the Australian Professional Standards for Teachers.

Before completing, heads of program and their supervisors should read and develop a clear understanding of the following documents:

·  Queensland State Schools Annual Performance Review process for heads of program – Overview

·  Queensland State Schools Annual Performance Review process for heads of program – A step-by-step guide

·  Role descriptions

·  Australian Professional Standards for Teachers

·  Australian Professional Standard for Principals and the Leadership Profiles

Name: Role:

Agreement date: Final review date:

School:

School priorities (from the school’s Annual Implementation Plan):

This Annual Performance Development Plan (APDP) is to be reflective of your role description and needs to be developed in alignment with the Australian Professional Standards for Teachers (APST), and where appropriate, the Australian Professional Standard for Principals (APSP) and the Leadership Profiles.

Phase 1 – Reflection
Consider your role description to identify areas of strength and areas for development.
Areas of strength / Areas for development

Template not to be altered or modified in any way

Phase 1 – Reflection (continued)
Heads of program and their supervisors are encouraged to access the APST and/or the APSP and the Leadership Profiles for the purposes of self-reflection, and to identify areas of strength and areas for development.
A self-assessment tool is recommended to assist in this process.
Australian Professional Standards for Teachers
The APST are listed in the professional practices to which they align from the APSP and the Leadership Profiles / Areas of strength / Areas for development / Professional practices
Taken from the APSP and the Leadership Profiles
Standard 1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning / Leading teaching and learning
Standard 2: Know the content and how to teach it
Standard 1: Know students and how they learn / Developing self and others
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 6: Engage in professional learning
Standard 4: Create and maintain supportive and safe learning environments / Leading the management of the school
Standard 5: Assess, provide feedback and report on student learning /
Standard 6: Engage in professional learning / Leading improvement, innovation and change
Standard 7: Engage professionally with colleagues, parents/carers and the community / Engaging and working with the community
Phase 1 & 2 – Goal setting, professional practice and learning
Up to three goals should be framed through reflection on areas of strength and areas for development within the role description, APST and/or APSP and the Leadership Profiles.
Focus areas for development from:
·  APST
·  APSP professional practices
·  Role description
As per reflection. / Agreed performance development goals
Refer to SMART goals framework – Specific, Measurable, Achievable, Relevant, Time-phased. / Actions to develop capability
Be specific about what actions you intend to undertake and the support and professional learning you will require. / Indicators of success
What will you/others see if your goal is achieved? / Phase 2 – Reflections, comments and notes on professional practice and learning
During this phase, the head of program’s APDP is put into action during day-to-day work and is supported by professional learning to achieve goals.

Optional – Career aspirations

If you are an aspiring school leader, you are encouraged to access the APSP and the Leadership Profiles for the purpose of self-reflection.

Career aspirations / Career goals / Actions to develop capability / Indicators of success

Template not to be altered or modified in any way

Phase 3 – Feedback and review (final review)
Review of performance against planned goals
Focus areas for development from:
·  APST
·  APSP professional practices
·  Role description / Agreed performance development goals / Performance outcomes
(achieved, ongoing,
not achieved) / Comment
Head of program overall comment
·  What has been a significant area of growth or success in my professional practice and why?
·  What have been some of the challenges in my role and why?
·  What areas do I need to focus my leadership and/or teaching on next?
·  What are my career aspirations and what pathways are available to me?
·  What support and professional learning do I need to further my performance development?
·  What action is required if I do not meet my goals on a regular basis?
Comment (head of program)
Comment (supervisor)
Signature and date (head of program) / Signature and date (supervisor)

Template not to be altered or modified in any way

Annual Performance Development Plan for heads of program

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