Click to learn more about the Planning phase of Performance Growth in Action (PGiA)…

 

My Performance Planning starts with Reflection on Context where staff, led by the Principal or Director consider the current context of improvement and how they can work collectively to grow.

The next part of this phase is Assessment of Performance where all staff consider where their current individual practice is and what they can do to improve it. Critical to success is the use of measures of practice and an up to date role description.

The final part of this phase is Designing Learning where each staff member produces a Performance Growth Plan (teaching staff) Performance Growth Plan (office staff) identifying their individual goals aligned to the Annual Improvement Plan and measures of performance e.g. Australian Professional Standards for Teachers or the SCS Capability Framework for office staff.

There are four distinct roles identified in the framework and these are outlined below. Click each icon to learn what they do in each phase of PGiA.

A commitment to growth takes time, effort and mutual support. Important achievements require a clear focus, all-out effort, and a bottomless trunk of strategies plus allies in learning.
— Dweck, C. S. (2006

In Reflection on Context the Senior Leader - usually a Principal/Head of Unit or Director - will set the scene for the year outlining areas for growth identified in the Annual Improvement Plan. We have been calling these the Big Rocks or Key Focus Areas and there are usually three or four of them. As these “Big Rocks” are priority areas for improvement they become collective goals in an individuals Performance Growth Plan.

By reflecting on context you will gain a deeper understanding of the strategic directions and the areas of performance improvement needed. You will consider what this means for your practice and what appropriate goals might be for your improvement in role in the context of these. It may be that the areas for improvement identified are strength areas for you, in which case you could be acting as a peer to support the growth of a colleague(s).

You may find it helpful to use this Reflective Journal to document your thinking. 


By Assessing Performance you will develop a better understanding of your strengths and areas for improvement which will help you develop a Performance Growth Plan that is better meets your needs and the needs of your school or office context.

At Sydney Catholic Schools we are keen to support the idea of relevant, collaborative and future-focussed professional learning and we believe that the role of peers at this stage is important in the development of a collaborative culture that is open to learning. For this reason PGiA is a collaborative process and in Assessing Performance you connect with peers who will challenge you through feedback on your self-assessment of your current practice. This may also include other assessments e.g. assessment of your emotional intelligence through GENOS, assessment of your leadership behaviours through the SCS Leadership Framework (in development) and student voice assessments such as a PIVOT student survey. 


DESIGN-.png
Why look for friends or partners who will just shore up your self-esteem instead of ones who will challenge you to grow.
— Dweck, C. S. (2006

By Designing Learning in Sydney Catholic Schools you will develop a Performance Growth Plan that targets areas from your assessment of performance and uses the 70:20:10 model for your context that meets your learning needs. The model states that learning is best conducted within the workplace by:

70: Learning through practice.

20: Learning through and with others.

10: Learning through formal education.

Watch this video to learn more about how you can stretch your practice using 70:20:10.

 
 

Resources for Performance Planning:

Sydney Catholic Schools

NSW Education Standards Authority (NESA):

Australian Institute for Teaching and School Leadership (AITSL):

Other Resources:

  • PIVOT Student Assessment of Teacher Practice - contact the People and Culture Unit if interested in this tool

  • GENOS IGNITE program and Self-Assessment of Emotional Intelligence for Leaders - contact the People and Culture Unit if interested in this program

Michael Fullan resources and activities to lead learning about the need for change and performance improvement: