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 identifying their individual goals aligned to the Annual Improvement Plan and measures of performance such as the Australian Professional Standards for Teachers

There are four distinct roles identified in the framework and these are outlined below.


What does each role do in Performance Planning?

The Senior Leader who sets the strategic direction and outlines collective improvement goals.

  • Reflection on Context: The Senior Leader in leading the strategic direction of the school/team will guide staff on what is the required for collective improvement. This will be based on the major actions against the key improvement areas in the Annual Improvement Plan. There would be an expectation that these areas would become collective goals in an individuals Performance Growth Plan. The Senior Leader may also have to outline the PGiA process and expectations if it is new to staff.

  • Design Learning: The Senior Leader with the Leader approves the goals and strategies for growth in Performance Growth Plans. 

The Leader who will guide staff on PGiA process, collective and individual goals and alignment to AIP.

  • Assess Performance: The Leader in this part of the framework guides staff based on their role and stage of Onboarding to understand where their performance sits currently and how it can be developed. The Leader will point to a range of resources and tools to guide this activity e.g. Teacher Self-Assessment Tool.
  • Design Learning: The Leader and Senior Leader approve the goals and strategies for growth in Performance Growth Plans. 

The Peer who will challenge and critique the individual as they use PGiA.

  • Assess Performance: The Peer(s) in this part of the framework support colleagues as critical friends and as mentors to new staff. They assist them to critique their current performance to identify areas of strength and areas for growth aligned to the areas of improvement in the Annual Improvement Plan and their own individual performance growth needs. For new staff members this would be part of their Onboarding and the Peer (Onboarding Buddy) would be allocated by a Leader/Senior Leader.

The Individual going through the Performance Growth in Action cycle.

  • Reflection on Context: The Individual engages in reflective practice around their role expectations and areas identified by the Senior Leader for collective growth.  
  • Assess Performance: In assessing their current performance to identify future performance the individual will use a range of assessment tools, measures and an up to date role description. They will work with a peer who will challenge their growth in role. 
  • Design Learning: In designing their learning the individual should be clear about how they will learn and who they will learn from in line with 70:20:10.

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. 

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 to design learning needs. The model states that learning is best conducted within the workplace:

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: 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: