New joint statements signed
Queensland Teachers' Journal, Vol 129 No 2, 28 March 2024, page 11.
The Joint Statements on the Annual Teacher Performance Review (APR) and Collegial Engagement (CE) In the Classroom have been replaced.
The new joint statements, which are the result of negotiations between the QTU and the DoE during 2023 and early 2024, have now been signed by the QTU’s General Secretary Kate Ruttiman and the Director General of Education, Michael De’Ath. The new documents simplify processes, focus on professional support and the development of capability, outline a consistent statewide approach, and reduce workload.
Significant input was provided by members via the QTU Executive, committees, and branch and area council meetings. Feedback included a call for consistency across the state, the need to reduce the workload associated with the processes, and the importance of returning to the initial intent of these documents, which was to support the capability development and professional growth of teachers in a supportive manner.
The new joint statements are:
- The Collaborative Capability Development – Setting Professional Goals Joint Statement, which will replace the Annual Teacher and Annual Principal Performance Review Joint Statements
- The Collaborative Capability Development – Classroom Observation and Feedback Joint Statement, which will replace the Collegial Engagement in the Classroom Joint Statement.
Collaborative Capability Development - Setting Professional Goals (SPG)
The final SPG document represents a shift in thinking towards capability development and support and reflects the public sectors’ Positive Performance Management Directive. It represents a change in focus. The previous annual performance review processes had become focused on “performance” and the gathering of data, rather than building capacity and professional growth. The new joint statement focuses on setting goals that underpin professional growth and the support needed to attain this growth. It also significantly reduces the associated workload. The key changes are:
- the number of goals is reduced from three to two – one “personal” professional goal and one “systemic”
- there are clear guidelines on the number of meetings required – one or two meetings only (schools can choose to combine the goal setting and final reflections stages and have only one meeting per year)
- a focus on the support to be provided to reach goals
- a simple “check in” point halfway through the process to determine if any further support is needed
- removal of the emphasis on data in the final reflection phase
- a return to supportive professional dialogue rather than “performance improvement”
- simplification of the document used to record goals
- the same process for all employee groups (see below).
In late 2023, new systems leader roles were introduced. These are school supervisors and senior principals of reviews and senior principals of capability. The industrial conditions of these roles are captured in the Teachers’ Certified Agreement. As such, the newly developed SPG joint statement applies to these new employee groups.
In addition, the Australian Institute of Teaching and School Leadership (AITSL)is currently completing a review and trial of new professional standards for middle leaders. The SPG joint statement will be modified when these standards have been finalised later this year.
Collaborative Capability Development – Classroom Observations and Feedback (CO)
The name change was agreed because “collegial engagement” (CE) encompasses many elements of professional interactions, not just classroom observations. In light of the new joint statement and the change in name, schools are likely to review their classroom observation, rather than continuing with their previous CE processes.
The intent was again to ensure a consistent statewide approach, reduced workload, choice of types of observations for schools, and the integrity of the observation process.
The key changes are:
- a reduction from four to two observations per year (more only if LCC consultation results in staff support and agreement is reached)
- clear definition of observations versus “walk-throughs”
- no additional workload or preparation of data prior to an observation
- the schedule of observations and feedback to be advised with two weeks’ notice
- Feedback during rostered duty time, not in NCT
- a focus on building teacher confidence and capability
- clear explanation of what the LCC has to consider.
The introduction of these new processes will be staged, and schools will not have to change processes immediately, unless they wish to. Full adoption of the new joint statements will occur in 2025.
For those who are interested in the “simplified” version of these processes, the new joint statements can be found on OnePortal.
DoE has advised that a FAQ and a “What’s new and what’s not” document will accompany the new joint statements.