Setting professional goals: the process formerly known as the annual performance review
Queensland Teachers' Journal, Vol 130 No 1, 14 February 2025, page no 13.
In 2024, the setting professional goals (SPG) process was released to replace the annual performance review (APR) process in 2025.
It is part of a suite of changes being made under the umbrella of the collaborative capability development (CCD) joint statements. These include the new Joint Statement on Collaborative Capability Development: Classroom Observation and Feedback, which reduces observations from one per term to one per semester.
Many schools across Queensland recognised that SPG would result in a reduction in workload and implemented the new process upon its release. From 2025 onwards, the implementation of the SPG process is a requirement; however, most schools should find that their previous processes can continue, albeit with lowered workload expectations. Although engagement in this process is only an expectation for all teachers and school leaders, it remains a requirement for those teachers seeking to access senior teacher, experienced teacher 1 and 2, highly accomplished teacher, and lead teacher.
The changes are intended to reduce the workload teachers and school leaders face when implementing a whole of government process. However, it does not change the requirement for this process to occur during rostered duty time, which remains an issue in primary, special and secondary schools, regardless of their size. The QTU recognises that, particularly during a teacher shortage, it is increasingly difficult to release teachers for these necessary processes, and the Union remains committed to advocating for workload reduction and the increase of funding to support schools.
The process still has three-phases.
Phase 1- Reflection and goal setting: Teachers and school leaders reflect on their school context and develop goals to improve their professional practice using the relevant AITSL standards.
Phase 2- Professional practice and learning: Teachers and school leaders work towards achievement of these goals with the support of a capability partner, including a simple check-in occurring mid-cycle.
Phase 3- Feedback and review: Written feedback is provided, and a decision is made regarding the achievement of the goals. These goals can be used to inform goal setting for the next cycle.
Helpful resources
Joint Statement on the Collaborative Capability Development: Setting Professional Goals (January 2024) www.qtu.asn.au/js-ccd-setting-professional-goals
Joint Statement on Collaborative Capability Development: Classroom observation and feedback (January 2024)
www.qtu.asn.au/js-ccd-classroom-observations-feedback
QTU Brochure - Setting Professional Goals (SPG) process
www.qtu.asn.au/braspg
How is SPG different to the APR?
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Annual Performance Review – APR
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Setting Professional Goals – SPG
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Goals
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Goal setting
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Mid-cycle process
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Feedback
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Principal and deputy principals SPG process
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Middle leaders SPG process
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Language changes
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