Annual Performance Review (APR) for principals and deputy principalsGreat Leaders develop through a never ending process of self-study, self-reflection, education, training, and experience Tony Buon This presentation provides information about the principals and deputy principals annual performance review (APR) process. As school leaders and as a system we have a crucial opportunity to build the performance-focused culture of our schools through the annual performance review process. Priorities may align to these topics:
Consistent implementation of pedagogical framework. Improved climate to support classroom learning. High yield teaching strategies. Data literacy and data use to influence learning. Feedback on teaching practice. Moderation of student work. Community partnerships supporting learning initiatives. Where does APR fit in your current school context? School leaders How do current processes work in your school? Is there scheduled re-visits to plans to track progress towards goal attainment or re-direction? Is there checking during the collaboration on SMART goals to see if plans align to school priorities? Does the APR process influence the schools professional development agenda? By developing knowledge of the APR process and its intent, we can see APR gain more value in school processes as a framework to support growth in ourselves and those that we supervise. APR provides the structure to support a shared responsibility for capability development through ongoing targeted professional learning and performance feedback. Contents The APR Process Deep knowledge of the Standards
Reflection tools to support goal development SMART goals Professional learning for capability development Indicators / evidence of success Queensland State Schools Annual PerformanceReview process for principals and deputy principals
APR process for principals and deputy principals aligned to the national framework that is the Australian Professional Standard for Principals and the Leadership Profiles has been in implementation phase since commencement of Term 3, 2015. Process follows the same three phases as APR process for teachers that aligns to APST and implemented from the beginning of 2015; APR for Heads of Program implementation phase commenced from the beginning of this term. When current plans expire after their twelve month cycle, all plans will align to the agreed standards from AITSL : APSP and APST. Through collaboration with our industry union, the Queensland process focusses on development of capacity at all levels. This is not a process about rating people, but rather focused on all employees being committed to life-long learning and contributing to a performance-focused culture in our schools. Annual Performance Review
Phase 1 - Reflection and goal setting Phase 2 - Professional practice and learning Phase 3 - Feedback and review Three-phase process and the three phases are the same for all levels of engagement: Teacher, Head of Program, and Principal/Deputy Principal. Deputy Principal process identifies Improve leadership capability as the core intent. Teacher process identifies Improve teaching capability as the core intent of that process. Head of Program process allows them to choose to define their professional capability development goals from either or both of the leadership capability development framework of the APSP or the teacher framework of the Australian Professional Standards for Teachers. Phase 1: Reflection and goal setting
Consider systemic agenda Consider your school and/or regional context and priorities Consider your areas of strength and areas for development During Phase 1. Focused reflection and goal setting is fundamental to development of a meaningful and motivating plan. This applies to your self and to those that you supervise and support. School and system priorities:Plans are reflective of the schools priorities aligned to regional and systemic agendas. A section on the template is provided for the schools priorities. Reflect on strengths and areas for development:Principals and deputy principals can self reflect against the Australian Professional Standard for Principals. Self-reflection can be done in a number of ways, and a range of tools to support this will be showcased later in this presentation. Goals: Goals should be aligned to the APSP and the Leadership Profiles view of effective leadership, and reflective of systemic, professional andlocal priorities and context. Your supervisor plays a crucial role in supporting you through negotiation around these goals and provision of feedback to inform your personal reflection.The Leadership Profiles allow us to consider the improvements that we wish to make to improve our performance in our school against the statements of leadership action and behaviour that define effective practice. They provide us with a framework aligned to the practices that we undertake. Agreement on performance and development goals and actions to develop capability, and indicators for success: Up to three collaboratively established goals, which should identify actions required to support achievement of the goals and indicators of success. Development of SMART goals within Phase 1 of the APR cycle can be challenging as we are looking to identify goals that are clear, that allow the plan owner to see whether they are improving, and that are aligned totheir own ambition and the schools priorities. We will re-visit the SMART goals concept during this forum. Phase 2: Professional practice and learning
Undertake professional formal or informal learning to support achievement of planned goals Identify, collect and reflect on agreed evidence to support the achievement of your goals Receive formal and/or informalfeedback focused on improvement During Phase 2 Professional learning takes place with reflection on evidence already collected Check-in with supervisor to discuss your goal attainment Make changes if required Identifying professional learning that can support leadership growth can bea challenge, particularly when framing the development plan in Phase 1. The Organisational transformation team has developed Leadership Guides that can support this and thesecan be accessedvia the OnePortal link: Leadership Capability Development. Formal feedback to be given no more than 4 times in the 12-month cycle Phase 3: Feedback and review
Throughout the process, as well as during Phase 3, timely and frequent development-focused feedback provided Full reflection on performance against agreed goals using multiple sources of evidence Verbal and written feedback provided Feedback may form the basis for subsequent performance review Retention as an official record (endorsed and dated) During Phase 3 At the end of each yearly cycle, supervisors will meet with each principal or deputy principal to review and reflect on the their performance against the nominated goals using multiple sources of evidence. This reflection process can inform the next performance review cycle. Again in phase 3 the supervisor has a responsibility to provide feedback that is performance development focused as this process is about capability building at all levels, and a trusting relationship between plan owner and supervisor can ensure that feedback is provided that supports professional growth. Every student succeeding State Schools Strategy 2014 - 2018
School leaders delivering extraordinary and sustained improvement and achievement. Lead teaching and learning Develop self and others Lead improvement, innovation and change Lead the management of the school Engage and work with the community The Australian Professional Standard for Principals and the Leadership Profiles which are derived from the standard are the key leadership reflection frameworks. The professional practices of the standard are exactly the leadership topics that are contained in the State Schools Strategy. Leading teaching and learning: Developing self and others: Leading improvement, innovation and change: Leading the management of the school: Engaging and working with the community: The Leadership Development model for Queensland schools was introduced at the Principals conference this year and also directly aligns to the AITSL standard. Principals Leadership Agenda
Strategic context Performance and development Investment and support Annual Performance Review process for principals and deputy principals Principals are crucial to the success of every student. Principal leadership and performance is a key element of the Every student succeeding - State Schools Strategy 2014 2018. The Principals Leadership Agenda provides a line-of sight from the State Schools Strategy, through performance review processes, to DETs investment in principals. The Principals Leadership Agenda highlights the importance of developing the leadership capability of current and future principals. The aim is to support principals to build leadership capability throughout the various stages of their careers. Principals LeadershipAgenda 25/02/15 Leadership development model
The key element of the 2015 Principals Leadership Agenda is this development model that maps capability development topics to the Australian Professional Standard for Principals. The foundation leadership capability topic suggestions are based on the fact that there are some basics that all leaders need to get right - problem solving, decision making and networking to name a few. These capabilities are the foundation of the professional practices. The Australian Professional Standard for Principals
The standard is an integrated model that recognises all good leaders share common qualities and capabilities. The Standard is an integrated model that recognises all good leaders share common qualities and capabilities. An integrated model recognises the diverse and complex nature of the work of principals and deputy principals by expanding into leadership profiles that are arranged and viewed through three different lenses. In all professions there are leadership requirements for those in senior roles, the difference between professions being the context in which leaders work and what they do. For those preparing to take up the role of principal, as well as practising principals, it is important to consider ways of engaging with and developing an understanding of the leadership requirements and professional practices of the Standard. We are in the knowledge building phase in regard to the Australian Standard as our framework for reflection on leadership behaviours, and to immerse yourselves in the tools and resources that support this reflection can grow a better understanding of leadership strengths and areas for development that will become the focus of professional development in the plan cycle. APSP and the Leadership Profiles
The 2015 Principals Leadership Agenda is based on the Australian Professional Standard for Principals (APSP) and the Leadership Profiles. The APSP has been in development over the last few years led by the federally-funded Australian Institute for Teaching and School Leadership, more commonly known as AITSL. The APSP provides a common language across our nation about effective and high impact leadership practice. AITSL further developed the Standard to identify three lenses to the integrated model. The APSP is organised by professional practices (the light green arm of the triangle) that have common leadership requirements of vision, knowledge and personal qualities (the dark green arm). The third arm of the triangle has operational, relational, strategic and system as a continua of contexts and practice (purple arm of the triangle). Australian Professional Standard for Principals (APSP) and the Leadership Profiles. Updated June 2015 APSP and the Leadership Profiles
The Leadership Profile is the extension of the Australian professional Standard for Principals in a continuum of action statements aligned to each of the professional practices of the standard. Unpacking of the Leadership Profiles
Progressive and increasing in complexity Unpacking of the Leadership profiles
Vision and values Knowledge and understanding Personal qualities Leadership Requirements lens The Leadership Profiles are presented through the Professional Practices and Leadership Requirements lenses as shown in the diagram above. Within each profile statement the Vision and values Leadership Requirement statement is identified first, followed by the Knowledge and understanding statement, and the Personal qualities statement concludes each profile statement. This statement structure is further detailed on the next slide. Professional Practice lens Leadership requirements Developing self and others
Vision and values Knowledge and Personal qualities Understanding Principals promote the benefits of professional learning to all staff and ensure that their willingness and efforts to learn and improve are recognised. They develop and implement a personal and organisational vision that links all learning and development activities to better outcomes for students. They work with staff to identify and prioritise learning based on any gaps between the requirements of their roles and their current knowledge, understanding and skills.They model personal and professional learning that is clearly linked to school goals and seek support from others as appropriate. The opening sentence/s in each Leadership Profile statement (shown in black) articulate this profile in terms of leader Vision and values. The subsequent statement/s (shown in red) identify the leaders capability in regard to Knowledge and understanding. The concluding statement/s (shown in blue) reflect the leaders capability in Personal qualities, social and interpersonal skills. Profiles: Progressive and increasing in complexity
Developing self and others Principals promote the benefits of professional learning to all staff and make sure that their willingness and efforts to learn and improve are recognised. They develop and implement an organisational vision which links all learning and development activities to better student outcomes Principals createchallenging roles,responsibilities andopportunities for seniorleaders that leverageand grow the talents ofothers. They build andsustain a coaching andmentoring cultureand have a system ofpeer review andfeedback in place By way of summary, this is an example of how the skills descriptions become increasingly complex as we move across the Profile from left to right (light green to olive green). Box 1: Developing Self and Others, first Leadership profile level. Box 2: Developing Self and Others, fourth Leadership profile level. The threads of leadership behaviours in the leadership requirements aligned to each of the five professional practices .You can also do this as line manager or supervisor of colleagues that you are supervising and coaching.It is important for all to remain aware that while the Leadership profiles are seen as developmental from the light green column towards the left to the olive on the right, it is quite possible that factors such as change of school or change of portfolio responsibility could see an individual move back a stage or more under certain circumstances. Tools to consider in reflection
To support this reflection against the leadership behaviours and actions that make up the Leadership Profiles, Deputy principals can choose from a range of self reflection tool/s, some of which are shown, as appropriate to their professional learning and context. AITSL self-reflection tools
Following the recent decision by AITSL to remove Union representation from its Board and Committees, the QTU has decided at State Conference to strongly recommend that QTU members not support AITSL initiatives outside of the scope of the APR process alignment to the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals and the Leadership Profiles. More recently, AITSL has added to the resource base and are continuing to do so. You are encouraged to interact with AITSL reflection tools to support your reflection as the tools assist to identify areas of strength and areas for development to shape SMART goal setting in Phase 1 of the APR. AITSL Interactive Leadership Profiles
Explore the Profiles online, through all three lenses Professional Practices, Leadership Requirements, Leadership Emphasis View shared statements between two focuses from different lenses School Leader self-assessment tool
SAT will present results through the three lenses of the Leadership profiles, with main focus on professional practice lens. Additional features: Ability to track results longitudinally. Create an action plan for learning and growth. Link to interactive profiles. Composite reports available for school leadership teams. Respondents placed on the continuum and an area of strength and an area for development identified for each professional practice. These areas will be a specific leadership action statement within the profiles. Phase 1: Reflection Professional practices Phase 1 Reflection
A self-reflection tool can be utilised to determine areas of strength and areas for development Professional practices Areas of strength based on the three leadership requirements: Vision and values Knowledge and understanding Personal qualities, social and interpersonal skills Areas for development based on the three leadership requirements: Leading teaching and learning Developing self and others Leading improvement, innovation and change Leading the management of the school Engaging and working with the community Phase 1 Reflection is hyperlinked Phase 1: Reflection and goal setting
Through discussion with your supervisor, agree on up to three goals aligned to the Australian Professional Standard for Principals and the Leadership Profiles Use the SMART goals strategy to record the agreed goals Record actions that will identify the achievement of your goals Refer to Foundation Principal Leadership Capability Development Guides Record expected indicators of success How will you know you have achieved your goals? What evidence will identify goal attainment? SMART Goals Phase 1: Set goals aligned to APSP Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals Framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Developing self and others Goal 2 Goal 3 This example uses the Professional practice of Developing self and others Up to three performance and development goals to be established collaboratively aligned to professional practices Principal example Phase 1: SMART goals Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals framework Actions to develop capability Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 Reflections, comments and notes on professional practice and learning Professional practice Developing self and others By the end 2015, the principal will develop skills so that all teaching staff will have opportunity to be active within a professional learning community so that there is focus on improved classroom practice aligned to focus area 7.4 (APST) Goal 2 Goal 3 Generate up to 3 SMART goals established collaboratively. Principal example Phase 1: SMART goals Actions to develop capability Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Developing self and others By the end 2015, the principal will develop skills so that all teaching staff will have opportunity to be active within a professional learning community so that there is focus on improved classroom practice aligned to focus area 7.4 (APST) Engage professionally with colleagues to unpack the research for Professional Learning Community (PLC) protocols and effective processes Complete professional readingswith your leadership team on PLCs Share organisational vision and lead promotion of instructional leadership with middle management team Perform data scan to identifyfocus areas of proposedPLC teams - e.g. Year 11 attendance and retention Write specific actions that will achieve your specific goal Principal example Professional learning
Examples: Leadership Development Guides Regional professional learning forums Peer coaching Mentoring Professional networks Action research Formal studies Professional reading The Australian Charter for Professional Learning of Teachers and School Leaders has been developed by AITSL. It identifies the types of professional learning most likely to lead sustainable change. The charter details the characteristics of effective professional learning: Relevant: the learning must assist teachers and school leaders to address and adapt to challenges in improving student learning, well being and engagement with learning. Collaborative: when it connects teachers and leaders within and across schools and to external experts. It involves a disciplined and purposeful approach to solving the challenges most important to improving student outcomes. Futuresfocused: professional learning that develops teachers and leaders who are adaptable and able to deal with new and unexpected challenges. The Foundation Leadership Capability Development Guides are now available, with the remaining Principal Leadership Capability Development Guides to be released at a later date. The Australian Charter for Professional Learning of Teachers and School Leaders Relevant Collaborative Futures-focused Phase 1: SMART goals Principal example Indicators of success
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practicesfor development As per reflection Agreed performance development goals Refer to SMART Goals framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Developing self and others By the end 2015, the principal will develop skills so that all teaching staff will have opportunity to be active within a professional learning community so that there is focus on improved classroom practice aligned to focus area 7.4 (APST) Engage professionally with colleagues to unpack the research for PLC protocols and effective processes Complete professional readingswith your leadership team on PLCs Share organisational vision and lead promotion of instructional leadership with middle management team Perform data scan to identifyfocus areas of proposedPLC teams - e.g. Year 11 attendance and retention PLCs engaged in regular professional sharing Attendance reports Action plan for staff professional learning meetings to raise staff knowledge of PLCs Survey Monkey data identifies satisfaction with site-based professional learning for staff. Student tracking data identifies improvement in year 11 attendance and retention Strategic plan for PLCs for 2016 Personal professional reading log Celebrating success website, newsletters Determine the success indicators/evidence, refer to examples of evidence slide number 23. Principal example Evidence The principal/deputy principal and their supervisor will identify and agree on appropriate evidence to measure successful attainment of goals. Evidence supports leaders knowing if what they are doing is making a difference to improve outcomes for all students. Evidence of leadership performance may be seen in the behaviours or actions of the staff, students and school community. Leaders can use evidence in their daily professional communications and practice and through whole school data sets. Evidence needs to come from a range of sources. Evidence Illustrative examples of best practice may include, but are not limited to: Impact of school leadership on student outcomes, colleagues and the school as a whole Stakeholder feedback Community partnerships supporting the school Deputy principal self-assessment Professional learning, including collaboration with other school leaders Systematic data analysis Celebrating school successes Phase 1: Set goals aligned to APSP Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals Framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Engaging and working with the community Goal 2 Goal 3 This example uses the Professional practice of Engaging and working with the community Up to three performance and development goals to be established collaboratively aligned to professional practices Deputy Principal example Phase 1: SMART goals Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals framework Actions to develop capability Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 Reflections, comments and notes on professional practice and learning Professional practice Engaging and working with the community By the end 2016, the deputy principal will develop skills to build partnerships with Aboriginal and Torres Strait Islander community representatives that will provide opportunity for students to develop improved understanding and respect of histories and cultures aligned to focus area 2.4 (APST) Goal 2 Goal 3 Write 3 SMART goals established collaboratively. Deputy Principal example Phase 1: SMART goals Actions to develop capability
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performancedevelopment goals Refer to SMART Goals framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Engaging and working with the community By the end 2015, the deputy principal will develop skills so that they may build partnerships with Aboriginal and Torres Strait Islander community representatives that will provide opportunity for students to develop improved understanding and respect of histories and cultures aligned to focus area 2.4 (APST) Access and read Dare to Lead Professional Services Guide 2015. Visit and collaborate with a school that is demonstrating best practice in Aboriginal and Torres Strait Islander perspectives in curriculum. Collaborate with school and cluster colleagues and conduct enrolment data scan to identify community links and opportunities. Attend Dare to lead professional learning program Developing Quality Leaders in Aboriginal and Torres Strait Islander Education. Invite community elders/representatives to attend a school event and to provide strategy advice. Engage with the Leadership of Others Foundation Leadership Development Guide to target improvements in emotional intelligence and active listening. Write specific actions that will achieve your specific goal Deputy Principal example Phase 1: SMART goals Indicators of success Deputy Principal example
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practicesfor development As per reflection Agreed performance development goals Refer to SMART Goals framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Engaging and working with the community By the end 2015, the deputy principal will develop skills so that they may build partnerships with Aboriginal and Torres Strait Islander community representatives that will provide opportunity for students to develop improved understanding and respect of histories and cultures aligned to focus area 2.4 (APST) Access and read Dare to Lead Professional Services Guide 2015. Visit and collaborate with a school that is demonstrating best practice in Aboriginal and Torres Strait Islander perspectives in curriculum. Collaborate with school and cluster colleagues and conduct enrolment data scan to identify community links and opportunities. Attend Dare to lead professional learning program Developing Quality Leaders in Aboriginal and Torres Strait Islander Education. Invite community elders/ representatives to attend a school event and to provide strategy advice. Engage with the Leadership of Others Foundation Leadership Development Guide to target improvements in emotional intelligence and active listening. Personal professional learning log. Aboriginal and Torres Strait Islander recognition occurs at school events. Artefacts in school identify commitment to recognition. Curriculum audit identifies EATSIPS awareness in learning delivery. Calendar of significant events for Aboriginal and Torres Strait Islander community is created and promoted. School strategic planning identifies priority. Working Party developed within school with student and community representation. Improved community engagement with school events. Collegial school snapshot (Dare to Lead) identifies school leader committed to improved educational outcomes. Determine the success indicators/evidence, refer to examples of evidence slide number 21. Deputy Principal example Phase 2: Professional practice and learning
Phase 1 & 2 Goal setting, professional practice and learning These should be framed through reflection of areas of strength and areas for development within the Australian Professional Standard for Principals (APSP) and the Leadership Profiles Professional Practices for development As per reflection Agreed performance development goals Refer to SMART Goals framework Actions to develop capability Refer to the Principal Leadership Capability Development Guides Indicators of success What evidence will indicate goal attainment? How will you/others know you have achieved your goal/s Phase 2 - Reflections, comments and notes on professional practice and learning Professional practice Developing self and others By the end 2015, the Principal will develop skills so that all teaching staff will have opportunity to be active within a professional learning community which looks atimproved classroom practice aligned to focus area 7.4 (APST) Engage professionally with ARD to develop research base for PLC protocols and effective processes. Complete professional reading on PLCs. Share organisational vision and lead promotion of instructional leadership with middle management team. Manage data scan to identifyprofessional learning needs of team and form data based PLCs. PLCs engaged in regular professional sharing. (Attendance reports) Action plan for twilight sessions to raise staff knowledge of PLCs. Survey Monkey data identifies satisfaction with site-based professional learning for staff. (Longitudinalstudy SOS data) Student tracking data identifiesimprovement inyear 11 attendance and retention. Strategic plan for PLCs in 2016. Personal professional reading log. Supervisors are to include reflections, comments and notes during this phase. MyHR Performance, Capability and Talent
On the MyHR Performance, Capability and Talent homepage, there is a general instruction for all. There is also the My Plans tab at the top which will take you to the page on which you can see your current plans or select Create New Plan in order to commence a new plan using the new framework aligned to the Australian Professional Standard for Principals. Entering your plan in MyHR
The appropriate Template can be selected from the Templates drop-down menu. The plan owner can locate themselves by entering their identification code into the Owner Name panel, and their school into the Owner Location. In the CLF panel, the only option to now choose is PRINCIPAL LEADERSHIP PROFILE. Supervisor name should also be located by entering that persons identification code. Other fields will load automatically from that. Se sure to SAVE. Completing your plan in MyHR
The Plan Summary at left of screen provides a checklist for completing the stages of the process as ticks will register as each stage is interacted with Key documents Every student succeeding: State Schools Strategy Joint statements Queensland State Schools Annual Performance Review (APR) process for principals and deputy principals: Overview A step-by-step guide Fact sheet Annual Performance Development Plan template for deputy principals Australian Professional Standard for Principals and the Leadership Profiles Resources The Australian Charter for the Professional Learning of Teachers and School Leaders PowerPoint: Unpacking the APSP and the Leadership Profiles AITSL Principal Preparation AITSL online principal self-reflection tool Regional Principal Advisors: Organisational Transformation Region Regional Support Contact contact FNQ Lyn-Anne Chandler NQR To be appointed CQR Philip Duncan NCR DD & SW Nicola Leslie SER Trudy Quast METRO Julie Amos CENTRAL OFFICE Steve Wilson