EDUC9610 - Performance Development in Schools: Inquiry Step 5 Report

This report provides an analysis of performance development within schools, focusing on its role as a guiding factor in shaping individuals. It reviews literature describing performance development in Australia, referencing the Australian Institute for Teaching and School Leadership (AITSL), SMART goals for performance development, and the South Australia Department of Education and Child Development Policy 2018. The report examines the Australian Standards for Teachers, emphasizing the seven standards crucial for performance development according to AITSL. It also highlights the importance of goal setting using SMART goals and discusses the purpose and benefits of performance development in South Australian state schools, including fairness, equity, trust, and improved learning outcomes for students. Furthermore, it compares findings from a phenomenological inquiry, identifying common goals among educational leaders, adherence to values, and exposed leadership skills, while also noting differences in evidence, circumstances, and thematic representations between the inquiry's findings and the reviewed methods. Desklib provides access to similar assignments and study tools for students.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 1
ASSIGNMENT 1: AN APPRECIATIVE
PHENOMENOLOGICAL INQUIRY, STEP 5
A study of Performance Development within schools as
a guiding factor in creating formation in people
Presented by Lyn Rowberry (rowb0011) and Sabia Bhullar
Performance Development
A Phenomenological Analysis

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 2
SECTION 1: WHAT IS PERFORMANCE
DEVELOPMENT?
Firstly two Literatures will be reviewed describing Performance
Development in Australia.
Sources
1. AITSL: Australian Institute for Teaching and School Leadership
2. SMART goals Performance Development review, AITSL
3. Department of Education and Child and Development South
Australia Policy 2018: Performance Development

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 3
PERFORMANCE DEVELOPMENT AND AITSL
THE AUSTRALIAN STANDARDS FOR
TEACHERSThe Domains of teaching present the 7 Standards
needed to focus on for Performance Development from
AITSL

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 4
THE OVERARCHING STRUCTURE OF AITSL PERFORMANCE DEVELOPMENT
ATSIL 2012
This cycle provides structure
for
appraising, developing and
refining teaching practice.
Acknowledging deserving
teacher
feedback and support.
This diagram provided a cycle
that can
be used in any order to assist
in the
process of identifying the
development needed,
reflection, then feedback and
review.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 5
TEACHER PERFORMANCE AND DEVELOPMENT IN CONTEXT
ATSIL 2012
Performance
Development is
Implementation of culture
and
persistence coming with
challenging real world
directions.
It is a commitment from
all stakeholders, which
supports the
development and career
progression of teachers to
become Highly
Accomplished or Lead
Teachers.
It supports the career
stages
outlined on page 3 for the
Australian Professional
Standards for Teachers.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 6
GOAL SETTING GUIDE USING SMART GOALS

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 7
SMART GOALS ARE EXPLAINED

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 8
PERFORMANCE DEVELOPMENT IN STATE SCHOOLS IN
SOUTH AUSTRALIA: DECD, DEPARTMENT FOR
EDUCATION AND CHILD DEVELOPMENT
PURPOSE
The purpose of the Performance and Development Policy is to improve the professional
capacity of the staff and provide quality learning for students.
The Performance and Development Policy is underpinned by: • Fairness, equity and trust
• Mutual respect, understanding and responsibility
• Openness to learning and change
Performance processes that are integrated into day-to-day workplace practices
• Accountability through professional conversations and authentic feedback
• Recognition and reward
• Work-life balance
• Supportive and safe working environments
• Access to effective and relevant professional learning • Commitment to improve
outcomes for students

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 9
BENEFITS
• The performance Development connects employees work to
planning, organizational and strategic priorities, relevant
performance and professional standards through personalized
individual planning, learning and accountability programs.
• Employees are able to discuss with leadership their employment
pathways, future prospects and how to achieve training and
development to enhance their working standards that fit within the
direction of the employment facility.
• Promotes formation and celebrates achievements with mentorships.
• DECD 2018 Policy.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 10
THE TECHNIQUES AND/OR METHODS
• Performance and Development processes include:
• Developing a Performance Plan which identifies work
priorities, performance objectives and performance indicators
based on the:
- Schools Improvement Plan
- Key Elements of an Effective Lesson
- AITSL National Standards for Teachers or Principals
- Leadership and Ancillary Staff Job and Person Specification

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 11
THE TECHNIQUES AND/OR METHODS
• Identifying Professional Learning which includes areas for
development, professional learning activities, responsibility
for action
• Developing a Career Plan which includes short and long term
goals (Optional) Undertaking an annual Performance Review
which includes identifying key achievements, indicators that
demonstrated success, strengths and areas for development

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 12
THE REQUIREMENTS FOR SUCCESS
(PEOPLE/RESOURCES/SPACES)
Process to be used
Performance and development will involve regular consultation
with your Line Manager.
• Each staff member is assigned a Line Manager with whom they will
work on their Performance and Development Plan.
• Each staff member will need to negotiate a meeting with their Line
Manager at least once per semester.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 13
EXPECTATIONS OF LINE MANAGER
• Support the staff member in achieving their objectives of the Performance and
Development Plan
• Approve professional learning activities in line with DECD policy and School priorities
• Observe the professional practice of the staff and provide authentic feedback openly and
• respectfully at least once per year
• Clarify expectations and work focus
• Recognise and celebrate staff contributions and address unsatisfactory performance
• Follow up any concerns via normal channels eg Leadership Team, documentation, grievance
• procedure
• Document meetings and provide documentation to staff member and Principal (confidential
• information)
• Meet formally to review the plan once a year and provide written feedback

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 14
EXPECTATIONS OF STAFF MEMBER
• Provide a Performance and Development Plan which has been negotiated with
your Line Manager
• Identify performance objectives that contribute to personal and School goals
• Critically reflect on your work performance and identify relevant learning goals
• Be accountable for the performance expectations and behavioural standards
that relate to your role/duties
• Establish and maintain meaningful professional relationships and collaborative
networks
• Share learning and practice with others
• Seek and receive feedback openly and respectfully with colleagues
• Contribute to a safe and supportive working environment

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 15
EXPECTATIONS OF STAFF MEMBER
• Be prepared at meetings to discuss teaching and learning
programs, student performance and assessment, School
Improvement Priorities, your strengths, areas for growth and the
support you require
• Undertake relevant professional learning
• Follow the school grievance procedure if you have any concerns
• Meet with your Line Manager at least once a semester
• Undertake an annual professional review where you include
feedback from student surveys

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 16
EXAMPLE DIAGRAM OF WHERE PERFORMANCE
DEVELOPMENT FITS INTO SCHOOL DEVELOPMENTS

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 17
DOCUMENT USED FOR DECD STAFF
PERFORMANCE DEVELOPMENT BETWEEN
LEADERS AND TEACHERS
Teachers fill in this paper work answering the questions in a meeting with a Leader which provides a train
and development pathway. Reinforcing acknowledgement of achievement by leadership.
DECD 2018

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 18
DOCUMENT USED FOR DECD STAFF
PERFORMANCE DEVELOPMENT BETWEEN
LEADERS AND TEACHERS
DECD 2018

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 19
THE LIMITATIONS (CRITIQUES/RISKS)
• The may not be sufficient critical analysis of ideas in the
sources
• The possibility of adopting a perspective that is parochial is
high
• There is the aspect of excluding landmark studies
• Decision making process chart is evident

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN
APPRECIATIVE PHENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY RO
WB0011 AND SABIA BHULLAR
20
SECTION 2
A COMPARISON OF OUR GROUP’S SHIFT STORIES FINDINGS WITHIN THE PHENOMENOLOGICAL INQUIRY :
STORIES
The two main aspects of the mind map are community and the energy, which is gained through the exposure of collaborative
output. The community feeling in the schools results in the betterment of the educational institutions.
METHODOLOGY
• Identifying Professional Learning which includes areas for development, professional
learning activities, responsibility for action
• Developing a Career Plan which includes short and long term goals (Optional)
Undertaking an annual Performance Review which includes identifying key
achievements, indicators that demonstrated success, strengths and areas for
development

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 21
GROUP D: FINAL REPRESENTATION (STEP 4)

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 22
GROUP A - THEMATIC REPRESENTATION (STEP 4)

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 23
WHAT ELEMENTS ARE CLEARLY PRESENT IN
BOTH (YOUR FINDINGS AND THE METHOD)?
• The aspect of common goals among educational leaders
•Adherence and compliance is exposed towards the values of honesty, integrity,
respect, transparency among others.
•Exposed leadership skills, abilities and competencies, which acted as a lesson
for the students to sharpen their skills.

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 24
WHAT IS MISSING FROM THE METHOD WE
INVESTIGATED BUT PRESENT IN OUR FINDINGS?
• The stories have an aspect of evidence
• Circumstances of the school creates the moments, assisting the staffs to gain
particular experience
• The mind map of themes are evident in the findings but not in the method

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 25
WHAT IS MISSING IN OUR FINDINGS BUT
PRESENT IN THE METHOD?
• The purpose of the study is evident
• The benefits of the development project
• Thematic and group representations
• The performance and development processes

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 26
WHAT EXPLANATIONS MIGHT YOU OFFER FOR
THIS?
• The difference in the two approaches is based on the
methods used in providing information
• First hand information is obtained from the stories but the
literature review articles contain only secondary information
• The two methods have different processes of acquiring
information and evidence of data

EDUC9610 DEVELOPING PEOPLE IN ORGANIZATIONS ASSIGNMENT 1: AN APPRECIATIVE PH
ENOMENOLOGICAL INQUIRY STEP 5 LYN ROWBERRY ROWB0011 AND SABIA BHULLAR 27
REFERENCE
• Department of Education and Child and Development: Policy 2018: Performance
Development
https://www.education.sa.gov.au/sites/g/files/net691/f/performance-and-development-policy.
pdf?v=1523854420
• Aitsl: Australian Professional Standards for Teachers.
https://www.aitsl.edu.au/teach/standards.
• Aitsl 2011. Australian Professional Standards for Teachers. Australian Institute for Teaching
and School Leadership.
https://www.aitsl.edu.au/docs/default-source/general/australian-professional-standands-for-te
achers-20171006.pdf?sfvrsn=399ae83c_12
• Aitsl, 2012. Australian Teacher Performance and Development Framework.
https://www.aitsl.edu.au/tools-resources/resource/australian-teacher-performance-and-devel
opment-framework