The parties to the various Enterprise Agreements (Management, Employees and their Unions) are committed to improving learning outcomes. The primary focus is the professional development of all employees to enhance the quality of service provided by schools.

The process of appraisal is to be a means by which all employees examine their practice and make commitments for their professional development.

Furthermore, it is not enough to identify good practices or areas of concern; the concerns must be addressed and good practices affirmed. The central role of professional development to the goal of enhancing the quality of performance is therefore acknowledged.

The fundamental purpose of an appraisal structure and processes is to develop a strong commitment by staff to their own professional growth through critical self appraisal in order to keep up-to-date with knowledge, skills and abilities which enhance the achievement of the goals of schools.

Appraisal

A systematic process through which individual and organisational commitment to professional development can be realised; a process in which professional development needs are identified, good practices are recognised, goals defined and realistic strategies and programs set in place.

Self-appraisal

A process through which a person reflects with assistance, on the nature and extent of his/her involvement in his/her work roles, and following this, the identification of those needs which may be addressed by personal or professional development.

Professional development

A process in which individuals change and move towards their common goals to improve both their effectiveness and efficiency in their various work roles and as members of the school community.

Agreed Outcomes Statement

A document resulting from an individual's appraisal process recording that person's professional development aims.

Duty Statement

A statement of the main duties, responsibilities, tasks, organisational relationships, purpose and/or scope of a particular job. It sometimes includes methods, procedures, equipment and other factors specifically related to the job.

Effective appraisal structures and processes will be based on a number of key elements:

1. It must be linked with the school's goals and objectives.
2. It must be built into the operational practice of the school via training of all staff which aims to build common values and understandings of the structures and processes.
3. It is developmental and focuses on improvement and development not supervision of individuals.
4. It should be directly linked to a clearly articulated statement of agreed expectations of the staff member(s) in each school. The emphasis is on objective data.
5. It provides for a variety of information collection processes and sources.
6. It needs to be flexible to allow for changes and modifications within the stated framework.
7. It makes provision for the allocation of adequate resources to operate the process. It is, nevertheless, economical in terms of time and money.

The following guidelines are provided to assist schools in the development of school level appraisal structures and processes.

1. The appraisal process timing will be determined at each school by those involved in the process. Consideration should be given to the timing within the calendar school year and the desirable length of the appraisal process eg. one term.
2. Agreed Duty statements will be established and these will form the basis of the appraisal. An opportunity shall exist for employees to particularise any generic Duty Statement.
3. The appraisal process at a school must be established through consultation with employees and shall be subject to confirmation by the School Consultative Committee.
4. The appraisal process must identify all sources of input and be documented.
5. The process may include the following methods:
   
   • Input from a peer, suitably trained or experienced, selected from a panel established at the school by those involved in the process.
   • Self appraisal with input from a designated other person.
   • Observation.
   • Interview.
   • Checklist.
   • Document review.
   • Mapping of a development program.
   • Client review.
   • Client feedback.
   • Mentoring/buddy system.
   • Written self-evaluation.
     
     All input must be in a written/documented form.

     
     Where a method is adopted which makes use of input from others such persons shall be advised, at the time input is requested, that such information and the identity of the person providing the information will be made known to the appraisee.

6. The appraisal process will result in an Agreed Outcomes Statement which addresses:
   
   1. specific professional strengths,
   2. specific professional development needs,
   3. professional development aims complemented by particular objectives or targets for the first year (these would be subject to review and redevelopment on an annual basis), and
   4. specific strategies to be employed by the appraisee to address weaknesses or strengthen good practices.

    

7. The Agreed Outcomes Statement will be forwarded to the Principal/Head of School or a delegated officer. This will be done so that professional development needs may be aggregated and economies of scale effected where possible.
   

    

8. Confidentiality.
   
   Central to the process of appraisal is the guarantee of confidentiality. All concerned must be able to feel that open and honest discussions are possible and that the most helpful ideas for professional development will be aired and tried. It cannot be emphasised too strongly that all appraisal discussions must remain confidential to those taking part. Only the Agreed Outcomes Statement is provided to the school. All materials generated prior to the Agreed Outcomes Statement being written are the property of the appraisee and remain confidential to the process.
   

    

9. Release Time Provision.
   
   Each appraisee should be provided with a minimum of one day of time release.
   Those staff members assisting in the process should be provided with a minimum of two (2) hours of release for each person being assisted.
   

    

10. School Wide In-service.
    
    A school wide in-service shall be programmed prior to any other steps being taken to implement an appraisal structure and processes.
    

     

11. Professional Development Co-ordinator.
    
    A position of Professional Development Co-ordinator shall be created with the following key duties:
    
    1. Compilation of the individual Agreed Outcome Statements.
    2. Development of an aggregated report consistent with the school development plan.
    3. Oversight of the professional development budget used to support the appraisal outcomes.
    4. Provision of support for the appraisal process eg. dedicated staff meetings; professional reading dissemination.
    5. Such a position to attract release and remuneration consistent with existing PAR structures.

     

12. Professional Development Budget.
    
    A Professional Development budget shall be established for each school. As a guideline such a budget should make provision for each staff member to access the equivalent of 1.5f salary. 

Consideration must also be given at each school to the following matters:

1. 1. The process of selecting an appraisal panel to avoid overloading any individuals.
   2. The desirability of small scale trialing in the school to refine the school level process.
   3. The nature of the appraisal focus for persons at different stages of their career.
   4. Evaluation of the adopted appraisal structures and processes at regular intervals. A commitment to outside review of a school's appraisal structures and processes might be appropriate.