Comet Bay College Coaching Culture

Transcription

1 Comet Bay College Coaching Culture Research supports the notion that schools/organisations which focus on coaching their staff produce greater organisational results, greater clarity, confidence and competence, as well as greater staff performance. Great results are dependent on building a coaching culture where there is collective, shared responsibility for maximising the potential of all. Culture is about the way we do things around here. Building a coaching culture at Comet Bay College (as part of the Comet Bay Way ) is about embedding a conversational culture that contributes to a learning environment focused on constant improvement, where everyone feels confident and motivated in their roles. An Overview of the Coaching Process at Comet Bay College In the context of: translating College Business Plan, Operational Plan, Learning Area Plan(s), classroom and personal goals into action Promote: Awareness and responsibility Through: Partnerships based on trusting relationships Using emotional intelligence capabilities of: Self-awareness, self-management, social awareness and relationship management And The coaching skills of: Developing trust Being present Listening actively Clarifying Empathising Being succinct Asking the best questions (GROWTH model) Giving feedback With an emphasis on: A solutions-focused approach To achieve: Individual and organisational growth And create: Empowered individuals and teams producing enhanced results In a: Coaching culture Focused on: Continuous improvement and shared learning at Comet Bay College

2 COMET BAY COLLEGE COACHING CULTURE ROAD MAP (Strategies) Vision: Embed a thriving coaching culture across all aspects of College operations as part of the Comet Bay Way Reference in Business Plan: as part of our self-assessment we utilise a GROWTH coaching model for achieving systematic progress and as a framework for the development and review of all layers of school planning and assessment Identify coaching program objectives: building capacity of College staff to utilise a coaching framework as part of their work. Key programs identified to be delivered through GCI: Introduction to Leadership Coaching, Introduction to Team Coaching, Co-coaching for Improved Classroom Performance Identify champions: led my Associate Principal Nancy McNally and those trained (see audit) Application of psychometric tools for leaders: Exec and Deans undertaken DiSC Management Profile, Principal has undertaken LSI tool Developing expertise: training of Deans and selected staff in leadership coaching, team coaching and co-coaching as applicable Apply to school planning and self-assessment: Use of GROWTH model and WWW/EBI framework to in development and review of Business Plan, Operational Plan, Learning Area Plans and review of data sets and targets Apply to Performance and Development Process: use of GROWTH model in the self-reflection, goal setting, professional practice, feedback and review cycles of P&D (as per the AITSL Teacher Performance and Development Process). Use of termly coach check-ins to support ongoing reflection Apply to whole school Classroom Observation and Feedback Model: use of Co-coaching for Improved Classroom Performance as one layer of the classroom observation approach with pairs using a coaching approach in observation and feedback Apply to Learning Areas: use of a Team Coaching approach in learning areas focused on the 7 principles of effective teamwork and progressing learning area operational plans Apply to Students: Explicit teaching of the GROWTH model to students in Years 7-9 as part of the REACH curriculum, where aligned to emotional intelligence, reflection and goal setting

3 COMET BAY COLLEGE PERFORMANCE AND DEVELOPMENT PROCESS 2015 TEACHING STAFF and SCHOOL LEADERS Overview The Department of Education Employee Performance Policy states that all employees will participate in a performance management process linked to the intended outcomes of the Department s strategic directions; where staff regularly demonstrate accountability for their performance and have access to growth and development opportunities. This process empowers each individual to give an undertaking of accountability for self improvement that is guided by system initiatives, College planning and College priorities. At Comet Bay College this process is undertaken as performance and development in alignment with the Australian Teacher Performance and Development Framework (AITSL), Australian Professional Standards for Teachers (AITSL), the Comet Bay Professional Learning Community model and also incorporating a GROWTH coaching approach. Performance and development is also aligned to the College Business Plan and the National School Improvement Tool domains. The Comet Bay College performance and development culture is characterised by a clear focus on learning, collaboration and results as underpinned by the professional learning community model. The process is aligned to the College motto of Seek Excellence. This reflects our belief that excellence is a direction that we set for our lives, rather than a destination the better we get at something the more we are motivated to try and improve. True excellence is a constant quest for improvement. We are committed to encouraging all members of our College community to seek personal excellence in everything we do. To support the effective implementation of the performance development process and to support staff to continue their commitment to their own professional growth, each teacher/school leader will, as part of their performance development agreement, commit to the College PROPELL Professional Learning Strategy. REFLECTION AND GOAL SETTING Stage 1: TERM Formal Meeting 1 (Current Year) FEEDBACK AND REVIEW Stage 3: TERM Formal Meeting 2 Performance Development Cycle PROFESSIONAL PRACTICE AND LEARNING Stage 2: TERM (ongoing check-ins) (S:/AdminShared/AllStaff/PROPELL) 1

4 Stage 1: REFLECTION AND GOAL SETTING (Formal Meeting Term 1) The cycle begins with setting goals. To engage purposefully in performance development a teacher/school leader (with support of their Performance Developer) must clearly articulate: 1 agreed goal based on the College Business Plan and Learning Area response as applicable 1 agreed goal derived from the Australian Professional Standard for Teachers focusing on either a Standard or Focus Area Area(s) of focus for classroom observation and feedback Goals can take into account the teacher/school leader s own self reflection on their practice (informed by evidence and feedback), student and parent feedback, the College Business Plan, College Operational Plan and Learning Area Plan(s). Goals should be articulated using an ISMART model: Inspiring Smart Measurable Achievable Relevant Time bound Goals should be regularly reviewed (termly) and adjusted as circumstances change. Goals should address both performance and development. Different forums (as applicable) within the College will also provide the opportunity for collaborative reflection: Executive Team Meetings, Leadership Team Meetings, Learning Area Meetings, Whole Staff Meetings (after hours) and School Development Days. Self Reflection for Teachers For teaching staff it is suggested that they undertake self reflection against the Australian Professional Standard for Teachers against the Proficient career stage. For provisionally registered teachers they will be supported through the Graduate Teacher Professional Learning Program and College support processes to work towards full registration with the Teachers Registration Board of WA (TRBWA). Teachers are encouraged to work at the career progression of Highly Accomplished and Lead Teacher stage and will be supported (should they choose) to self reflect and seek either formal certification at Highly Accomplished or Lead Teacher Status (AITSL) and/or Senior Teacher and Level 3 Classroom Teacher status through the Department. Self Reflection for Leadership Team For teaching staff it is suggested that they undertake self reflection against the Australian Professional Standard for Teachers (refer to Support Tools) against the Proficient career stage. Leadership Team staff with a teaching load may choose to self reflect against the Highly Accomplished or Lead Teacher stage. Deans and Associate Deans may also choose to self reflect against the leadership requirements and practices as articulated in the Australian Professional Standard for Principals (refer to Support Tools). Associate Principals and the Principal will self reflect against the Australian Professional Standard for Principals. (S:/AdminShared/AllStaff/PROPELL) 2

5 Suggested Support Tools (as applicable to the individual) to be used as part of the individual staff and Performance Developers reflective process: Australian Professional Standards for Teachers (AITSL) Online Self Assessment Tool for Teachers (AITSL) CBC Self Reflection Tool for Teachers Australian Professional Standard for Principals (AITSL) CBC Self Reflection Tool for Leaders 360 Feedback Tool (AITSL) DiSC Management Profile Individually determined tools as agreed upon with Performance Developer Essential elements of the Comet Bay College Performance and Development Cycle STAGE 1: All teachers and school leaders will have a set of documented and regularly reviewed goals related to both performance and development. A minimum of 2 goals will be set as follows: 1. Goal derived from the Business Plan/Operational Plan/Learning Area Plans 2. Goal derived from the Australian Professional Standard for Teachers (Standard or Focus Area level and career progression as determined by the individual) 3. Focus area for classroom observation and feedback to also be documented. Personal development goals and professional aspirations will be supported by the PROPELL Professional Learning Strategy. Stage 2: PROFESSIONAL PRACTICE AND LEARNING (Ongoing Terms 1-4) Performance and development goals form the basis for subsequent action to change and improve teaching or leadership practice. An effective approach to improving practice will include a conscious effort to collect and reflect on evidence that provides insight into the effectiveness of teacher/leader practice, and informs growth and access to high quality professional learning (through PROPELL and external opportunities). This should occur in the context of ongoing informal discussions (individual or collaborative) and feedback. An important part of effective professional practice is collecting evidence that provides the basis for ongoing feedback, reflection and further development. Potential sources of evidence (as per the Australian Teacher Performance and Development Framework) include: Evidence of impact of teaching on student outcomes Direct observation of teaching Evidence of teacher s impact on colleagues and the College as a whole Student feedback Peer feedback Line Manager feedback Parent/Carer feedback Teacher self-assessment Evidence of participation in professional learning (PROPELL or external) and teacher reflection on its impact - Ongoing refinement of the strategies through open and regular dialogue between Performance Developers and their teams (in individual or collaborative group settings as applicable), will ensure that Performance Development will remain a flexible and living process. - Ongoing dialogue between Performance Developers and their teams (in individual or collaborative group settings as applicable) will utilise a GROWTH coaching approach where ever possible to ensure support for achieving agreed goals in relation to the current reality (WWW/EBI). (S:/AdminShared/AllStaff/PROPELL) 3

6 Essential elements of the Comet Bay College Performance and Development Cycle STAGE 2: All teachers and school leaders are supported in working towards their goals, including through access to professional learning via the PROPELL professional learning strategy. Evidence used to reflect on and evaluate performance should come from multiple sources and will include as a minimum: data showing student outcomes, evidence of collaboration with colleagues and classroom observation feedback. Stage 3: FEEDBACK AND REVIEW (Formal meeting Term 4) The College has a commitment to ongoing formal and informal feedback and coaching built into the culture. Timely, frequent and improvement focused feedback supports teaching staff and leaders efforts to improve their practice, guides choices about professional learning and informs reflection on, and revision of, performance development goals. The final Review Meeting Review Meeting will provide the opportunity for Performance Developers and their staff to complete an overview of the process they have undertaken, and set the scene for the growth cycle the following year. Essential elements of the Comet Bay College Performance and Development Cycle STAGE 3: All teachers and school leaders receive regular formal and informal feedback on their performance. This will include a formal review against their performance and development goals annually (Term 4), with verbal and written feedback being provided. Please note: In accordance with the Employee Performance Policy the line manager should: - provide feedback and an evaluation of the employee s performance - be responsible and accountable for identifying and appropriately addressing any areas of serious concern - document the employee s progress - provide the employee with a copy of the documentation - place a copy of the documentation on a confidential file - identify when meetings will occur to discuss performance Performance feedback should be capable of identifying a range of performance from excellent to unsatisfactory. Sub-standard Performance Line mangers will: - base their opinion that an employee s performance is substandard on evidence and the reasonable expectations of that role - not normally commence substandard performance unless and employee has previous formally advised what aspects of their performance are considered unsatisfactory and given a reasonable opportunity and assistance to improve to a satisfactory standard. (Refer to policy for more information) (S:/AdminShared/AllStaff/PROPELL) 4

7 PERFORMANCE AND DEVELOPMENT GROWTH COACHING MODEL Think about what you want to achieve, what would you like to have happening that is not happening now, is it realistic how will it be of real value to you when you achieve these goals and what will it look like/feel like? Are these goals Inspiring, Specific, Measurable, Achievable, Relevant, Time bound (ISMART)? Try to write your goals using the following structure: By the end of 2015 I will have so that Examples: 1. By the end of 2015, I will have planned effectively for Australian Curriculum English so that I am able to teach, assess and report effectively. 2. By the end of 2015, I will have selected, created and used a range of ICT resources so that I engage students in their learning (Standard 3.4) 3. By the end of 2015, I will have participated in Co-coaching professional learning so that I am able to undertake peer coaching conversations and classroom observation using a coaching approach. MY GOAL 1(derived from Business Plan/Learning Area Plan): By the end of 2015, I will So that MY GOAL 2 (derived from Teacher/Principal Standards): By the end of 2015, I will So that Classroom Observation and Feedback Focus Areas:

8 GOAL 1: TERM 1 (Reflection and Goal Setting) REALITY OPTIONS WILL TACTICS HABITS In relation to my goal what is currently working well and could be even better if? What are some of the things I could do during Term 1 to assist me in reaching my goal? What options do I like the most? What will I do next? How and when exactly will I do this in Term 1? How can I ensure I am successful? What support do I need from my Performance Developer? WWW EBI

9 GROWTH Coaching Action Plan: Embedding a Coaching Culture Goal By the end of I will So that Reality Options Will Tactics Habits