Download Phase 3 Scenarios

Resource: Phase 3
Phase three – Performing and ongoing support: including
coaching and feedback
Scenarios for how performing and ongoing support might happen
Principals of Bands 5 to 7 primary schools
A group of principals working in Band 5-7 primary schools in the same district established a network that
meets for one day each semester and makes informal contact as required by telephone. Additionally, planned
contact is made in sub-groups and pairings.
The network meetings are designed to give the principals an opportunity to discuss their key work tasks,
professional development activities and the support offered to progress each principal toward meeting their
career goals. In providing this professional support, the group draws on the expertise within the network and
also invites external ‘experts’ to attend their meetings as required.
The Executive Director (Schools) attends network meetings either in person or via teleconference to facilitate
a one-hour structured progress update, usually toward the end of the day. During this session, the ED(S) is
able to determine the extent to which the network is providing the professional support that each of the
principals require, suggest any modifications to this support or propose additional strategies that might be
beneficial to the network. He is also able to gauge, alongside the regular discussions that he has with each
these principals during the semester, if developing performance agreements need to be adjusted for particular
principals. By working in this way, the principals and ED(S) are optimising the support they provide for each
other and access from outside of the network.
Large primary school
This large primary school has two key support structures in place for its teaching staff – year teams and
subject committees. The school uses these structures to focus staff on key work tasks, professional
development and support for career aspirations.
The school uses a two- year rolling program to facilitate developing performance. This means that, in the first
year, ongoing support and progress updating is facilitated by the principal working with the senior
management team members, the senior management team working with subject coordinators, and subject
coordinators with subject committee members. In the second year, the principal works with the senior
management team, the senior management team work with year team leaders, and year team leaders with
their year team.
During this phase of the developing performance process, individuals progress the key work tasks that are
linked to their year team or subject priorities, as well as access professional development and support
individually or as a group. The team leaders are responsible for maintaining an overview of the progress that
is being made by individuals within their team and for negotiating any variations to original agreements as
required.
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Regional office
The administrative officers in a regional office are working day to day on the tasks that are specific to the team
they support. As part of their developing performance agreement, the officers had identified professional
development priorities to support them in undertaking key work tasks and developing new capabilities. To this
end, they are participating in a range of learning and support activities, including an online training course in
advanced spreadsheet use and the establishment of a mentoring relationship between two administrative
officers to develop their understanding of the whole-of-government context, government policies and
legislation relevant to their work area. In addition, all members of the administrative team identified their need
to understand the range of workforce diversity issues and are taking part in the ‘Valuing Diversity Awareness’
training offered by the Department. They plan to follow this up with an action learning project that includes
facilitated meetings with the Equity Contact Officer in their region.
At regular intervals they touch base with their line manager to discuss their progress. As the objectives and
activities they agreed to undertake to develop their performance are woven into their day to day work, talking
about them happens as a matter of course.
Occupational Therapist
The occupational therapist (OT) has requested a mid-semester review of the agreed Performance Plan with
her line manager and professional supervisor (a Senior Occupational Therapy Officer (SOTO), Disability
Services Support Unit).
At the meeting, information is shared and documented regarding implementation of the plan to date and
performance indicators achieved. Discussion included sharing of, monthly guided practice with the SOTO, a
support visit from an Occupational Therapy Advisor to assist with evaluation for switch access and continuous
work shadowing to develop skills and knowledge in AT practice in education.
The OT also reported that the number of requests for OT service is increasing, and she is experiencing some
challenges with effective workload management and achieving service outcomes efficiently. A meeting was
requested to discuss options and strategies for alternate and adjunctive models of service, to meet the
growing needs.
On conclusion of the meeting, the SOTO suggests discontinuation of monthly reflective practice sessions this
term and an amended review date for the Plan. The Line Manager offers to meet monthly with the OT to assist
in monitoring workload and encourages the trial of a proposed OT service delivery model within the Region.
New goals and indicators are agreed. It is agreed that, the document will be revised via email communications
over the next two weeks, then signed and dated on completion by the three parties and provided to them in
hard copy.
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