Managing the performance of teachers in Queensland state schools

Tabled Report 15: 2016–17

Tabled date

2017-04-28

Report year

2016-17

Education

Entities audited

Not identified in the published HTML audit scope.

Recommendations

1. QAO's text Addressed to: improves the self-reflection and goal-setting phase of the annual performance review process for teachers. (Chapter 2). Improvements

   improves the self-reflection and goal-setting phase of the annual performance review process for teachers. (Chapter 2).

   Improvements should include:

   • aligning it to current and future-planned teacher classification levels to ensure all teachers are required to self-assess and develop goals against the level they are expected, or aspire, to perform at
   • requiring school leaders and their teaching staff to comment on, agree, and sign-off on the teacher’s self-reflection of their performance and the development goals they should focus on

2. QAO's text Addressed to: explores the potential for providing school principals and school leaders with a more flexible annual performance development plan template. (Chapter 2). Improvements

   explores the potential for providing school principals and school leaders with a more flexible annual performance development plan template. (Chapter 2).

   Improvements should be focused on better alignment of teacher development goals to the individual school context and priorities.

3. QAO's text Addressed to: the Department of Education and Training

   provides teachers with more resources to compose measurable development goals, with clear links to the type of evidence that will be required to indicate goal success. (Chapter 2).

4. QAO's text Addressed to: the Department of Education and Training

   considers defining and communicating its meaning of unsatisfactory performance. (Chapter 2).

   This will enable the department, school leaders and teachers to have a shared understanding of performance expectations.

5. QAO's text Addressed to: formally evaluates the effectiveness of its programs for state schools. (Chapter 4). The evaluation

   formally evaluates the effectiveness of its programs for state schools. (Chapter 4).

   The evaluation should test that the department can objectively assess, in a timely manner, how effective its communications and change strategies are for delivering the intended change.

6. QAO's text Addressed to: the Department of Education and Training

   assesses through its formative evaluation process the scale of the issue that schools are time-constrained to effectively implement the annual performance review process. (Chapter 4).

Authoritative report — Queensland Audit Office

Report PDF on QAO