Developing Performance - Smart Goals Framework



Performance Management - Smart Goals Framework

Using the information you have collated in the conversation section of your plan, you now need to articulate your planned performance development – phase 2 of the Performance Management process. It is recommended that you limit your Performance Management plan to three or four areas to focus on, with three or four corresponding performance and development goals. Reflecting on the SMART approach to developing goals will be useful here (see below).

Having identified the areas for development, discuss each area with your team leader and agree on performance and development goals, actions required in developing this capability and indicators for success.

The following example illustrates a goal for teachers using the above stem.

By the end of term 2 I will develop my skills in communicating student progress and performance with students, families and authorities so that all parties have clear and accurate information regarding student progress and performance.

OR

By the end of May I will actively listen to colleagues and clients, trying to see things from their perspective so that my workplace relationships, team effectiveness and performance are enhanced.

The following examples illustrate how these goals are articulated in a Performance Management plan.

|Performance Management plan |

|Focus areas for improvement |Agreed performance and development|Actions to develop capability |Indicators for success |

|As identified in Australian Professional |goals | | |

|Standards for Teachers (AITSL) |Refer to Smart Goals Framework |Be specific |What will you/others see if your goal |

| | | |is achieved? |

|Teacher example: |By the end of Term 2 I will |Identify and observe colleagues who |Calm, safe and productive learning |

|Professional Practice |research, develop and implement a |apply a range of effective behaviour |environment |

| |range of strategies to effectively|management strategies | |

|Standard 4 |deal with challenging behaviours | |Using a greater range of strategies to |

| |in the classroom so that student |Set up work- shadowing with colleague/s |deal with challenging behaviour |

|Create and maintain supportive and safe |learning and well-being is | | |

|learning environments |optimised |Access information and courses on |Defusing challenging situations quickly|

| | |behaviour management (e.g. online |and with more ease |

|4.3 Manage challenging behaviour | |resources, teacher resource texts from | |

| | |school library) |Evidence of increased student |

| | | |participation resulting in improved |

| | |Apply effective behaviour management |student outcomes (e.g. increased |

| | |strategies according to individual |student engagement and improved student|

| | |student needs |data) |

| | | | |

| | |Reflect on and adapt behaviour |Positive and constructive feedback |

| | |management techniques and strategies |received from mentor/supervisor/ |

| | | |colleagues |

| | |Arrange for peer and/or mentor | |

| | |observation of behaviour management | |

| | |strategies in lesson/s | |

| | | | |

| | |Seek feedback from | |

| | |peer/mentor/supervisor | |

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A useful stem to frame goal setting (Growth Coaching International) is:

By (date) …

I will (what you wish to achieve) …

so that (why this is of benefit to self/organisation)….

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