· In response to feedback from the teaching and principal class workforce over the last year, some changes have been made to the 2014/15 Performance and Development model for principal class employees and teachers, with changes taking effect immediately.
· The changes seek to ensure that the process is further focussed on feedback to support development, and that assessments are based on professional conversations and judgements.
· The changes have been made with a view to balancing stakeholder feedback and the need to minimise disruption to the current cycle.
· These changes replace the requirements outlined in the relevant sections of the Performance and Development Guidelines for principal class employees and teachers.
· Principals and teachers will receive a letter from the Minister of Education explaining the reasons for the changes to the Performance and Development process in the current cycle.
· Modifications to the current 2014/15 Performance and Development cycle:
o The four-point differentiated outcomes scale has been removed.
o In exercising this professional judgement, reviewers will apply a three-point outcomes scale (Does not meet/Partially Meets/Meets) to each of the four dimensions to evaluate the extent to which Performance and Development goals have been achieved and those in which further development and support is needed.
o The final Performance and Development outcome for staff is now binary: teachers and principal class employees will receive a final outcome of ‘Met’ or ‘Not met’ based on the professional judgement of the reviewer.
o Reviewers may choose to use an updated Performance and Development outcome tool to help inform their professional judgement about the end-cycle assessment.