Goal Based Performance Development Workshop

Get the most out of goal based performance development through participating in this one day workshop. Develop skills and insights related to planning, setting and attaining goals that are aligned with the Australian Professional Teaching Standards to develop professional practice.

The topics that the workshop will cover on the day are:

  1. Teacher performance and student learning
  2. The value of goal based performance development
  3. Creating the conditions for optimal goal based performance development
  4. Delivering best practice goal based performance development
  5. Goal setting
  6. Strategic planning
  7. Resourcing
  8. Evidence management
  9. Annotation of evidence
  10. Feedback
  11. Where to from here? Turning theory into practice

For a more detailed summary, see below the form.

Register your interest for this event and to receive confirmation of dates and cost

Workshop location: Surry Hills

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1. Teacher performance and student learning

  • What the evidence indicates

2. The value of goal based performance development

3. Creating the conditions for optimal goal based performance development

  • Shared vision, values and purpose
  • Integrity, authenticity and trust
  • Standards referenced
  • Development focussed,
  • Collegial support

4. Delivering best practice goal based performance development

  • Clear, compelling and strategically aligned
  • Growth oriented, high value and solutions, focussed
  • Consultative, self-directed and self-monitored
  • Objective, informed and evidence based
  • Personalised, purposeful and practical
  • Procedural and iterative, but may be of a non-linear nature
  • Appropriately resourced

5. Goal setting

  • Adopt a Growth Mindset
  • Identify areas for performance development that are evidence based
  • Strategically align performance development needs
  • Refine the focus for development
  • Create aspirational goals
  • Personalise the goals
  • Visualise the attainment of the goal
  • Identify options and strategies
  • Prioritise the options
  • Create the SMART goals
  • Plan and resource
  • Record and monitor
  • Be accountable
  • Refine and clarify over time
  • Recognise and celebrate achievement

6. Strategic planning

  • Begin with the end in mind
  • Alignment
  • Keep it simple
  • One step at a time
  • Set milestones
  • Resource
  • Monitor
  • Reflect
  • Review
  • Recognise and celebrate achievement

7. Resourcing

  • Strategic
  • Framed
  • Negotiated
  • Research informed and evidence based
  • Accessible

8. Evidence management

  • Align the collection of evidence with your goal (and the AITSL Standards where required)
  • Ensure objectivity, authenticity and validity
  • Time and cost effective
  • Collect more than one piece of evidence
  • Collect evidence from more than one source
  • Collect evidence on an ongoing basis over time
  • Analyse and interrogate and evaluate the evidence - What does it tell you?
  • What other types of evidence do you need to inform development of practice?

9. Annotation of evidence

  • Interprets the evidence in terms of progress toward achieving a performance development goal or demonstrating a standard
  • Identifies how the evidence demonstrates the development of practice
  • Demonstrates how the practice being evidenced has improved student learning
  • Identifies the role of colleagues in promoting the development of practice

Evidence can be also annotated by a supervisor, coach or mentor to provide feedback and support for developing practice.

Observations of practice can be annotated by an observer to identify how the practice indicates goal achievement or the demonstration of a standard. These observations can then be reflected upon by the practitioner, who may provide further annotations.

10. Feedback

  • Be strategic
  • Frame requests for feedback
  • Be open
  • Be grateful
  • Be objective
  • Be considered
  • Qualify feedback
  • Act upon the feedback where appropriate
  • Document feedback and any reflections upon the feedback

11. Where to from here? Turning theory into practice