Establishing A Performance And Development Culture In Schools In Victoria, Australia
Author(s):
Lawrence Drysdale (presenting / submitting) David Gurr (presenting) Helen Goode
Conference:
ECER 2013
Network:
26. Educational Leadership
Format:
Paper

Session Information

26 SES 08 A, School Culture and School Development

Paper Session

Time:
2013-09-12
09:00-10:30
Room:
D-306
Chair:
Lawrence Drysdale

Contribution

This paper explores the notion of a Performance and Development Culture and its success in bringing about school improvement in two exemplar schools in Victoria, Australia. Performance Development Culture Accreditation was a mandated program established in Victorian government schools and later adopted by the Catholic Education System, Melbourne, but on a voluntary basis.  The paper shows how the adoption of a system wide initiative can be successful in bringing about positive change and support school improvement directions.

Research questions

How have schools developed and implemented the Performance and Development Culture Accreditation to enhance school improvement over time?

Objectives

To show how the schools successfully adopted and introduced a system wide initiative to bring about change.

Explore how the program led to school improvement.

Show the importance of leadership in the development and implementation of a system inspired innovation.

Identify key outcomes of the program.

Framework

The Performance and Development Culture Accreditation was aimed at improving school leadership, professional practice, and professional learning in schools in Victoria.  For a school to be accredited teachers were required to complete a questionnaire and submit a formal application to a team of independent verifiers.  The program identified five key elements that were the core to a Performance and Development Culture:  an effective induction program for new teachers to the schools and for teacher in new leadership positions; the use of multiple sources of feedback for teachers on their performance; that teacher had developed and implemented customised individual teacher development plans that meet the needs of teachers and school priorities; the school had a comprehensive  quality professional learning program; and, the belief by teachers that the school had established a performance and development culture.  The intended outcomes of the program were to improve selection, retention, development and sustainability of quality teachers and teaching which would lead to improved student outcomes.  It was also seen as a foundation for effective performance management.

The paper examines how two schools in the Catholic Education System in Victoria were able to develop and sustain a Performance and Development Culture that led to school improvement. Through in-depth case study analysis, the paper outlines the journey, strategies, processes and outcomes of two schools over time (between 2007 and 2012). The schools were identified as exemplars by the Catholic Education Office, Melbourne.

Method

The two schools were identified as exemplar schools in developing a Performance and Development Culture. They were selected by senior officials in the Catholic Education Office because of their reputation, leadership and performance. School A was a small primary school of 150 students (Prep to Year 6) located a semi -rural setting. School B was a large secondary school of 1500 students situated on three campuses (Year 7-12) in a low socio economic status urban setting. The authors used an in-depth case study to investigate how two schools were able to develop and enhance the program to ensure long term school improvement. The case studies illuminate how the schools were able to build a strong Performance and Development Culture that acted as a catalyst for future school improvement over the long term. At each school, a multiple perspective case study was conducted involving interviews with the full range of staff, including the principal, and key staff involved in the implementation of the program; and group interviews with other teachers. Two researchers were involved at the school for two days conducting interviews, collecting appropriate documents, and observing the school.

Expected Outcomes

The case studies show how leadership, and particularly team leadership, was a key factor in driving through innovation and change in practice to achieve school improvement. Creative and strategic leadership provided opportunities for whole school change, and leadership was shown to be important for setting direction, creating a climate of collaboration and trust, empowering teachers and providing strategies to help bring people ‘on board.’ Broadly, the cases show the importance of having a long-term framework to develop and integrate a number of strategies to bring about school improvement. In particular, the cases demonstrated the value of a Performance and Development Culture as one of a combination of strategies in both schools’ journey to whole school improvement. Performance and Development Culture was not viewed as an end in itself but an important part of building whole school success as it focussed on inducting teachers new to the school, and supporting the development of teachers as they continued with the school, all the time focussed on supporting teachers to improve the quality of teaching and learning. The findings will add to the body of knowledge on improving school improvement, leadership qualities, and change strategies

References

Bolam, R, McMahon, A, Stoll, L, Thomas, S, & Wallace, M, with Greenwood, A, Hawkey, K, Ingram, M, Atkinson, A, & Smith, M, (2005) Creating and Sustaining Effective Professional Learning Communities, DfES Research Report RR637, University of Bristol. Available at www.dfes.gov.uk/research/data/uploadfiles/RR637.pdf and www.eplc.info Drysdale, L. & Gurr, D. (2011) Performance and Development Culture at St Joseph’s School, Cribb Point. Melbourne, Catholic Education Office Melbourne. Gurr, D. & Drysdale, L. (2011) Performance and Development Culture at Caroline Chisholm Catholic College. Melbourne, Catholic Education Office Melbourne. Hall, G., & Hord, S. (1987). Change in Schools: Facilitating the Process. Albany: State University of New York Press. Hord, S., Rutherford, W., Huling, L., & Hall, G. (2008). Taking Charge of Change. Texas: SEDL. Hattie, J. (2009). Visible learning: a synthesis of meta analyses relating to achievement (Abingdon: Routledge). Kotter, J. (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business Review, 73(2), 59-67. Kotter, J. (1996). Leading Change. Boston: Harvard Business School Press

Author Information

Lawrence Drysdale (presenting / submitting)
University of Melbourne, Australia
David Gurr (presenting)
University of Melbourne, Australia
Helen Goode
University of Melbourne, Australia

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