Overview
How am I involved in the developing performance process?
Tools
Resources
As a Science Operations Officer, your contribution to the school's Science department ensures that teachers are able to teach and students are able to learn in environments that are safe and appropriately resourced.
Your interactions with teachers in the planning and preparation of practical lessons enrich the experiences of students in lab work and on field trips. Your work with students creates opportunities for them to deepen their understandings in Science.
You recognise the importance of staying up to date with the latest developments in Science and health and safety. The Department is committed to supporting you to do this through the Developing Performance Framework. The Framework builds your job satisfaction in a supportive work place where your contribution is recognised and your continued learning is valued.
First phase Second phase Third phase Fourth phase
The developing performance process is made up of four phases.
The first phase is called clarifying expectations and work focus. In this phase you reflect on:
You discuss your reflections with your team leader and come to a shared understanding of expectations, the key work tasks and career goals for the coming work period and the types of support and professional development available to you.
The second phase is called reaching an agreement. This agreement is based on the discussion you had in the first phase and includes:
It is important that there are clear links between your key work tasks and the key deliverables in the school's Annual Operational Plan.
By sharing your career aspirations, whether they relate to being best Science Operations Officer, taking on another role in the Department or career advancement, options for supporting your goals are discussed with your team leader.
Your professional development and support activities will provide you with capability development required to complete identified key work tasks and assist you to progress your career aspirations with the Department.
The third phase is called performing and ongoing support. In this phase, you put your developing performance agreement into action in your day-to-day work.
Throughout the work period, you provide regular updates on your progress and give and receive feedback to your colleagues and team leader. You discuss issues and new priorities as they arise. If it is necessary to make amendments to your agreement, you do this in collaboration with your team leader.
The fourth phase is called reviewing progress and improving performance.
In this phase you meet with your team leader. To prepare for this meeting, you reflect on your agreement, consider examples that demonstrate improved performance and think about future work and career goals.
In the meeting, you and your team leader review your progress, discuss your strengths and areas for further development and consider the range of reward and recognition options available to you.
None of the things you discuss come as a surprise as you will have talked about them as part of your day-to-day work.
First phase Second phase Third phase Fourth phase
The tools below are optional. You may choose to use them to support you during one or all phases of the developing performance process.
Guided reflection 
[an error occurred while processing this directive]
This tool provides a question frame to guide your thinking as you consider your current role, workplace priorities and your career aspirations.
Reflecting on my job, professional development and career aspirations [an error occurred while processing this directive]
This tool provides space to jot down your thoughts and examples about what you find rewarding in your job, your strengths and achievements, experience you wish to gain and career development options you wish to explore.
Developing performance plan [an error occurred while processing this directive]
This tool provides space to write your key work tasks, career goals and the professional development and support you agreed with your team leader.
Performance development agreement [an error occurred while processing this directive]
This tool provides space to record the objectives, activities, links to your school's plan, dates for completion, professional development opportunities and steps you will take toward career goals as agreed with your team leader.
Keeping track of my professional development and support [an error occurred while processing this directive]
On this tool, you jot notes about the professional development and support you get or give during the work period as well as what you have learned and put into practice in your work.
Continuous professional development log [an error occurred while processing this directive]
This tool provides space for you to log a description of the professional development activity, who was involved, the number of hours spent on the activity, what you have learned and what you need to do next with this learning.
Employee progress report [an error occurred while processing this directive]
Before meeting with your team leader, you use this tool to jot down the things you have achieved, the capabilities you have developed and your future work and career goals.
Reviewing your performance development [an error occurred while processing this directive]
This tool guides self-reflection through questions about your work tasks, professional development and career goals. By jotting down your answers, this tool acts as a memory aid when meeting with your team leader.
You can use the resources below as a point of reference for developing your performance.
Capability and Leadership Framework (CLF)
This Framework outlines the Department's professional expectations of its workforce and assists employees to identify the capabilities required to deliver high quality outcomes. It is an excellent reference point for making decisions about the most appropriate professional development.
Professional development for public sector employees
This lists current professional development available to support employees in developing their performance.
This page was last reviewed on 31 Jan 2011
Copyright |
Disclaimer |
Privacy |
Access keys |
Other languages
© The State of Queensland (Department of Education, Training and Employment) 2008.