Overview
How am I involved in the developing performance process?
Tools
Resources
As a teacher aide, you enrich the learning experiences of students on a day-to-day basis by assisting and supporting the work of teachers.
You are often called upon to be flexible and adapt your work to meet the needs of the school, teachers and students. Your skills and knowledge allow you to do this in a way that ensures quality education provision for students and assistance for teachers.
You have specific capabilities linked to your area of responsibility - for example, Sport and Recreation, Manual Arts, Library/Resource, Special Education and Indigenous Education.
You understand the need to keep developing your skills and knowledge so that you can continue to provide quality assistance and support. The Department is committed to supporting you to do this through the Developing Performance Framework. The Framework aims to build 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 for the coming work period and your career goals.
The second phase is called reaching an agreement. This agreement is based on the discussion you had in the first phase and includes:
If your career aspiration is to be the best teacher aide you can, then the professional development and support you get to carry out your work helps you in achieving this goal. If you are considering career advancement or another role within the Department, you can discuss options with your team leader.
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 line manager. To prepare for this meeting, you reflect on your agreement, consider examples that demonstrate how you have developed your 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 will 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.
Rating yourself 
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In this tool, you rate how well you believe you carry out your key work tasks. The space for your team leader to jot down their view of your capabilities will be completed when you meet with them.
My performance development self assessment [an error occurred while processing this directive]
This tool gets you thinking about your strengths, areas you need to work on, goals, support options and how you can demonstrate your improvement. By jotting down your thoughts, this tool acts as a memory aid when talking to your team leader.
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 will access as agreed with your team leader.
Developing performance agreement [an error occurred while processing this directive]
This tool provides space to record the key work tasks, links to your school's Annual Operational Plan, work behaviours, success indicators and support you will receive to complete work tasks. It also provides space to record professional and career development actions you will take during the agreed work period.
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 key 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 teacher aides
This provides information on the accredited courses for teacher aides - Certificate III, IV and Diploma of Education Support.
This page was last reviewed on 31 Jan 2011
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© The State of Queensland (Department of Education, Training and Employment) 2008.