Overview
How am I involved in the developing performance process?
Tools
Resources
As a teacher-librarian, your work in managing the resource centre and ensuring that the teaching and learning experiences across the school incorporate the most up to date resources contributes significantly to quality student outcomes.
The Department recognises and values the professional way in which you contribute to updating and maintaining effective educational resources in your school and supports your commitment to providing the best service to staff and students.
The Developing Performance Framework offers a process, tools and resources to:
By focusing on these key aspects the Framework helps to build your job satisfaction and a supportive work place where learning is valued and performance acknowledged.
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 clarify:
You reflect on your role and responsibilities and recall events and tasks that illustrate expectations, work focus and steps taken toward your career goals.
To establish a shared understanding of expectations and work focus, you discuss your reflections with your team leader and confirm your key work tasks, professional development to support you in delivering quality teaching and learning and share your career goals.
The second phase is called reaching an agreement.
You and your team leader's shared understanding of expectations and work focus acts as the point of reference to make decisions collaboratively for the coming work period about:
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 the best teacher-librarian you can, taking on another role in the Department or career advancement, options for supporting your goals can be discussed with your team leader.
Your professional development and support activities will serve the multiple purposes of:
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 teaching and learning 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.
For all phases 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.
Performance development plan 
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This template is used throughout the developing performance process. In the first phase, you reflect on what you consider to be the main work tasks and your career goals for the coming period as well as any support and professional development you will access. In the second phase, record the details of what has been agreed with your team leader. In the fourth phase, you reflect with your team leader on the outcomes of agreed actions and determine the next steps.
First phase — Clarifying expectations and work focus
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 of what you find rewarding in your job, your strengths and achievements, experience you wish to gain and career development options you wish to explore.
Auditing your strengths and asking a colleague for their view [an error occurred while processing this directive]
You reflect on your strengths and development needs. You ask a trusted colleague to make comments alongside yours that describe their perception of your strengths and areas for development. You compare your perceptions with theirs and make decisions as to how to use this information to develop your performance.
Second phase — Reaching an agreement
Performance development agreement [an error occurred while processing this directive]
This template provides space to record the agreed performance objectives, activities, links to strategic documents and dates for completion. It also includes a development plan to record career goals and associated professional development.
Third phase - Performing and ongoing support
Continuing professional learning log [an error occurred while processing this directive]
This log provides space to record details of professional development and support you either give or receive during the work period. By maintaining this log throughout the work period, this tool acts as a memory aid during your performance review.
Tracking my developing performance [an error occurred while processing this directive]
This tool provides space to record the activities you undertake to develop your performance, what you have achieved or learned, evidence of this achievement/learning and your personal reflections on your performance. By jotting down your thoughts, this tool acts as a memory aid during your performance review.
Fourth phase — Reviewing progress and improving performance
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 skills you have developed and your future work goals.
Reviewing your performance development [an error occurred while processing this directive]
This tool guides self-reflection through questions about your work tasks, career goals and associated professional development. 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.
Professional Standards for Teachers
This framework provides a tool for reflecting on and strengthening teaching practice, and for planning personal and team professional development.
Professional development for teachers
This details professional development opportunities, pathways and awards for teachers.
Beginning to Teach 
This highlights a variety of teaching and learning resources and professional information to support beginning teachers in their early career development.
Continuing Professional Development Framework
This outlines the requirements of the Queensland College of Teachers, Continuing Professional Development (CPD) Framework, associated with the renewal of teacher registration.
This page was last reviewed on 11 Nov 2010
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© The State of Queensland (Department of Education, Training and Employment) 2008.