VASSP

Managing Education Support

Staff Underperformanc

ePresenter : Robyn Buckeridge

Victorian Association of State Secondary Principals

A whole-of-practice approach to support on-going professional growth

DET Update : Education Support Staff

Performance and Development Pilot 2015

The Department has announced a pilot program for Education Support staff in line with the 'whole-of-practice' approach for principal class employees and teachers.

An expression of interest form has been released for schools and settings interested in participating in the pilot program.

Education Support staff not participating in the pilot program are expected to continue implementing the current Performance and Development arrangements.

For further information please view the DET Mail Update.

Roles and Responsibilities

Employees support the delivery of the educational program of a school. All employees make a direct contribution to the school’s capacity to achieve its educational objectives.

Performance planning and development is undertaken in the context of what can be required of an employee at their respective level within the career structure. The levels of responsibility and accountability that can be expected of an education support class employee are set out in the Dimensions of Work and in the employee’s position description.

Human Resouces: Performance and Development Guide Teaching Service Education Support Class

Performance Standards for Education Support Staff

Relative to the duties and accountabilities of their position employees are expected to perform at a level consistent with the performance standards, as set out below:

1. Be acquainted with, and effectively carry out, the responsibilities of the position as set out in the relevant position description

2. Seek feedback on, and improve, their knowledge and skills

3. Act in a professional manner with colleagues and, where appropriate, with students and parents/guardians

Performance Standards for Education Support Staff

(cont)

4. Promote a safe and supportive school environment

5. Understand and act in accordance with the school’s code of practice

6. Be acquainted, and act in accordance, with the goals and priorities as set out in the school’s strategic plan.

What is underperformance?Fair Work Australia

definitionUnderperformance or poor performance can be exhibited in the following ways:

unsatisfactory work performance, that is, a failure to perform the duties of the position or to perform them to the standard required

non-compliance with workplace policies, rules or procedures

unacceptable behaviour in the workplace

disruptive or negative behaviour that impacts on co-workers.

Underperformance is not the same as misconduct. Misconduct is very serious behaviour such as theft or assault which may warrant instant dismissal. In cases of misconduct employers should seek specific advice about how to proceed before taking any action.

What Underperformance isn’t…

Lateness, not getting work completed on time, not attending meetings – Unsatisfactory Performance

Not abiding by school based decisions and policies, dangerous behaviour – Misconduct

Requiring improvement of a staff member because you don’t like them - Personal

Complaints, unsatisfactory

performance and misconduct

DET has developed clear guidelines on managing complaints, unsatisfactory performance and misconduct

See the DET HR website: Human Resources: A-Z Topic Index: C or U – Complaints, Unsatisfactory Performance, Misconduct

Complaints, unsatisfactory performance and

misconduct

Definition of Underperformance

In school groups OR groups of 3-4:

Complete the table on Page 3, identifying the types of behaviours which typify underperformance for each standard

From these behaviours, develop one statement that defines ‘underperformance’ for Education Support Staff

Developing a process for managing

underperformance

School-wide understanding of expected behaviours

Team approach to performance development

Individual interaction with underperforming staff member

School-wide Agreement on Expected Standards

Establish expected standards with all staff Develop a common approach for all leaders Provide all staff with:

well-documented evidence of expectations What constitutes misconduct / unsatisfactory

performance with clear policies on expectations and consequences

Professional learning opportunities

School-wide Agreement on Expected Standards (cont.)

Develop: Performance goals and targets which are clearly

based on the strategic plan and AIP, set in conjunction with Team Leaders

Process for allocating staff to professional learning groups

Teams / collegiate groups which are accountable A sequential process, including a process for

collecting data

Empower a team approach to performance development

Ensure team goals are agreed upon by all staff, including an understanding that evidence is a staff responsibility

Develop a strong peer observation process

Use performance plans to develop performance

Enable frequent and effective communication

Individual interaction with underperforming staff

member

Ensure there is clarity re what ‘underperformance’ means

Complaints must be submitted in writing

In discussion, agree on gap between performance level and expectation

Individual interaction with underperforming staff

member (cont.)

Utilise DET standards; seek advice from Conduct and Ethics, VASSP / VPA as needed

Challenge excuses regarding performance

What support is offered / needed?

Provide letter of expectation and positive intent

Managing Underperformance in Business

Peter Hibbin’s Words of Wisdom…

Not managing small issues makes it more difficult to manage the big ones

Make sure it is clear what is expected and supported by documentation (and perhaps policy)

Feedback needs to be direct, specific and clear

Action plan for managing ES staff

underperformance

What needs to happen

Who? By When? Expected Outcome

School-wide agreement

Team Approach

Interaction with individuals

Scenario 1

When you call an Education Support staff meeting, some staff are always late arriving and are the first to leave at the designated time. This same group rarely contribute to the meeting discussion and are not interested in developing their performance.

How will you discuss this situation with those involved?

Scenario 2

One of your Admin Education Support staff does not follow instructions accurately and therefore set tasks always have to be thoroughly checked and often have to be repeated.

How will the discussion with this staff member proceed?

Scenario 3

One of the technicians is very slow to complete set tasks. If staff need their computers updated or checked, the computer is often not returned for several days, causing much concern to teaching staff

What discussion will you have with this staff member to progress their effectiveness?

What have I learnt about staff underperformance?

From the Scenario…

From tomorrow, I will…

Finally…

VASSP

Managing Staff Underperformanc

ePresenter : Robyn Buckeridge

Victorian Association of State Secondary Principals

VASSP

Managing Staff Underperformanc

ePresenter : Robyn Buckeridge

Victorian Association of State Secondary Principals