Practical strategies for reviewing, planning and improving team performance
ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.
William Shakespeare said ‘we know what we are but not what we may be’. One of the many roles of leaders is to assist team members to realise, and reach their full potential.
Assessment and rating data shows that element 7.2.2 of the National Quality Standard (NQS) is among the top five most challenging to meet, requiring that ‘the performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support performance improvement’.
Professional development supports educators in their work to provide quality outcomes for children and families. We know when education and care services establish and maintain a culture of ongoing reflection and self-review, team members are more likely to feel challenged and motivated, and experience job satisfaction (Early Years Learning Framework, p.13; Framework for School Age Care, p. 12).
The National Quality Standard refers to a cyclical process for performance review and improvement, but doesn’t set specific guidelines around timing or how the process should work in practice. Services should establish a process that works best for their staff and management structure. The process should be one that identifies staff members’ strengths and assesses and enhances staff performance.
When implementing a performance review system, (including Professional Development Plans for each team member) a Self-assessment Tool developed by ACECQA is a useful resource. The tool can be used to establish goals and identify areas for professional development.
When education and care professionals engage in self-assessment with managers, they’re able to build on strengths, identify areas they would like to develop and celebrate the successes and contributions of all team members. Whatever system is used, it’s important the purpose is communicated clearly to staff and they feel empowered and supported in the process.
Another approach to self-assessment might be regular one-on-one catch ups to discuss current achievements and challenges. Meeting regularly ensures the team is supported on an ongoing basis and through periods of change. This is especially helpful when teams consist of casual or short term members. It can also reduce the sometimes onerous task of undertaking the process annually.
Additional strategies to self-assessment can be found in our previous article on professional development planning, as well as the OECD Working Paper – Leadership for Quality Early Childhood Education and Care.
Quality Improvement Plan
Reviewing your current process for planning, supporting and improving team performance is important and can form part of your Quality Improvement Plan. How does the team feel about the process? Are there opportunities to share achievements? How do other services approach professional development? These are some questions you might like consider when reviewing your service’s plan.