THE BOSTON CONSULTING GROUP CREATING A PERFORMANCE AND DEVELOPMENT CULTURE Larry Kamener, Vice President 27 July 2004

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THE BOSTON CONSULTING GROUPCREATING A
PERFORMANCE AND DEVELOPMENT CULTURELarry
Kamener, Vice President27 July 2004
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MOVING TO A PERFORMANCE AND DEVELOPMENT CULTURE
'Professional Development' and 'Performance
Management' are completely separate No
effective feedback for teachers Inability to
deal with poor performers Leaders focused on
management
'Performance and Development' Rich and
constructive feedback for teachers Objective
broad-based data on which to assess performance
and manage under performance Leaders focused on
coaching and staff development
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SURVEY RESPONSES
Q55. The principal is visibly committed to our
school's objectives'
Deviation from average score ()
Q44. A staff members poor individual
performance is not tolerated in this school
Performance Management Related Questions
Other Questions
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SCHOOL SCORES ON EFFECTIVE PERFORMANCE MANAGEMENT
Average score
Average response
Scale 1 Strongly disagree 5 Strongly agree
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TEACHERS LIKE SCHOOLS WITH EFFECTIVE PERFORMANCE
MANAGEMENT
Effective performance management
I would recommend this school to my friends as a
good place to work
Scale 1 Strongly disagree 5 Strongly agree
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DOCTOR MODEL
Model features
Doctor model
Teacher model today
Pre-service training
7 years to become a doctor
'Are you qualified accredited to teach?
Learning from peers or more exper. prof.
Limited for most parts of profession
Limited
Professional development feedback
Limited for most parts of profession
Limited
Feedback from customers
Anecdotal only
Little feedback from students parents
Performance management
None (only in extreme cases via peer review)
Not very effective "have you met the standard?"
Major form of ongoing development
Seminars/literature.Further qualifications
Seminars/literature.Further qualifications
Role of leaders in relation to prof. devt
Very limited even in hospitals
Not traditionally a core role for school leaders
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PROFESSIONAL SERVICES MODEL
Model features
Doctor model
Professional services firm model
Pre-service training
7 years to be doctor
Important, but on the job learning is more
important
Learning from peers or more exp. prof.
Limited for most parts of profession
Significant  
Limited for most parts of profession
Constant, using rich, objective data
Professional development feedback
Feedback from customers
Anecdotal only
Constant
Performance management
None (only extreme cases via peer review)
Rigorous, tied closely to prof. development
Major form of ongoing development
Seminars/literature Further qualifications
Apprenticeship team-based learning
Role of leaders in relation to prof. devt
Very limited even in hospitals
Staff development a key leadership role
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ONE EXAMPLE OF GOOD PRACTICE
Sources Of Performance Data
Review Process
VCE results (adjusted to capture value-add)
Performance data

Retention figures
Teacher reflection on performance data
Performance review and development plan

Student survey
Outcomes of team-based 'learning projects'

Only component used in most schools
(For leadership team) 360 management survey
Performance to prof. standards (normal DET
process)
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EXAMPLES OF STUDENT FEEDBACK QUESTIONS
Selected Survey Questions
I like this unit. This class provides a good
learning environment. My teacher ... has a
sound knowledge of this subject. ... is well
organised and prepared for lessons. ... caters
for my ability level. ... provides me with
valuable feedback on my work. ... is fair and
reasonable to all students in this unit. ...
challenges and assists me to achieve my best. I
am satisfied with the effort I have made in this
unit.
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ACCREDITATION MODEL FOR PD CULTURE
Element
Metric
Teacher induction Teacher effectiveness feedback
Tailored professional development plans PD
that meets individuals' professional development
needs Staff believe school has professional
development culture

• Mentoring program for all new teachers
• Annual review uses data from 3 of
• Adjusted student outcomes
• Student feedback
• Parent feedback
• Observation
• Student attendance
• Plans clearly linked to individuals' strengths
  development needs
• All teaching staff participate in relevant,
  effective PD
• Staff believe school culture supports
  personal/professional growth development