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Semi-structured interviews and focus groups conducted at the start and end of the cycle were thematically analyzed. Results indicate school leaders’ critical influence, and a learning-focused culture that supports individual and collective improvement, helping teachers feel connected and empowered. Findings also motivate a five-step model to design meaningful processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-perceptions-and-experiences-during-an-annual-performance-and-development-cycle/594104/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-perceptions-and-experiences-during-an-annual-performance-and-development-cycle/594104.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To investigate teachers’ perceptions and experiences of an annual performance and development cycle and identify what teachers found valuable in supporting meaningful professional practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ experiences collected and analyzed?",{"text":117,"@type":113},"Semi-structured interviews and focus groups were held at the beginning and end of each school’s annual cycle, and responses were thematically analyzed.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors were found to support the success of performance and development processes?",{"text":121,"@type":113},"School leaders play a critical role, and cultivating a culture of learning and development with focus on both individual and collective improvement helps teachers feel connected and empowered.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594104,1792209098,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Teachers’ Perceptions and Experiences during an Annual Performance  \nand Development Cycle  \nKerry Elliott  \nAustralian Council for Educational Research (ACER)  \nJohn Hattie  \nLorraine Graham  \nThe University of Melbourne  \nAbstract: In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were  \nexamined as they participated in an annual performance and  \ndevelopment cycle, guided by the Australian Teacher Performance  \nand Development Framework. The study sought to investigate teachers ’ experiences and perceptions ofthe cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school’s annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the success ofperformance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings ofthis study have implications for the  \nindividual and collective nature ofperformance and development.  \nBased on research and findings, a five-step model is proposed to  \nsupport the design and implementation of meaningful teacher  \nperformance and development processes.  \nIntroduction  \nWith strong evidence that expertise can be developed (Berliner, 2001; Ericsson, 2007; Hattie, 2003) and quality teaching has a powerful impact on student performance (Sanders & Rivers, 1996; Yoon et al., 2007), supporting teachers to develop their practice has been at the forefront of education policy guidelines and reform (Desimone & Pak, 2017; Hattie et al., 2014). As such, systems of teacher performance evaluation and development have been introduced across the world to enhance teacher learning and development while at the sametime ensuring processes to evaluate, retain and grant tenure to teachers (Darling-Hammond, 2014; Elliott, 2015; 2019; Hallinger et al., 2014) .  \nThe past decade has seen an increased emphasis on performance and development systems as a mechanism for providing teachers with feedback for improvement, judging effectiveness, and tying appraisal results to rewards and career advancements (Kraft & Christian, 2022; Organisation for Economic Co-operation and Development [OECD]; 2020) . At a national level, the Australian Performance and Development Framework (AITSL, 2012), hereafter referred to as The Framework was to provide a framework for performance and development processes in schools to support teacher learning and development, against the Australian Professional Standards for Teachers (Australian Institute of Teaching and  \nSchool Leadership [AITSL], 2011) . The Framework intended to ensure every teacher, every year, in every school across Australia received regular, appropriate, and constructive feedback on their performance, opportunities to identify areas for development, as well as effective and ongoing support to further improve their practice (AITSL, 2012) .  \nThe Framework was endorsed by Ministers at the Standing Council in August 2012 and provided a means to deliver on the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council for Education, 2008), which sought to improve educational outcomes for all young Australians. The Framework has also provided a means to deliver on more recent objectives from the Australian Productivity Commission (2017) that Australian governments focus on improving the skills and effectiveness of existing teacher workforces. With an emphasis on improving teaching to improve student outcomes, The Framework provides guidance to each state and territory to develop their teacher performance and development systems. These systems comprise an annual performance and development cycle incorporating the pha","cbCaib1AAYzsufxj","https://ap.wps.com/l/cbCaib1AAYzsufxj","pdf",314876,18,"English","# Introduction\n# Literature Review","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate teachers’ perceptions and experiences of an annual performance and development cycle and identify what teachers found valuable in supporting meaningful professional practice.\"},{\"question\":\"How were teachers’ experiences collected and analyzed?\",\"answer\":\"Semi-structured interviews and focus groups were held at the beginning and end of each school’s annual cycle, and responses were thematically analyzed.\"},{\"question\":\"What factors were found to support the success of performance and development processes?\",\"answer\":\"School leaders play a critical role, and cultivating a culture of learning and development with focus on both individual and collective improvement helps teachers feel connected and empowered.\"}]","Teachers’ Perceptions and Experiences during an Annual Performance and Development Cycle | PDF",1792078543,45]