DEET

Accountability and Performance

Improvement Framework
Providing high quality services, achieving our purpose

OVERVIEW

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

Overview

Minister’s Foreword

As Education Minister I am committed to

seeing our schools deliver better education
outcomes and provide more support for
our children.

From me as Minister through to staff on the

ground, we must be constantly focused on
getting the best possible results in our schools
if our students are to receive the full benefit
of their education.

The Accountability and Performance

Improvement Framework sets clear guidelines
and targets which Government, schools,
principals and teachers can work to, and be
held accountable to, in improving results
for students.

I am confident this Framework will be a

valuable resource in delivering the best
possible education for Northern
Territory students.

Paul Henderson
Minister for Employment,
Education and Training

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 


Overview

Contents

This Document 4

The Northern Territory Context 5

Principles and Definitions 6

Shared Accountability for Results 7

Framework Elements and Cycle 8

Next Steps 11

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 


Overview

This Document

The DEET Accountability and Performance The DEET Staff Site provides access to
Improvement Framework has been developed the following related documents:
to assist the Department of Employment, • DEET Plan;
Education and Training (DEET) to achieve
improved results and deliver its goals and • APIF Guide for Schools;
priorities through high quality, measurable • APIF Guide for Education Services and
service standards. The Framework describes Corporate Services;
the accountability of all members of DEET
and outlines the contribution that clients make • APIF Guide for Employment Services;
to results. The Framework capitalises and • Performance Review;
builds on recent improvements by fostering a
culture of integrity of purpose and reflective, • DEET Leadership Framework;
evidence-based practice for continuous • NTPS Principles and Code of Conduct;
improvement.
• DEET Accountability and Performance
This Framework Overview provides an outline Measurement Glossary.
of the accountability and performance system
to plan, monitor and review performance
across the department. The Framework
Overview is linked to the DEET Plan and is
accompanied by guides for DEET schools,
Education Services, Corporate Services
and Employment Services (see Figure 1).
The Framework details the accountabilities
and performance improvement expectations
across all levels of the department, from the
system level to the individual level.

Figure 1. DEET Accountability and Performance Improvement Framework

Values, goals, targets, DEET Plan

system priorities

Principles, reciprocal
accountabilities, DEET Accountability and Performance Improvement Framework Overview
elements and cycle

Guidelines, tools, Guide for Guide for Education Guide for

targets and standards Schools Services and Employment
for schools and Corporate Services Services
business areas

Individual accountability DEET Performance Review

processes linked to DEET Leadership Development Framework
workplace and system

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 

Overview
The Northern
Territory Context
The Northern Territory has a unique
demographic and geographic profile. We
have a higher proportion of young people
than other jurisdictions and our population is
diverse and dispersed.
The department is committed to providing
quality education that is relevant and
accessible for all students and leads to
improved educational attainment and further
opportunities in education, training and
employment.
Indigenous Territorians comprise 30 percent
of the population and mostly live in remote
communities across 1,346,200 square
kilometres. Indigenous students represent
39 percent of Northern Territory Government
school students. A high proportion of these
students have English as a second language
(ESL). Just 15 percent of working-aged
Indigenous Territorians had a mainstream job
at the time of the 2001 Census.
Education outcomes for Indigenous
Territorians have improved, most notably in the
past few years, with an increase in the number
of Northern Territory Certificate of Education
(NTCE) graduates from remote community
schools. However, there is still a large gap
between the educational achievement of
Indigenous and non-Indigenous students.
DEET is undertaking a significant reform
agenda to improve outcomes.
 Overview DEET Accountability & Performance Improvement Framework
This includes:
• introducing Middle Years approaches to
improve school retention and achievement,
leading to better engagement in further
education, training and the workforce;
• improving quality of and access to student
and staff data;
• closing the gap on Indigenous academic
achievement through the expansion of
Accelerated Literacy;
• increasing access to Middle Years and
Senior Years schooling for students living
in remote communities to improve rates of
completion of secondary education;
• implementing the Indigenous Education
Strategic Plan 2006 - 2009;
• improving information and communication
technology capability to support remote
education services and provide access
for all students to the latest learning
technologies.
High achieving schools are essential to build
the skills and knowledge base necessary
to develop social and economic prosperity
in the Northern Territory. It is anticipated
that improved educational outcomes will
enable more Territorians to participate
effectively in the workforce, and actively
pursue economic development opportunities.
DEET’s Employment and Training Services
play a key role in supporting the Northern
Territory Government’s commitment to building
a capable and committed workforce that
meets the needs of business and industry
and contributes to the Territory’s economic
development.
Overview

Principles

The Framework is based on seven principles that are linked to DEET’s values.

Principles DEET values

Credible data and established standards inform quality decision making. Professionalism

Resources and assistance achieve improved performance. Integrity / Professionalism

Reciprocal accountabilities and partnerships are needed to achieve results. Respect / Inclusiveness

A culture of accountability and improvement includes rewarding and Inclusiveness / Innovation

sharing success and positively addressing the need for improvement.

All officers are entilted to honest and open performance feedback and Respect / Professionalism
information relevant to areas of accountability.

Accountability is attributed for areas of responsibility we each can Professionalism

and should influence.

Definitions

Some key terms are defined below. The Accountability and Performance Improvement Glossary
provides further definitions and can be found on the DEET Staff Site.

Accountability Performance Measurement

taking responsibility to demonstrate and provides performance data that allow us to
review performance and the results achieved, determine how well a service is operating,
including the means used. taking into account inputs, outputs and
outcomes. The evidence used demonstrates
Compliance the achievement of agreed targets and
meeting relevant regulatory and legislative standards.
obligations and organisational standards.
Standards
Improvement Targets provide a clear guide for the level of
measure improvement, based locally on performance and achievement that is
set agreed standards and linked to Northern expected. Standards are established through
Territory and Australian Government targets. comparison of results with like school,
Northern Territory and national averages.
Key Results Areas
are targeted areas to measure performance
standards and improvement through
structured and comparable sources
of evidence.

Performance Improvement
the practice of applying the learnings of
critical reflection, based on the evidence of
success and failure, to achieve better results.

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 

Overview

Shared Accountability for Results

Providing high quality education, employment Figure 2. Collaboration and Engagement

and training services is a collaborative
effort that requires commitment across the High
department. In addition, the engagement High quality High quality
of clients and their value for, and usage services services
of, the service provided contributes to the Results below Excellent results
achievement of results (see Figure 2). expected standards

Collaboration
The Framework takes into account the
interdependent accountabilities, based on
collaboration and engagement, required to
deliver effective services and consistently
achieve good results across the organisation. Inconsistent
Poor quality quality of
services services
Achieving high-level results can also be Poor results and results
affected by the conditions in which the
service is provided - the operating context. Low Engagement High
The Framework also considers attributes of
the operating context that can impact on
results (see Figure 3).

Figure 3. Shared Accountability for Results

Engagement

Service Service Provider Client Operating Results

Delivery Area Accountabilities Responsibilities Context

Schools Provide high quality Value and Demographic, Student academic

education services to utilise education remoteness and achievement rates
achieve student opportunities disadvantage and school
learning and wellbeing data including attendance,
children in care, retention and
political and completion rates
budgetary that compare with
contexts national levels

Education Provide access to DEET’s values, Political and Improved school

Services and policy, resources, policies, priorities, budgetary and system
Corporate infrastructure purpose and key contexts performance and
Services and information strategies are organisational
Collaboration

for the delivery of implemented as wellbeing and

effective, efficient appropriate learning
and equitable across the
services across department
the department

Employment Provide a high quality Industry and the Employment Highly skilled
Services Vocational Education community value opportunities, Northern Territory
and Training system and utilise training political and workforce meets
that allows Territorians and employment budgetary local employment
to gain and retain programs and contexts needs
employment and build opportunities Safe Northern
lifelong capacity Territory
Ensure safe workplaces workplaces and
and practices through work practices
proactive education,
prevention and
compliance

 Overview DEET Accountability & Performance Improvement Framework

 Overview

Framework Elements and Cycle

Framework Elements

The Framework is a tool to align strategic intention with action across the department, while monitoring
performance and promoting a culture of improvement. It includes measurement, planning, monitoring
and review to establish a strategic and consistent focus on achieving performance improvements and
goals. The main elements of the Framework are described in Table 1.

Table 1. Framework Elements

Measure Plan Implement, Review Target

Performance Monitor Assistance,
and Report Share Success
Assess where we Know where we Transform intention Appraise our Build improvement
are to date want to be to practice performance through assistance
and sharing
successes
System-wide Structured and DEET Plan Short term System review System-wide
Performance standardised identifying priorities and measuring impact processes for
data that indicate systemic goals, targets set against of strategic identifying areas
progress towards targets and long term goals reform agenda requiring support
meeting DEET’s priorities and for directing
goals, targets Monitoring Our Independent resources and
and priorities Progress evaluation of monitoring
Framework progress in
DEET Annual processes priority areas
Report
Processes for
Financial Reports celebrating
successes
Allocation and
management
of resources

Service Level Analysis of 4-year Annual Operational Four-yearly Intervention and

Performance Performance Improvement Plan Plans using Self Review based support services
Schools, Profile reports for all schools Improvement Plan on Performance
Education, against Key goals and targets Profiles and Awards and
Corporate Results Areas DEET Delivery and Performance other relevant recognition for
and Agreements Profile data highly performing
Employment and improving
Services Business Plans Annual Selective Audit for schools and
Performance highly performing business areas
Reports to schools and
stakeholders schools in need
of intervention
and support

Individual Individual Performance Annual Four-yearly Intervention targets

Performance accountabilities Agreements Performance contract renewal linked to individual
attributed in Annual Review process (executive Performance
Operational Plans contract staff) Agreements

Stakeholder Awards and

perception data, recognition for
performance data exemplary practice

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 

Overview

Framework Cycle

The Framework consists of a four-year The Framework cycle also includes targeted
improvement planning and review cycle linked assistance for schools and business areas
to an annual operational planning, monitoring that require support to improve, as well as
and reporting cycle (Figure 4). processes for sharing successes.

FIGURE 4. Four-year Performance Improvement Cycle

Four–yearly Annually

System Self Review DEET Monitoring Our Monitoring Our

Plan Progress Progress
DEET Annual Report DEET Annual Report
Schools, Self Review Improvement Annual Operational Annual Operational
Education, Plan Plan Plan
Corporate Performance Profile Performance Profile
and
Employment Performance Report Performance Report
Services

Individual Performance Performance Performance

Review Review Review

Four-year Cycle

System planning and school and business Executive Contract Renewal

area planning follow a four-year cycle. Managers review executive contract officers’
Self Review, planning and implementation performance annually, including evidence
are conducted in different years for different that the compliance requirements of
schools and business areas across the Northern Territory and Australian Government
organisation. Improvement Plans and legislation, regulations, standards and
Self Review Reports are submitted to improvement targets have been satisfied.
managers and identified stakeholders The offer to renew executive contracts is
for endorsement. based on satisfactory Performance Review
outcomes and is advised in the third year
Self Review of contract.
Self Review involves structured and critical
reflection based on performance data. School
and business area leaders lead the reflection
and review with work teams and stakeholders.
There is some capacity in DEET Corporate
to assist schools and business areas
where required.

Improvement Planning
Each school and business area develops an
Improvement Plan with relevant stakeholders
based on Self Review recommendations.
Schools and business areas develop their
own four-year Improvement Plans in line with
the departmental plan. Improvement Plans
are brief documents (one page) stating the
strategic intention of the school or business
area and improvement goals and targets.
Targets are measurable and realistic and
are based on Northern Territory and Australian
targets and agreed standards.

10 Overview DEET Accountability & Performance Improvement Framework

Overview
Annual Cycle
The annual cycle is a practical stage of
implementing Improvement Plans and
monitoring performance at all levels including
system, schools / business areas as well
as individual performance. The annual
cycle consists of Annual Operational Plans,
monitoring and reporting and individual
performance review processes.
Annual Operational Plans
Annual Operational Plans are a practical guide
developed by schools and business areas
to map the actions needed to achieve the
goals and targets in their Improvement Plans.
Annual Operational Plans include short-term
goals and targets, specific actions required,
accountable officers, and resource and
professional development needs.
Performance Monitoring and Reporting
DEET regularly monitors performance through
the Monitoring Our Progress quarterly report
to Executive Board, and provides annual
performance reports through the DEET Annual
Report to the Legislative Assembly.
Schools and business areas are provided with
a Performance Profile based on a range of
data that indicate progress towards achieving
goals and targets based on their Key Results
Areas. Schools and business areas analyse
their performance reports to assess their
progress towards achieving improvement
goals and targets.
Schools also provide Performance Reports
to their communities. Schools’ performance
reports are limited to reporting student
outcomes, and staff and financial data using
standardised data sources available on-line
from the DEET Business Intelligence Centre.
School Performance Reports are limited to a
maximum of ten pages.
Annual Performance Review
The annual Performance Review process
is aligned to the Framework. All staff use
this process to demonstrate they have met
expected performance standards and goals.
Performance expectations are established in
Performance Agreements and are based on
actions identified in the Annual Operational
Plan, as well as standards of service
established through professional guidelines
such as the Northern Territory Public
Sector Principles and Code of Conduct,
DEET Corporate Governance Handbook,
the Teaching and Learning Framework,
Leadership Development Framework and
Northern Territory Standards for Professional
Practice for Teaching.
Targeted Assistance and
Sharing Success
Targeted Assistance is provided through
a coordinated approach to schools and
business areas identified as needing
intervention and support, or which
request support.
Schools and business areas may be chosen
for Selective Audit because they are in need
of support and intervention. For those schools
and business areas needing assistance,
Selective Audit provides diagnostic
information to help with improvement.
Selective Audit may also be conducted if
schools and business areas demonstrate
they are achieving very high standards,
or show significant improvement growth.
In these instances Selective Audit will provide
important information to DEET about school
and organisational effectiveness.
Selective Audit is conducted by an
independent panel external to the school
or business area.
DEET has a number of awards that recognise
and publicise the achievement of schools,
teachers and office-based employees.
Process Evaluation
The processes used in this Framework are
independently evaluated. Independent
Evaluation is a developmental activity aimed
at adding value to the professional practice
of schools and business areas and improving
the Framework’s processes.
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 11
Overview

Next Steps

The Accountability and Performance Improvement Framework is being

introduced in four phases over four years:

Phase 1. 2007 Release of the DEET Accountability and

Performance Improvement Framework Overview

Introduction of Guide for Schools for testing

Release of draft Guide for Education Services and Corporate

Services for consultation

Review of DEET Plan

Alignment of DEET Performance Enhancement Framework to

the Framework’s Performance Review processes

Phase 2. 2008 Full implementation of Guide for Schools

Introduction of Guide for Education Services and Corporate

Services for testing

Release of draft Guide for Employment Services for

consultation and then testing

Phase 3. 2009 Full implementation of the Guide for Education Services and
Corporate Services and Guide for Employment Services
Establishment of agreed service standards across DEET

Phase 4. 2010 Impact review of DEET Accountability and Performance

Improvement Framework and review of Framework
implementation

12 Overview DEET Accountability & Performance Improvement Framework

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 13