Targeted performance support

The targeted performance support team work with principals and identified school-based non-teaching staff (NTS) with performance issues, by providing support and guidance over a 10-week period.

Support overview

We provide an additional layer of support to improve the performance standards of identified staff and to provide a clear understanding of their role within their school. All participants will be actively engaged with the performance and development process and have opportunities to build their capacity through a range of universal and individualised support processes focused on expectations, individual performance and to guide growth in their role.

Support includes:

  • encourage, support and develop skills, knowledge and capabilities of staff identified as having performance issues
  • provide support to principals to guide the development of participants
  • increase meaningful engagement with the performance and development process (PDP)
  • introduce participants to Targeted Support Learning Plans.

Performance issues in non-teaching staff

Our targeted performance support team will provide non-teaching staff who have been identified as needing support with the guidance to develop the skills necessary to fulfil the requirements of their statement of duties/role description. Performance issues could include:

  • work that may not be reaching required standards in terms of quantity, quality or timeliness
  • inability to demonstrate proficient work practices as outlined in standards, criteria, procedures and guidelines
  • not fulfilling roles, responsibilities, capabilities and expectations of their statement of duties/role description.

The key stages for additional support

Dealing with performance issues requires a staged process which is fair, timely and transparent, consistently applied and has regard to the circumstances of the case.

These stages are:

  1. Early identification and individualised support through the Performance and Development cycle to address performance issues
  2. Undertaking Targeted Performance Support over a 10-week period that aligns with the participant’s Statement of Duties / Role Description.

Early identification and the provision of targeted support learning plans, in most cases, should address identified areas of concern.

Support content

Each identified staff member is provided support for up to a 10-week period by the targeted performance support (TPS) team. This includes an initial 3-hour session and then weekly sessions.

Prior to the commencement of support, the principal provides an initial assessment that identifies specific performance issues and skills gap of the participant. TPS staff will develop a targeted support learning plan to promote development and growth over the 10 weeks and successfully in to the future.

The principal and TPS staff meet regularly throughout the 10 weeks and it is recommended the principal has an informal weekly meeting with the participant regarding their development.

All support is delivered virtually.

Targeted support learning plans

The targeted support learning plan is a document that aligns with the key areas of concern identified by the principal, statement of duties and the participant’s performance and development plan (PDP).

The plan is a support document that identifies learning that is role-specific, supports growth in identified focus areas and individualised learning for the participant to enhance their PDP.

Who is included

All permanent or long-term temporary staff from the below classifications may be included in the support:

  • Aboriginal Education Officers
  • Business Managers
  • Community Liaison Officers
  • Farm Assistants
  • General Assistants
  • School Administrative Managers
  • School Administrative Officers
  • School Learning Support Officers
  • Student Support Officers

Further information

If you have any compliments, feedback or suggestions please contact us via email at or select the button below.

Lead: Mandi Gumbrell 0436 924 899

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