Performance and Development Culture

1. Performance and Development Culture Accreditation Application Performance and Development Culture

2. Why Performance Development • ‘Engaging teachers in high quality professional learning is essential in improving teacher effectiveness. The dynamic nature of teaching also requires teachers to ‘walk the walk’ when it comes to being a life-long learner and keeping abreast of current thinking in educational practices.’ Performance and Development Culture

3. What does it mean? • A school with good P&D Culture is one that recognises that a highly trained, enthused, informed and respected staff is it’s best asset. • Such a school supports the professional growth of its staff and uses the personal knowledge of teachers, parents and school data to continually improve student outcomes. Performance and Development Culture

4. What do we do about it? Becoming ‘accredited schools’ enables us to show that we have a culture in small schools which supports effective teaching. (We are capable of making a real difference to the quality of student learning and achievement.) Performance and Development Culture

5. Becoming an effective teacher in an effective school • Effective teachers draw out and work with pre-existing understandings that their students bring with them. • Effective teachers teach some subject matter in depth. • Effective teachers focus on teaching metacognitive skills. (How we learn) Performance and Development Culture

6. Effective School Culture • An effective school- • Is defined by an agreed vision and goal • Displays purposeful teaching • Has a high expectation for student learning • Have a constant focus on the quality of teaching and learning • Have effective leadership • Provides ongoing learning opportunities for teachers to improve their skills and knowledge to teach to higher standards (raising the bar and meeting the challenge.) • DOES THAT SOUND LIKE OUR SCHOOLS? Performance and Development Culture

7. The school self-assessment framework is an integral aspect of the Performance and Development Culture initiative. It helps align teachers individual learning needs with school goals and priorities. Performance and Development Culture

8. Becoming a learning Community • Being part of a learning community means contributing to the learning and knowledge base of the school and school community. It is about sharing knowledge for the benefit of the school community. A learning community values diversity and maintains a focus on continuous teaching improvement. It should embrace challenging debate and not become a ‘prisoner to tradition’. A learning community recognises that just as students learn in different ways so do teachers. • Our schools go a long way to addressing the criteria of a learning community. Our learning community is more than just its immediate school environment but also includes other small rural schools within the Moorabool Collegiate Group. Performance and Development Culture

9. Our role as an effective leader in our schools • Effective leadership establishes an environment conducive to teachers being able to improve their teaching practices. An effective leader provides / encourages- • Trust • Sharing • Risk-taking • Experimenting • Collaborative inquiry • Self-assessment • Assessment of the value of PD (Is it leading to an improvement in student learning?) • Promoting the modelling of best practice Performance and Development Culture

10. What does accreditation consist of? • Self – assessment • External verification Schools need to register interest in seeking P&D Culture accreditation. Then they need to complete a self-assessment phase to determine if they are at the required level 4 standard using the ‘framework document’. Performance and Development Culture

11. The next step As a first step toward accreditation teaching staff complete an on-line PDCQ. (A 90% response rate for this is required) The results of the survey will determine whether you proceed or whether you have more work to do. (Are we at level 4 standard or is there more for us to do?) Complete your application following the guidelines and await external verification. Performance and Development Culture

12. The self-assessment process comprises 5 elements- • Induction of new teachers • Use of multiple sources of feedback on teacher effectiveness for individual teachers. • Customised individual teacher development plans • Quality specific Professional Development • Belief by teachers that the school has a performance and development culture. Performance and Development Culture

13. Your Application School Context Describe your school culture • School professional development policy Performance and Development Culture

14. Induction for teachers new to the school How do teachers new to the school become part of the school’s culture? • Induction Procedure Policy • Peer mentoring evaluation form • ‘Things to Do’ checklist / staff handbook Performance and Development Culture

15. Use of multiple sources of feedback on teacher effectiveness for individual teachers and teams of teachers multiple sources of feedback take the form of written data and informal and formal sharing and debriefing sessions. • Student Expectation Survey (From Little Bendigo P.S.) Other surveys including PoLT survey plus AIM, Early Years data, testing etc Performance and Development Culture

16. Customised individual teacher development plans based on both development needs and school priorities How do you develop your PD plans? What type of P.D.? Internal P.D. Collegiate group P.D. • Professional development activity review • Sample professional development Plans. Performance and Development Culture

17. Quality professional development to meet individual development needs What impact does your P.D. choices have back at school? • Review checklist and talking points for the review of school Professional Development by the management team, P.D. Committee or Consultative committee or whole school. Performance and Development Culture

18. You too can be successful like me Legend This is the proudest day of her life. Performance and Development Culture