L:/Strategic Management/School Improvement/School-Improvement-Teacher Personal Development Framework

Forrest Parade School Teacher Personal Development Framework

L:/Strategic Management/School Improvement/School-Improvement-Teacher Personal Development Framework

Personal Development

“Personal Development is a process not an event” Performance and Development Culture (AITSL Performance and Development Framework 2012)

Research clearly shows that a successful approach to effective performance and development relies on creating a strong and supportive culture in a school. It is important to focus on the factors that need to be in place for a performance and development culture to flourish.

A focus on student outcomes

A clear understanding of effective teaching

Leadership

Coherence

Flexibility

The importance of Implementation- SESO/Teacher performance and development in context (AITSL Performance and Development Framework 2012)

Refer to DoE Policy – Performance and Management Development

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Coaching Leaders play a key role in leading teaching instruction, but it is when teachers work in collaboration while gathering/analyzing data through peer observation that we see the most significant impact on teaching practice and thus outcomes for students. At Forrest Parade teachers work collaboratively using a coaching approach to support each other. The coaching approach is supported by the Australian Professional Standards for Teachers with the Australian Institute for Teaching and School Leadership (AITSL) providing many resources to help. See Forrest Parade School Handbook Peer Coaching Page. Collaborative Coaching Partnership:

✓ Goals are agreed and progress towards goals

recorded in the E-Portfolio

✓ All teachers complete Peer Coaching Training

✓Teachers work with a peer in a high trust relationship.

✓ Teachers ask their peer to collect ‘data’ on them.

This data collection is aligned with the teacher’s specific classroom needs and own developmental needs.

✓ Follow up coaching conversations between teachers

and peers occur that establish goals and actions.

✓ Observations, Lesson Studies, Drop-Ins, and Peers

Observation conversations support teachers to achieve

their goals.

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L:/Strategic Management/School Improvement/School-Improvement-Teacher Personal Development Framework

Personal Development and Review Stages

In most instances, the Personal Development needs of Forrest Parade teachers are met at Stage 1 and Stage 2. Stage 1 The Forrest Parade E-Portfolio:

- Every teacher has a personal log-in (confidential) - Term 1 teacher meets with AP to set goals - Teachers meet with AP each term to discuss progress towards goals - Feedback is linked directly to the teacher's E-Portfolio goals

See Forrest Parade School Staff Handbook E-Portfolio Page.

Stage 2 Where performance issues become known to leaders within the school, the relevant performance manager raises the observation promptly with that person. This ‘hard feedback’ provided by the performance manager can still be delivered within a coaching approach and when effectively done, can result in developmental goals that the teacher adds to their E-Portfolio performance agreement. This can then inform the conversations they have with their collaborative/peer coaching partner.

Stage 3 On rare occasions a teacher moves to the next stage where additional support is required as concerns are identified. This will be recorded by way of a Performance and Development Plan template and is developed with the teacher who will have the opportunity to contribute, the Plan is saved in the teacher's personal E-Portfolio. The FP Performance and Development Plan is based on the DoE Performance and Development Plan which has been approved in consultation with the Australian Education Union. The key aspects of the plan will identify what improvement is required and by when, what support will be provided and what evidence is needed to show the standards are met. As of May 2019 HR are working on a new policy and simplified template for Performance Plans. This process is separate to the Forrest Parade Personal Development E-Portfolio. Stage 4 If the teacher does not respond to the support process linked to the Performance Plan, the teacher will move to the Managing Unsatisfactory Performance of Classroom Teachers. An improvement Plan will be developed as part of this process.

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Personal Development and the Link to Peer Coaching:

See Forrest Parade School Handbook Peer Coaching Page. At the teacher to teacher level, the goals set within the personal development and review meeting with their performance manager are interpreted at a very specific and micro level. For example, a teacher may request their collaborative partner to collect data via a classroom observation, with the focus of that data collection being informed by the goals they have established with their performance manager. This data would then form the basis of the collaborative coaching conversations between the two teachers. This is where the change in teaching practice is most likely to occur (Hattie, 2012). Additional roles within the structure such as Assistant Principals’ would have a role to play at the teacher to teacher level. They provide the instructional expertise and input for the teacher and would ideally be a strategy identified by the teacher, within their performance agreement. The coaching approach is supported by the Australian Professional Standards for Principals and the Australian Professional Standards for Teachers with the Australian Institute for Teaching and School Leadership (AITSL) providing many resources to help. Teachers identify areas from the classroom practice continuum.

Collaborative time in PODS Where possible peer coaching partners have non-contact time at the same time. Peer observations can be scheduled during peer observation sessions.

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Collaborative Teams

See Forrest Parade School Handbook Collaborative Team Page.

Student Support Social Emotional Learning (SEL) / Positive

Behaviour Support (PBS) / Restorative Practices / Trauma

Numicon

Health and PE Sports Swimming, Bike Riding, PMP

Teacher Team Teacher Team Teacher Team

SESO Team SESO Team SESO Team

Task: Develop teacher and student resources Task: Link to Australian curriculum, scope & sequence. Link activities to the outcome. Sort resources into levels A-3. Link to ABLES

Task: Develop a program using the Australian Curriculum and/or ABLES to identify the (bike riding, swimming, PMP) skills to move from first skills to competent

Outcome A comprehensive Student Support pack

Outcome Comprehensive Numicon Packs FP teachers are supported to recognise the full potential of Numicon

Outcome FP Health & PE programs developed / support provided to implement

Process

1. Teams remain the same all year

2. Member of Leadership Team on each team

3. Teams given “big picture thinking, plan on a page.”

4. Teams linked to Annual School Improvement Plan Goals

5. Teams meet Week 2-6 during Staff Meeting

6. Week 2 term 1. Member of Leadership Team shares big picture thinking. Teams agree to Team Norms.

7. Consider research / best practice

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8. Record notes each week as a record/planning

9. Wednesday afternoons designated as optional Collaborative Team Time

10. Week 10 each group will have 2-3 minutes to share. Record your feedback (see template) send to the Principal to upload to server for

all to access.

- Where are things now?

- What has gone well?

- Any challenges?

- Make any recommendations/suggestions to support/enhance what we do at Forrest Parade

- Next steps?

11. Teams Plan for the next term

Lesson Study See Forrest Parade School Handbook Lesson Study Page.

Peer Observations

See Forrest Parade School Handbook Peer Observation Page.

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Professional Learning See Forrest Parade Handbook Professional Learning Page. Characteristics of effective Professional Learning; - Relevance - Collaborative - Future focussed

Professional Learning – a shared responsibility. Each term a Professional Learning Matrix will be developed to allow all staff to address individual Personal Learning through the Professional (Teacher & SESO) Standards. At the start of each term, the PL Matrix will be added to all staff individual E-Portfolio’s. Staff are encouraged to use the Matrix to record the PL they engage in that term. AITSL Charter for the Professional Learning of Teachers and School Leaders defines effective Professional Learning as a shared responsibility that must be taken up at all levels of the education system. There is clear evidence that purposeful Professional Learning for SESO’s, teachers and school leaders is one of the most effective strategies for improving student outcomes. The Professional Learning will vary to suit the context and priorities of SESO’s, teachers, leaders, schools, systems, and sectors, but the imperative to engage actively in high-quality Professional Learning remains the same.

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The Forrest Parade Personal Development Journey 2017

Principal Completed Leadership Coaching Lesson Studies introduced Collaborative Teams Introduced DoE Professional Development system used by teachers SESO’s used Nemarluk’s PD system

2018 2 AP’s complete leadership coaching training Teacher Development Coach completes coaching training Lesson Study development

Collaborative Teams development Personal Development Review using e-Portfolio trialed/reviewed for 2019 Feedback linked to Personal Development Goals

Teacher Observations introduced Peer observations introduced

2019

Teachers complete peer coaching training Peer observations developed

Principal coaching / Personal Development e-Portfolio 2 AP’s and Business Manager AP’s coaching / Personal Development e-Portfolio all teachers

Lesson Study development Teacher observation development Personal Development e-Portfolio system modified based on feedback from staff

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