Performance and Development Culture Preparing for P&D Culture accreditation April 2008.
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Transcript of Performance and Development Culture Preparing for P&D Culture accreditation April 2008.
Performance and Development Culture
Preparing for P&D Culture accreditation
April 2008
1. Induction program for teachers new to the school
2. Use of multiple sources of feedback3. Customised individual teacher
development plans4. Quality professional development5. Belief by teachers that the school
has a performance and development culture
Performance and Development Culture Elements
Steps in the Accreditation Process
Online teacher survey - PDCQ
Written application
School decides next steps with
region
Verification Step One
Verification Step Two
ACCREDITATIO
N
External Verification: Step One
On-line staff survey (PDCQ)
Recommended response rate 90% teaching staff
PDCQ Data Report forwarded to Principal and Region
Data analysis and consultation with SEO to inform decision to proceed with application
External Verification: Step Two
Application supported by documentation & evidence:
5 elements Describe current practice Evaluate that practice Provide sample documentation
Verifiers phone / visit school Verification report with
recommendations
Feedback from Schools
“The process was a vehicle for us to formalise our practices, policies and procedures, and for us to celebrate the great work we are doing at the school.”
“For our school this has been an excellent process and we believe that our school has improved the organisational health of the school by involving staff in the decision making components of P&D Culture.”
The school: has a comprehensive set of induction
materials, which are kept up to date ensures that all new teachers participate in
an effective induction program, which includes mentoring
provides training for staff involved in mentoring and induction
monitors and evaluates the induction program on a regular basis
ensures that induction and mentoring programs are aligned with VIT and DEECD guidelines
Element 1 Induction
PDCQ Element 1
Who completes this section of thequestionnaire?
Teachers who have joined the school staff, or rejoined the school staff after a substantial period of absence (e.g. more than one year), during the past two years
Possible Documentation
Induction policy Induction program and timeline Orientation day agenda A mentor or mentoree’s evaluation
of the support provided Guidelines for mentors
Element 2: Multiple sources of feedback
The school: ensures that all teachers participate in a
feedback program that uses at least 3 data sources including student outcomes data
has institutionalised the use of multiple sources of data for teacher development
evaluates its feedback program on a regular basis
student outcomes data – academic, personal attributes, qualities as a learner (mandatory)
student feedback student self-assessment parent feedback peer observation data attendance data
Examples of feedback sources
Statewide testing and teacher judgements eg. AIM, VELS, VCE, VET, VCAL, GAT, literacy and numeracy assessments
Attendance and retention Student surveys
Student Attitude to School surveyPoLT surveys On Track dataClass surveys
Student self-assessment Peer assessment
Student outcomes data
Classroom observation and follow-up reflection
Team teaching and reflection Moderation of student work Professional learning team discussions
around student data P&D review discussions Feedback from a critical friend Staff Opinion survey data Video and audio technology
Peer feedback – some examples
Parent Opinion Survey
Internal parent surveys
Parent interviews and conversations
Communication books
Individual Learning Plans
Parent feedback
Possible documentation
Discussions and written feedback from Performance and Development meetings
Student surveys Parent surveys Records of classroom observations Analysis of student outcomes data Professional Learning Team agenda or
minutes Specialist or student teacher feedback
Element 3: Individual development plans
The school:
has current, individually customised development plans for all teachers, informed by multi source feedback
regularly reviews and/or updates individual teacher development plans
aligns individual teacher development plans to school priorities and improved student learning
Possible documentation
Sample individual performance and development review form
Performance and development review process/timeline
Guidelines for reviewers/critical friends
Protocols for review meetings Evaluation of the planning process
Element 4: Quality professional developmentThe school:
ensures that all teachers participate in a structured PD program, which is explicitly linked to both individual needs and to school priorities
has high quality PD at both group and individual level
can demonstrate skill or knowledge transfer into the classroom and positive impact on students
links PD to career and succession planning and teacher’s future aspirations
ensures that its PD program reflects the Principles of Highly Effective Professional Learning
effectively implements PD policy and guidelines evaluates PD programs annually
Possible documentation for the application
PD schedule of activities Completed professional learning
evaluation form Professional learning team agenda and/or
minutes Whole-school/team/individual professional
learning program Evaluation of outcomes of the PD program PD policy
The school has over 75% of teachers who feel that the school supports individual professional growth and development
Element 5: Staff belief
Possible documentation
Staff survey data, quantitative and qualitative
Staff meeting agendas that focus on teamwork, data analysis and improving teacher practice
Professional learning team reflections and minutes
Role and responsibility statements Feedback on performance and
development processes Flowchart of school’s communication /
feedback / decision making processes
P&D Culture Resources
Websitehttp://www.education.vic.gov.au/management/schoolimprovement/panddc/default.htm
Self Assessment Framework and Pack Reference School and other case studies Application guidelines
The 7 Principles of Highly Effective Professional Learninghttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSchools.pdf
10 statewide Reference Schools
Partner schools and other accredited schools
SEOs and other regional contacts