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Performance and

Development Process
2014/2015
Teacher Performance and
Development Plan
Name

Mirella Faulkner

TO Number

09119730

Job Title

Classroom Teacher

P&D Cycle Dates


Overarching School Goal(s)

01/05/2014- 30/04.2015

School Name
School Number
Classification Level
Date Plan Developed

Carlton Gardens Primary School


2605
CT1
June 2014

To improve student outcomes in English and Mathematics across the school.


To improve student engagement and wellbeing through the building of staff capacity to deliver higher quality and
engaging curriculum programs.

Department of Education and Early Childhood Development


8

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Performance and Development Plan


Weighting

Dimension 1: Student Outcomes

SMART goal

Strategies

(20%)

Evidence

To improve the learning growth and achievement


of every student in writing and number. Every
student to improve a minimum of one years
growth.

School support, resources and/or development

End-cycle outcome

Dimension 2: Professional Knowledge


Domain 1: Classroom Strategies and Behaviours - Marzano

(insert outcome)

Weighting

40%

What do we want students to learn? (curriculum) PLCs


Professional Knowledge: Know the content and how to teach it. - AITSL
SMART goal

Strategies

#2 Routine Segments
I will facilitate tracking of student progress
on one or more learning goals using a
formative approach to assessment.

Develop a collaborative website, where students can


record their learning goals.
Regular scheduled time to reflect and record
progress on learning goals.
Regular scheduled time to share learning goals.
Regular use of checklists and rubrics (weighted 1-4),
which are developed by students and returned to
students to track progress.
Displaying learning goals in both a digital and non-

Evidence

PRP Goals bloghttp://mirellaslearninggoals.weebly.


com/

Students goals websites and blogs


- http://56goals2014.edublogs.org/

Students have evidence and

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digital way.
Personalising learning to self-selected and student
selected learning goals.
Allowing time for students to personalise the learning
intention of lessons into their own words/learning
goal.
Meeting with Chris Eagn to estabilish rubrics
Rubrics set 4,3,2,1

rubrics related to their learning on


their goal websites.

Conference sheets

Evidence of students personalising


learning intentions in their own
workbooks.

CAT data

Benchmarking

SPA

Portfolios

Reports

#13- Content Segments


I will engage students in activities that help
them reflect on their learning and the learning
process.

Scheduling reflection times emphasising that as a


priority- targeted and purposeful.

Using a range of share strategies (keeping to what is


planned for)

Using reflection starters

Allowing students to lead the share component of


the lesson

Using digital technology (blogs and websites), for


some share components of lessons.

Using the traffic light system to reflect on effort and


understanding.

PRP Goals bloghttp://mirellaslearninggoals.weebly.


com/

Work samples of student reflections

Video a reflection time

Students are familiar with reflection


routines.

Reflections documented in
planners.

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Reflection journals and post it


notes.

#28 On the spot segment

Setting a timer for segment of the lesson

I will use pacing techniques to maintain


student engagement.

Using a range of multi-intelligence strategies


(embedding these in the lessons).

Using brain breaks to break up lessons- quick


activities from Emma

Rewarding students with Dojos and earn and learn


for quick transitions between lessons (moving to the
floor quickly and quietly)

School support, resources and/or development

Using a range of collaborative learning strategies to


keep students engaged (think-pair-share, jigsaw,
pinwheel, inside outside circle, partner talk)

Dojos for participation.

Parking lot- if you get stuck, or if something is taking


too long, park it on the board and come back to it.

Yoga strategies and activities

Water bottles on tables

PRP Goals bloghttp://mirellaslearninggoals.weebly.


com/

Dojo points website

Students can explain collaborative


learning processes.

Collaborative and segments are


documented in planners

Brain breaks evident in classrooms.

End-cycle outcome

(insert outcome)

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Dimension 3: Professional Practice


Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Marzano

Weighting

(20 %)

How will we know if theyve learnt it? (Assessment) PLCs


What do we do if they havent learnt it? What do we do if they have? (Instruction) PLCs
Professional Practice: Assess, provide feedback and report on student learning AITSL
Professional Practice: Plan for and implement effective teaching and learning - AITSL
SMART goal

Strategies

#4/5
I will plan and prepare for the use of materials
and technology- interactive whiteboards,
response systems and computers.

Taking an active inspire PD


Daily use of Chromebooks, in a controlled
environment
Use of Scootle for tasks
Planning for the use of new apps and student
sourced apps
Using iPads for students to record learning goals
Daily use of active inspire
Use of surveys for student learning
Weekly/daily use of blogging and website
development
Creating a film for Gardenfest
E-learning plan development
Use of digital technologies for homework tasks
(reading eggs, mathletics, khan academy, IXL)

Evidence

PRP Goals bloghttp://mirellaslearninggoals.weebly.


com/

Photographs

Materials documented in planners

Evidence of digital portfolios on


computers

Homework websitehttp://56homework2014.weebly.co
m/

Active inspire flip charts

Photographs of students using


materials and uploading their own
images on to websites.

Gardenfest

Mind-mapping

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# 6 /7
I will plan and prepare for special needs
students.

Modified learning plans for special needs students


Ongoing parent communication
Regular conferencing
Regular guided learning groups
Regular consultation and evaluation of learning goals
Collaborate with 3-6 team on differentiating for
students with special needs
Insure that ILPs are up to date for special needs
students
Order resources for students who require extra
support
Ongoing CAT and intervention groups.

PRP Goals bloghttp://mirellaslearninggoals.weebly.


com/

Modified programs in planners

Video recording guided groups

Video recording conferencing

Emails between parents


documented

Student tasks documented in their


workbooks.

ILPS are a working document, with


annotations updated.

School support, resources and/or development

Data from CATS and RICH tasks.

End-cycle outcome

Dimension 4: Professional Engagement

Weighting

Domain 4: Collegiality and Professionalism Marzano

(insert outcome)

(20 %)

Engage professionally with colleagues The 4 critical questions PLCs


Professional Engagement: Engage in professional learning - AITSL
SMART goal

Strategies

#6

Action steps

I will be involved in promoting district and


school development- by participating in

E-learning plan development- be a part of that

Evidence

PRP Goals bloghttp://mirellaslearninggoals.weebly.co

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team

district and school initiatives.

Green Team

School support, resources and/or development

Getting other staff members and community


members on board with our sustainable action
plan.
Collecting and entering data (bills) for energy,
water, gas, waste and biodiversity
Creating a website with students to track our
sustainable journey
Facilitating audits (waste, water, energy, transport,
carbon footprint)
Regular (weekly) green team meetings
Organising PD for the entire staff
Attending a school council meeting to inform them
on what we are doing in Green Team
Collaborating with resource smart and other
schools in our region
Regularly updating our resource smart website and
checking off elements from the 5 modules.

m/

http://sustainabilitycgps.weebly.com/

Resource smart data

Resource smart website.

Waste in the yard reduced

Changes in student lunches.

Minutes from green team meetings

Data from energy audit.

SEMP plan

Module completion on resource


smart

End-cycle outcome

(insert outcome)

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Feedback and Assessment Outcomes


Start-cycle
The performance and development plan has been agreed between the teacher and reviewer
Teacher signature

Date

Reviewer signature

Date

Principal signature*

Date*

Mid-cycle
Teacher comments

Teacher signature

Date

Reviewer comments

Reviewer signature

Date

Teacher comments

Teacher signature

Date

Reviewer comments

Reviewer signature

Date

Overall end-cycle
outcome

Principal signature*

Date*

End-cycle

*Required if principal is not the teachers reviewer

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