DRAFT

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Performance and Development Plan 2012

PERSONAL DETAILS Name: Record Number: Current salary subdivision: School: Review period: Date plan agreed: Teachers signature: Principal (or nominees) signature:
This document sets out proposed performance requirement and statement of achievement against the professional standards applicable for the classroom teacher (graduate, accomplished and expert).
Note: Where it is considered likely that the teacher may not meet one or more of the standards at the end of the performance cycle the teacher must be advised, in writing, no later than 31 January (or 31 March if the employee has less than six months eligible service).

Jodi Woodward

Lightning Reef Primary School 1 May 2012 to 30 April 2013

Lightning Reef Professional Learning Plan / Performance Review 2012

Learners Today, Leaders Tomorrow

Mission, Vision & Values

School Mission:

School Vision:

School Values:

Responsibility Being relied on to do the right thing Respect Valuing people, property and the environment Caring Being considerate of others and their feelings

L.R.P.S. acknowledges Lyn Strachan @ Echuca East PS for sharing their template.
Lightning Reef Professional Learning Plan / Performance Review 2012

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Completing your Performance Plan

To assist all staff to complete their Professional Learning Plans There will be a number of opportunities for you to discuss and plan with your Learning Community. You will have the opportunity to negotiate a time to meet with Dzintra, Mandy C or Fran to discuss your plan The following information is provided in this document. A copy of the 2011 Annual Implementation Plan A template for your plan A copy of the V.I.T. Standards A copy of the applicable standards as set out in Schedule 2 of the Victorian Government Schools Agreement 2008. The purpose of teacher professional learning plans is: To build the capacity of teachers The focus of teacher professional learning plans is to build the capacity of teachers to teach to high professional standards. The school is as much a place for teacher learning as it is for student learning. Professional reflection and learning is expected to enhance the quality of teaching and learning. We work in teams that enable us to: o Explore and build on anothers idea o To question our beliefs and o To improve our practices. We engage in collegial planning and review how well our teaching is meeting students needs. An ethic of everyone is a learner pervades the school about teaching and learning. Continuous development for all staff is supported by feedback, professional learning, and regular dialogue with a variety of personnel. Guided by professional values and expertise Practice in the school is guided by our professional values and expertise. We strive to establish a professional community characterised by collegiality, teamwork, innovation and risk taking to enhance the schools problem-solving capacity. To enhance a professional culture Our school is characterised by high expectations for student learning, transparent and collaborative teaching practice and norms of collective responsibility for student learning outcomes. Professionalism is understood to imply mutual accountability for the quality of practice, not autonomy interpreted in privacy. To support continuous improvement Performance and development is not an end point. It is characterised by continuing self-evaluation of practice and openness to better ways of doing things. A strong professional community is a learning community. A teacher professional learning plan allows teachers to refine their practice and deepen their understanding about how they can best support students in their learning.

Lightning Reef Professional Learning Plan / Performance Review 2012

Learners Today, Leaders Tomorrow

VIT Professional Standards

Teachers in Victoria are committed to the learning and wellbeing of the students they teach and make a significant contribution to the communities in which they work. They respect the individuality, capacity and backgrounds of their students and maintain high expectations for student learning. Teachers are committed to the continuous development of their professional knowledge and practice. They work collaboratively, using research and evidence derived from theory and practice, to improve education and build effective communities of learners. Teachers share an essential and privileged responsibility with parents and communities to care for all young people, and to discover and develop their potential to learn independently and critically throughout their lives. Victorian teachers make a difference

Professional Knowledge
1. Teachers know students learn and how to teach them effectively o Teachers draw on the body of knowledge about learning and contemporary research into teaching and learning to support their practice; o Teachers know the importance of prior knowledge and language for learning, and the impact of discussion, group interaction and reflection in the learning process; o Teachers know how to engage students in active learning; o Teachers know how classroom and program design, use of materials and resources and the structure of activities impact on learning. o o o o o o o 2. Teachers know the content they teach Teachers have a sound, critical understanding of the content, processes and skills they teach Teachers can articulate the key features and relevance of their content to their students and others, and can demonstrate how it is applied Teachers know the methodologies, resources and technologies which support learning of the content, processes and skills they teach Teachers are familiar with curriculum statements, policies, materials and programs associated with the content they teach. 3. Teachers know their students Teachers know the learning strengths and weaknesses of their students and are aware of the factors that influence their learning Teachers are aware of the social, cultural, and religious backgrounds of the students they teach, and treat students equitably Teachers develop an understanding and respect for their students as individuals, and

Lightning Reef Professional Learning Plan / Performance Review 2012

are sensitive to their social needs and the way they interact with others Teachers know the importance of working with and communicating regularly with students families to support their learning.

Professional Practice
o o o o 4. Teachers plan and assess for effective learning Teachers use their knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students; Teachers plan for the use of a range of activities, resources and materials to provide meaningful learning opportunities for all their students; Teachers monitor student engagement in learning and maintain records of their learning progress; Teachers select assessment strategies to evaluate student learning, to provide feedback to students and their parents/guardians and to inform further planning of teaching and learning. 5. Professional Engagement Teachers develop a positive learning environment where respect for individuals is fostered and where learning is the focus; Teachers provide a learning environment that engages and challenges their students and encourages them to take responsibility for their own learning; Teachers use and manage the materials, resources and physical space of their classroom to create a stimulating and safe environment for learning; Teachers establish and maintain clear and consistent expectations for students as learners and for their behaviour in the classroom. 6. Teachers use a range of teaching strategies and resources to engage students in effective learning Teachers communicate effectively with students to make their learning programs explicit, to build rapport, and to support their learning; Teachers provide and manage opportunities for students to explore ideas and develop knowledge and skills, through discussion and group activities; Teachers use and manage a range of teaching and learning strategies, technologies, activities and resources; Teachers provide meaningful feedback to students and their parents/guardians about their developing knowledge and skills.

o o o o o o o o

Professional Engagement
o o o o o 7. Teachers reflect on, evaluate and improve their professional knowledge and practice Teachers regularly reflect on and critically evaluate their professional knowledge and the effectiveness of their teaching; Teachers work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice; Teachers identify their own professional learning needs and plan for and engage in professional development activities; Teachers develop organisational and administrative skills to manage their nonteaching duties effectively. 8. Teachers are active members of their profession Teachers contribute to the development of school communities that support the learning and wellbeing of both students and fellow teachers;

Lightning Reef Professional Learning Plan / Performance Review 2012

o o

Teachers work effectively with other professionals, parents/guardians and members of the broader community to provide effective learning for students; Teachers promote learning, the value of education and the profession of teaching in the wider community;

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Expert Teacher
Professional Standards Demonstrate a comprehensive knowledge of relevant curriculum areas. Proposed performance requirement for L.R.P.S. Statement of achievement Effectively uses VELS documents Work programmes make in all planning. reference to VELS & Documents students uploaded to the server achievements to VELS outcomes Medium Term plans to agreed assessment schedule. Agreed Literacy principles reference the VELS. operating in daily literacy block. Weekly plans reference the Classroom is a learning VELS and Maths Continuum. st environment compatible with 21 Literacy Continuum century learning needs. Assessment folders for Agreed protocols re Student Learning accessible to students. Numeracy and LiteracyTerm and Weekly Planning include ongoing Assessment, uploaded to server. Oxford Words, Running Records, Writing Samples, Numeracy Growth Points. Class Blog to share and reflect on work. Personal Teacher Blog Regular use of the Ultranet Goals saved onto the Ultranet Work program clearly states the Weekly work programmes explicit teaching focus for each makes clear the focus lesson. explicit. Learn the specific learning needs WALT and WILF are used in of 2 students per week. WALTs used daily in literacy the daily Literacy and lessons Numeracy lessons. WALTs used daily in numeracy Literacy comprises of 2 lessons hours & Minimum of 10 hours of explicit Numeracy 1 hour per day. literacy teaching. Minimum of 5 hours of explicit Assessment folders for numeracy teaching. Numeracy and LiteracyAssessment schedule maintained, include ongoing Assessment, up to date and uploaded to Oxford Words, Running server. ILIPs regularly updated for all A, D, Records, Writing Samples, Koorie, ESL and D&I students. Numeracy Growth Points. Assessment AS, OF and FOR Koorie and D&I ILPs regularly learning. updated. Provide evidence of student

Demonstrate and model excellent teaching and learning skills.

Lightning Reef Professional Learning Plan / Performance Review 2012

Professional Standards

Proposed performance requirement for L.R.P.S.

performance against VELS standards. Personalizing the learning of the students through goal setting in Literacy & Numeracy.

Statement of achievement Personalising the learning with goals setting in Literacy, Numeracy and Personal. Goals saved on the Ultranet Students also have a hard copy of their portfolio for display in class Numeracy and Literacy regularly tracked and uploaded to the server. Mentor for in-service teachers.

Demonstrate a productive contribution to the school program.

Leadership and responsibility in wider school program/s. Actively involved in Peer Observations. Actively involved in Planning and Reflection days, taking lead role in aspects of the team planning. Moderation of student work within and between levels.

Numeracy Co-ordinator P-2 Involved with Numeracy Coaching Participate in Coaching Conversations. Leadership Team. Numeracy Merger Team. Working with Numeracy coach to deliver Staff Inset on Numeracy Term-3 & 4 Ultranet Lead user Deliver ICT PD in house every third Thursday with @MelCashen IT>PM Contribute to schools website Complete the e-potential survey Deliver ICT PD inhouse every third Thursday with @MelCashen IT>PM Participate in staff meetings Complete roll and absences on eCASES Comply with Ultranet requirements. Created Spaces for classroom and contributed to schools Ultranet Space IDAM Delegated Administer for school campus. Follow the Making Better Choices Policy Incident reports uploaded to

Demonstrate a significant contribution to the development, implementation and evaluation of curriculum programs and policy, and respond to initiatives that enhance student learning.

Agreed Literacy principles operating in daily literacy block. Ultranet: - Comply with all the ULTRANET requirements as per DEECD requirements and school timeline. Complete the ePotential survey. Contribute to the school website. Participate in inhouse ICT professional learning eCASES Active participant in Staff, Learning Community and Strategic Group meetings and events, where applicable taking a lead role.

Demonstrate high-level of commitment to student welfare within the school.

Demonstrate positive behaviour approach and consistent language. Consistently implement the Making Better Choices Policy

Lightning Reef Professional Learning Plan / Performance Review 2012

Professional Standards

Proposed performance requirement for L.R.P.S.

Incident reports documented for students who are challenging in the classroom and yard and entered on data base. Individual and class rules, consequences and rewards developed with students, displayed and consistently implemented. Classroom is a positive and safe learning environment. Provide wellbeing support for staff.

Statement of achievement the data excel sheet and uploaded to the server Classroom rules and positive behaviour focus on display Class and P-2 displays updated regularly with positive behaviour values

Lightning Reef Professional Learning Plan / Performance Review 2012

Demonstrate strong ongoing professional learning.

Mentoring of staff. Coaching / demonstration lessons for staff. Following and supporting school programs and policies. Participates in professional dialogue with colleagues. Professional, Respectful and Supportive interactions with L.R.P.S. community. Professional Reading to expand on knowledge.

Participate in Regional Coaching Participate in peer observations Follow and support school programs Currently undertaking a Masters In Numeracy Currently undertaking the PLPConnectU project funded by DEECD PLPConnectU Creativity Team Blog Completed the Leaders In the Making PD Have created a Professional Learning Network @Jodiwoo

Lightning Reef Professional Learning Plan / Performance Review 2012

Learners Today, Leaders Tomorrow

Lightning Reef Expectations

plan) Student Learning Outcomes
Literacy ALL STAFF

(ensure ALL included in your

Student Learning Outcomes

Numeracy ALL STAFF 5 hours explicit teaching of numeracy weekly timetabled Work program includes explicit numeracy teaching focus WALTs used daily in numeracy lessons Assessment schedule adhered to and up to date Documented evidence for each students assessment levels.

Student Engagement & Wellbeing

Student Engagement & Wellbeing ALL STAFF

Agreed Literacy elements operating in daily literacy classroom Work program includes explicit literacy teaching focus Assessment schedule adhered to and up to date Documented evidence for each students assessment WALTs used daily in literacy lessons Moderation of student work

Classroom is a positive learning environment Individual and class rules, consequences and rewards displayed and consistently implemented. Students in classroom, engaged in learning during class time Making Better Choices policy implemented Documented incident reports & goals for students who are challenging in the classroom.

PERSONAL LITERACY GOAL My personal Literacy goal for 2011/2012 is: Create a digital portfolio for each student, with literacy, numeracy & personal goals. Saved onto each students Ultranet Express Space.

PERSONAL NUMERACY GOAL My personal Numeracy goal for 2011/2012 is: Create a digital portfolio for each student, with literacy, numeracy & personal goals. Saved onto each students Ultranet Express Space.

PERSONAL ENGAGEMENT & WELLBEING GOAL My personal Engagement & Wellbeing goal for 2011/2012 is: Create a digital portfolio for each student, with literacy, numeracy & personal goals. Saved onto each students Ultranet Express Space. Mid-cycle Feedback (Aug/Sept/Oct) Evidence from..? Principal/Campus Leader (must be at least one), Peer Observation, Learning Community Team, Students, work program, planning documents, surveys, work samples, organizers, observations etc.

Mid-cycle Feedback (Aug/Sept/Oct) Evidence from..? Literacy Leader, Principal/Campus Leader (must be at least one), Peer Observation, Learning Community Team, Students, work program, planning documents, surveys, work samples, organizers, observations etc.

Mid-cycle Feedback (Aug/Sept/Oct) Evidence from..? Numeracy Leader, Principal/Campus Leader (must be at least one), Peer Observation, Learning Community Team, Students, work program, planning documents, surveys, work samples, organizers, observations etc.

Ultranet ALL STAFF Complete the ePotential survey.

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Participate in ICT professional learning Comply with all the ULTRANET requirements as per DEECD requirements and school timeline Student goal setting ........ digital portfolios ......... learning tasks eCASES

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Professional Learning 2012/2013

Professional Learning I have undertaken during 2012:
Whole School:
Literacy Coaching Numeracy Coaching Peer Observation

Professional Learning I would like to undertake during 2013:

Learning Community Professional Learning:

xxx

Other:
xxx

Your Mid-cycle reflection (Sept-Oct 2012)

Xxxx xxx

Your End of cycle reflection (Feb-March 2013)

Signed:

Signed: 11

Lightning Reef Professional Learning Plan / Performance Review 2012

Date:

Date:

Note: Where it is considered likely that the teacher may not meet one or more of the standards at the end of the performance cycle the teacher must be advised, in writing, no later than 31 January (or 31 March if the employee has less than six months eligible service).

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Performance assessment (end of cycle)

Principals comments:

PERFORMANCE OUTCOME:
Classroom teachers (graduate) must meet all eight professional standards to have a successful performance outcome. Classroom teachers (accomplished) must meet all eight professional standards to have a successful performance outcome. Classroom teachers (expert) must meet all six professional standards to have a successful performance outcome.

All standards met: Principal s signature: SALARY PROGRESSION:

One or more standards not met: Date :

Classroom teachers progressing through the classification who have met all the professional standards will be granted salary progression.

Teachers comments:

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Teachers signature:

Date :

At the completion of the performance cycle a copy of this document should be provided to the teacher and the original placed on the teachers personal file.

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