Further layers exist within the core – Departmental Priorities and Initiatives influence the Strategic direction of the plans. At the school level the AIP has specific targets around 3 main areas:Student LearningStudent Engagement and WellbeingStudent Pathways and TransitionsThis is an important document to be familiar with.PRINCIPAL PERFORMANCE AND DEVELOPMENT PLANSSets the strategic direction and plan for school improvement to reach the targets of the AIP. Identifies and specifies Professional Learning Foci (The Planets) and steers the development of the policies, programs, structures and resources to support the AIP towards success.STAFF PERFORAMNCE AND DEVELOPMENT PLANSIncludes plans for professional learning and development closely aligned with the other plans – some of this is pre-determined by the other plans. (eg. The Planets). The plans must also reflect the standards and evidence that is required of staff at their classification and role.The Annual Implementation Plan
Rather than have performance and appraisal measured at arbitrary points in time we are completing the requirements step-by-step over time.The learning and development must be connected to the classroom in real ways rather than artificially derived to meet a performance indicator at an appraisal meeting. The teachers day to day work is the ultimate decider of student success.Leadership is engaged in the process as learners and facilitators. As PLT Leaders they will guide and support you through the process.Whilst there is a ‘Zone of Discretion’ in each teachers classroom and professional decisions are required daily to best meet the needs of individual students and classes, there are common practices we seek to imbed and students should be able to see and access some consistent practices and methods across there classes, not the least of which is the approach to certain writing tasks. (p. 17 – Timperley: Case Study – Where teachers deepened their pedagogical knowledge of writing and were able to give specific feedback related to the learning objectives they were successful in raising their students results. This is what we are attempting to do with the focus on writing we began last year.)
We must keep these questions at the forefront of our work together and also provide opportunities for our students to have clear information and assistance to answer these questions for themselves. Our Professional Learning ‘Planets’ will help us to gain the knowledge, skill and understanding to be able to reflect on how we are doing as individuals, in our teams and as a school.
The first one (Cycles of Inquiry and knowledge building for teacher professional practice) is primarily the Professional Learning we do, particularly the PLT work around the Planets and the practical application in the classroom. The second one, (Review and Reflection – Assessment standards) is how we DO the work, the methods and tools we use for reflection and evaluation. It is how we monitor our own and our student’s progress and achievement against standards and expectations.
The work we have did in our PLT’s last year followed this Action based model. At stage 1 we identified particular needs from our students through data and feedback from student data, walkthroughs, Instructional Rounds etc. At stage 2, 4 Theories of Action: Learning Intentions, Written responses, Success Criteria and Feedback became the basis for the Knowledge and Skill building we believed necessary (this was also influenced by the Regional Plan). In stage 3 we engaged in Professional Learning through our PLT’s and in stage 4 we applied this in practical ways in our classrooms. At stage 5 we received feedback from our colleagues through Peer Observations, engaged in reflection and presented evidence of the effects of the changed practices.
Our Professional learning Model from 2011 and now in 2012.The ‘Planets’ will guide us through a full Calendar of Learning. The Leadership team engages in Professional Learning by forming small teams to investigate, research and develop the Professional Development around each of the Planets. This mini-team teaches the Leadership Team and receives feedback. The PD is refined and changed as a result of the feedback. PLT Leaders then deliver the PD to their PLT teams and monitor the professional actions required from the members. We expect that the our experiences of the Learning will be challenging yet supported at every stage.
These 4 Assessment Standards will be used by all teachers to provide the data needed for planning, feedback, reflection, evaluation and evidence of our Professional learning and Development and its practical application in the classroom. It is how we go about answering for ourselves and our students the three key questions of where am I going, how am I doing and where to next?
The ‘Planets’ of Professional learning will guide us through our requirements for learning for the year. We will support each other in this process through the work we do together in our PLT’s.Learning and Appraisal will run concurrently throughout the year. As staff engage in the PLT Learning and Actions they will be meeting those requirements of their appraisal.There is an opportunity for staff to pursue specific and individual development that is connected to their classification, role or a particular need.
The Portfolio will initially be a hard copy file of the elements you see on the screen. As we develop the Portfolio we would like to move it to the Staff Ultranet space. The student data refers to a variety of data available to you and that you should be referring to as you begin every new class with your students: A good starting point is the Data Sheet Toppy created for Course Counselling – it provides a great snapshot of each student. Be mindful of needing collecting and referring to data for specific and special reasons such as Koorie Education and learning Plans, PSD plans, Individual Student Education Plans etc. Data may be ‘base-line’ and also ‘post test or intervention’. It can be used for reflection, evaluation and planning as you move through continuous cycles of inquiry and knowledge building with your students.We will be using the same model of Professional Learning as we did last year – The Leadership team will be expected to engage in Professional Learning and in turn lead the PLT’s through the same learning. Each ‘Planet’ will have associated activities and requirements. These must be included in the Portfolio.PoLT surveys – We used these some time ago in the College and they provide excellent data for teachers to reflect on and use in planning. The surveys have both teacher and student components. They can be completed on the computer. A reflection activity will have each individual analyse the results of their surveys and form a plan of action around the results of the survey. This is not intended to be arduous or difficult. It is designed to have teachers respond to the identified needs of their students. Often there are small things that can be done that have a huge impact. The PLT leader will assist each teacher in this process.The PoLT Action Plan is formed from this process. – Again it need not be a huge amount of work. However, the plan will be evaluated by the teacher for its effectiveness as we get towards the end of the year.The Individual Action Plan can be connected to the PoLT plan or may be something different depending on the teachers need, classification and/or role.Peer Observation – we did these last year and they will continue. Evidence of the pre and post observation planning and feedback should be included in the Portfolio.The PLT leaders and PCO’s will do at least one Walkthrough on your class each term and provide you with feedback.Student Work Examples should feature in your portfolio to demonstrate the effects of the practical application of your learning, knowledge and skills.
Keep everything you do in your portfolio as you proceed with your work.
You will add to your Portfolio throughout the year. You should bring it to every PLT session and may be useful at your Learning Area meetings.