F1 professional growth plan 9.23.09
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This professional growth plan outlines goals, activities, timelines, and criteria for an employee of the Recovery School District. The plan spans 3 years and includes signatures from the employee and supervisor to indicate it has been read and received. Progress will be evaluated through subsequent individual conferences as requested or needed.
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Facilitator Guide Marking Guide BSBWOR501 Manage personal .docx
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BSBWOR501 Manage personal work priorities and professional development 1st edition version: 1
© 2015 Innovation and Business Industry Skills Council Ltd
Marking Guide
Assessment Task 2: Develop and maintain
professional competence
Candidate’s Name Phone No.
Assessor’s Name Phone No.
Assessment Site
Assessment Date/s Time/s
Outcomes
Did the candidate submit:
Satisfactory
Yes No
A professional development plan?
Meeting notes?
A journal?
All materials within the required timeframe?
Performance indicators
Did the candidate:
Satisfactory
Yes No
Document feedback from employees, colleagues, clients or supervisors in meeting
notes?
Professional development plan evidence
Identify, evaluate and select development opportunities?
For example, candidate should:
● appropriately determine opportunities for one year and for five
years
● write a plan that is consistent with feedback from third parties
● select development opportunities appropriate to selected
competency standards
Facilitator Guide Marking Guide
BSBWOR501 Manage personal work priorities and professional development 1st edition version: 1
© 2015 Innovation and Business Industry Skills Council Ltd
Did the candidate:
Satisfactory
Yes No
Select opportunities to maintain or achieve a competitive edge?
Outline planned participation in networks or professional associations?
Candidate should:
● select networks or professional associations appropriate to
selected competency standards
Journal evidence
Describe the process undertaken to assess professional competency
against:
● enterprise-specific competencies; or
● nationally endorsed unit/s of competency.
Describe the questioning and active listening techniques used during
feedback meetings to elicit feedback?
Describe how feedback was analysed and applied to the professional
development plan?
Describe how they identified, evaluated and selected the development
opportunities included in their professional development plan, including
a discussion of learning styles and application to your planning?
Describe the new skills they plan to achieve and explain how acquiring
these skills will provide a competitive edge?
Provide examples of networking you have undertaken or are currently
undertaking to enhance knowledge, skills or work relationships and how
these will provide a competitive edge?
For example:
● To gather information.
● To acquire new skills.
● To develop or maintain professional relationships.
Describe how the development plan aligns to relevant organisational
policies, procedures, organisational goals and their own work role?
Facilitator Guide Marking Guide
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Facilitator Guide Marking Guide BSBWOR501 Manage personal .docx
Facilitator Guide Marking Guide
BSBWOR501 Manage personal work priorities and professional development 1st edition version: 1
© 2015 Innovation and Business Industry Skills Council Ltd
Marking Guide
Assessment Task 2: Develop and maintain
professional competence
Candidate’s Name Phone No.
Assessor’s Name Phone No.
Assessment Site
Assessment Date/s Time/s
Outcomes
Did the candidate submit:
Satisfactory
Yes No
A professional development plan?
Meeting notes?
A journal?
All materials within the required timeframe?
Performance indicators
Did the candidate:
Satisfactory
Yes No
Document feedback from employees, colleagues, clients or supervisors in meeting
notes?
Professional development plan evidence
Identify, evaluate and select development opportunities?
For example, candidate should:
● appropriately determine opportunities for one year and for five
years
● write a plan that is consistent with feedback from third parties
● select development opportunities appropriate to selected
competency standards
Facilitator Guide Marking Guide
BSBWOR501 Manage personal work priorities and professional development 1st edition version: 1
© 2015 Innovation and Business Industry Skills Council Ltd
Did the candidate:
Satisfactory
Yes No
Select opportunities to maintain or achieve a competitive edge?
Outline planned participation in networks or professional associations?
Candidate should:
● select networks or professional associations appropriate to
selected competency standards
Journal evidence
Describe the process undertaken to assess professional competency
against:
● enterprise-specific competencies; or
● nationally endorsed unit/s of competency.
Describe the questioning and active listening techniques used during
feedback meetings to elicit feedback?
Describe how feedback was analysed and applied to the professional
development plan?
Describe how they identified, evaluated and selected the development
opportunities included in their professional development plan, including
a discussion of learning styles and application to your planning?
Describe the new skills they plan to achieve and explain how acquiring
these skills will provide a competitive edge?
Provide examples of networking you have undertaken or are currently
undertaking to enhance knowledge, skills or work relationships and how
these will provide a competitive edge?
For example:
● To gather information.
● To acquire new skills.
● To develop or maintain professional relationships.
Describe how the development plan aligns to relevant organisational
policies, procedures, organisational goals and their own work role?
Facilitator Guide Marking Guide
BSBWOR501 Manage personal work priorities and professional development 1st edition version: 1
© 2015 Innovation and Business Industry Skills Council Ltd
Comments/feedback to participant
...
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Best practices for effective performance reviews: how to build trust, provide positive and constructive feedback, ask and act on feedback from your staff, and develop meaningful and actionable goals for better performance and professional development.
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This performance management survey demo shows how an overall rating is automatically calculated based on ratings in other areas. The survey includes sections for rating employees on customer service, achievement orientation, decision making, functional excellence, bias for action, interpersonal skills and developing individual objectives. As each section is completed, the overall rating field is updated in real-time. Instructions indicate that overall scores translate to letter grades ranging from outstanding to did not meet expectations. Comments can also be provided for each rating to provide additional feedback.
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This document contains assessment tasks for the unit BSBWOR501 Manage personal work priorities and professional development. It includes 5 assessment tasks: 1) written questions, 2) a personal work goals project, 3) a work priorities project, 4) a professional development presentation, and 5) a professional development report. Instructions are provided for students on completing each task, and checklists are included for assessors to use to mark students' work.
Manage personal work priorities.docx
This document contains instructions and assessment tasks for managing personal work priorities and professional development. It includes 5 assessment tasks: 1) written questions, 2) a personal work goals project, 3) a work priorities project, 4) a professional development presentation, and 5) a professional development report. The tasks assess planning work goals and priorities, time management, stress management, and professional development. Students must satisfactorily complete all tasks to pass the assessment.
Professional Development Plan
This document outlines a template for a professional development plan with 5 sections:
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Sample employee performance review
This document summarizes an employee's performance review. It rates the employee in several criteria like quality of work, communication skills, safety practices, and attendance on a scale of outstanding, exceeds expectations, meets expectations, needs improvement, and unsatisfactory. Based on the ratings in each criteria and comments from the employee and supervisor, an overall performance rating is given. Areas for improvement are identified and goals are set to enhance the employee's performance over the coming review period.
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(1) The document is an employee performance appraisal form evaluating an employee's performance over a review period.
(2) It contains sections for the employee to describe their responsibilities, accomplishments, and goals, and for the manager to rate the employee on various performance criteria on a scale of 1-10.
(3) The manager also provides comments on the employee's performance and an overall performance rating, and makes recommendations for training, promotion, etc.
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2) The school is embarking on a journey to improve student achievement but current proficiency rates are unacceptably low. Everyone must work together to reach the goal of all students achieving proficiency.
3) An upcoming collaborative planning session will focus on lesson planning using a new template and bringing necessary materials.
Dragon tales 8 30-2010
The principal provides an update on the upcoming school year at McDonogh 26. Key points include thanking the staff for their commitment to students, emphasizing the school's mission to increase performance scores by 20% in all subjects, and announcing important upcoming dates. Teachers are asked to sign up for committees to support the school's goals and priorities for the year.
Dragon tales 8 16-2010
This document provides information about the start of the school year at McDonogh 26, including thanks to staff for their dedication, a focus on purposeful planning and small group instruction, signups for committees, and instructional goals for the week. Teachers are reminded that their colleagues are a resource and asked to ensure their lesson plans incorporate objectives, small group structures, and alignment to standards and assessments. The impact of teacher effectiveness on student achievement is illustrated, and staff are asked what they are doing to help achieve 20% growth in each subject area.
Dragon tales 9 6-2010
The document provides an update on professional development activities at a school. It recognizes staff for improving lesson plans to include mastery objectives. Upcoming meetings and important dates are listed, including interim assessments and parent-teacher conferences. Instructional priorities for the upcoming week focus on purposeful planning, mastery objectives, and small group instruction. One teacher, Mrs. Davis, is praised for taking initiative to research mastery objectives online to help other teachers.
Lt meeting
The document outlines an agenda for a leadership team meeting at Live Oak school. The agenda includes:
- Identifying elements of high-performing teams and comparing principal-led vs. teacher-led teams
- Watching and discussing two videos about effective teams
- Reflecting on personal strengths and weaknesses in building effective teams
- Creating an action plan for professional development to improve team leadership skills
Pd team building_handbook ppt
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Here are the key points about buy-in from the training:
- Buy-in from teachers is an outcome of effective training and supervision, not a pre-condition.
- In traditional districts, buy-in is often assumed up front which can undermine the training process.
- Charter schools don't have to get buy-in first since they select teachers who are open to being trained effectively.
- The goal of training is to build mastery of techniques, not immediate comfort or agreement. Mastery leads to buy-in.
- An effective trainer focuses on the work, not feelings, and addresses resistance respectfully without being derailed.
- Over time, as teachers see results from techniques,
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