YOUR PERFORMANCE PLAN AND ESSENTIAL ALIGNMENTS

THE PDP FOCUS IS : Professional Growth Enhancement of Practice Improved school and student outcomes.

EVEN EASIER WHEN YOU HAVE A CLEAR LINE OF SIGHT Strategic Plan Annual Implementation Plan Principal Performance Plan Your Plan

DIMENSIONS AND THE LINK TO THE AUSTRALIAN STANDARDS FOR TEACHERS Domain 1 Professional Knowledge Know students and how they learn Know the content and how to teach it Domain 2 Professional practice Plan and implement effective teaching and learning Create and maintain supportive and safe learning environments Assess, provide feedback and report on student learning Domain 3. Professional Engagement Engage in professional learning Engage professionally with colleagues, parents/carers and the community

SMART GOAL METHODOLOGY The SMART goal methodology synthesises various aspects of effective performance and development.

Future orientated in present tense Clear description showing what it will look like, or be demonstrated, heard or read Plain English Action verbs Remember the greater the specificity the greater the measurability WRITING GOALS

EXAMPLES OF ACTION VERBS (BE SPECIFIC) Accelerate, Achieve, Acquire,Adapt, Adjust, Address, Advance, Advise, Allocate Analyze, Anticipate, Apply, Arrange, Assemble, Assess, Assist, Audit, Authorize Brief, Build Change, Clarify, Classify, Collaborate, Collect Lead. Initiate. Support, Develop, Oversee, Engage …

STRATEGY OUTLINES YOUR ROLE Adds the HOW or WHAT you will lead, support, implement, coordinate etc.

Activity being undertaken Communicate, Complete, Compose, Condense, Conduct, Construct, Contract, Contribute, Cooperate, Coordinate, Correlate, Correspond, Create Decide, Define, Delegate, Deliver, Demonstrate, Design, Determine, Develop, Devise, Display, Document, Draft Edit, Encourage. Engineer, Enhance, Employ, Establish, Evaluate, Exceed Exhibit, Expand,Expedite, Explain, Explore Facilitate, Finalize, Formalize, Form, Foster Generate, Guide

EVIDENCE NEEDS TO SHOW IMPACT WHAT DIFFERENCE WAS MADE AS A RESULT OF YOUR WORK LINKS TO GOAL AND STRATEGIES

EVIDENCE NEEDS TO HAVE SUBSTANCE AND CONFIRM WHAT YOU SET OUT TO ACHIEVE February to November On Demand results and teacher assessments show an average growth of 1.0 across all AusVELS domains. Every second team meeting minutes demonstrates a practical focus on use of data to inform planning and teaching. Peer observations sessions conducted and feedback log show how I have incorporated a greater range of teaching strategies into my planning and practice. Individual learning plans goals have been met and parents meeting minutes show they have a better understanding of their child’s progress.

THE DIMENSIONS FOR PRINCIPALS AND TEACHERS Student Outcomes Professional Knowledge Professional Practice Professional Engagement Principal class employee balanced scorecard Teacher balanced scorecard School and Student Outcomes Leadership of Quality Teaching and Life-Long Learning Strategic Resource Management Strengthening Community and System Engagement

SMART GoalStrategiesEvidence Improve Student VCE outcomes (Unit 3 and 4 studies, including those completed in Year 11 and any VCE VET studies awarded a study score) as measured by an increase in the mean study score and 80% of subjects exceed VCAA GAT prediction Work with principal to appoint a VCE Teaching and Learning Coach to build teacher capacity by sharing best practices in pedagogy and giving teachers feedback to improve their teaching Provide time for VCE teachers to moderate the outcomes of tasks and to be involved in VCE networks across schools. Ensure that teachers new to VCE are involved in professional learning/induction program. Hold regular VCE meetings with all VCE teachers to analyse data and monitor student achievement All VCE teachers have relevant student outcome goals and professional learning in their PDPs VCE teaching & learning coach appointed and reflections on support provided Record of moderation meetings of VCE teachers and involvement of staff in networks. Feedback from all VCE staff indicates they felt it had a positive impact on the quality of their teaching. PDPs and professional learning records of VCE teachers, including induction programs Record of meetings and identification of students requiring support with actions Increase VCE mean study score from 26.9 to 28 > 80% of subjects exceed VCAA GAT prediction Dimension 1: School and Student Outcomes ( secondary)

SMART Goal StrategiesEvidence I will oversee educational programs so that by the conclusion of the cycle, 90% of Year 3 and 5 students deemed capable will be at or above the state mean in Numeracy, Writing and Reading as measured by NAPLAN. By the conclusion of the cycle all students will make 12 months growth as evidenced in teacher judgements AUSVELS across each year level in Number, Reading and Writing Oversee the implementation of a whole school approach to Literacy and Numeracy through strategic alignment of resources both human and material. Employ full-time Numeracy and Literacy staff to support the coaching and professional development of teachers in this area. Lead the use of data (i.e.. On Demand Testing) to guide planning, instruction and review. On Demand Testing, NAPLAN and AusVELS results show a 90% of Year 3 and 5 students deemed capable will be at or above the state mean in Numeracy, Writing and Reading as measured by NAPLAN. By the conclusion of the cycle all students will make 12 months growth in teacher judgements AUSVELS across each year level in Number, Reading and Writing. Teachers will have analysed student data, demonstrating their knowledge of data analysis and use to inform teaching practice and plan appropriate programs. Demonstrated change in curriculum and pedagogy that shows how teaching practice has changed to respond to identified student learning needs. Dimension 1: School and Student Outcomes ( Primary JM)

SMART GoalStrategiesEvidence By the end of the current cycle, I will build the leadership teams’ capacity to review and support their team in implementing school priorities as evidence by growth on the AITSL self-reflection tool.. Determine current staff leadership proficiencies. Assess current level of skill, knowledge and proficiency in leading their leadership portfolio through survey/self- evaluation. Participation in leadership modules and changes to practices and refinement of leadership skills to be implemented as a result. Organisational structures realigned to ensure leadership team has time to meet and focus on how best to lead school priorities. AITSL pre and post self-evaluations demonstrate increased knowledge, skill and proficiency. Documented changes to practises as a result of participation in leadership modules, classroom visits/ peer observations evident in learning reflections, professional practise and collegiate feedback. Records of professional learning that shows how learning has been transferred into practice and the impact the growth in leadership skills has had on successfully implementing school priorities. Leadership Meeting schedules realigned and focused on building capacity and leadership of school priorities. Dimension 2: Leadership of Quality Teaching and Life-Long Learning (JM)

SMART GoalStrategiesEvidence By December 2014 I will strengthen my capacity to monitor fiscal and human resources, budgets and expenditure. In order to achieve this goal I will work with the principal and business manager to: improve my understanding of the school SRP and CASES records identify and prioritise the needs of the school and the school community and then involve staff and school council in the decision making process as appropriate develop program budgets in consultation with staff and school council. review and monitor the school’s SRP, budgets and financial reports Notes from meetings with principal and business manager showing understanding of SRP and CASES. Schedule of Program budget process and School Council ratification. Needs of the school and the school community identified through a broad consultation process and school council in the decision making process as appropriate. School’s SRP, budgets and financial reports reviewed and monitored Dimension 3 Strategic Resource Management

SMART GoalStrategiesEvidence By the conclusion of the performance cycle, I will have strengthened the school community in its capacity to become more engaged with the school by improving school- parent-student communication channels. This will be evidence by an increase in use of the school’s communication systems available via the Student Management System. Introduce and monitor the implementation of the communications aspect of the Student Management System. Consult with staff, students, parents and carers to establish what area they would consider important to be included. Transfer the school reporting system to the Student Management System and use the new report formats in Semester 2 Develop mechanisms for teachers, parents and students to provide feedback on the new system. The school community access of the Student Management System has increased as evidenced by the number of log ins to the system. Semester 2 reports generated from Student Management System Data Base. 90% of parents access reports via this system Survey results from parents/students indicate their engagement with the new system. Results of staff/ student feedback on SMS and PL provided through the forums Dimension 4: Strengthening Community and System Engagement

SMART GoalStrategiesEvidence Through out the current cycle I will work with the principal to strategically improved the Performance and Development Culture across the school. By the end of Term 2 all staff will have demonstrated a clear understanding of setting clearly-articulated and commonly-agreed SMART goals that are aligned with their individual needs and school priorities Timetabled staff meetings to discuss process with staff. Deliver professional learning to staff around developing their plans. Work with principal to ensure school leaders are skilled in developing their own P&D Plans. Ensure that PD plans are aligned with the AITSL Standards, school goals and priorities. Provide ongoing support to staff to ensure the development of professional practice and improvement in student outcomes. PD Plans for all teaching personnel evidenced with improved practices in adopting school-wide approaches to the teaching of Reading and Numeracy. PD Plans of key leaders evidenced with improved leadership capacity in driving improvement in Reading and Numeracy Practices. Staff Opinion Survey indicates improved perceptions in comparison to previous surveys in: Professional Development Supportive Leadership Quality Teaching. Dimension 3: Strategic Resource Management

SMART GoalStrategiesEvidence Over the performance cycle I will lead a range of effective teacher/ student, student /teacher feedback strategies. As a result all students will make at least one year’s growth and successfully meet their learning goals. Dimension 2: Leadership of Quality Teaching and Life-Long Learning

A QUICK CHECK Goals Does the goal align with the AIP and is it relevant to the strategic plan and AIP? Does the goal tell you what you want to achieve? Strategies Do the strategies align with the goal, do they refer to what you are doing? Are your strategies specific and tangible? Evidence Does the evidence indicate the success of a strategy, support your professional growth and enhance your practice? Does it show an impact on school and student outcomes? Does it tell you that the goal will have been achieved?