Online PDP
(Performance and Development Plan)
Artefact 1
Artefact 2
Annotation
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The artefacts are a copy of one example and a Stage location of all PDPs. Why:They were constructed by the Stage, the Grade and the individual Teachers to ensure excellence in teaching practice across the school. There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities. The online features of PDP initiate the sharing of goals and the aspirations of the whole team.
How: There is a particular focus on improved teaching methods of delivery of information and the sharing of pedagogy by having online access to a range of features including the analysis of your own teaching through Lesson Observations and Programming. What : By using student data and the school plan we have developed our PDPs and have made links to the Australian Professional Standards for Teachers and Quality Teaching in New South Wales Public Schools. When: These can be accessed from both school and at home allowing teachers to work on them from virtually any computer.
The Significant Impact
Is that all the staff has access to all the online PDPs and Lesson Observations so that the school can assess, keep, and share this information for practical use, and deliver, feedback which is recorded and monitored. The two mandatory Departmental documents are used so that familiarisation with them occurs throughout the school, which produces a deeper understanding of these documents.
Online Programs were developed and shared between all teachers on the Stage and each program was placed in Google Docs to be shared with peers, Supervisors and the Principal. During the development of the Online PDPs, there was consultation on many levels. Each Teacher had direct access to “A class Practice Guide” from Quality Teaching which is a guide “that has been developed to support school leaders and teachers in their implementation of the NSW model of pedagogy in relation to classroom practice.” The Australian Professional Standards for Teachers was also consulted to implement individual, Stage and Grade professional development. “The Standards reflect and build on national and international evidence that a teacher’s effectiveness has a powerful impact on students, with broad consensus that teacher quality is the single most important in-school factor influencing student achievement.” The School Plan was also an influence and directed the Goals set for each Teacher, Grade and Stage.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
SEF Connections
Learning Element
Learning Culture - Excelling
There is school-wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement. Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners.
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Assessment and Reporting - Sustaining and Growing
The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels.
Teaching Element
Effective Classroom Practice - Sustaining and Growing
Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices.
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Collaborative Practice - Sustaining and Growing
Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups.
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Learning and Development - Sustaining and Growing
Teachers actively share learning from targeted professional development with others. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas.Teachers are actively engaged in planning their own professional development to improve their performance.
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Professional Standards - Sustaining and Growing
Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teachers work beyond their classrooms to contribute to broader school programs.
Leading Element
School Planning, Implementation and Reporting - Sustaining and Growing
There is broad understanding of, and support for, school expectations and aspirations for improving student learning across the school community. Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan.
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Please check the link below re: School Excellence Framework