Performance and Development Culture

Preparing for P&D Culture accreditation

April 2008

1. Induction program for teachers new to the school

2. Use of multiple sources of feedback3. Customised individual teacher

development plans4. Quality professional development5. Belief by teachers that the school

has a performance and development culture

Performance and Development Culture Elements

Steps in the Accreditation Process

Online teacher survey - PDCQ

Written application

School decides next steps with

region

Verification Step One

Verification Step Two

ACCREDITATIO

N

External Verification: Step One

On-line staff survey (PDCQ)

Recommended response rate 90% teaching staff

PDCQ Data Report forwarded to Principal and Region

Data analysis and consultation with SEO to inform decision to proceed with application

External Verification: Step Two

Application supported by documentation & evidence:

5 elements Describe current practice Evaluate that practice Provide sample documentation

Verifiers phone / visit school Verification report with

recommendations

Feedback from Schools

“The process was a vehicle for us to formalise our practices, policies and procedures, and for us to celebrate the great work we are doing at the school.”

“For our school this has been an excellent process and we believe that our school has improved the organisational health of the school by involving staff in the decision making components of P&D Culture.”

The school: has a comprehensive set of induction

materials, which are kept up to date ensures that all new teachers participate in

an effective induction program, which includes mentoring

provides training for staff involved in mentoring and induction

monitors and evaluates the induction program on a regular basis

ensures that induction and mentoring programs are aligned with VIT and DEECD guidelines

Element 1 Induction

PDCQ Element 1

Who completes this section of thequestionnaire?

Teachers who have joined the school staff, or rejoined the school staff after a substantial period of absence (e.g. more than one year), during the past two years

Possible Documentation

Induction policy Induction program and timeline Orientation day agenda A mentor or mentoree’s evaluation

of the support provided Guidelines for mentors

Element 2: Multiple sources of feedback

The school: ensures that all teachers participate in a

feedback program that uses at least 3 data sources including student outcomes data

has institutionalised the use of multiple sources of data for teacher development

evaluates its feedback program on a regular basis

student outcomes data – academic, personal attributes, qualities as a learner (mandatory)

student feedback student self-assessment parent feedback peer observation data attendance data

Examples of feedback sources

Statewide testing and teacher judgements eg. AIM, VELS, VCE, VET, VCAL, GAT, literacy and numeracy assessments

Attendance and retention Student surveys

Student Attitude to School surveyPoLT surveys On Track dataClass surveys

Student self-assessment Peer assessment

Student outcomes data

Classroom observation and follow-up reflection

Team teaching and reflection Moderation of student work Professional learning team discussions

around student data P&D review discussions Feedback from a critical friend Staff Opinion survey data Video and audio technology

Peer feedback – some examples

Parent Opinion Survey

Internal parent surveys

Parent interviews and conversations

Communication books

Individual Learning Plans

Parent feedback

Possible documentation

Discussions and written feedback from Performance and Development meetings

Student surveys Parent surveys Records of classroom observations Analysis of student outcomes data Professional Learning Team agenda or

minutes Specialist or student teacher feedback

Element 3: Individual development plans

The school:

has current, individually customised development plans for all teachers, informed by multi source feedback

regularly reviews and/or updates individual teacher development plans

aligns individual teacher development plans to school priorities and improved student learning

Possible documentation

Sample individual performance and development review form

Performance and development review process/timeline

Guidelines for reviewers/critical friends

Protocols for review meetings Evaluation of the planning process

Element 4: Quality professional developmentThe school:

ensures that all teachers participate in a structured PD program, which is explicitly linked to both individual needs and to school priorities

has high quality PD at both group and individual level

can demonstrate skill or knowledge transfer into the classroom and positive impact on students

links PD to career and succession planning and teacher’s future aspirations

ensures that its PD program reflects the Principles of Highly Effective Professional Learning

effectively implements PD policy and guidelines evaluates PD programs annually

Possible documentation for the application

PD schedule of activities Completed professional learning

evaluation form Professional learning team agenda and/or

minutes Whole-school/team/individual professional

learning program Evaluation of outcomes of the PD program PD policy

The school has over 75% of teachers who feel that the school supports individual professional growth and development

Element 5: Staff belief

Possible documentation

Staff survey data, quantitative and qualitative

Staff meeting agendas that focus on teamwork, data analysis and improving teacher practice

Professional learning team reflections and minutes

Role and responsibility statements Feedback on performance and

development processes Flowchart of school’s communication /

feedback / decision making processes

P&D Culture Resources

Websitehttp://www.education.vic.gov.au/management/schoolimprovement/panddc/default.htm

Self Assessment Framework and Pack Reference School and other case studies Application guidelines

The 7 Principles of Highly Effective Professional Learninghttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSchools.pdf

10 statewide Reference Schools

Partner schools and other accredited schools

SEOs and other regional contacts