Performance and Development Culture

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Performance and Development Culture

• Preparing for PD Culture accreditation

April 2008
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Performance and Development Culture Elements

• Induction program for teachers new to the school
• Use of multiple sources of feedback
• Customised individual teacher development plans
• Quality professional development
• Belief by teachers that the school
• has a performance and development culture

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Steps in the Accreditation Process
Verification Step Two
Verification Step One
Written application
ACCREDITATION
Online teacher survey - PDCQ
School decides next steps with region
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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

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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

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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 PD Culture.

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Element 1 Induction

• 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

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PDCQ Element 1

• Who completes this section of the
• questionnaire?
• 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

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Possible Documentation

• Induction policy
• Induction program and timeline
• Orientation day agenda
• A mentor or mentorees evaluation of the support
  provided
• Guidelines for mentors

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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

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Examples of feedback sources

• student outcomes data academic, personal
  attributes, qualities as a learner (mandatory)
• student feedback
• student self-assessment
• parent feedback
• peer observation data
• attendance data

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Student outcomes data

• 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 survey
• PoLT surveys
• On Track data
• Class surveys
• Student self-assessment
• Peer assessment

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Peer feedback some examples

• Classroom observation and follow-up reflection
• Team teaching and reflection
• Moderation of student work
• Professional learning team discussions around
  student data
• PD review discussions
• Feedback from a critical friend
• Staff Opinion survey data
• Video and audio technology

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Parent feedback

• Parent Opinion Survey
• Internal parent surveys
• Parent interviews and conversations
• Communication books
• Individual Learning Plans

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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

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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

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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

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Element 4 Quality professional development

• The 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
  teachers 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

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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

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The school has over 75 of teachers who feel that
the school supports individual professional
growth and development
Element 5 Staff belief
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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 schools communication / feedback /
  decision making processes

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PD Culture Resources

• Website
• http//www.education.vic.gov.au/management/schooli
  mprovement/panddc/default.htm
• Self Assessment Framework and Pack
• Reference School and other case studies
• Application guidelines
• The 7 Principles of Highly Effective
  Professional Learning
• http//www.eduweb.vic.gov.au/edulibrary/public/tea
  chlearn/teacher/ProfLearningInEffectiveSchools.pdf
  
• 10 statewide Reference Schools
• Partner schools and other accredited schools
• SEOs and other regional contacts