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Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling

Performance and Development Process

2014/2015

Teacher Performance and Development Plan

Name

Isobel Bespalov

School Name

Rolling Hills Primary School

TO Number

08402026

School Number

5241

Job Title

Teacher

Classification Level

Highly Accomplished

P&D Cycle Dates

May 1 st 2014 30 th April 2015

Date Plan Developed

 

Overarching School Goal(s)

Student Learning: To develop our students as interactive global citizens and ensure high achievement, in the core learning areas of literacy and numeracy.

Student Engagement: To improve student relationships and student motivation, through self-responsibility and engagement in learning.

Student Pathways and Transition: To improve student pathways and transitions Foundation to 6 and beyond using a sustainability focus.

Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling
Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling
Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling

Department of Education and Early Childhood Development

Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling
Performance and Development Process 2014/2015 Teacher Performance and Development Plan Name Isobel Bespalov School Name Rolling

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Performance and Development Plan

Dimension 1: Student Outcomes

Weighting

(Insert weighting)

SMART goal

Strategies

Evidence

LITERACY AND MATHS.

  • I will plan for and provide daily Literacy and Maths lessons that

  • I will provide students with opportunities to participate in small

Running Records

80% of students will show 1 year’s growth in Literacy and Maths, with ILPs provided for the students who cannot reach this goal.

are differentiated according to children’s needs and strengths.

group sessions to target their learning.

Pre and Post-tests. ILPs.

  • I will conference with small groups to monitor student growth in Maths and Literacy skills and knowledge.

Anecdotal observations. Work samples.

  • I will participate in WOWs to gain constructive feedback on my teaching and assessment strategies.

Reports. Data meeting minutes.

  • I will use tests, running records, observations and work

WOW documentation.

samples to determine the different needs of the students.

  • I will refer to the Maths and Literacy Continuum to support planning.

  • I will meet with colleagues to discuss data and strategies for improvement.

  • I Will use the SmartWords program to meet with differentiated

groups once per week to work on specific spelling patterns.

I will use a ‘sound of the week’ focus to extend students’ understanding of sounds and letter combinations.

 

I will use a word wall and the 5 key spelling strategies poster to promote awareness, discussion and use of spelling strategies.

 

I will plan for and use activities to support recognition of sight words using Magic Words resources.

     

School support, resources and/or development

 

End-cycle outcome

(insert outcome)

Dimension 2: Professional Knowledge

Weighting

 

(Insert weighting)

SMART goal

Strategies

Evidence

ICT:

  • I will model how to use the ICT tools.

Planning

2.2 Content selection and organisation. Exhibit

I will employ 3 new ICT tools over a term to increase

  • I will plan to allow students time to practise using the ICT tools.

innovative practice in the selection and organisation

Pictures of the students using ICT.

of content and delivery of learning and teaching programs.

student’s knowledge and/or engagement in Maths,

  • I will plan for and give students opportunities to become adept at using the ICT tools.

  • I will choose tools that will increase their knowledge and/or engagement in Maths, Literacy and Inquiry.

Reflections by the students after using ICT tools.

Literacy and Inquiry.

  • I will utilise experts in the school.

Pictures of anchor charts that help students to use ICT tools.

Class Weebly

     

School support, resources and/or development

 

End-cycle outcome

(insert outcome)

Dimension 3: Professional Practice

Weighting

(Insert weighting)

SMART goal

Strategies

Evidence

Inquiry:

  • I will plan the Level 2 inquiry unit in a manner that is engaging

Student’s reflections.

  • 3.3 Using teaching strategies

and increases student knowledge and skills.

Support colleagues to select and apply effective

I will improve students’ knowledge, skills and

UnitHero planning document

teaching strategies to develop knowledge, skills,

I will share my planning with my colleague.

Lesson plans.

problem solving and critical and creative thinking.

  • I will plan for a variety of teaching strategies to teach the

Work samples

engagement in Inquiry through implementing a variety of teaching strategies, reviewing each term. I will

knowledge and skills required in Inquiry.

Pictures of students working.

work with my Level 2 colleague to ensure she is using the same learning strategies to develop her students’ knowledge and skills.

  • I will review the Inquiry unit at the end of the term and use this reflection to guide my planning for the next term.

     

School support, resources and/or development

 

End-cycle outcome

(insert outcome)

Dimension 4: Professional Engagement

Weighting

(Insert weighting)

SMART goal

Strategies

Evidence

  • 6.2 Engage in professional learning and improve

  • I will participate in organised PD to become knowledgeable

Photos

 

practice.

on Positive Psychology and its implementation in the school

Plan for professional learning by accessing and

setting.

PowerPoint of presentations given.

critiquing relevant research, engage in high quality

  • I will participate in my own research and reading to develop

targeted opportunities to improve practice and offer

my knowledge in this area.

WHO team meeting minutes.

quality placements for pre-service teachers where applicable.

Lead the WHO team to help develop their knowledge and understandings with a view to sharing throughout the school.

To improve my professional knowledge of Positive Psychology so that all members of the WHO team

  • I will participate in all school PD and implement my learning into my practice.

Lead professional learning around Character Strengths.

Other team minutes referencing presentations/information given.

Newsletters with articles I have written explaining the work of the WHO team.

have shared language.

  • I will mentor a pre-service student for two weeks.

PD certificates.

Pre-Service student lesson plans.

Assessment for pre-Service student.

Reflection from pre-service student.

     

School support, resources and/or development

 

End-cycle outcome

(insert outcome)

Feedback and Assessment Outcomes

Start-cycle

The performance and development plan has been agreed between the teacher and reviewer

 

Teacher signature

 

Date

 

Reviewer signature

 

Date

 

Principal signature*

 

Date*

 
 

Mid-cycle

Teacher comments

 

Teacher signature

 

Date

 

Reviewer comments

 

Reviewer signature

 

Date

 
 

End-cycle

Teacher comments

 

Teacher signature

 

Date

 

Reviewer comments

 

Reviewer signature

 

Date

 

Overall end-cycle outcome

 

Principal signature*

 

Date*

 

*Required if principal is not the teacher’s reviewer