Performance and Teacher

development plan
When you’re at your best,
everyone benefits
This working document should be updated every 6 months. Teacher and leader should work
together on this plan. The teacher standards are used to inform the Performance and Development
(P&D) process to support improvements in your teaching practice.
Teacher Standards
1. Know students and how they learn Date
{

Professional
Knowledge 2. Know the content and how to teach it 03/03/2020
3. Plan for and implement teaching and learning
Professional 4. Create and maintain supportive and safe learning environments
Practice Employee name
5. Assess, provide feedback and report on student learning Charlotte Sharrad
6. Engage in professional learning
{
Professional
Engagement 7. Engage professionally with colleagues, parents/carers and the community Leader name
Use the standards in your career, behaviour and learning conversations. They will also inform how Karen Pearce
you will achieve your goals and help frame quality feedback to support your P&D process.
Please try and limit the amount of text to the fields provided. This will help to sharpen your focus
and keep the emphasis on the conversation.
Performance and development plan - teacher Page 1 of 5
My Contribution
What are my goals for child/student achievement this year?
What impact will I have on the improvement of my school/preschool this year?
Goal 1
Increase my use of brain breaks within my double mathematics lessons
to ensure students are staying engaged throughout the whole lesson,
rather than beginning to become distracted with a portion of the
lesson remaining. It is also important that these brain break activities
are linked with mathematical concepts, so whilst it is still a break,
Goal 2
Better differentiation amongst my students within mathematics. By
implementing this goal I am hoping to better engage my students and
get them excited about Maths. Hopefully by students being excited
about Maths they transition from a fixed mindset to a growth mindset
and will be in a better position to have a go at maths problems that
Goal 3
I would like to share more at faculty meetings about learning that I am
coming across and or undertaking. For example sharing new
knowledge gathered from Thinking Maths PD and Science STEM
Inquiry PD. By sharing this new knowledge I am hoping that I can also
work to grow the knowledge amongst staff within the faculties that I
Analyse your child/student data and school improvement targets and set
specific and measureable goals for student achievement that are achievable
and ambitious- stretch goals.
My Career
Short-term (up to 2 years)
Move off provisional teacher registration (and move from graduate to proficient) - further
construct and demonstrate my abilities, by achieving my goals above as an example, at
working at a proficient and highly accomplished standard. This will be demonstrated in my
online E-portfolio.
Consider career pathways in line with the ‘Highly Accomplished’ or
‘Lead’ career stages in the teacher standards or talk to your leader about
pathways into leadership. Think within and beyond your classroom,
school/preschool or partnership. Consider roles that may have a system
wide impact.
On Needs Off
How will I achieve this goal? Achieved
track attention track
To achieve this goal I will access resources within our Maths Google
Drive where simple brain break activities can be found. These activities
are a mixture of with and without equipment and provide variety and
links to mathematical concepts.
How will I achieve this goal?
I will achieve this goal by setting up my SEQTA differently where I level
my questions to allow students to work at a level of their choosing. By
giving students this choice I am hoping that they will be more willing
to positively engage with Maths.
How will I achieve this goal?
I will achieve this goal by attending the PD and being proactive about
sharing the information from each session with my faculty. This will
mean approaching leaders first and letting them know that I would be
keen to share a resource or learning from any session I am involved in.
Consider the Challenges of Practice from your School Improvement Plan and Only update the progress status of each goal
describe the key elements of your practice that you will focus on this year to during six monthly review meetings.
enable the achievement of your goals. You may also consider Standards 1-5
and other relevant curriculum, pedagogical and assessment frameworks to Specific learning activities can be reflected
guide you. under ‘My Learning’ on the following page.
Long-term (2-5 years)
Move from graduate to HA teacher - this will be demonstrated through constant update of
my E-portfolio with worked examples and annotations.
Think more about undertaking my masters - enquire with universities regarding post
graduate studies and the options that I have.
If you are an Early Career Teacher in the ‘graduate’ stage, your main focus Specific learning activity relating to this section can be
will be on demonstrating your knowledge, practice and engagement reflected under ‘My Learning’ on the following page.
aligned to the ‘proficient’ career stage. Participating in the Early Career
Development Program will support you to achieve this within your first
two years.
Performance and development plan - teacher Page 2 of 5
My Behaviour
What do I do really well and how will it help me achieve my goals?
What do I need to start doing to increase my effectiveness?
Which of my behaviours prevent me from being more effective in my role?
- How will I manage those behaviours?
What do I do well? How will these help me to achieve my goals?
Build relationships with my students
Provide students with ongoing feedback - via formative assessment
Arrange and run ASLC to improve student understanding and results
Actively pursue Professional Development that will help me work towards bettering my
differentiation etc.
What do I need to start doing to increase my effectiveness?
Think about book checks more regularly to better keep on top of students who may not
actively seek out help.
Be prepared to make more parent phone calls rather than email to ensure parents know
about their child’s progress if I don’t hear back from them via email.
This is specifically aligned to Standard 7 (Engage professionally with colleagues, parents/carers and
the community) and will consider all of the teacher standards from a behaviour perspective. It is
about leveraging behavioural strengths and making adjustments that positively impact on your
teaching practice, your interactions with others and your overall effectiveness.
My Wellbeing
What action can be taken to enhance my wellbeing? Are there any
work, health or safety considerations?
Actions that can be taken to enhance my wellbeing include:
-continue to build new connections and relationships
- ensure I fit 'me' time into everyday
- Engage actively in social events that are school driven
- Ensure I constantly promote and utilise a growth mindset
- Stay focussed on my goals
- Reward myself for even the smallest achievements
This is about the interaction between your role as a teacher, your health, your safety, your
wellbeing and your personal responsibilities. Have a conversation with your leader about what
action you will take to find the optimal balance that ensures the best outcome for you and your
work.
My Learning
What learning activities will I undertake to improve my professional practice,
accomplish my student achievement goals and achieve my career aspirations?
What learning activities will I undertake to improve my professional practice, accomplish
my student achievement goals and achieve my career aspirations?
Thinking Maths - to improve engagement and conceptual understanding within my
students.
Teaching how to Learn - to improve student agency and show students how to become life
long learners.
Kath Murdoch reading/seminars - to improve students ability to take responsibility for their
own learning and understand that they can find answers with a little bit of research.
University information sessions (Masters) - to improve my professionalism as a teacher.
Online courses (Plickr) - to improve my day to day actions as a teacher.
This is specifically aligned to Standard 6 (Engage in professional learning) and will consider all of the
teacher standards from an individual learning perspective. Plan actions that involve learning on the
job, collaborative learning, undertaking research, observing practice or formal training.
Our Agreement
What do I need from my leader to achieve my goals?
Where will I source my feedback this year (e.g. classroom observation)?
What evidence will I provide at my next review meeting?
Regular meetings to ensure I am collecting and collating the right information for my E -
portfolio to move from proficient to graduate.
Lesson observations and the teaching how to learn PD lesson analysis (via video)
My updated E-portfolio, certificates and my video lesson with completed analysis.
Sign-off - Plan established and agreed
Employee signature: Date:
Leader signature: Date:
Performance and development plan - teacher Page 3 of 5
 6 Month Review comments
Update progress against established goals on page 2 during the 6 month review conversation. There is no
requirement to classify or formally rate overall performance.
Use the review conversation tool to frame the 6 month review conversation.
Teacher and leader summary comments should be documented below and include specific comments indicating:
• progress towards achievement of goals
• any areas identified as needing attention or support
• any actions and associated timeframes for follow up.
Teacher summary comments Leader summary comments
Employee signature Date
The date of the 6 month review conversation must be recorded in the HRS,
Staff Overview Module by the site manager, or delegated performance and
development plan user.
Leader signature Date
There is no requirement to upload this plan, however on finalisation, the
plan should be printed, signed by both parties and filed in a secure location.
6 month review Page 4 of 5
 12 Month Review comments
Update progress against established goals on page 2 during the 12 month review conversation. There is
no requirement to classify or formally rate overall performance.
Use the review conversation tool to frame the 12 month review conversation.
Teacher and leader summary comments should be documented below and include specific comments relating to:
• achievement against the goals in the performance and development plan
• how practice has changed and improved
• key learnings and focus areas for next year’s performance and development plan
• the overall impact of the plan on student learning for the year.
Teacher summary comments Leader summary comments
Employee signature Date
The date of the 12 month review conversation must be recorded in the
HRS, Staff Overview Module by the site manager, or delegated performance
and development plan user.
Leader signature Date
There is no requirement to upload this plan, however on finalisation, the
plan should be printed, signed by both parties and filed in a secure location.
12 month review Page 5 of 5