Department of Education and Early Childhood Development Page 1 of 6

Performance and
Development Process
2014/2015


Teacher Performance and
Development Plan

Name Erin Nelmes School Name Rolling Hills Primary School
TO Number 08850502 School Number 5241
Job Title Classroom Teacher Classification Level Proficient
P&D Cycle Dates May 1
st
2014 30
th
April 2015 Date Plan Developed 16
th
June 2014
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.

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Performance and Development Plan

Dimension 1: Student Outcomes- Maths Weighting (Insert weighting)
SMART goal Strategies Evidence
5.1 and 5.2: Assessment and Feedback
I will use assessment and work samples to
provide feedback fortnightly to students
about their learning in number and problem
solving.
- Have a more organised and structured document of
standards based skills and knowledge to look for.
- Document incidental teaching and learning for each student
more effectively.
- Develop smart goals with students more often, and send
them away with how they are going to achieve that goal.
- Compare pre + post testing results.
- Conferencing with feedback & goals.
- Group children according to ability and see each group on
one day of the week, over a fortnight
- Use WOWs to improve my knowledge of problem solving
strategies
- Look at the maths continuum and become more familiar to
assist with my planning
- Meet with colleagues to discuss data and strategies for
improvement
- Set up and use conference folder
- Use specific document templates whish are consistent
amongst team
- Data collected will include:
o checklists
o anecdotal records
o pre and post-tests
o description of group goals
o student self- assessments (rubrics, scoring pages or notes
on their oral reflections).
- WOW document
- Work Program to specify names of students that we are
conferring with.
- Data meeting minutes
- Photos of the teaching group during instruction or reflection.
School support, resources and/or
development
End-cycle outcome (insert outcome)


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Dimension 2: Professional Knowledge- Literacy Weighting (Insert weighting)
SMART goal Strategies Evidence
2.5: Literacy and numeracy strategies
I will apply effective teaching strategies that support
students to make gains of one AusVELS year in
Reading, Spelling and Mathematics.
- Use the Smartwords program to meet with differentiated
groups once per week to work on specific spelling patterns.
- Use Smartwords foci to extend students understanding of
sounds and letter choices during modelled writing.
- Use the word wall, word wall chants and 5 key spelling
strategy posters to promote awareness, discussion and use of
spelling strategies.
- ILPs will outline specific goals for students with additional
learning needs.
- Students will be assessed on Reading and Spelling according
to the assessment schedule
- Conduct STARS comprehension reading groups
- Conduct Book club reading groups
- Various Maths groups will have a focus on problem solving and
number skills
- Smartwords data.
- SAST and Waddington Data
- Planning docs
- Photos
- Maths, Reading and Writing Conference
folder documentation and data
- Student book club reflections

School support, resources and/or development End-cycle outcome (insert outcome)



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Dimension 3: Professional Practice- Inquiry Weighting (Insert weighting)
SMART goal Strategies Evidence
4.2: Manage classroom activities.
I will establish routines that allow the students to
work in groups in inquiry time in order to maximise
independent and co-operative learning skills (2 times
a week approx).



- Teach explicit roles for group activities.
- Utilise Tribes and Positive Psychology language within my
daily practise.
- Develop routines with anchor charts etc. to establish
independence.
- Set time to provide student-to-student feedback.
- Use the student roles of reporter and photographer to check
in with students who are off task.
- Anchor charts
- Photos
- Student reflections
- Work Program
- Feedback from parents, i.e. from reports
and relating to students engagement in the
curriculum
- Feedback from students to the rest of the
group about group participation
School support, resources and/or development End-cycle outcome (insert outcome)


Dimension 4: Professional Engagement- ICT Weighting (Insert weighting)
SMART goal Strategies Evidence
7.3: Engage with the
parents/carers.
I will set up a classroom Weebly
with fortnightly updates, to facilitate
communication between home and
- Attend PD
- Utilise experts in the school
- Share what I am doing with colleagues and learn from others.
- Model the use of the Weebly in class.
- Weebly published
- Parent / Student Blog comments
- Records of Professional learning (at school and at home).
- Use Weebly stats to show usage.

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school to inform parents about the
students learning and wellbeing.

- Set up a parent/student feedback form on the Weebly to survey
areas of success and growth.
- Update fortnightly with reflections, work samples, photos, goals,
key dates etc.
- Share with parents the concepts we are teaching
- Promote through the newsletter or Facebook
- Set parent homework (questions to the parents) e.g. love to
hear from you about, useful at home, are you aware of your childs
goal in maths this week
- Student feedback and voice in updating the Weebly.
- Results from feedback forms
- Fortnightly updates




School support, resources and/or
development
End-cycle outcome (insert outcome)


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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* 27/06/2014

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 teachers reviewer