Teacher Performance Development and Review Process (2015)

Name

School Name

TO Number

School Number

Job Title

Geelong High School

01-7855

Classification Level

P&D Cycle Dates

Overarching School Goal(s)

Jan 2015 Dec 2016

Date Plan Developed

To improve VCE outcomes

To improve student outcomes in literacy and numeracy across all learning areas

To improve students' engagement in learning

To improve student transition outcomes into, through and beyond the school.

AITSL Standards

Illustrations of Practice - by Career Stage

Illustrations of Practice capture teaching practice aligned to the Australian Professional Standards for Teachers in a
range of contexts and across career stages, year levels and learning areas.
My Standards App
The free My Standards app makes the Australian Professional Standards for Teachers accessible anywhere, anytime. Collect
and annotate your own artefacts, referenced to the Standards to inform and evidence your professional growth.

Take control of your professional growth by regularly collecting evidence and reflecting on your practice

Create video, photo or audio artefacts of your professional practice as it happens

Annotate artefacts and map to the Standards

Export your artefacts to cloud storage and access from any computer, mobile or tablet

Connect the Standards to your practice to inform your professional discussions and career development

Page 1 of 9

Performance and Development Plan (2015)

Dimension 1: Student Outcomes
SMART goal

Unit 3-4 teachers

Staff will critically review the
2014 VCAA External
Assessment report with a
view of improving the
statistical difference between
their class and the state
mean for specific key
knowledge and skills. In
particular, staff will identify
areas for improvement where
their class achieved lower
and/or significantly lower than
the state mean.

Weighting
Example Strategies

Example Evidence

Measures to include :

Review 2014 VCAA External Assessment report to

identify areas of content (skills and knowledge) where
their class achieved lower and/or significantly lower
than the state mean
Provide students with additional exam questions
specific to the areas of concern. Provide students with
corrective feedback
Reviewing why the areas for concern have been
challenging. This includes identifying common student
errors and misunderstandings. This may be derived
from VCAA examiners report

Students reviewing and fixing errors in SACs

(formative assessment)

Work with colleagues to discuss how they teach the

areas identified for improvement

Implement more peer coaching and scaffolded

activities.

Collaboratively plan, moderate and seek advice on how

to best approach a topic (from PE colleague)

Become an examiner

Review the examiners report

(25%)

VCAA exam results - Improved

statistical difference between
their class and the state mean
for key knowledge and skills
identified for improvement.

Reflections from examiners

report and exam preparation
PD.

Learning tasks, past exam

questions and pedagogical
practices used to deepen
student understanding of
selected topics.

Page 2 of 9

Maths & English teachers

(not teaching a Unit 3-4
subject)

Expand student study techniques and written

expression

Review, develop and moderate SACs to ensure

significant rigour exists to minimise scaling down.

Review individual student results (On Demand) to

identify specific areas of weakness as outlined in the
skill descriptors.

Staff will select a class and

analyse the On Demand data
with a view of setting an
average growth goal of a
minimum of .5 (each
semester) for the class.
Evidence and strategies to
demonstrate growth will
include a student at, below
and above the expected
level.

Remaining Staf
Teaching and Learning
Growth Goal
Staff will use the Attitudes to
School Survey (ATSS) to

Identify where the student is at with specific skills and

identify the next level of learning as guided by the
Australian Curriculum.

Scaffold learning tasks towards their next level.

Utilise specific pedagogical practices/strategies to

scaffold student learning and progression

Utilise links for English Continuum, Reading Videos and

Literacy to Learn Videos

Utilise links to the Numeracy Continuum

Track and monitor progress with the provision of

descriptive and actionable feedback.

Conference students to identify Where am I now and

Where to next

Use the ATSS three times during the year to seek

student feedback. The survey is to include a comment
box for additional information to be gathered.

Review the ATSS to identify areas for improvement

Utilize specific pedagogical practices/strategies to

ON Demand Results

Class On demand results

Average class growth of .

5/semester

Students selected demonstrate

a minimum of. 5 growth each
semester or 1.0 for the year.
Strategies used to differentiate
learning needs for students at,
below and above the expected
level

Annotated work samples from

and/or feedback notes for,
students at, below and above
the expected level showing
progress over time in response
to teacher actions

Note: Conditions for future On

Demand tests will be replicated
for validity and reliability.

Attitudes to School Survey

results tracked over the
three occasions the survey
was taken. Growth
demonstrated across the
year.

Page 3 of 9

collect and analyse student

feedback data specific to the
teaching and learning
component of stimulated
learning.

improve the area(s) identified

Tailoring learning tasks and activities to suit individual

needs and interests

Pedagogical
practices/strategies and
curriculum developed to
improve the area(s)
identified

Staff will critically review the

data collected with the view
to improving the component
of stimulated learning.
Staff will select a class that
they have all year and seek
student feedback at least
twice during this time.

School support, resources and/or

development

Various - depending on the goals

End-cycle outcome

(insert outcome)

2014 VCAA External Assessment report

VCE Colleagues and networks
Carmel Richardson report
Examiners report
On Demand Resources
ATSS
DEECD Resources

English Continuum, Reading Videos and Literacy to

Learn Videos
Numeracy Continuum

Dimension 2: Professional Knowledge (Standards 1 & 2)

Weighting

(25%)

Page 4 of 9

SMART goal (will relate to curriculum work we

are doing in KLAs)

By the end of November, every member

of the teaching staff will have worked
collaboratively to have:

Developed a successfully audited

curriculum map, Instructional Rubric
and tiered Common Assessment tasks
for AT LEAST ONE UNIT.

School support, resources and/or development

Example Strategies (may include the following

suggestions)

Example Evidence

Meet & work in curriculum mapping teams

at least four times per term to:

Collaboratively develop the curriculum

map, tiered CAT and assessment rubric
linked to the standards, and where
appropriate the content descriptors.

Participate in Curriculum design PDs, KLA

meetings, professional reading and
workshops to:
-

Develop curriculum maps, tiered CATs

and Instructional rubrics.

Deepen understanding and application

of Blooms taxonomy to support and
lead other teachers in developing the
tired CAT and Instructional Rubric

Australian curriculum and associated

resources

Curriculum map produced

using the mapping guide and
template

Developed curriculum maps,

tiered CATs and standardsreferenced Instructional
rubrics

Written reflections and

application of professional
learning, workshops and
reading

End-cycle outcome

(insert outcome)

Esther Weichert workshops

GHS workshops and collegiate conversations
Understanding by Design (McTighe & Wiggins)

Dimension 3: Professional Practice (Standards 3, 4 & 5)

Weighting

(25%)

Page 5 of 9

SMART goal (will relate to work we are doing in

and around formative assessment in the
classroom)

By the end of November, I will have

developed my capacity to use various
formative assessment strategies to
demonstrate student growth and a
student centred learning environment.
These strategies include (but not
limited to):

Clarifying and sharing learning

intentions and success criteria

Provide feedback that moves

learners forward

Implement techniques to elicit

evidence of student learning and
adjust instruction accordingly

Example Strategies

Example Evidence (from Instructional

Framework- Assessment, feedback & data)

Work collaboratively during

professional learning workshops and
forums to effectively frame and
share learning intentions and
success criteria

Staf will be required to provide

evidence to demonstrate the
impact formative assessment has
had on their students and/or the
learning environment

Participate in lesson observations.

Act on, and provide feedback to
colleagues from lesson
observations.

CWT Action Plans - inclusive of lesson

observation feedback, student survey
feedback, self-reflections and
adjustments made to ones practice

Plan in advance, using the

Australian Curriculum as a guide,
the learning intentions and success
criteria for each lesson or lesson
sequence

Annotated work samples from and/or

feedback notes for students showing
progress over time in response to
formative assessment strategies.

Comment only marking - descriptive

feedback, rather than grades and
percentages, will be provided to
students to act on. This includes the
use of the find and fix technique.

Documented learning intentions and

success criteria - including process
and performance based Success
criteria

Students to act on the descriptive

and actionable feedback provided
by the teacher

Student survey feedback regarding

the use of learning intentions,
success criteria and feedback

Support student learning with

deepening students understanding
of a growth mindset

Use of high, medium and low

exemplars to show what high quality
work looks like.

Pre and post assessments used

formatively to inform teaching and
show student growth

Collecting and using evidence of

Formative use of summative tasks

Use a variety of formative

assessment techniques to collect
evidence of learning from all

Page 6 of 9

student learning including, but not

limited to exit slips, traffic lights,
fist-of-five, no-hands-up and quizzes

Professional reading around learning

intentions, success criteria and
effective feedback

School support, resources and/or development

student learning to adjust

(differentiate) instruction

Formative use of summative tasks

End-cycle outcome

(insert outcome)

Dimension 4: Professional Engagement (Standards 6 & 7)

Weighting

(25%)

SMART goal (Can relate to how we are working

in CWTs, House & KLA teams. It may also
include your specific leadership role and/or
involvement with programs such as Positive
Education)

Example Strategies

Example Evidence

Stem to write this goal

Dependent on the goal set.

Dependent on the goal set.

By the end of November, I will be regularly

engaging collaboratively with colleagues through
CWTs /KLAs/House meetings so that I can
..

Start with the end i.e.

By (date)
I will . (action) so that ..
(outcome)

School support, resources and/or development

End-cycle outcome

(insert outcome)

Page 7 of 9

PDRP timeline

Teachers will meet with their reviewer at the beginning of each cycle.
PDRP Preparation - goal setting and determining strategies, evidence and support required.
Term 1: Week 7 9
Prior to the initial meeting with the reviewer staff will Identify and upload goals, evidence / data, strategies, school support
and professional learning (where appropriate).
Start Cycle: Reflection and goal setting (conversation 1)
Term 2: Week 1 2
This initial meeting will be used to discuss, refine and finalise the teachers draft PDP. An agreement between the teacher
and reviewer should be reached about what will constitute success (and what the evidence will look like to demonstrate
progress and impact) at the end-cycle. Once the goals, evidence / data, strategies, school support and professional
learning have been agreed upon the staff member will be moved on to the mid-cycle review, and unable to make any
further changes on Staffpd
Mid-Cycle: feedback and review (conversation 2)
Term 3: Week 1-2
A mid-cycle discussion should be scheduled between the teacher and the reviewer to review progress against agreed

Page 8 of 9

performance and development goals. This includes staff sharing the evidence/data that they have collected to this date.
The mid-cycle discussion provides an important and formal opportunity for teachers to receive feedback and, where
required, support to ensure performance and development goals will be achieved by the end-cycle. Staff may refine their
PDP at this meeting. Following this meeting staff will be moved on to the end-cycle review on Staffpd. All teachers receive
regular formal and informal feedback against their performance and development goals, with written feedback being
provided on Staffpd
End-Cycle: review, appraisal and evaluation (conversation 3)
Term 4: Week 5-6
A formal end of cycle discussion will reflect the progress and evidence collected by the teacher throughout the year, and
discuss performance and development to determine the quality of practice, recognise achievements and identify areas for
further development. The reviewer will provide a performance recommendation to the Principal to determine final outcome.
All teachers receive regular formal and informal feedback against their performance and development goals, with written
feedback being provided on Staffpd

Page 9 of 9