Performance and Development Culture

Back to:

Alfredton Primary School

School Context

    School Type: Primary school

    Region: Grampians Region

    Students: 465 students

    Staff: 29 teaching, 10 non-teaching

    Principal:  Mrs Evelyn Myers

    Accreditation:  June 2008

    Website: http://www.alfredtonps.vic.edu.au

     

    The school is striving to create a culture that promotes child centred learning, collective responsibility, high performance, effective communication, positive energy, innovation, reflective practice and celebration of success.

    Staff continually reflect on ways to develop high performing teams focussed on improving student outcomes. They are committed to the development of a highly effective learning environment and keen to take advantage of opportunities for professional growth.

     

    School approach to the next phase

       

      • The school employs the Innoven Learning System ™ whole school Teacher Development Process (TDP) to engage individual teachers and teams of teachers in a staged, focused approach to school improvement
      • In 2009 this includes two classroom observations, a whole school choice of content (English: writing) and links to whole school & team professional learning. 

       

      School approach to each element

      Back to Top

      Element 1: Induction

      • The Leadership Team oversees a comprehensive induction and mentoring program for all teachers and school staff who are new to the school, to the profession or a role
      • All key school personnel are included in induction and mentoring processes
      • Mentoring partnerships are available for all interested staff
      • Daily in-house professional learning and on-the-ground support are provided for new staff
      • Continual professional growth is supported by comprehensive school planning documents, effective processes and ongoing whole school professional development initiatives.

      Resources

       

      Back to Top

      Element 2: Multiple Sources of Feedback

      • The Innoven’s Learning System™ is used to frame a whole school Teacher Development Process (TDP) that brings together clear goals, carefully targeted teacher learning and classroom and teacher observations
      • All teachers and school personnel participate in a formal feedback program that uses at least three data sources for teacher development and improved student outcomes. These include analysis of student learning outcomes data, observations of class teaching practices and comprehensive self-reflection
      • There is regular whole staff, team and individual analysis of aspects of the Annual Implementation Plan (AIP), cross-referenced with class cohort, Wellbeing, Reading Recovery and NAPLAN data to ensure targeted forward planning
      • Staff expertise is developed in coaching and mentoring and the giving and receiving of effective professional feedback
      • The school implements a comprehensive, regularly reviewed Assessment Schedule alongside strategic moderation and annotation of student work samples.

      Resources

       

      Back to Top

      Element 3: Individual Performance and Development Plans

      • The teacher development process enables all staff to identify, explore and improve those aspects of their practice that they believe have the greatest potential to improve student learning and, collectively, assist the school to achieve the Strategic Plan targets
      • Plans are developed with a Team Leader based around individual, team and school priorities
      • Staff design and implement a key action learning project that identifies a significant focus area for improved teacher practice, incorporates targeted learning and results in a process of observation, coaching and feedback
      • Staff engage in formal reflection and review of the impact of new teaching practice on student outcomes.

      Resources

       

      Back to Top

      Element 4: Quality Professional Learning

      • The whole-school professional learning goal has been to establish an in-house teacher development process with an agreed focus on coaching, mentoring and ongoing professional learning
      • The Innoven Learning System ™ is used to ensure that learning via observation and feedback results in changes in staff practice that lead to improved student outcomes
      • There is regular formal whole staff, team and collegiate professional development and informal professional discussion and observations
      • Staff have access to externally sourced professional learning that is strategically aligned to the AIP
      • Flexible time management arrangements enable significant resourcing of professional learning.

      Resources

       

      Back to Top

      Element 5: Belief in a Performance and Development Culture

      • The school has a clear shared vision with well-defined purposeful roles and responsibilities
      • Coaching and mentoring, strong teamwork and supportive professional relationships are fundamental to the school’s approach and support targeted, quality professional learning and innovative classroom practice and curriculum development
      • Research-grounded teaching and learning practices are constantly reviewed by in-house teacher action research
      • There are regular opportunities for discussion, feedback and classroom observations within an open, professional and energetic culture
      • There is whole school celebration and sharing of professional learning and individual and team achievements.