Performance and Development Culture

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Baringa Special School

School Context

    School Type: Special School

    Region: Gippsland Region

    Students: 120 students

    Staff: 18.3 teaching, 11.6 non-teaching

    Principal:  Rosemarie Romano

    Accreditation:  2008

    Website: http://www.baringass.vic.edu.au (site under construction)

     

    Baringa School is a special school for students with mild intellectual disabilities aged 5-18. The school is committed to continuous improvement, particularly in relation to examining and refining instructional practice and promoting Baringa as a school with a culture of high performance and positive student achievement.

     

    School approach to the next phase

       

      The school's approach to the next phase:

      • An expanded focus on effective Teaching and Learning practices
      • Exploration of e5 and Improving Student Achievement models to improve teacher effectiveness and student outcomes
      • Further development and refinement of coaching and mentoring processes
      • Improved structures to facilitate peer observations and feedback.

       

      School approach to each element

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      Element 1: Induction

      • Mentoring and coaching are significant strategies for improving the practice of all staff. All new staff, teachers and Education Support (ES) staff, have a designated mentor/coach
      • Team teaching and classroom observations are a component of professional learning
      • New staff have the support of an experienced teacher in writing Individual Education Plans and running Program Support Group meetings in their first year.

      Resources

       

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      Element 2: Multiple Sources of Feedback

      A variety of methods is used to elicit feedback to improve teacher effectiveness:

      • SLR data
      • Achievement of goals in Individual Education Plans and behaviour plans
      • Peer sharing and observations
      • Video taping of some classes to promote self reflection and exchange visits to other classrooms
      • Principal classroom visits inform discussions about classroom practice
      • The Cluster Teaching and Learning Coach is working with team leaders to improve coaching/mentoring skills.

      Resources

       

       

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      Element 3: Individual Performance and Development Plans

      • Education Support staff are included in all performance & development processes
      • Performance Plans for all teaching staff are based on the Annual Implementation Plan, school priorities and personal feedback/interests
      • Teaching staff are supported to attain appropriate special education qualifications – via support for scholarship programs access to the Rural Retraining program, time release for study requirements and support for placement options.

      Resources

       

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      Element 4: Quality Professional Learning

      • Staff expertise is used to support colleagues in the school and in other special and mainstream schools
      • Professional learning programs are responsive to identified learning needs of students and staff
      • Networks as well as paramedic support staff provide professional learning
      • A multidisciplinary approach to planning and provision of professional learning and support helps staff to meet the complex needs of students
      • Staff visit other schools and settings - local, interstate and international to seek best practice and improvements to learning and environments
      • Staff and Unit meetings have dedicated workshop time for professional discussions around Teaching and Learning and Student Well-being
      • Targeted initiatives and best practice are shared at weekly PLT meetings.

      Resources

       

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      Element 5: Belief in a Performance and Development Culture

      • Innovation is encouraged and celebrated
      • At least one school wide PD day focuses on strengthening culture and team work
      • All staff are involved in decision making. ES staff attend all staff and unit meetings and are represented on School Council and its sub committees
      • A strong collegiate team approach exists within and across units (Early Years, Middle Years, VCAL)
      • Leadership team members model commitment to ongoing professional learning related to school priorities and their own leadership development
      • Staff acknowledge their individual and collective responsibility for staff professional learning and share learning and knowledge with others outside the school.

      Resources