Performance and Development Culture

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Birchip P-12 School

School context

    School Type: P-12

    Region: Grampians Region

    Students: 216 students, (107 primary, 109 secondary)

    Staff: 30 teaching, 15 non-teaching

    Principal:  John Richmond

    Accreditation:  2007

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

     

    Birchip P-12 School has developed sub-school learning teams for curriculum planning, professional learning and implementing Habits of Mind.  Habits of Mind are integrated into the school’s rich and dynamic curriculum as it works towards becoming a Mindful School. 

     

    School approach to the next phase

      The school's approach to the next phase:

      • All staff are involved in a Performance and Development Culture at Birchip. Individual P&D Plans focus on improvement areas taken from the Annual Implementation Plan (AIP)
      • The ‘Habits of Mind’ approach provides the Birchip P-12 School community with a framework on which to focus and ensure continuous improvement. The aim is to improve our understanding and modelling of each of the 16 Habits of Mind.

       

      School approach to each element

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      Element 1: Induction

      • Early recruitment ensures a smooth transition, time for the induction process and an opportunity to ‘taste’ the school prior to commencement
      • Induction and mentoring commence prior to the appointment with a mentor sitting on the selection panel
      • The Mentoring and Induction Booklet provides the set agenda for weekly meetings between new staff members, their mentors and the leadership team
      • An updated staff information booklet is provided to all staff each semester.

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      Element 2: Multiple Sources of Feedback

      • All staff are involved in data analysis which informs the review process and subsequent planning
      • Rich data sources are provided to all staff members and discussed in professional learning teams (PLTs)
      • A critical friend observes and provides feedback to colleagues about a pre-identified improvement area of classroom practice
      • All teachers are required to obtain student feedback in all classes.

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      Element 3: Individual Performance and Development Plans

      • All staff are included in the performance and development review process
      • Individual plans focus on two key improvement areas from the annual implementation plan (AIP) and strategic plan (SP) and reflect professional standards
      • Critical friends assist in plan development and act as teacher coaches
      • A review template ensures alignment with the AIP.

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      Element 4: Quality Professional Learning

      • The professional development leader maintains a PD database to ensure professional learning is aligned with strategic planning and the AIP
      • Habits of Mind informs professional learning in the school community
      • Fortnightly PLTs provide professional learning and sub-school learning teams focus on learning and curriculum
      • Staff are encouraged to reflect and report back on professional learning.

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      Element 5: Belief in a Performance and Development Culture

      • Leadership and sub-school professional learning teams drive change
      • All staff are aware of the importance of their input to achieve growth and successful AIP outcomes
      • Staff members use data positively to measure their continual improvement or address concerns
      • Achievement is regularly acknowledged at staff meetings and within the school newsletter.

      Resources