Performance and Development Culture

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Coburg Senior High School

School Context

    School Type: Senior secondary college, Years 10-12

    Region:  Northern Region

    Students: 210 students

    Staff: 18 teaching, 3 non-teaching

    Principal:  Don Collins

    Accreditation:  2008

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

     

    Coburg Senior High School opened in 2007. The school has an open plan design where teachers and student learners develop their skills and understandings in a cooperative and supportive manner that has high visibility and high expectations of achievement. An ICT-rich environment enhances student and staff learning.

     

    School approach to the next phase

      The school's approach to the next phase:

      • The school approach to improving instruction is focused on an authentic learning model incorporating e5
      • Education Support staff are included in performance and development processes and have opportunities to work as part of a team on key activities
      • The open plan environment supports ongoing discussions and professional learning and feedback about pedagogy
      • ICT is integral to the culture. For example:
        - All staff are encouraged to use innovative ICT approaches to curriculum development and delivery
        - Techie Brekkies are held every week to support ICT skill development.

       

      School approach to each element

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      Element 1 : Induction

      • Education Support staff are included in induction processes
      • New staff have a buddy (short term, for day-to-day support)
      • A leading teacher mentor provides support in the performance and development review process
      • Attend a series of induction workshops during Term 1
      • All required school information is available on the school intranet.

      Resources

       

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      Element 2: Multiple Sources of Feedback

      • Feedback is linked to action inquiry teams through an agreed process including peer observation
      • Student surveys and POLT component mapping provide feedback on classroom practice
      • Student learning outcomes are available to all staff on the intranet
      • Discussion of data is a regular focus of discussion in staff forums.

       

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      Element 3: Individual Performance and Development Plans

      • The performance and development process is supported by a mentor leading teacher
      • Individual teachers create digital portfolios which facilitate reflection and continuous improvement.

      Resources

       

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      Element 4: Quality Professional Learning

      • Weekly professional learning meetings in Terms 1 and 4 focus on areas of teaching and learning identified in teachers’ plans, school priorities and department initiatives
      • Professional learning action inquiry teams are the focus of professional learning in Terms 2 and 3. Action inquiry teams work individually on their projects, coming together as needed for sharing, feedback and professional learning on the action inquiry model.

       

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      Element 5: Belief in a Performance and Development Culture

      • Staff have input through the individual development planning process
      • There is a commitment to providing situational leadership opportunities
      • An online management platform facilitates communication between teachers, parents and students
      • Evaluation and reflection are built into all major projects
      • There is continued support for all staff to make connections between students’ learning outcomes and their own performance and development.