Epsom Primary School
School Context
School Type: Small primary
Region: Loddon Mallee Region
Students: 129 students
Staff: 7.2 teaching, 2.5 non-teaching
Principal: Damien Jenkyn
Accreditation: 2008
Website: http://www.www.epsomps.vic.edu.au
Epsom Primary School has continued its team approach to curriculum planning, professional learning and teacher reflection by implementing a peer coaching program, with a focus on ICT integration, as a key source of feedback on classroom practice.
School approach to the next phase
The school's approach to the next phase:
- All Education Support staff have individual performance development plans, an annual review with the principal and their individual professional learning needs incorporated into the school’s PD plan
- Weekly peer coaching in ICT integration across the curriculum is provided for all teachers
- The whole-school assessment program and data analysis are undertaken on a regular time frame, with students monitored accordingly
- Staff use the e5 Instructional Model as a basis for joint planning of units of work
- Educational partnerships between staff and parents will be strengthened through implementation of Individual Education Plans for students below expected VELS levels.
School approach to each element
Element 1: Induction
- New staff are provided with CRT coverage to visit/work at the school prior to taking up their appointment
- The School Operations Manual and other planning documents are provided to new staff before taking up their appointment
- A VIT-trained mentor provides planning support, team teaching, modelling and classroom organisation and management strategies for beginning teachers
- All new teachers become part of a Professional Learning Team (PLT), which provides additional support
Resources
Element 2: Multiple Sources of Feedback
- Fortnightly Professional Learning Teams (PLT) provide a forum for joint curriculum planning, moderation of student work, analysis of student achievement data and formulation and implementation of action plans
- A peer coaching program for ICT integration has been introduced in 2009
- The whole-school assessment schedule provides multiple forms of student achievement data that are analysed by PLTs to inform teaching
- The annual performance review between principal and each staff member utilises multiple sources of feedback.
Resources
Element 3: Individual Performance and Development Plans
- Staff plan personal professional development goals taking into account school data, PLT goals, school goals (as expressed in Strategic Plan & AIP) and DEECD initiatives and requirements
- Personal goals are initially determined at performance review meetings with the Principal.
Resources
Element 4: Quality Professional Learning
- The Principal and Leading Teacher draft the whole school professional development plan based on staff goals, school-based priorities and DEECD initiatives
- The whole school plan is implemented on a term-by-term basis through staff, curriculum and PLT meetings, curriculum days, joint teaching and planning, peer coaching and external professional development as required
- A Literacy coach has provided coaching in the elements of literacy block and best practice. Teaching staff have planned, monitored and assessed their teaching as a group and taught with and in front of peers for critical feedback.
- Peer coaching in 2009 focuses on ICT integration and pedagogical practice.
Element 5: Belief in a Performance and Development Culture
- The school’s P&D Culture will be/has been further strengthened in 2009 through formalising agreed protocols for peer coaching and increased opportunities for all teachers to receive feedback and observe others
- Teachers examine their pedagogical practices through encouragement of innovation, peer coaching, taking calculated risks and trying new practices
- Staff are involved in DEECD innovative practice projects and federal Summer School research projects
Resources