Performance and Development Culture

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Footscray Primary School

School Context

    School Type: Small metropolitan primary school

    Region: Western Metropolitan Region

    Students:  198 students

    Staff: 14 teaching, 8 non-teaching

    Principal:  Natalie Bakai

    Accreditation:  2008

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

     

    The P&D Culture at Footscray Primary School is one which has been strategically developed and built on over the past three years.  It is based on the premise that every adult within the school is a learner and that together staff can shape the future of every child’s education by improving their own performance and development.

     

    School approach to the next phase

       The school's approach to the next phase:

      • An innovative approach to induction includes an ‘apprenticeship’ professional learning program for new teachers involving coaching and mentoring
      • Education Support (ES) staff will be included in a similar program to create an inclusive learning and working environment
      • Staff receive feedback through a coaching program and further opportunities for moderation of student work to achieve consistency
      • Staff are provided with professional learning on giving and receiving constructive feedback.

       

      School approach to each element

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      Element 1: Induction

      • Beginning teachers have the opportunity to participate in an ‘apprenticeship’ program as a mentee classroom teacher for up to three weeks prior to starting
      • New staff participate in a comprehensive 3 day induction program and are provided with individual support materials including a school operations manual and induction CD
      • New staff have access to literacy and numeracy coaching
      • ES staff participate in an Induction Program which includes aspects of professional development.

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      Element 2: Multiple Sources of Feedback

      • All data is shared, analysed and used to inform the audit and planning of the school’s annual implementation plan (AIP) and strategic plan (SP).  This process is shared with staff, students, parents and the School Council
      • Staff attend professional development on how and why to deconstruct data
      • Feedback on Student Survey data is sought from students using facilitated focus groups and/or ZING technology.

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      Element 3: Individual Performance and Development Plans

      • Performance plans are used as open working documents at team meetings
      • Staff work collaboratively to improve their own development in a team environment
      • All staff have the opportunity to become involved in the school’s Exemplary Staffing Strategy to ensure they have exemplary skills in a nominated area of curriculum as well as expertise through the curriculum
      • Team leaders work directly with their own staff (both teachers and ES staff)
      • ES staff have administrative planning time (APT) to participate in team meetings.

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      Element 4: Quality Professional Learning

      • Professional learning is strategically aligned with the AIP, SP and the school's Exemplary Staffing Strategy
      • Staff regularly share their extensive professional knowledge at whole staff and weekly school based professional learning meetings
      • Staff are active members of principal, coordinator and teacher networks and contribute to professional learning and sharing
      • The PD program includes succession planning and training
      • PD opportunities are provided to all ES staff both at the school, network and regional levels
      • A professional development data base is maintained to track professional learning opportunities and gain feedback.

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      Element 5: Belief in a Performance and Development Culture

      • The staff is committed and contributes to the ongoing review and refinement of all elements of the school’s Performance and Development Culture
      • Direct links are made between P&D Culture and the AIP/SP to further support all aspects of learning within the school.

      Resources