Performance and Development Culture

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Mansfield Secondary College

School Context

    School Type: Secondary

    Region: Hume Region

    Students: 470 students

    Staff: 45 teaching, 15 non-teaching

    Principal: Peter Baddeley

    Accreditation:  2008

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

     

    Teaching and non-teaching staff meet in Focus Groups each term to develop and review progress in achieving individual staff development targets. Staff development plans are closely aligned to the Annual Implementation Plan and Strategic Plan.

     

    School approach to the next phase

      The school's approach to the next phase:

      • All staff, including non teaching staff are included and must complete staff development plans with targets for student outcome improvements
      • There is greater rigour and Focus Group accountability in regard to staff targets.

        

      School approach to each element

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      Element 1: Induction

      • New staff are provided with an induction CD and have a designated “buddy”
      • The induction program includes two formal induction meetings with all new staff in term one, revisited during the year.

      Resources

       

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      Element 2: Multiple Sources of Feedback

      • Focus Groups provide a forum for all staff to receive feedback on their work
      • All staff, including non teaching staff, have student outcome targets by relating an aspect of their role back to the core duty of improving student outcomes
      • Staff professional development on giving and receiving feedback is incorporated into Focus Group meetings so that staff become more adept at questioning and extending another’s target
      • Each focus group has a designated leader who has a role to ensure groups work effectively and efficiently
      • Student attitudes data is analysed and used in setting targets.

       

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      Element 3: Individual Performance and Development Plans

      • The school leadership supports all staff in the development and implementation of individual plans
      • Data is a strategic focus in the Annual Implementation Plan (AIP) and individual plans, particularly in relation to identifying and working with higher performing students
      • Staff development plans are refined to reflect college priorities
      • Peer support is encouraged as an important aspect of focus group discussions.

      Resources

       

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      Element 4: Quality Professional Learning

      • School based professional learning is directly related to the needs of staff as outlined in development plans and supports staff to achieve their targets in line with the AIP
      • Professional learning is increasingly presented by college staff
      • Focus group and VELS meeting discussions have clear mandates to extend staff professional learning
      • PD requests must be aligned to staff development plans and relevant to the College AIP
      • There is growing accountability in relation to staff access to the PD budget.

       

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      Element 5: Belief in a Performance and Development Culture

      • There is a shared commitment to improving student outcomes
      • The focus is on maintaining strong staff opinion in regard to access to and the targeted nature of professional development
      • Student attitudes data is considered critical for teacher improvement.